Post on 11-Mar-2023
TOWARD A CONCEPTUAL FRAMEWORK OF FILIPINO
LEADERSHIP AMONG EDUCATIONAL LEADERS
IN SELECTED PHILIPPINE HIGHER EDUCATIONAL INSTITUTIONS
USING MULTI-GROUNDED THEORY
A DISSERTATION PRESENTED TO
THE FACULTY OF THE EDUCATIONAL LEADERSHIP AND MANAGEMENT
DEPARTMENT OF THE
COLLEGE OF EDUCATION
DE LA SALLE UNIVERSITY
TAFT AVENUE, MANILA
IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY IN EDUCATION
MAJOR IN EDUCATIONAL LEADERSHIP AND MANAGEMENT
BY
LORELIE RACHEL C. PARAISO
FEBRUARY 2021
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ABSTRACT
The purpose of this research is to develop a conceptual framework of Filipino leadership
concepts espoused by educational leaders in selected CHED-recognized, autonomous Philippine
higher education institutions. Leadership studies are mostly done in the fields of psychology,
sociology, ethnography or in organizational management. Many are based on Western concepts; this
study is based in the context of Philippine higher education. Findings are based from the analysis of
leader-participants’ interview responses, using the multi-grounded theory (MGT) approach
developed by Goldkuhl & Cronholm (2003, 2010), which modified the classic methodology
addressing its weaknesses and issues.
The study aims to develop a contextually-relevant theorized conceptual framework of
Filipino educational leadership. This will benefit not only students, stakeholders, and others involved
in the Education sector but also other sectors of society – business, politics, even the Church. Using
the Multi-grounded theory approach which employs a rigorous 3-tier grounding process, the present
study developed a conceptual framework of Leadership with emerged categories condensed into 2
core categories: Value-based and Economics-driven Leadership in Education. These two core
categories were based on the codification, abstraction and theoretical condensation of the empirical
data. Further grounding was done by theoretically matching with extant theories and an evaluation
of the internal cohesion of the conceptual framework. The emerged conceptual framework can be
used for planning academic courses on leadership or for human capital development purposes.
Furthermore, it will hopefully contribute to qualitative studies, add to the literature on Leadership
particularly in the Philippine context, be a reference for cross-cultural studies on educational
leadership and give impetus to further studies on the subject within the local setting. The framework
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may also impact on the design and development of future curriculums, leadership development
programs, or training which directly or indirectly involves leaders and their development within the
tertiary/ higher education level.
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APPROVAL SHEET
This dissertation entitled: Toward a Conceptual Framework of Filipino Leadership
among educational leaders in selected Philippine Higher Education Institutions: Using Multi-
Grounded Theory prepared and submitted by Lorelie Rachel C. Paraiso, in partial fulfillment of the
requirement for the degree of Doctor of Philosophy major in Educational Management and
Leadership, has been examined and is recommended for acceptance and approval for final defense.
Sr. Teresa Yasa, PhD
Adviser
DISSERTATION REVIEW PANEL
Approved by the Committee on Oral Examination with a grade of _______
___________________________________ ___________________________________
Dr. Cristina Bate Dr. Lourdes Melegrito
Member Member
___________________________________ ___________________________________
Dr. Voltaire Mistades Dr. Anne Marie Ramos
Member Member
__________________________
Dr. Jhariel Abdul Osman
Chairman
Accepted and approved in partial fulfillment of the requirement for the degree of Doctor of
Philosophy, major in Educational Management and Leadership.
______________________ _____________________
Dr. Anne Marie Ramos Dr. John Addy S. Garcia
Chairperson Dean
Department of Educational Bro. Andrew Gonzales -
Leadership and Management. College of Education
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ACKNOWLEDGEMENTS
I would like to thank God for His divine inspiration, guidance, intervention, and help in the entire
process: in the research, writing, editing, through to the completion of this paper.
I would like to extend gratitude to my adviser, Sr. Teresa Yasa, for her feedback during the process
of writing and especially analysis of data as well as the overall guidance through to the final draft of
this dissertation.
I would like to acknowledge all the higher educational leaders-respondents in this research paper
(one posthumously) for their time, participation and contributions to my understanding of Filipino
leadership within the Philippine setting and to Dr. Roberto Borromeo (former Dean of the College
of Education, DLSU-Manila) for initiating my interest in this topic and using grounded theory as a
method in qualitative research.
Also, acknowledging all of my former professors in the Educational Leadership and Management
Department at De La Salle University – Manila, who have in one way or another contributed to the
body of knowledge relevant to this research study.
I also would like to thank the panel members and chair of the dissertation defense: Dr. A.J. Osman
(chair), Dr. C. Bate, Dr. L. Melegrito, Dr. V. Mistades and Dr. AM. Ramos for their valuable input,
critique, and comments to make the paper more coherent and satisfy the requirements and standards
of the Educational Leadership and Management department.
I would like to thank a professional colleague and friend, Dr. Ayuk Ausaji Ayuk for his comments
(especially in Chapter 4) and encouragement to complete this requirement and obtain
the degree, ever since I started on the study more than a decade ago.
This section will not be complete without acknowledging the formal editor of my paper. Thus, my
heartfelt thanks and gratitude as well to David C. Dizon, who spent time and effort to correct any
mistakes in grammar, citations, referencing and format of this paper.Thank you heaps David!
Another posthumous acknowledgement goes to Dr. Kathy Charmaz, who died last July 2020. I had
directly requested for a full text of one chapter from one of her books on grounded theory and
theoretical coding and she obliged by sending it to me last February 2020. Thank you for taking the
time, Dr. Charmaz, to respond to my request. It could be an assistant, but it could have also been
you, helping out a fledgling researcher even though you were already sick. May you rest in peace.
Sincere appreciation to Dr. Göran Goldkuhl, primary author of multi-grounded theory, who together
with Dr. Stefan Cronholm developed the MGT approach and personally corresponded with me
regarding some questions I had on the methodology, for recommending additional articles and recent
research to use as reference.
Last but not least, to all my family and friends for their support and encouragement through the years
as I endeavoured to complete this dissertation and final requirement for the degree. For this, I am
and will always be extremely grateful.
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D E D I C A T I O N
This dissertation is humbly dedicated to my Lord Jesus Christ, who has called me to
teach, from whom all wisdom, knowledge, and understanding flow. May it be a testament of
His unending grace and mercies to anyone who would surrender their lives to Him. It took
more than a decade to complete this requirement and without His orchestration, providence,
and counsel from Scripture it would not have been possible to complete. This work is also
dedicated to my parents who generously and unwaveringly supported me throughout the time
of its conduct and completion. Also, dedicating this work to my maternal grandfather who
as a medical doctor served selflessly in wherever community he found himself in and taught
me at an early age by example what it is to be of service to where you are called. Lastly,
dedicating this to all the men and women whom the Lord has used at one point or another
to invest something in my life so that whatever seed or potential there is inside could grow
and mature for the purpose of equipping others also. All of the above have served to inspire
me more than any other.
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TABLE OF CONTENTS
Title Page i
Abstract ii
Approval Sheet iv
Acknowledgements v
Dedication vi
List of Tables ix
List of Figures xi
Chapter Page
1 THE PROBLEM AND RESEARCH QUESTIONS
Introduction 1
The Context of the problem 2
Brief background of Leadership concepts 8
Purpose/ Significance of the Study 9 /14
Statement of the Problem and Research Questions 16
Scope and Limitation of the Study 19
2 REVIEW OF RELATED LITERATURE 24
3 METHODOLOGY 94
Research Design 95
Grounded Theory and Multi-grounded Theory (MGT) 97/ 103
MGT Process Flow 110
Sampling Procedure 115
Participants 117
Instruments 120
Data Collection 123
Data Analysis 125
4 RESULTS AND DISCUSSIONS 139
A. Results and Discussions of Data Analysis and the
Empirical Grounding process 142
PART 1 From Transcripts to Inductive Codes 143
PART 2. From Inductive to Pattern codes to Theory condensation 145
PART 3 Findings of Initial Theory condensation 146
PART 4 Conceptual Refinement 151
B. Results and Discussions of Theoretical Grounding or
Matching with Extant Theories 181
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PART 5 Theoretical Grounding: Theoretical validation 182
C. Results and Discussions of Internal Grounding or Cohesion 239
PART 6 Evaluation of Theoretical Cohesion 239
5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS 254
REFERENCES 270-280
APPENDICES 281-433
Coding Process for Each Participant from In vivo to Theory Condensation
Final Research Questions. 425
Thornberg’s Informed Grounded Theory (2012) Principles and Arguments for 426
A Priori Review of Literature
Conceptual Refinement : Summary of Stabilised Concepts. 430
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List of Tables Page
Table 1 Philippine results of Leadership Dimensions (Project GLOBE) 31
Table 2 10 Regional Clusters (Project GLOBE) 33
Table 3 Comparison Multi-grounded theory to Grounded Theory 109
Table 4 Participant Profiles 119
Table 5 Sample Coding Process (Exemplars) 136
Table 6 Sample Transcript to Inductive Codes 142
Table 7 Sample Inductive Codes to Theory Condensation 144
Table 8 Classifications of Categories 148
Table 9 Category – Achievement Motive 153
Table 10 Global Mindset Inventory 154
Table 11 Category – Global Mindset/ Perspective 155
Table 12 Category – Exemplars 156
Table 13 Category – Professional Competency. 157
Table 14 Category – Championing Christian Morality and Values 159
Table 15 Category - Education Reform & Development Agenda 161
Table 16 Category – Institutional Differentiation & Valuing 163
Table 17 Category – Institutional Identification 164
Table 18 Category – People Empowerment 166
Table 19 Category – Strategic Collaboration 169
Table 20 Category – Building Human Resources & Capital 171
Table 21 Category – Building Intellectual Capital 173
Table 22 Category – Value-propositioning 174
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Table 23 Core Category – Value-based 176
Table 24 Core Category – Economics-Driven 178
Table 25 Core Category – Development Agenda 179
Table 26 Garcia-Marasigan 4-Part Leadership Model 184
Table 27 Leadership Perspectives with Emerged Categories 192
Table 28. GLOBE Cultural Dimensions with Extremes 216
Table 29 Society Clusters according to High or Low Scores 218
Table 30 6 Global Leadership Dimensions (Project GLOBE) 222
Table 31 Leadership Dimension Profile per Societal Cluster 223
Table 32 Summary of Theories for Theoretical Grounding 237
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List of Figures Page
Figure 1. Economic Perspectives of Leadership 76
Figure 2. Environmental Characteristics & Leadership Styles 79
Figure 3. Classifications of Review of Related Literature 90
Figure 4. A priori leadership concepts 93
Figure 5. Multi-grounded Theory as a dialectical synthesis 105
Figure 6. MGT Multi-grounding processes 107
Figure 7. Theoretical Matching Process 108
Figure 8. MGT Process Flow 110
Figure 9. Triangulation of Data 112
Figure 10. MGT Theory Development 115
Figure 11. Working Structures of MGT Approach 138
Figure 12. Initial Theory Condensation/ Categories 146
Figure 13. Emergent Theory: Conceptual Framework of Filipino Leadership 147
Figure 14: Multiple Leadership Perspectives (Cimene & Aladano) 188
Figure 15. BATAD Leadership Process Model (Ilac) 195
Figure 16. Filipino Hierarchy of Needs (Andres) 202
Figure 17. Social Framework of Filipino Society 207
Figure 18. Dominant Elements of Gabay Leadership (Jocano) 211
Figure 19. Regional Clustering (10 Clusters) Project GLOBE 217
Figure 20. Country Results of Cultural Dimensions (Project GLOBE) 219
Figure 21. Leadership Dimension Scores for the Philippines (Project GLOBE) 225
Figure 22. Project GLOBE’s Conceptual Model & Aspects corresponding
To Present Study 231
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Figure 23. Theoretical matching with 4-Part Model (Marasigan) 233
Figure 24. Theoretical matching with Multiple Perspectives of Leadership 234
Figure 25. Theoretical matching with Batad Leadership Process Model 234
Figure 26a Theoretical matching with Management by Values (Andres) 235
Figure 26b Theoretical matching with MBV 235
Figure 27a Theoretical matching with Management by Culture (Jocano). 236
Figure 27b. Theoretical matching with MBC 236
Figure 28. Theoretical matching to culturally-endorsed leadership theory 237
Figure 29. Leadership Conceptual Framework 251
Figure 30. Historical-Cultural Roots & Conceptualization of Leadership 253
CHAPTER 1
INTRODUCTION
Leadership theories and concepts sprung from the industrial age and have only come
under closer scrutiny now in the twenty first century. According to Brungardt (1998), contrary to
popular thought, the term “leadership” is a recent addition to the English language, its usage coming
about only in the late 19th century. The birth and evolution of the idea of "leader-SHIP" have, from
the industrial to the digital age, shifted from individual traits, behaviours, and characteristics, to a far
more complex concept that reaches beyond the single leader as recent literature delved more into
leader-follower relations and on the practice of leadership (Newton, 2016). Indeed, over the years
literature regarding the subject has increased and in its wake gurus such as John Maxwell, Jack Welch,
Warren Bennis, Lee Iacocca, Kouzes and Posner, and even incumbent American president Donald
Trump has risen to fame. Nations, institutions, organizations, and our daily lives are affected by it.
Leadership is very important (Blanchard, 2011). In his bestselling book Good to Great, Collins (2001)
shows that one can truly appreciate how much leadership matters as one sees how quickly a poor
leader can take a good organization down. Leaders are often in the news, are the subject of books,
portrayed in movies, interviewed on television, and are always in the media. Nowadays, they live
more intensely scrutinized ‘fishbowl’ lives with the advent of social media. Leaders are profiled,
studied, criticized, quoted, blamed, fought over sometimes to death, and idolized. They hover about
our consciousness day in and day out, as we intuit how much they- to a large degree - affect our lives.
No wonder there is more information available now on the subject of leadership than there ever was,
not to mention an increasing number of higher education institutions offering leadership courses,
degrees, and programs to train and develop students as leaders (Brungardt, 1998). Nevertheless, as
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we learn about leaders and leadership, we realize how much more there is to study, discover, and
think about.
The Context of the Problem
Most of the information on the subject of leadership – the books, journals, articles, researches,
and available data, come from the West (House et. al., 2004). Through decades of leadership studies,
scholarly writings on Filipino leadership are still scarce (Ilac, 2018; Cimene & Aladano, 2013). One
pioneering study, Anselmo Lupdag’s In Search of Filipino Leadership (1984), focuses on traits and
characteristics of Filipino leaders. More recent works such as Defining Filipino Leadership, a
festschrift for Ateneo’s former President Fr. Bienvenido Nebres, SJ (2011), are mostly a collection
of narratives to celebrate the person and his achievements. Obviously, a developing nation like the
Philippines does not have enough resources to pursue long-term, historical, and horizontal studies
such as those conducted in the West. However, in the 21st century, where we are increasingly
influenced by the advance of information and communication technologies, and where the impact of
globalization is felt progressively leading to changes in ideologies, cultural values, and the general
workings of a society, it has become even more beneficial to know and understand ourselves better
as a nation. This includes where we are at the moment, the path we are following, and where it can
possibly lead to. Perhaps when we do, we will function and adjust easier to the transformations taking
place within us, both as a nation and as individuals, and allow us to reflect as to whether the destiny
we are forging is where we resolutely want to be.
Educational institutions have always been thought of as necessary for any country’s progress
and development and in today’s knowledge economy this idea resonates louder than ever. Nelson
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Mandela, former apartheid activist who became president of South Africa, had several famous
quotes on the matter: “Education is the most powerful weapon you can use to change the world”,
and “No country can really develop unless its citizens are educated.” He also believed that “the
power of education extends beyond the development of skills we need for economic success. It can
contribute to nation-building and reconciliation”(Strauss, 2013).
George Counts (1978), noted American scholar and educator, but also a social and political
activist, in his seminal book Dare the School Build a New Social Order? wrote: “We are convinced
that education is the one unfailing remedy for every ill to which man is subject, whether it be vice,
crime, war, poverty, riches, injustice, racketeering, political corruption, race hatred, class conflict or
just plain original sin” (p.1). For its part, higher education is widely recognized as playing a very
important role in any society, being an agency for social change and national development. Shai
Reshef, founder and president of University of the People, the world’s first non-profit, tuition-free,
accredited university, who made it his life’s mission to open the gates to higher education said: “When
you educate one person you can change a life, when you educate many, you can change the world”
(uopeople.edu, n.d.). Whereas past educational reformers as John Dewey and Cardinal Newman
viewed higher education as a place that promotes nation building and socialization, today the public
and personal benefits of higher education has been shown in a large number of studies worldwide.
Individuals with college degrees often acquire benefits that extend beyond individuals to society and
from the economic to social realms (Chan, 2016).
An Asian Development Bank (ADB) report in 2012 cited how investing in higher education
is geared to help developing Asian countries build high-income economies with the innovation,
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knowledge, and technology needed to thrive in an inter-connected, competitive world. The bank has
gained considerable experience in providing support for improving educational systems in its
developing member countries. ADB boosted their support for higher education in response to the
growing needs of countries in the region with the fast-changing landscape of this sector requiring new
thinking and updated practices. Central questions asked regarding the issue included: what the
strategic and operational priorities in the region were, how support should be targeted to achieve a
high sustainable impact, and how ADB can best assist developing member countries to substantially
raise the quality of and expand access to higher education within a reasonable time frame. To gain
insight into the kind of changes necessary and give valuable input for higher education reform across
the region, ADB financed a major regional study which drew on the views of subject experts, HEI
leaders, regional stakeholders and participants of an international conference on higher education in
Asia, resulting to the report Higher Education in Dynamic Asia, the end goal of which is to assist in
developing the full potential of peoples in the region (Lohani, 2012, vii). This report included
challenges in administration and governance, and institutional governance and management of public
HEIs which was summarized in a publication on administration and governance in higher education
in Asia. Here it was underscored that despite regional differences, “countries in Asia share one
common element, viz., the higher education sector is a strategic lever for long-term and sustainable
development” adding that “it is commonly viewed in Asia that higher education is more than the
provision of public good, but is also a strategic move toward greater growth and social solidarity”. It
was found that “at the level of both national and institutional governance, governments and HEIs
have had to adapt to counter the common problems of higher education including access, equity, and
outdated governance systems (Sarvi, 2012, preface)”. As revealed in ADB’s study, these are the three
problem areas that educational leaders in HEIs and governments in the region commonly face.
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Aside from ADB, more recent news reports continue to highlight the increasing role of higher
education in sustainable economic and social development, with this trend foreseen to persist over
the next decades since it is a focal point of knowledge, including its application (QS Asia news
network, 2018). HEIs greatly contribute to economic growth and development through fostering
innovation and expanding higher skills, a way to improve quality of life and address major social and
global changes (par.1). Further,
“Higher education is broadly defined as one of the key drivers
of growth performance, prosperity, and competitiveness. UNESCO says
its social role provides the link between the intellectual and educational
role of universities on one hand and development of society on the other.
Raising skills holds the key to higher living standards and well-being.
Investing in knowledge creation and enabling its diffusion is the key to
creating high wage employment and enhancing productivity growth, points
out OECD” (Project 5-100, QS Asia news network, 2018, par 1).
This article also points out the three most important roles of higher education in today’s economy,
namely: 1) creating a quality workforce; 2) supporting business and industry; and 3) carrying out
research and promoting technologies. Looking at these various literature, we find more than ever,
leaders in higher education institutions who are crucial decision-makers and partners with
government. They formulate and implement strategic plans, policies, academic programs & curricula,
including extra-curricular activities and projects that affect families, communities and ultimately the
nation – thus, have become a very important voice to listen to.
In the Philippines, the unprecedented advancement in science and technology has observably
brought significant changes to the landscape of higher education (as with the rest of Asia based on
the earlier cited ADB report), so that to keep pace with these developments and challenges, higher
education is looked upon as bearing a critical role to respond directly to these emerging realities
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(Ricafort as cited in Colinares, 2010). Unfortunately, a former CHED (Commission in Higher
Education of the Philippines) commissioner has admitted that: “For quite a long time, the higher
education sector was not given much attention because of the overwhelmingly great concerns in basic
education”, thus strong public concern for its improvement has actually led to the creation of this
Commission (Defensor as cited in Colinares, 2010, p.95). Philippine HEIs including state universities
and colleges (SUCs) have become an important component of megatrends in the 21st century, but we
are not aggressively taking advantage of these megatrends according to Carlito Puno, former
chairman of the CHED. He asserted that HEIs are not just for social development, and while education
is “the greatest equalizer of all time, educational institutions can provide the spark that will ignite
economic development in our country” (p.140) – a theme continuously found in literature, and one
that resonates with educational leaders interviewed for the present study.
With all of the ongoing societal shifts and the consequent challenges that society including
education faces, the phenomenon of leadership and role of leaders has become even more important.
Generally, we believe that leadership is an important matter (Nahavandi, 2000). Thus, ADB (2012)
has highlighted the role of administration and governance, including its implications, in their
commissioned study across Asian HEIs. How leaders think of, what they believe, their perceptions,
conceptions, views, values, and beliefs about leadership surely affect how they enact or practice and
live out leadership. A biblical proverb does say: “As a man thinks in his heart, so is he” (King James
Bible, n.d., Proverbs 23:7). Ken Blanchard (in Spears & Lawrence eds., 2002), well-known leadership
author, in a foreword to a book on servant leadership in the 21st century, wrote: “…Not only are
people looking for a deeper purpose and meaning when they must meet the challenges of today’s
changing world; they are also looking for principles and philosophies that actually work”, and they
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are looking for leadership that “works”. Moreover, he empathically claims that “unless we begin to
lead at a higher level, our future is in danger” (foreword, xi), therefore implying that based on present-
day scenarios and challenges – the perceptions, conceptions, views and expectations regarding
leadership must also change. Bass (2008) declares that in fact, we should not be surprised that
concepts and definitions of leadership have been continually evolving and expanding. House (1995
as cited in Bass, 2008) has also noted a progressive broadening of the definition of leadership to
include “contributing to social order, introducing major change, giving meaning and purpose to work
and to organizations, empowering followers, and infusing organizations with values and ideology”
(p.50). Thus, definitions and conceptualizations of leadership have been documented to evolve
historically through the ages. It is about time then, within the Philippine context, to update ourselves
with regard to how we think of and conceptualize leadership. In Lupdag’s dissertation study that he
later published (in 1984), a review of related literature covering from 1957 to 1980 was included
where he chose only studies done in the Philippine setting to minimize pre-conceived ideas as
influenced by the West. He noted that leadership is a “culture-loaded concept” and foreign literature
may color interpretation of the data (p.4). Based on his survey he found that theoretical frameworks
in these studies were mostly based on western or western-oriented theories. He observed “the lack if
not absence of studies aimed at a conceptualization of leadership in the Philippines as apparent in the
theoretical frameworks used” and that “majority of the studies focused on the demographic
characteristics of leaders; only a negligible few dealt with leadership dynamics” (p.5). He presented
a summary of the literature on leadership in the Philippines in tabulated form and these mostly dealt
with traits, roles and demographics as he mentioned. Ironically, his own study presented mainly traits
and personality factors for effective leadership, partially using western standardized tests as well.
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A later review of literature done in the University of the Philippines (UP) by Alfiler and
Nicolas (1997) surveying 115 materials including articles, speeches, studies, readers and books,
showed 13 leadership studies closely related to the present study as these focused mainly on
leadership types and patterns, but most involved community and political leadership; there were also
five books, but these were published anywhere between thirty to more than fifty years ago. Thus,
due to: 1) the gap in literature and 2) the need to investigate whether we have evolved in our views
on leadership and leaders, the researcher embarked on the present study regarding the
conceptualization of Filipino leadership involving educational leaders from selected Philippine HEIs.
A Brief Background on Leadership and Leadership Concepts
In order to better understand the development of leadership theory, a short background is in
order. It was only in 1300 A.D. when the word leader first appeared in the Oxford English dictionary.
In the 20th century, there is a visible and perceptible change in how a leader is defined (Bass &
Stodgill, 1990). Research studies regarding leadership define three eras or approaches to leadership
theory: the trait era (late 1800’s to mid-1940’s), the behavior era (mid-1940’s to early 1970’s), and
the contingency era (early 1970’s to present). Each era contributed to the knowledge and
understanding of leadership, which still continues to influence how we think of leadership today.
The trait era was characterized by the belief that leaders are born, that innate qualities in
personality determine leadership regardless of context. Results of large numbers of studies, however,
“do not support the suggestion that leadership is a combination of traits” (p.28). This failure to explain
leadership by personality traits alone led to the study of leadership behaviors. Lewin and associates
did a study that became classic as it grouped behaviors into three leadership styles: autocratic,
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democratic, and laissez-faire (Chemers, 1997, p. 94). The Leader Behavior Description
Questionnaire (LBDQ) became the most comprehensive study of leader behaviors. Through this
rating scale it was found that there were two major clusters or factors of behavior: Consideration,
which relates to personal warmth, concern for the feelings of subordinates, and the use of participative
two-way communication, and Structure, which relates to directiveness, goal facilitation, and task-
related feedback. The identification of these two reliable dimensions advanced the field of research
in this area. It was found however, that these behavior patterns were not consistently related to
important organizational outcomes such as group productivity and follower satisfaction (p.95).
Current theories include the Contingency approach, pioneered by Fred Fiedler (1967), on
which quite extensive research has been done. The Contingency Model assumes that there is no one
best way to make decisions, and that the most effective style will depend on the characteristics of the
situation. There are other theories on the Contingency model such as the Path-Goal Theory (dealing
primarily with the effects of specific leader behavior on subordinate motivation and satisfaction), the
Transactional or Exchange Theory (addresses the relationship between leader and followers), and
Cognitive Approaches (where perception and cognition play a major role in making interpersonal
judgments related to leadership).
Purpose of the Study
The present study concerns itself with a Filipino theoretical concept of leadership, albeit
limited to educational leaders in selected Philippine higher education institutions (HEIs). The
researcher pursued a study on the conceptualization of leadership among these educational leaders as
most of the literature on leadership in the Philippine setting were done with regard to leading
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enterprise organizations, political leadership, or leadership within communities (Alfiler & Nicolas,
1997; Ilac, 2018). With the choice of a qualitative research design, the researcher purposed to arrive
at a conceptual framework of Filipino leadership based on responses of academic leaders representing
selected Philippine HEIs. The approach/ methodology used involved rigorous grounding processes
applied to the gathered empirical data to emerge this conceptual framework.
Since some of the earliest studies of leadership in the Philippines relate it to the achievement
of goals (de Borja, 1970, Yap-Diangco, 1970, Alphonsus, 1972, Nagtalon, 1972, Ledesma, 1979
cited in Lupdag, 1984), and these authors mentioned by Lupdag mostly based their studies from
western leadership concepts and other authors who were cited in a literature review of Philippine
leadership studies (Alfiler & Nicolas, 1997), mainly did studies in organizational, political/
administrative, and community settings – there was still a need to discover our own cultural
understanding and concepts of leadership as well as to discover those that come from such an
important sector as education. We need to understand what we, as a people, are looking for in a
leader. What is an ideal leader for us Filipinos? If we want to achieve our goals as a nation and
within our organizations, then this question begs for an answer, and it has been quite long in coming.
Lupdag’s published study focused on the responses of student leaders in HEIs. Lupdag (1984) himself
stated that there is a need to further clarify the concept and a need for further investigation on the
questions: 1) What is the concept of Filipinos on leadership and; 2) What are the characteristics of
an effective Filipino leader? He also suggested that: 1) a multi-method be employed in data gathering;
2) a bigger sampling from various sectors be taken and; 3) to find a hierarchy of traits associated with
effective leadership among Filipinos (p.45). Obviously, one type of respondents alone (student
leaders, in Lupdag’s case) is not enough to provide us with the answers we are looking for. Also, his
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study was done more than three decades ago. With societal shifts and cross-cultural influences over
a generation past, his findings may not hold true at this time. With the pervasive influence of western
thought in all levels and sectors of our society due to light speed transmission of information and
communication, it is only timely to investigate this substantive area of study once again, but more so
since Lupdag’s study dealt mostly with leadership personality traits and characteristics. A more in-
depth and comprehensive understanding of how we conceptualize leadership in the 21st century, has
come of time and this may yet be found in our collective psyche - to present a distinctly Filipino
concept of what a leader and effective leadership is all about. In this study though, this
conceptualization and resulting conceptual framework is limited to educational leaders in select
Philippine HEIs.
As mentioned, a review of literature on leadership studies in the Philippines done some time
later by Alfiler and Nicolas (1997), covering the period from 1949 to the time of their publication
(nearly 50 years or half a century’s span) reveal two broad categories of these works and studies: 1)
those done in formal/ organizational/ political/ administrative settings; and 2) in community settings
as venue for leaders situated in basic sectors and in non-government organizations (NGOs). They
found that leadership studies in formal settings tend to focus on “the basic elements of the Filipino
concept of leadership including the socio-economic background of political and administrative
leaders, case studies documenting the leadership styles of administrators, religious leadership in local
sects, autobiography/political biography and memoirs” (abstract). On the other hand, community-
based leadership studies mostly dealt with socio-ethnographic studies, formal and informal leaders,
involvement of people’s organizations (POs) and NGOs in the re-democratization process and both
these types of organizations as a reservoir of alternative leaders (p.93). A main goal of the review
12
was to discern the trends of leadership studies up till the time of their writing, as well as to suggest
areas for research as part of the research agenda for leadership studies (p.94). In conclusion, the
authors found that the wealth of studies are done in administrative (mostly political)/ organizational
leadership and what future research agenda needs to focus on is leader-citizen relations; analysis of
what opportunities, conditions, and circumstances give rise to effective leadership in organizational,
political, and community settings; the roles of NGOs and POs in developing communities’
capabilities for producing effective, committed and accountable leaders; identifying what kind of
leader-follower relationships can strengthen the foundations of Philippine democracy at the grassroots
level; and developing an indigenous framework that can help explain the nature and character of the
leader-follower relations based on indigenous values and practices (pp.116-117). Out of the 115
works Alfiler and Nicolas (1997) reviewed, only six (6) were studies done involving the educational
sector, and of these three (3) were done in the 1980’s. Majority of the studies were on the leadership
styles and performance/ behavior of the leaders. The only study mentioned that specified a Filipino
conceptualization of leadership as its focus is again Anselmo Lupdag’s (1982) unpublished UP
doctoral dissertation entitled: Towards a conceptualization of leadership among Filipinos, which was
a quantitative study. This work must be the basis for Lupdag’s publication two years later entitled: In
Search of Filipino Leadership (1984). His study though, as earlier mentioned, focused on personality
traits and characteristics of leaders. Therefore, there is still much to be desired in terms of
understanding Filipino leadership from a multi-dimensional viewpoint, not just leadership as
personality traits. The present study then is not a replication of Lupdag’s study, rather it builds on his
as it tackles leadership while taking into account other dimensions as revealed from interviews with
educational leader participants using a more in-depth, rigorous qualitative method as grounded
theory. Also, all of these past leadership studies were done in the 20th century, and a good amount of
13
time has now lapsed since we are well into two decades of the 21st at present. This renders it even
more imperative to do another study since the present century, also known as the “Global Century”
(Cleveland, 1999), has brought with it many socio-cultural and geo-political transformations
continually impacting people’s ways of life, perspectives, ideologies, and worldviews so that how
people see leaders and leadership may have essentially changed.
F. Landa Jocano, a well-known writer on Philippine studies and former professor emeritus at
the Asian Center of the University of the Philippines, still used a western (particularly American)
definition of leadership, even at the turn of the century, when he discussed this in his book on Filipino
corporate culture (1999). He cited Davis’ four types of managerial leadership (p.28). Why does a
known Filipino anthropologist and writer of Philippine culture use an American definition in orienting
his audience toward a Filipino corporate culture (as the purpose of his book is)? This is ironic. It then
behooves one to think that it must be because there is just no Filipino definition to speak of.
According to Nahavandi (2000), leadership is a social and cultural phenomenon (p.7). Moreover,
Project GLOBE, an extensive global study of culture and its significance to leadership in societies
and organizations, has proven this empirically (House, Hanges, Javidan, Dorfman & Gupta, 2004).
Hence, these recent studies on leadership and findings highlighting its nature of being culturally-
contingent only gives a stronger rationale for and continues to support the need to generate a Filipino
conceptualization of leadership. This is especially so among HEIs as institutions universally
recognized to have impact and great bearing on countries’ continuing progress and development
(Angara as cited in Colinares, 2010). In fact, Lupdag (1984) who specifically studied this exact same
topic within HEIs, though employing a different methodological approach – using questionnaires,
14
standardized tests, and statistical analysis, was fully persuaded that “in the past and the present, the
destiny of our people is very much in the hands of our leaders” (p.47).
Significance of the Study
An in-depth perusal of the body of research on leadership, particularly educational leadership
in the Philippines, showed that most are based on western constructs of leadership. Many studies
dwelt on perceived leadership behaviors and its relationship with such variables as teacher classroom
interpersonal behaviors, type of school, organizational climate, program development, faculty
morale, and decision-making processes, to name a few. These were based on western theoretical
models and constructs of leadership, as House (1999) the senior researcher for Project GLOBE
decried, thus initiating the global study to contribute to the emergence of less western-biased literature
on leadership. In fact, he states (House et. al., 2004) that 90% of the organizational behavior literature
at that time reflected U.S.-based research and theory (preface, xxv). It is questionable if the findings
in earlier studies are valid across cultures since there is a large possibility for cultural biases. Judging
or categorizing Filipino educational leaders’ behaviors based on mostly American models and studies
of behavior means that the researchers assumed that traits, behaviors, values, and attitudes toward
leadership of Filipinos are similar to, or are the same as the West. Interpreting data gathered in this
fashion leaves room for doubt as to the validity of their conclusions. The assumption that we have
similar concepts of leaders and leadership, which Project GLOBE later proved, is indeed found to be
a false one. These studies do not portray a real and accurate picture of leadership in the Philippine
context.
15
When the basis of the academic research is questionable, needless to say, we need to view the
findings with a degree of doubt. Before generating more studies on the subject, it is necessary to
identify and define leadership as we Filipinos see it - a Filipino conceptualization of leadership. A
solid culturally- based understanding of leadership will be a more relevant and valid basis for judging
ourselves and what we expect of leadership in our culture, what destiny we want to create as a nation,
what we want to inculcate in our young, what societal changes we want to intentionally plan for, and
how we want to develop and educate particularly those who are attempting to, or are aspiring to be
leaders. The leadership process is not divorced from the broader situational context - the social,
economic, and cultural characteristics of the society in which the organization is embedded are
critical influences on the nature of leadership (Chemers, 1984; House, et.al, 2004).
There is a dearth of literature on Filipino concepts of leadership, although there are relatively
more numerous local studies on leadership in relation to management, psychology, sociology, and
public administration (Alfiler & Nicolas, 1997; Ilac, 2018), and increasingly now in education
research studies. However, as mentioned before many previous studies are mostly premised on
western concepts of leadership (Lupdag, 1984; Ilac, 2018). Over the years more of these books,
articles, and studies have considered cultural biases, thus have presented more culturally-contingent
views on leadership in the Philippine setting. These include: Lupdag’s study (1984) and some studies
he cited in his literature review, Jocano’s books (1999, 2001) Andres’ (1981,1989), Alfiler and
Nicolas’ review (1997), Cimene and Aladano (2013), Ellamil (2010), Ilac, (2018) – among the few
found for the present study, including a number of graduate theses and dissertations. Most of these
are included in the next chapter - the review of related literature.
16
Hopefully, this present study will provide an impetus for further research on the subject of
leadership across various sectors in the Philippine setting. Moreover, since most research studies in
education use quantitative methodologies or are experimental, this study will add to the body of
research that is qualitative in nature. The emerged conceptual framework may also help in the design
and implementation of programs, whether in the academe or in the business sector on leadership. The
outcome of this study may be of help not only in the educational sector, but also in business,
government, religion, and other sectors of society who deal with leaders, emerge leaders or provide
programs for leadership development within their own fields. It may also be helpful as a frame of
reference or starting point for conversations and discussions on how leadership and the courses/
programs pertaining to it may be made more culturally-appropriate or relevant to the time and fluid
circumstances we Filipinos find ourselves at, in this global century.
Statement of the Problem
Glaser (1998) claims that:
“Discovering the problem is the beginning of the researcher’s
use of his autonomy and empowerment, and excitement for
the motivation to get to the end of the publication of
research. Beginning properly is highly important. Without
having the participants’ problem clearly in focus, conceptual
pick-up is minimal and grasp of understanding of the substantive
area is also minimal in comparison (p.132).”
The problem in a grounded theory approach is emergent. Glaser in the statement above notes
though, that the problem must be “clearly in focus”, otherwise there may be a lack of conceptual
understanding of the substantive area and a chance the researcher misses substantive responses. He
may have shallow receptivity, not able to engage in clear comparisons, and be unable to unify
17
divergent and voluminous amounts of data. Goldkuhl and Cronholm (2003) argue the need for
defining “a relative explicit research question that supports and governs the data collection”, but
should not be too restricted (p.3). Formulations of the question can be refined as the study progresses.
The researcher refines the specifics of the problem as he/ she comes across data and observations
regarding the substantive area under study. Thus, there are only initial questions asked at the
beginning of the study, and these questions regarding the problem evolved as analysis of the responses
from participants clarified the phenomenon further. A key question that needs to be answered is:
“What is going on here?”(Strauss & Corbin,1998, p.119). In the methodology used in the present
study, which is a modified GT approach - it is possible to have a well-defined substantive area of
study. Goldkuhl & Cronholm (2003) assert that without this there is risk of being too unfocused in
the data collection, and if the researcher is too open-minded then he will probably end up with a large
and diverging amount of data. Thus, the need for defining an explicit research question as mentioned
earlier. For this present study, the problem is to discover the conceptualization of leadership among
Philippine higher education leaders – this includes both their concept of leadership in general and
educational leadership in particular in the local context. In other words, how do Filipino higher
education leaders conceptualize leadership in the context of Philippine higher education.
The following initial questions were posed to the leader-respondents in the present study and
were formulated with reference to a similar study of Munson (2007) done with native American
Indians for their conceptualization of leadership. These questions were tailored to elicit discussion
and understand how participants view leadership in the Philippine context and specifically in
Philippine HEIs:
1. How would you define leadership?
2. How would you define educational leadership?
18
3. How would you define leadership in a higher education institution (HEI)?
4. What makes a great educational leader in the context of Philippine Higher Education?
5. How would you define effective educational leadership in the Philippine setting?
These initial questions together with a list of further questions to refine understanding
of participants’ responses are included in the Appendix. Based on the responses then, some follow-
up questions were asked so participants can expound on the topic, and at times to describe further
how leadership is applied and developed in their respective HEIs. The open-ended questions gave
the respondents opportunity to explain and discuss their understanding and conceptualization of
leadership within the Philippine setting. Theoretical sampling as central in the GT methodology was
done, so that the researcher, after collecting, coding, and analyzing the initial data, had to choose
whether to collect additional data in order to further refine and evolve the theory or develop the
conceptual framework as purposed in this study (Glaser & Strauss, 1967). This process is also defined
as the strategy of obtaining further selective data to refine and fill out initially emerged categories
(Charmaz, 2014). Thus, after initial responses were analyzed and some categories were abstracted
from these, more responses needed to refine and substantiate these categories were obtained from
other educational leaders who held a variety of leadership positions within those Philippine HEIs,
fulfilling the criteria set forth at the onset of the study.
The present study then aimed to develop a conceptual framework of Filipino leadership based
on the responses of the educational leaders from selected Philippine HEIs (autonomous and
deregulated ones) who were interviewed. A number of theses and dissertations on leadership within
the local context were also included to gather more data for comparison. A review of published
literature about leadership written by Filipinos on Filipino leadership within the Philippine context
was done including any internationally published study that is relevant to address the stated problem.
19
As there is scarcity of literature on Filipino leadership that is premised on a Filipino cultural
understanding of the concept based on initial research efforts, the problem is to develop a conceptual
framework that may be a basis for future studies in the field, not just in Education but in other sectors/
disciplines as well. An essential goal is also to provide data for comparative study, where the same
problem is posed to participants from other sectors of Philippine society and/ or other regions of the
country.
Most of the past studies done were also on the ‘peripherals’ and ‘content’ of leadership, but
not on the ‘essential nature’ of leadership such as its conceptualization. A Filipino viewpoint on
effective leadership that fully represents our culture, which is composed of many sub-cultures, is
highly unlikely to result from this study alone. It is about time though that a culturally predicated and
contextualized understanding of leadership be brought to the fore. Future studies then will not be in
vain, and instead be closer to reality, be culturally valid, and relevant.
Scope and Limitation of the Study
The research focused on constructing a conceptual framework of Filipino leadership based on
the concepts articulated by educational leaders and stakeholders in selected Philippine HEI’s. Top
ranked, autonomous, deregulated and globally well-ranked HEI’s were covered and the educational
leaders -stakeholder respondents were profiled in the study. The respondents included college
presidents and administrators (i.e. deans, associate deans, department chairpersons, etc..). Since
archival research included only the literature in the past thirty years within the Philippine context, it
is limited within this place and time frame.
20
Data analysis in qualitative research is subject to certain constraints and limitations (Miles &
Huberman, 1994 in Munson, 2007). One limitation is the difference in analysis of the data gathered
from that done in quantitative approaches. Generating theory is not a step-by-step procedure based
on the scientific method. Fractured bits of data are recombined into specific categories which are
further analyzed and combined to form a theory. Researchers use chunks of words to try and
determine meaning and then use a ‘chaotic variable structure to move along the abstraction ladder’
(p.10). In grounded theory, instead of measurement concepts (as in quantitative methodology) textual
concepts are dealt with. Methodological rigor uses five concepts: congruence, responsiveness to
social context, appropriateness, adequacy, and transparency. Interpretive rigor uses five evaluative
criteria: authenticity, coherence, reciprocity, typicality, and permeability (p.11).
Generalizing the results of the present study is difficult due to the limited sample size.
Because of purposive sampling, as well as the limitations of time and resources, sample size is limited
to respondents from selected autonomous and deregulated HEI’s with centers of excellence within
Metro Manila. It is recommended that this study should be replicated to include other sectors in
Philippine society: business, government, religious, etc. and include more samples from other regions
in order to establish a more representative and generalized theory of Filipino leadership. Since this
study pertains only to the education sector, the results may not be applicable to other sectors. Since
the methodology used purposive sampling, the results will be particular to the specific group studied.
Similar to Munson’s formulation of a Native American tribal leadership theory, the primary goal of
this research is to provide data for comparison to contribute to the building of a theorized conceptual
framework on the Filipino concept of leadership. Findings of the present study can be compared to
findings in future studies, which should include other sectors and regions in the Philippines, to
21
formulate a theory from a broader population base. The essential goal then, is to add to the body of
knowledge toward a theory of the Filipino concept of leadership, grounded on constantly compared
data.
Another limitation is that using grounded theory and a qualitative methodology for the study
will not show causality. Since the study aimed to theorize a conceptual framework of leadership
applicable to Filipinos, determining what caused the formation of such a culturally-contingent
conceptual framework of leadership will not be included, although propositions were given.
Investigating this causality to discover factors that contribute to culturally distinct concepts of
leadership (as findings show there are indeed), can be a follow up study, perhaps an ethnographic
one. Additionally, another possible limitation is termed as “interpretive validity”. Since the study
aimed for a theoretical conceptualization of leadership among Filipino educational leaders, and some
respondents conversed partially in Tagalog (the native language), it was foreseen that raw data may
include vernacular terms, but upon carrying out the interviews these were seen as negligible. The
participants’ words were used as “in vivo codes” (words that respondents themselves use). It is a
conscious choice to use English in the study so that it is useful universally. The researcher was aware
that it is necessary not to compromise the results in terms of interpretive validity by documenting the
data in whatever language respondents use and applying the interpretive rigor earlier mentioned.
However, as mentioned, this turned out to be unnecessary as all the participants were comfortable
and fluent conversing in English.
A further limitation is that there was not found any recently published comprehensive review
of literature on leadership studies done similar to that of Alfiler and Nicolas (1997) from the
22
University of the Philippines (UP), to give the researcher information on the number of additional
studies/ literature relevant to leadership that has been produced from thence within Philippine HEIs.
Their review of leadership studies covered 115 materials including speeches, dissertations, journal
articles, readers and books spanning nearly fifty years from 1949 to 1997. From a quick survey of
available graduate theses and dissertations related to leadership in the university library, 35 were
found from 2010 to the present and none of these dealt with the substantive area of this present study,
nor used the current methodological approach. Thus, the related studies used herein such as Garcia-
Marasigan’s (2000) and Lupdag’s (1984) were from earlier dates, but even these are not GT studies.
A list of the 35 studies found through the open access library system related to leadership as
mentioned above is included in the Appendix.
This study is presented and organized according to the recommended format for
dissertations so that the succeeding chapters are as follows: Chapter 2 will delve into existing
literature and other studies mostly in the Philippine setting in order to contextualize the study and
furnish information on what studies have already been done, investigate what gaps there may be in
literature and explore which of these may be appropriate to use later in the rigorous grounding process
of theoretical matching, where the emerged conceptual framework will be matched with pre-existing
theories for validation. Chapter 3 explicates and discusses further the modified GT methodology used,
showing in particular its differences with the classic GT approach as it addresses the issues usually
levelled against GT, including the 3-tier grounding processes it entails. Chapter 4 is a six-part in-
depth discussion of the findings of the study including the emergence of initial categories, a
conceptual refinement of all categories, the theoretical grounding process with six extant theories and
23
the final grounding process involving an evaluation of internal cohesion. Conclusion and
recommendations for further research and possible future studies are discussed in the final chapter.
24
CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the various literature reviewed that are relevant to the substantive area
under study – leadership, and as much as possible those that are related to education and preferably
ones that involve higher education. Although in classic GT the review of literature is strictly not
advised and should be delayed till the data analysis is nearly completed in order to ‘avoid
contamination’ (or forcing the data into pre-existing concepts which distort or do not fit with data or
have no relevance to the substantive area (Thornberg, 2012, p.244), there are some who have done
evolved GT studies who actually advocate a priori reviews (Goldkuhl & Cronholm, 2010, Thornberg,
2012). The review of related literature is actually one of the most debated-about part of the GT
methodology. This chapter includes both literature that were reviewed before the study commenced,
which includes books (Lupdag, 1984, Andres, 1999) and some GT studies (Aulicino, 2006, Munson,
2007), but the majority were reviewed after most of the data have been analyzed and some categories
have been emerged. The first literature review was embarked upon in order to survey the available
literature/ publications/ studies that were done in the Philippine setting, and thus make a case for
doing a GT study on leadership. Later the GT studies and books that pertained to Filipino leadership
was integrated into this final version of the review. There is a total of 17 published materials reviewed,
four of which are GT studies. There are six non-GT studies (one multi-method in this), two authors
on Philippine culture are cited with their works, three that are related to the emerged categories of
development agenda and economics and two articles on leadership (one on a distinctly Filipino
‘brand’ of leadership). All of the theories that were matched to the emerged conceptual framework
(Part 5) as part of the theoretical grounding process are reviewed and discussed in this chapter aside
from the matching done in Chapter 4, which is required by the methodology used.
25
According to Glaser (1998), in an emergent study, the researcher probably will not know at
the beginning what literature will turn out to be relevant. Grounded theory’s dicta are: a) do not do a
literature review in the substantive area and related areas where the research is to be done, and b)
when the grounded theory is nearly completed during sorting and writing up, then the literature search
in the substantive area can be done and woven into the theory as more data for constant comparison.
The purpose of these is to keep the researcher free and open as possible to the discovery and
emergence of concepts, problems, and interpretations from the data (p.67). Eventually though,
Strauss with his student Corbin, deviated from this original maxim and became amenable to doing an
earlier review of extant literature which they believe lends to a researcher’s theoretical sensitivity and
helps in directing theoretical sampling (Dunne, 2011). Nevertheless, these authors still echo Glaser’s
concern that one may be overwhelmed or paralyzed, unable to trust one’s own ability for theory
development with a prior review. Strauss & Corbin (1990) clarifying their stance on this much
debated part of the GT approach stated “We all bring to the inquiry considerable background in
professional and disciplinary literature” (p.48). Charmaz (2014) cited Bulmer (1984), Dey (1999),
and Layder (1998) who assumed that Glaser and may be even Strauss were naïve to assume that the
researcher is a ‘tabula rasa’ through the entire research process (p.306). Dunne (2011) cited Clarke
(2005, who paraphrased Elkins, 2003) claiming that “there is actually something ludicrous about
pretending to be a theoretical virgin.” (p. 117). Charmaz (2014) in her constructivist GT approach
cited Thornberg (2012), who proposed an “informed grounded theory” where the theorist “sees the
advantage of using pre-existing theories and research findings in the substantive field in a sensitive,
creative, and flexible way instead of seeing them as obstacles and threats. Informed GT has its roots
in constructivist GT” (p.307). Thornberg (2012) states informed GT “refers to a product of a research
process as well as to the research process itself, in which both the process and the product have been
26
thoroughly grounded in data by GT methods while being informed by existing research literature and
theoretical frameworks” (p.249).He allies himself with Charmaz’s constructivist approach by
rejecting pure induction (calling it an impossibility) and by saying that in the process of inquiry the
researcher is aware of his or her own embeddedness within a historical, ideological, and socio-cultural
context, so that they recognize that data do not represent reality objectively, rather these are always
social constructions (or reconstructions) of it. Moreover, Thornberg suggests a variety of data
sensitizing principles to argue for an early literature review, such as: theoretical agnosticism,
theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness,
memoing extant knowledge associations, and constant reflexivity (detailed descriptions of these
principles in the Appendix). He asserts that by being informed, “the researcher not only situates his
or her study and its product in the current knowledge base of the field, but will also contribute to it
by extending, challenging, refining or revising it” (p.256). Charmaz further noted that delaying the
literature review assumes that “researchers remain uncritical of what they read and are easily
persuaded by it”. She recommended that since a literature review is a requirement for grant proposals
and funding, the researcher may engage material at this stage (proposal) critically and comparatively
but to let it ‘lie fallow until after you have developed your categories and the analytic relationships
between them”, yet to remain “alert as to whether, when, and to what extent earlier ideas and findings
enter your research, and if so to subject them to rigorous scrutiny” (p.307). Charmaz (2014) reasoned
that the delay in literature review “is to avoid importing preconceived ideas and imposing them on
your work”; according to her “delaying the review encourages you to articulate your ideas”. However,
she also acknowledges that in practice this can “result in rehashing old empirical problems and
dismissing the literature” (p.306).
27
On the other hand, there are other reasons why delay of literature review is not acceptable to
many and also those who convey a number of valid reasons for doing the review prior to the study.
In the midst of these disputes and debates, Dunne (2011) cites Strûbing (2007) who remarked that the
main point is not whether these existing theories and a priori knowledge should be used in data
analysis, but more importantly rather on “how to make proper use of previous knowledge” (p.117).
Dunne also cited Urquhart (2007) who argued that: “There is no reason why a researcher cannot be
self-aware and be able to appreciate other theories without imposing them on the data” (2011, p.117).
Enter multi-grounded theory (MGT), where the originators Goldkuhl and Cronholm (2010)
explicitly acknowledge that in their evolved or modified GT approach a ‘more systematic use of pre-
existing theories” is incorporated (p. 192). For these authors, the emphasis in MGT on the role of
theories are more pronounced than in classical GT. They emphasize that “one should use external
theories in a constructive way throughout the research process” (italics added)) (p. 193).
In the present study, the literature presented include those that are related to both the
substantive area of study (leadership concepts), specifically those using the grounded theory method
(but not only). As a novice in this approach, the researcher found it helpful to read some articles and
dissertations that used similar methods to the present study as research commenced. But for brevity
and conciseness, mostly those that are current and relevant to the study, majority of which use the GT
approach are presented in this paper. Over the years, there was inevitably an increase in the use of the
GT qualitative approach – notably within the Philippine context. Therefore, those that tread on similar
grounds were judiciously chosen to be presented herein. The presentation is chronological beginning
from 1984 to the present 2020, except for Project Globe - discussed beforehand as a counter point to
28
earlier leadership literature which mostly had western bias. Also, the literature on leadership and
economics is presented as a subsection of the chapter.
“Leadership is a social phenomenon” (Chemers, 1984). As such it cannot be divorced from
the broader situational and cultural context. Aspects of the group’s tasks, leadership systems, the
economic, social, and cultural characteristics of the society where the organization is, critically
influence the nature of leadership (p.91). He also pointed out that the problem of cultural differences
become salient when theories and training programs developed based on western (European and
American) samples are exported to cultures that are different from them. Thus, it is helpful to do
comparative research to produce a much broader range of variables or with greater generalizability
across cultures. According to Chemers (1984), research on leadership has not totally ignored culture,
but the results leave much to be desired. Reviews concluded that cross-cultural research were
characterized by “weak methodologies and by a paucity of theory, both of which make the
interpretation of the scattered findings very difficult” (p. 104). This was in the mid-1980’s though,
where the broad question of the importance of the bearing of culture upon leadership has not yet been
studied on a global scale. At that time there were very few theories which make any specific
predictions about the role of culture in shaping the leadership process. Chemers (1984) did have a
strong argument that “the imposition of Euro-American theories, measures, and research designs on
other cultures may lead to very inaccurate conclusions” (p. 105). This is important to note as many
research studies and their findings with regard to leadership in the Philippine setting must have been
consequently biased and affected by the imposition of these western models, theories, and
conceptualizations of leadership.
29
Almost a decade later in 1993, Professor Robert House of the Wharton School of the
University of Pennsylvania embarked on “Project GLOBE” (Global Leadership and Organizational
Behavior Effectiveness Research), a breakthrough study which revealed traits that were viewed as
desirable for effective leadership all over the world. The project was aimed at analyzing
organizational norms, values, and beliefs of leaders in different societies. In a monograph of the
project, the authors stated that the meta-goal of the GLOBE Research program is to “develop an
empirically based theory to describe, understand, and predict the impact of cultural variables on
leadership and organizational processes and the effectiveness of these processes” (House, et.al., 2014,
p.2). The authors expounded that the central question of the research project concerns “the extent to
which specific leadership attributes and behaviors are universally endorsed as contributing to
effective leadership and the extent to which the endorsement of leader attributes and behaviors is
culturally contingent” (p.2). This project actually sprung out of Geert Hofstede’s study, where the
Dutch management researcher developed a cultural dimensions theory (in 1980) based on a
worldwide survey of employee values by IBM between 1967 and 1973 showing the effects of a
society’s culture on the values of its members and how these values relate to behavior (Hofstede,
2001).
With GLOBE Research program’s expansion of its scope beyond leadership and
organizational behaviors to “examining issues on how cultural drivers influence economic
competitiveness of nations and many other aspects of the human condition” (Dorfman, et.al.,, 2012),
as well as Hofstede’s continued research and update of his cultural dimensions theory (from 4 to 6
dimensions) into this decade, more information and exact data are now available with regard to the
cultural underpinnings of leadership - which has implications for the purpose of education and
30
preparing the next generation for a fast evolving future. In 2012, twenty years after its inception, the
GLOBE network (which includes more recently a foundation) presented new and unpublished results
related to leadership processes and effectiveness and included the latest phase of their research which
focused on executive leadership. The GLOBE team of researchers (numbering 200 by 2012)
surveyed and interviewed more than 1,000 CEOs and 5,000 direct reports of these CEOs – leading to
another book: Strategic Leadership across Cultures: The GLOBE study of CEO leadership behavior
and effectiveness in 24 countries (published in 2014). The initial project (Phase 1) which gathered
data from 17,300 middle managers and 951 organizations worldwide (62 countries) in three specific
industries: food processing, telecommunications, and financial services, focused on traits/ attributes
of effective leadership within organizations and societies based on culture. It still stands as the largest
database for cross-cultural leadership today. The decade-long work (phases 1-3) of 170 country co-
investigators (CCI’s - selected social scientists and management scholars) culminated in two volumes
of global research on leadership in organizations and societies: 1) Culture, Leadership, and
Organizations: The GLOBE Study of 62 Societies (2004); and 2) Culture and Leadership across the
World: The GLOBE Book of In-Depth Studies of 25 Societies (2008). Thus, Project GLOBE is cited
in this review as it will be one of the studies with which the theoretical outcome of this present work
will be matched and verified upon. According to House, the principal researcher of the GLOBE
project - as of 2004 “more than 90% of the literature on organizational behavior reflected U.S.-based
research and theory”. Thus, with Project GLOBE U.S. hegemony on organizational behavior was
hopefully liberated (cited in Center for Creative Leadership, 2012, p.8).
Project GLOBE utilized both quantitative and qualitative methodologies in their study of
effective leadership traits across organizations and societies where middle managers from three
31
sectors (earlier mentioned) were asked to use a 7-point scale to describe leader attributes and
behaviors that they perceive as enhancing or impeding outstanding leadership. They were also asked
to give their perceptions of the practices and values (in the form of As Is and Should Be responses,
respectively) in the society in which they live, and of the organizations in which they are employed
(p.43). From the aggregation of results, the following six global leader behaviors (leadership
dimensions of culturally-endorsed implicit theories of leadership or CLT’s) emerged and will be
more fully defined in part 5 of Chapter 4 where this CLT theory is used for theoretical matching/
grounding:
1) Charismatic/ Value based leadership
2) Team-oriented leadership 3) Participative Leadership
4) Humane-Oriented Leadership
5) Autonomous Leadership
6) Self-Protective Leadership
It is of course with relevance to this present study that the results for the six leadership
styles, as gathered from the Philippines, is given below. Note that scores between 1 and 3.5 indicate
that a style is seen as inhibiting outstanding leadership, while scores from 4.5 to 7 indicate that a style
is seen as contributing to outstanding leadership. Scores between 3.5 and 4.5 indicate that a style does
not matter much for outstanding leadership.
TABLE 1: PHILIPPINE RESULTS OF LEADERSHIP DIMENSIONS (Project GLOBE, 2004) Country Charismatic Team-
oriented
Self-
Protective
Participative Humane-
oriented
Autonomous
Philippines 6.33 6.06 3.33 5.40 5.53 3.75
*For a comparative view, the full list of 58 countries is included in the Appendix (cited in Center for
Creative Leadership, 2012 as adapted from Den Hartog et. al. 1999). The conceptual framework
drawn in this present study was matched theoretically to these results, to serve as a confirmation
32
whether the present undertaken research as processed through the MGT method, has yielded similar
results.
Aside from the six leader behaviors identified, there are also nine (societal & organizational)
cultural dimensions that House (2004) and his associates in Project Globe came up with. Most of
these major constructs or dimensions were based on Hofstede’s cultural dimensions theory (1980),
but also selected on the basis of reviewed literature relevant to measurements of culture from past
large-sample studies as well as existing cross-culture
theories (House, et.al., 2014, p.24):
1. Uncertainty Avoidance: the extent to which members of an
organization or society strive to avoid uncertainty by reliance on
social norms, rituals, and bureaucratic practices to alleviate the
unpredictability of future events;
2. Power distance: the degree to which members of an organization
or society expect and agree that power should be unequally shared;
3. Institutional collectivism (Collectivism I): the degree to which
organizational and societal institutional practices encourage
and reward collective distribution of resources and collective action;
4. In-Group Collectivism (Collectivism II): reflects the degree to which
individuals express pride, loyalty and cohesiveness in their
organizations or families;
5. Gender Egalitarianism: the extent to which an organization or society minimizes
gender role differences;
6. Assertiveness: the degree to which individuals in organizations or
societies are assertive, confrontational and aggressive in social
relationships;
7. Future Orientation: the degree to which individuals in organizations
or societies engage in future oriented behaviors such as planning,
investing in the future, and delaying gratification;
8. Performance Orientation: extent to which an organization/society
encourages and rewards group members for performance improvement
and excellence;
9. Humane Orientation: the degree to which individuals in organizations
or societies encourage and reward individuals for being fair, altruistic, friendly,
generous, caring, and kind to others.
33
Project GLOBE also grouped 61 societal cultures they studied into ten regional clusters with
the thesis that “these reflect greater differences in cultural practices and values across societies from
different clusters than societies within the same cluster”. This was tested using discriminant analysis
confirming the viability of their regional clustering (House et. al, 2004, p.179). Below in tabulated
form are these ten regional clusters where the Philippines is identified as part of the Southern Asia
cluster:
TABLE 2: 10 REGIONAL CLUSTERS (Project GLOBE, House et. al, 2002)
Based on the authors’ rationale for these clusters, our society has the least differences with other
societies in mostly the southern Asian region such as: Indonesia, Malaysia, India, and Thailand.
Interestingly, Iran which is considered part of south-western Asia and formerly known as Persia
(boasts as being one of the oldest cultures in the region) was also placed within this cluster. According
to the findings as reported in their website (globeproject.com), these clusters “are the first empirical
attempt to use a holistic approach to understand and verify cultural differences across societies”.
Based on their research, there are now cluster scores on cultural values, practices, and implicit
34
leadership theories. This clustering is worthy of note for practical purposes such as knowing which
countries may be considered as competition, even as we strive for global competitiveness within the
Asian region. Since we share similar cultural characteristics within the same cluster, which impacts
both societal and organizational leadership behaviors/ effectiveness, then we can logically deduce
that these societies will closely mirror our pursuit of corporate and national goals toward progress
and development – potentially making themselves out to be the nearest competition. Project GLOBE
then provides empirically measured and validated information on a global scale that serves as a useful
reference point when reflecting on, for example, how to strategically drive this nation’s growth and
progress, or effectively harness our human resources and capital, or more clearly foresee our
trajectory as a nation (re-aligning practices with values as needed). Also, rediscovering cultural
strengths then utilizing them to best advantage, or using that information to review aspects of good
governance and leadership for societal transformation, or even just to develop leadership programs
for sectors such as the youth, business, media that will positively impact future generations. The
results of this massive and laborious study (Project GLOBE) present an opportunity especially for
those in education, such as leaders in HEIs - to assess, re-think, possibly re-engineer and re-design
institutional programs, including content, delivery, and implementation, taking into account cultural
forces, drivers, and characteristics to make their institutions more relevant, responsive, and
formidable by having a competitive edge in 21st century contexts. Matching the conceptual
framework to be emerged in this present study with this global research study and its results will lend
theoretical validation as required by the methodology used (MGT). Knowing which specific cultural
characteristics or traits Filipinos perceive as contributing to or impeding leadership effectiveness (as
measured both quantitatively and qualitatively) by Project GLOBE serves as a valid reference on
which to further “theoretically ground” the emerged conceptual framework in this present study
35
where the main concern is to develop a framework regarding how Filipino leaders (in selected HEIs)
define and conceptualize leadership – which of course makes it culturally-bound. As the present study
involves conceptualization, it goes beyond mere descriptions of leadership traits, behaviors, and
characteristics and does not include quantitative measures of the impact of culture on societal/
organizational leader behaviors and practices, or how attributes of societal and organizational cultures
affect what kinds of leader behaviors and organizational practices are acceptable/ effective in a
society, as Project GLOBE does.
Having empirically identified the leadership behaviors that are widely accepted and seen as
effective by Filipinos as well as the cultural dimensions that come into play or affect these, Project
GLOBE enabled the researcher in the present study to theoretically validate the concepts derived from
HEI leader-participants against those who belonged in other sectors/ industries, which this earlier
research (Project GLOBE) used (telecommunications, financial services and food processing) –
where all data came from the Philippine setting. As the present study is aimed at presenting a
culturally-bound conceptual framework of leadership in a different sector - among Filipino
educational leaders in HEI’s, it provides further imperative for doing the study as it will hopefully
contribute to the body of research and available information that may be a reference for other and
future studies in the area. Thus, additionally strengthening current knowledge regarding effective
leadership in the Philippine setting.
As noted earlier, Glaser cautions the researcher to restrain himself in reading up on the
substantive topic he is interested in. This is to lessen the occurrence of a priori hypothesizing/
theorizing before gathering empirical findings. Since a priori knowledge could not be totally avoided:
36
the researcher having studied leadership theories in various courses within this program, and needing
to do prior research to explore possible gaps in knowledge within the substantive topic, a different
methodological approach was needed for the study. The researcher opted to diverge from the initial
proposal to use classical GT and in the process of seeking a suitable methodology for addressing the
problem being investigated with validated procedures/ processes widely accepted in the qualitative
field, the researcher found the multi-grounded theory (MGT) approach which permits the use of a
priori knowledge, concepts, and literature reviews for the purpose of the study. An elucidated
rationale on the use of this method can be found in the next chapter on Methodology. As far as using
this approach within the field of research in the local context goes, there is apparently no study done
yet (at least within this College) using the MGT approach, which is then a distinction for the present
study. Based on this initial review of literature, there is still much to be desired in terms of research
studies and publications pertaining to leadership within the Philippines, especially those geared
toward developing leaders for 21st century contexts and contingencies.
One of a few seminal research studies mentioned earlier is that of Anselmo Lupdag’s (1984),
who generated characteristics of effective Filipino leaders from questionnaires fielded to college
students, faculty, staff members and administrators from local HEI’s (p.11). He gave four
psychological tests in the last phase of his study, to respondents who were student organization
leaders, to measure traits relevant to leadership. However, two of these tests were also western-based.
In the last phase, he chose student participants exclusively because he believed that “majority of the
leaders of the country, in all sectors and at all levels, are products of the academe. Thus, for a
conceptualization of leadership, the concepts of students must be known” (p.12). He then used
statistical analysis to test for significant differences between groups. Lupdag reported that the
37
respondents conceptualized leadership “with reference to the action of controlling, directing,
supervising, and influencing a group to achieve certain goals: responses described the leaders instead
of the concept of leadership, which he claims could be an indicator that the respondents tend to think
in concrete rather than abstract terms. He gave tabulated results of leader characteristics, and related
traits/ behaviors based on his findings as well as personality factors contributing to effective
leadership and factors that hinder effective leadership. The primary aim of his study is “to ascertain
the characteristics of the Filipino leader which are important in the conceptualization of Filipino
leadership (p.22).” Therefore, his study was more of a step toward the conceptualization of Filipino
leadership rather than theory building itself, which is the concern of the present study.
Quantitative analysis was still used rather than a completely qualitative approach. Although
Lupdag did comparison between groups and categorized responses, he stopped there without
establishing a unified theoretical framework based on data, something he did not aim for from the
outset of his study, thus limiting it from developing a conceptualization of leadership. He also limited
his respondents to students alone. For this study, the researcher focused rather on key leaders in the
academe.
Noted Filipiniana author, human resource and management practitioner and scholar,
Dr. Tomas Quintin Andres (1999) wrote:
“No matter how effective a manager’s human relations and leadership
skills are, there will always be a problem of discipline among Filipino
subordinates… One of the main reasons for the seemingly unending
disciplining problem in our organizations is the propensity of manage-
ment to use foreign-designed methods of disciplining Filipinos. The
methods work well in other countries because they were designed and
developed for the people of those countries. Now if management uses
these foreign methods with Filipinos who have a very much different
disposition in life, failure is likely to happen. It will be like fitting a
square peg into a round hole (p.92).”
38
He explained how pakikisama is a tool for leadership in the Philippine context and how when a leader
uses this Filipino value as he leads then he is able to prove his worth as a leader. He cautions that
leaders should know when, where, and how to use this tool as it can be detrimental when carried to
extremes (p.154). Andres also explained how other values such as bayanihan (team spirit),
paglilingkod (servanthood), utang-na-loob (gratefulness), and hiya (shame), for example, play into a
Filipino organizational culture. The author’s work underscores many of the values inherent to
Filipinos, which is useful knowledge to those who lead in our context.
This literature is relevant in that it identifies values that Filipinos bring into the corporate
context, then logically even into the educational context, which may affect leadership and its
conceptualization. As part of the extant literature to be studied, it apparently contributes elements for
comparison with whatever data this study generates.As the MGT approach involves ‘theoretical
matching’ - where other theories will be explored to clarify and validate whatever results were
generated from this present study - this comparative-iterative method will be done at a later point.
Literature from this prominent Filipino scholar and management expert will then be later examined
more closely as part of this study. Similar to Philippine social anthropologist, F. Landa Jocano,
Andres (1981) espoused the application of Filipino values, principles, systems and approaches to
business management practices and organizational development. He believed that by thinking
critically about these cultural values then these practices can undergo restructuring and reorienting
where they can be utilized intelligently on current and emerging issues in organizations, for example
with regard to productivity or organizational effectiveness.
39
F. Landa Jocano, a well-known Philippine anthropologist, educator and author who lived till
this decade (died 2013), shared the same ideas – reasoning that a familial approach to corporate
management in fact, even more generally a Filipino cultural approach to managing organizations is
not only feasible, but is thoroughly effective and completely valuable toward corporate (and
individual) success in the local context. His book Towards Developing a Filipino Corporate Culture:
Uses of Filipino Traditional Structures and Values in Modern Management (1999) in its entirety is a
testament to this. In it Jocano posed the question as to the possibility of modernizing industries “in
the technological order of society without it having to lose its cultural identity or destroy its moral
fabric”. Moreover, if it were “possible to elevate the traditional system to the level of modernity
without westernization” to which he gave a resounding “Yes!” – giving Japan as a true-to-life
example as well as Taiwan and South Korea (p. 181). Even now, two decades after Jocano wrote and
advocated this, it is evident that these countries have maintained their cultural identities in corporate
environments even though there are incremental effects of globalization. It is commonly known that
these countries do take pride in their products that are patronized and dominate in certain fields
globally notably in those of transport and electronics [To name a few: Acer, Asus, Transcend, HTC
– Taiwan/ Samsung, Hyundai – Korea/ Toyota, Honda, Panasonic, Lexus, Nintendo – Japan]. Jocano
has intuitively asserted: “Modernization does not mean inevitably westernization”, but also foresaw
that this integration of what he calls traditional structures (referring mostly to cultural traits) will be
a “challenge to the imagination, shrewdness, vision, and daring of contemporary Filipino managers”
(p.181) – a picture of leadership that interviewees in the present study have insightfully brought up.
Jocano has a strong point when he states that time and again Filipino cultural traits have been
negatively portrayed with some deviant behaviors being erroneously categorized as traditional traits;
as such implying that we have to rid ourselves of these ‘cultural baggages’ and do away with
40
indigenous characteristics as nothing good comes out of them and are hindrances to success in
contemporary society. This, he says “has become a self-fulfilling prophecy of the worst expectations
we have of ourselves” and therefore must be changed where corporate management must imbibe and
operate “in a manner that harnesses the best in Filipino workers” (p.137). He cites Gonzales (1987)
who studied Filipino managers and has come up with empirical evidence from the field indicating
that corporate executives who use Filipino cultural traits and values such as being approachable
(madaling lapitan) and understanding (maunawain) – essentially someone who is sympathetic, listens
to reason, and willing to cooperate (madaling kausapin), are highly appreciated and therefore are able
“to rally their subordinates’ cooperation, develop their loyalties, and in the process, achieve the goals
of the corporation” (p. 138). Although Jocano admits that complaints of managers as to the negative
effects of traditional values are real concerns, he argues that one critical factor is missed and is yet to
be fully explored: using these values positively for the achievement of corporate goals.
However, in the present study there was hardly any mention of the negative effects of Filipino
cultural traits and values upon leadership – whether in conceptualization or practice, except for the
mention of corruption which is mostly attributed to government or in the area of politics. One HEI
leader (a former university president*) in this study lamented how the decline in moral values has led
to “massive corruption and massive poverty” which he calls a double-headed monster in Philippine
society and can be traced to a “widespread failure to practice Christian values and virtues” whose
roots are in basic education, thus where transformation should take place. It was his ardent belief
that these two massive problems are what effective leaders must address in our nation today. In more
recent news (Inquirer.net, January 2020), the Philippines fell 14 notches from 99th to 113th in the latest
Corruption Perception Index (CPI 2019), a rating issued by Transparency International which is a
41
global anti-corruption watchdog. Using a scale of 0 to 100 where zero is “highly corrupt” and 100 is
“very clean” the nation scored 34, tying with five other countries such as El Salvador, Eswatini,
Kazakhstan, Nepal, and Zambia. This is highly disappointing, to say the least, as we are presently
undergoing both a health and economic crisis, wherein effective leadership can ‘make or break’ the
outcome for our nation, not just at this time but even in the far-fetched future as the repercussions of
this pandemic is reported globally to have long-term consequences.
Jocano (1999) in his management by culture theory explains that “when corporate values are,
to a large extent, not congruent with community values, the corporate image is affected and the
management of corporate activities becomes a problem” (p. 142). When corporate and staff/
employee goals align, this leads to better work performance and the ends of the organization are met.
He further expounds that corporate strength depends on “corporate ethos” where it is the leader’s
(manager’s) responsibility to inculcate a strong corporate ethos in its employees and staff. Leaders/
managers who have an “intuitive feel for their indigenous and traditional culture enables them to
practice a managerial style that eminently suits the Filipino worker” (p.148). With good reason, the
requirement for developing effective management is to understand the people who are being managed
(or those being led). It is therefore necessary that cultural values and standards be of primary
consideration rather than “management principles evolved from the experiences of other peoples”
from a different cultural setting (p.158). Again, Jocano strongly advocates for management not only
by objectives but by Culture. He believes that this is “the key to managerial leadership and sustained
corporate growth in a rapidly changing business environment” (p.167). He specifies three dominant
core value elements that must be organizationally incorporated and addressed to develop a strong
Filipino corporate culture which are the following: paternalism, personalism and familism. As a well-
42
respected and eminent Philippine anthropologist and educator, with many books to his name, Jocano’s
work is both well-researched and documented. Thus, his proposal to restructure / re-program Filipino
or Philippine-based corporations/ organizations including multinational ones to intentionally
integrate cultural values & norms in their operations is worthy of serious consideration, especially at
the time of its writing in the late 90’s. However, because of the quantum leaps in technology paving
the way for increased globalization, only two decades later – it is also just responsible to say that this
(proposal) must be considered more astutely given the factors mentioned and the circumstances we,
as a nation are presently in. Cultural values and traits evidently do not erode so easily, but global
conditions do more rapidly than we can sometimes imagine.
Jocano (1999) advocates for the adoption of these core cultural values and integrating them
into modern corporate structures because he sees them as a “means of elevating traditional culture to
the level of modernity and implanting modern corporations deeply into traditional ground thereby
providing it with a solid foundation, supported and nurtured by the cultural psychology of the people”
(p.182). He admonishes that we have looked at ourselves negatively for far too long so that this
ingrained negativity, with reference to our cultural traits and values, have made us “victims” –
disdaining rather than appreciating our own culture and practices, which skews our judgments,
making us ‘colonials’ internally, so that we are ourselves “the very source of our own alienation and
“cultural degradation”. Jocano (1999) contends for us “to go back to our roots to discover our
strengths, deal with the present, and face the future” (p.183) - which this study aims to do by
unearthing our indigenous conceptualization of leadership at present, and finding out what Filipino
leaders themselves (limited to selected HEIs for this study) think with regard to leadership in our own
cultural context in the Philippines. Although Jocano’s identified dominant core cultural elements
43
(paternalism, personalism, familism) were not specifically expressed by respondents in this study as
such, these were traceable throughout the respondents’ language in various discussions of leadership
concepts – e.g. consulting with staff/ employees, moral obligations towards those led and the less
fortunate, school being a ‘family’ and ‘community’, exercising fairness and compassion, being role
models, servanthood in leadership, helping people be ‘all that they can be’, leadership being about
relationships, providing educational opportunities to surrounding communities, etc., etc. All of these
illustrations of what leaders are and do as articulated by respondents, are indicative of the cultural
values and traits that Filipinos have, which Jocano (1990) argues should be embraced and allowed to
prevail in corporate settings and organizations as a model of management by culture. The difference
lies though in the fact that his model was drawn and geared for corporate management to more
effectively function in that role (by applying these dominant cultural elements), which does relate to
leadership in the Philippine context. However, there must still be cognizance of the fine distinction
between management and leadership. Although one can say good leaders may also be good
managers, the vice-versa may not necessarily be true as it is widely accepted that leadership goes
beyond the scope of management. Scholars mostly argue that the two overlap, but the activities of
each are distinct and not necessarily synonymous (Bass, 2010 cited in Wajdi, 2017). Citing Yukl
(1989) to explain this further, he says that “while managers maintain a smoothly functioning
workplace, leaders test the current position and encourage new functions so they are looking for long-
term goals” (Wajdi, 2017, p. 75). Additionally, it must be noted that Jocano’s detailed diagrams of
cultural elements as they could be applied and integrated to “enrich the foundation of corporate life”
(pref.) within corporations/ organizations are largely for various management processes such as
communication, productivity, and motivation - and to enact these with a culturally-relevant Filipino
‘management style’, rather than as cultural distinctives of institutional leadership.
44
Another study which has relevance to the present one is that of Garcia-Marasigan’s (2000)
who studied the concept of Christian and Filipino leadership in the Philippine setting and wrote his
study in the vernacular. The concept of Christian and Filipino leadership is according to four areas:
Beliefs or principles (Paninindigan), Action (Pagkilos), Social Relations (Pakikipagkapwa), and
Preparation for Leadership (Paghahanda sa Pamunuan). His study is based on the study of several
relevant literature and documents as well as on interviews with 14 leaders of Christian HEI’s in Metro
Manila. For the concept of Christian leadership based on literature he used: the gospels in the Holy
Bible, Church teaching according to the Vatican II and the Plenary Council of the Philippines II and
according to tradition the Second Reading of the Festival of Seasons (Kapistahan ng Panahon) and
Festival of the Saints (Kapistahan ng mga Santo).
Based on the responses and his archival research, a model of Christian and Filipino
educational leadership was formed. This model has four parts: Leadership according to Values
(Pagpapahalaga), Instructional Leadership (Pagtuturo), Leadership of Stakeholders in the
Educational Institution (Pamumuno sa mga Taong Bumubuo ng Paaralan), and Leadership in the
School’s Operational Systems (Pamumuno sa Pangangasiwa ng mga Sistema sa Paaralan).
Recommendations were given with regard to educational management and several were extended to
leaders in Christian educational settings. His study takes into account responses from leaders and
stakeholders alike where the present study focuses solely on educational leaders in HEIs including
data from literature. The above study contributes to local literature on leadership but the methodology
used is different to the methodology of the present study. Garcia-Marasigan’s study concerned itself
with forming a model. The present study will focus on discovering leadership concepts and proposing
45
a conceptual framework regarding Filipino leadership concepts of educational leaders in selected
HEI’s.
Another literature worthy to review is Aulicino’s (2006) dissertation on transformative
leadership and how girls in secondary school are educated regarding it. The study also used grounded
theory to explore the perceptions that adolescent girls have about the concept and practice of
leadership, and was done to see how schools are developing leadership especially in young women
in order to assure the supply of strong leaders in the future. Essentially, the study is similar to the
present one in that both explore concepts and practice of leadership through close examination of
words from the respondents. The difference lies in the kind of respondents who participated, although
the cited study was also informed and supplemented with interviews of adult women school leaders.
The study done was limited to females, as making a difference in the education of women was its
primary aim. The present study was not limited by gender. There is similarity in that the former study
also interviewed women school leaders aside from the student respondents and furthermore surveyed
a larger number of students for supplementary data. Aulicino’s study explored the perceptions that
adolescent girls have about the concept and practice of leadership, particularly related to
transformative leadership. Through close examination of the words and images girls use to talk about
leadership, the study revealed the ways girls see leadership and how it fits or doesn't fit into their
present and future lives. There is triangulation of data in both studies since both engaged the GT
methodology to address the qualitative nature of the problem statement. This study on women’s
perception of leadership was done using one-on-one interviews with the participants which included
school leaders who were also women. The research brought together data from three different sources
46
to develop a bigger picture of how girls perceive leadership and explore if they may have women
leader role models to follow after.
Results of Aulicino’s study showed that adolescent girls have incomplete or stereotypical
perceptions about leadership in general. The respondents had limited understanding of the role of
leaders within groups, could name only a few women leaders, and were unable to explain in what
ways leaders are effective. Aulicino (2006) also found that schools provide few, if any, experiences
for girls to explore the concepts of effective leadership or to examine the lives and dispositions of
strong female role models. Just as the outcome of the former study serves to inform schools and
curriculum planners about girls and leadership, and encourage them to create stronger school-based
leadership programs for young women, so the present study can also serve to inform schools and
educational leaders regarding a culturally relevant understanding of leadership or leadership-in-
context, which in turn may help them develop culturally appropriate leadership programs for current
and future students. This is to raise the quality of education of present and future learners, fostering
in them effective culturally-preferred leadership qualities, creation of culturally-appropriate
leadership development programs, also for better organizational or institutional planning and
development which are key responsibilities of leaders in HEIs.
The researcher also came across a study which is relevant as it tackled a similar topic
on the concept of leadership among Native American Indians and used the classic GT methodology
to develop a theoretical framework. A study to determine the Native American theory of leadership
by Terence Munson (2007) used GT methodology as he wanted to build a theory based on a tribal
perspective. This echoes Ilac’s GT study (to be found later in this review chapter) on the indigenous
47
Batad tribe of Ifugao province as well. In the study he found 11 leadership concepts of importance to
members of two tribes: the Assiniboine and the Gros Ventre tribes. These important concepts include:
tribal affiliation, service leadership, community involvement, equality and respect, business
negativity, observational learning, cultural difference, time perception, cultural participation, gender
differences, and non-materialism. According to Munson (2007), the study was merely an initial step
in promoting understanding of leadership from a Native American tribal perspective. He was able to
generate a theory from the data gathered in field interviews, although he claims that language was a
barrier in the process. Munson shares that the rationale for the study is mainly to help in the economic
development of the Native American community, increase their self-esteem as well as facilitate a
better future for the younger generation, but he adds Denzin and Lincoln’s (2005 as cited in Munson,
2007) argument that “for the most part, society is committed to the interpretive understanding of the
human experience (p.10). Since his study focused on participants from one reservation, he
acknowledges that his findings are limited to that population or is particular to that specific group,
which is similar to the present study as this is specific to HEIs and particular to those fulfilling the
selection criteria. Just as Munson’s study did not intend “to produce a generalized result, but to form
a body of knowledge” as a reference or for comparative purposes (p.11) , so this present study does
the same. The present study used as reference some of the questions Munson used for his initial
interview with respondents. These questions for the present study are outlined in the Methodology
chapter and were modified and evolved to suit this researcher’s queries as it pertains to leadership in
the Philippine context. Munson’s study is a good resource not just for the questions but for the
methodological process he underwent, which gave insights to the researcher for this present one.
Aside from highlighting the impact of culture on leadership schemas and concepts, Munson’s study
also exemplifies how leadership is differentiated within a society as there could be sub-cultures within
48
it. An article later cited in this review on the conceptualization of Leadership across cultures (Journal
of World Business, Dickson, et.al., 2012), introduces the idea of “intra-national phenomena” where
concepts like leadership may not only differ across cultures, but possibly also within it as the above
study on Native Americans leadership theory suggests.
Within the local context, there are two studies that have substantially contributed to Philippine
leadership studies literature fairly recently. These are relevant to the present study, hence, are included
in this review. The first one is a dissertation by Ellamil (2011) entitled: Structural relations among
schema-consistent supervisory leadership traits and behaviors: Quality of leader-member exchange
and organizational citizenship behavior, which she did for a doctor of philosophy degree in social-
organizational psychology where she examined Filipino leadership focusing on quality of leader-
member exchange, leadership traits, behaviors and organizational citizenship behaviors as the title
suggests. She surveyed 1,141 Filipino employees across job levels and professions, asking them to
describe the ideal Filipino boss. Her study also examined “how the presence of these qualities impact
employees’ relationship with their leader and eventually influenced their performance at work” (cited
in Ilac, 2011). The following desired and ideal characteristics of a Filipino leader emerged: preference
are for leaders who are person-focused and group-centered, but also professionally competent and
knowledgeable. A leader who is makatao or easy to talk to, listens with understanding and
compassion, as well as cares about the employees’ professional and personal welfare is also ideal. If
the boss is makatao, he/ she is more likely to foster feelings of affection and warmth in employees –
enabling him/ her to bring people to work together as a team benefitting both the people and the
organization in positive ways. Employees also prefer leaders who have leadership competencies
including mentoring skills or the kakayahang mamuno. Beyond having the technical knowhow, the
ideal leader must also be able to share knowledge and skills to lend toward the personal and
49
professional growth of employees (cited in Ilac, 2011). When leaders engage in more positive
interactions with employees, this results to affection, professional respect, and loyalty to the leader
and organization. Ellamil’s study surfaced the importance of the quality of relationships between
bosses and employees. The better these relationships are, the better the quality of employees’
performance as they go beyond the call of duty, are more willing to help peers, and length of tenure
increases. Based on these findings, Filipino bosses/ leaders must take care of how they are perceived
by their team where it is imperative that they show themselves competent, know how to mentor, are
approachable and willing to listen, not domineering nor arrogant. Employees who perceive bosses as
“moody, critical, and demanding” only follow out of compulsion or deference to the position, but
they do so while detesting it and with anger at the leader. If Filipino leaders take note, make an effort
at and develop these ideals then they will be able to build and bring out the best in their Filipino
employees (cited in Ilac, 2011). Ellamil’s study was generated from a significant number of
respondents across levels and occupations, thus contributes toward the understanding and
conceptualization of indigenous leadership. This relatively more recent study echoes the observations,
studies, and findings contained within the numerous publications of two prominent Filipino scholars/
authors named earlier: Tomas Andres and F. Landa Jocano which have been reviewed and will be
discussed again in a later section to provide ‘theoretical grounding’ to the conceptual framework
emerged in this study.
In 2012 a special issue of the Journal of World Business on Leadership in a Global Context
(Vol. 47, Issue 4, October 2012) contained a number of articles pertinent to its title including various
leadership styles across cultures, new directions in research and theory development of leadership in
a global context, a report and an analysis of Project GLOBE marking its twenty-year journey into the
world of culture and leadership, cross-cultural reviews of quantitative and qualitative leadership
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studies, leading global teams, emergence of women leaders, leadership perspectives from various
cultures, etc., etc. Among these, one article is being cited here as it focused on Conceptualizing
leadership across cultures, where the authors summarized research on how the meaning of leadership
varied systematically across cultures and described conflicts in the literature then - “between the quest
for universals and the identification of cultural contingencies leadership theory” (Dickson, et. al.,
2012, p.483). These authors brought up how leadership as defined by Project GLOBE was
“intentionally broad because of the recognition that how leadership is enacted, the evaluative and
semantic interpretation, and the cognitive prototypes that define leadership are likely to differ across
cultures” (p. 486) - which the results of the empirical study eventually proved true (across 62 societies
included in the study). Dickson, et.al. (2012) for their article’s coverage chose to define leadership
as both an ability and a process – “as an ability that is enacted differently across cultures, and as a
process that is created and developed differently across cultures” (p.486).
These definitions together are more all-encompassing and relate to the present study as the
HEI leaders interviewed here also defined leadership within such classifications, many of them
mentioning the universally-endorsed leadership attributes as contributing to leadership effectiveness.
This list of universals include: “trustworthy, just, honest, charismatic, inspirational, visionary,
encouraging, positive, motivational, confidence builder, dynamic, having foresight, team-builder,
communicator, coordinator, excellence-orientated, decisive, intelligent, and win-win problem solver”
(p.487). A significant point that this article adds is Project GLOBE’s test of the relationship between
societal culture and the content of leadership schemas, with consistent findings that societal cultures
influence the content of employees’ leadership schemas in organizations (Dorfman, et.al., 2004 as
cited in Dickson, et. al, 2012, p.488) and how “there is evidence for both universal and culturally
contingent leader characteristics that should be taken into account when identifying successful leaders
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in different countries” (p. 487). These findings support the need to undertake indigenous or culturally-
contextualized studies, such as those cited in this review and the present study, in order to identify
and develop leadership frameworks that are culturally relevant embodying the values, ideals,
preferences, aspirations, as well as strengthening the cultural identity of the nation. Dickson, et. al.
(2012) emphasized the impact that culture has on leadership and how it is apparent in something as
simple as how leaders are perceived, where in some countries they are revered or emulated and in
egalitarian societies are looked upon equally as co-workers – this perception is even evident in the
language used (p.488).
The authors also point out the common observation that a “North American bias” continues
to proliferate in general leadership literature so that knowledge about leadership is “culturally limited”
(Dickson & Den Hartog, 2004, as cited in Dickson et al. 2012, p.488). They also cite House’s (1995
as cited in Dickson et. al., 2012) similar observations that:
“…most leadership theories and measures reflect individualistic
rather than collectivistic values; they emphasize assumptions of rationality rather
than ascetics, religion, or superstition; focus on individual rather than group
incentives; stress follower responsibilities than rights, and assume hedonistic rather
than altruistic motivation” (p.488).
The applicability and usability of these theories and measures are then questionable as these
do not reflect nor represent the specific cultures being studied, discussed, categorized, being informed
about, or even creating programs and policies for. Hence, the importance of culturally contextualized
leadership studies as the present one - studies which factor in elements that House (the principal
author of Project GLOBE) as cited above, indicates.
Dickson, et.al., (2012) also mentions that much of the cross-cultural leadership research were
conducted years ago and relied on pre-determined cultural dimensions (e.g. Hofstede & Project
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GLOBE), which though useful should also take into account “other cultural dimensions that may help
clarify important leadership characteristics”, such as “cultural tightness-looseness” (Gelfand, et. al.,
2006) and recommends a move “toward a more local understanding of culture” as well as to take
“more of an emic approach to the study of leadership in different regions…to yield results that are
more practical for organizations” (p.489). It is hoped that with the present study being local and
focused on a specific sector (HEIs), these recommendations are well-considered and singly addressed.
A discussion of the importance of the meso-level of analysis in this article also lends
support to the present study. The authors (Dickson, et.al., 2012) note that multi-level research is
needed to make conclusions about phenomena across cultures so that it has to be studied at the
individual (micro), organizational (meso) and national (macro) levels. They describe micro-meso
research as a level of analysis where “individual behavior is evaluated as aggregates of the individuals
and the surroundings that influence their behavior”, therefore as this present study involves
organizations (HEIs) with individual responses evaluated as aggregates with their surroundings
(HEIs) it falls under the micro-meso research level of analysis. The authors assert that meso research
“can be a helpful tool to address issues of overgeneralization and underestimation of cross-cultural
effects” (p.488). A major critique of cross-cultural research is the failure to take into account intra-
national phenomena as culture is commonly perceived to be homogenous within one culture, this fails
then to provide a full understanding and accurate information about the culture (Tung, 2008 as cited
in Dickson et.al., 2012, p. 487). Since the present study will present a conceptualization of leadership
based on responses from selected HEI leaders, leadership as an ‘intra-national phenomenon’ within
the Philippine culture is addressed and taken into account.
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Additionally, the article’s inclusion of the Global Mindset Inventory (GMI) as one measure
of interest in global situations and people is informative, serving as an assessment tool with which to
compare a number of the pattern and selective codes emerged in the present study. The table (Table
4, p. 121) of dimensions of the GMI is a good reference on which to see overlaps from the responses
given by HEI leaders in the present study – for one to have a sense of whether any of them has a
global mindset, since global integration is looming in the horizon if not already at the heels of regional
(ASEAN) integration currently in process since 2015.
This article concludes by saying that “culture matters and not in a small way” (p.491) with
strong evidence presented using various studies, positing the importance of also knowing when it
does not (p.490). Dickson et. al (2012) cites Huntington’s book (2000) Culture Matters: How values
shape human progress where he illustrated how there are “countries who at one point in history were
similar in terms of their economies, but who 30 years later had shown tremendously different growth
patterns”, the present authors asserting that what was left out in the analyses was the “mediating role
of leaders who emerged and were educated, socialized and trained within those cultures” (p. 490).
The importance of culture and its impact on leadership matters in “how leaders emerge, are selected,
developed and seen (or not seen) as role models to be emulated, and it matters in ways that are
predictable, and that organizations can respond to strategically” (p.491). As we advance further into
the 21st century experiencing constant flux and fluidity with unpredictable scenarios unfolding on an
epic scale, we learn more and more how crucial and critical leadership is, even for the survival not
just of organizations, but of nations. Thus, it is hoped that with this present study being specifically
about leadership as conceptualized by leaders themselves in a strategic field such as Higher
Education, a significant contribution can be made, not just within the sphere of Education itself but
in other important fields as well.
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Meanwhile, Cimene and Aladano’s (2013) closely-related study of leadership perspectives
within the Philippine context, which gathered information from 71 leader respondents from both the
public and private sectors in Northern Mindanao, generated findings on leadership that are a
worthwhile contribution to the literature in this area. Their research is included in this review as both
a parallel work and a solid reference on which to analyse the emergent conceptual framework of the
present study given that they similarly used grounded theory as their methodology. The objective of
their study was “to capture the different viewpoints about the practice of leadership in organizations
for a deeper understanding of personal leadership in the Philippines and its implications on theory,
research, and practice” (p.50). Although they wrote that respondents came from both public and
private sectors, their more detailed description shows that more of the top tier leaders interviewed
came from the political arena and majority are mid-tier leaders (59 regional and provincial directors)
with no specific numbers for each gender given. These were purposively sampled where the criteria
for leadership was: being in a leadership position in an organization and success in leadership is
evidenced by being a recipient of local, national or international awards. It should be noted that the
authors have prefaced their study by discussing ‘situated leadership’ as explained by Munro (2008 as
cited in Cimene & Aladano,2013, pp. 48-49) where there is ‘no one best way’ to lead given that
leaders “work in complex settings where rules, players, problems, and objectives can change from
hour to hour…so that it is unlikely that any one strategy or style will fit all of these changing
conditions” (p.49). They went on to describe how beleaguered with problems the Philippine education
sector is, as well as all other sectors of the nation, highlighting how the economy is propped up by
overseas workers’ (OFWs) remittances, thus the “greatest leadership challenge for the government is
to provide employment for its people so that they don’t have to work abroad” (p.49). The authors
already zeroed in on the cultural trait of Filipinos as being family-centric even before the discussion
55
of findings in the study (as it appeared in the cited book chapter) so any reader is immediately
informed of this distinctive trait, which they describe as one of the values that are embodied in the
value-systems across Asia and not just in the Philippines. From their findings which entailed a
comprehensive examination of multiple perspectives based on in-depth interviews with their key
informants, three major ones that Filipino leaders have, emerged: 1) Leadership as an art, 2)
Leadership as an ability, and 3) Leadership as a process.
To expound briefly, according to the findings, leadership is an art as respondents expressed
that it takes creativity to handle opposition diplomatically and graciously as well as deeming this
necessary to optimize limited budgets and resources available. Leadership is an art as one navigates
through cultural values and utilizes them beneficially in organizational settings with positive
consequences rather than negative ones. An example, as mentioned earlier is the value Filipinos place
on family – as a cultural trait this can be harnessed to the mutual benefit of members or employees
and the organization, where a sense of belongingness can foster loyalty and productivity. However,
this value can also be misplaced and detrimental if family members are employed and put in positions
where they are not suited or do not have the requisite qualifications and competencies at all – in fact,
this may even lead to corruption. The authors agree that “indeed, leadership in the Philippines is an
art of building relationships with people with whom leaders work” (p.54). They propose that the “key
is for leaders to use ingrained values and beliefs as the bases for building positive organizational
improvement” (p.53). This perspective is also held by respondents as they reason that leaders must
‘orchestrate strategies in order to achieve objectives’ which is difficult, as in order to do so they have
to study the ‘surrounding circumstances, the tasks at hand, the people who will make them happen,
and the resources available’ – variable and changing factors which leaders must be able to fathom
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and organize in efficient and effective ways to achieve envisioned goals (p.53). One strategy that
respondents of the study pointed out as effective in addressing limited financial resources is
‘networking’ which the authors thought to also be an art since according to them “there is no hard
and fast rule about how to tap other organizations in order to share resources” (p.54). There were
respondents though who believed that there are “key ingredients to successful networking” – which
are sincerity and diligence. Another reason for the perspective of leadership being an art is that of
leaders having communication and interpersonal skills as these are needed for relating “to different
personalities, bringing out the best in people, advancing their growth and delivering more than what
is required given limited resources” (p.55). All these themes of being relational, strategic, having
communication and interpersonal skills, collaboration, networking, harnessing cultural traits
beneficially for the achievement of organizational goals, and fostering a sense of ‘family’ within the
educational institution are all familiar themes that were also brought up in the present study, however
these were not categorized as leadership being an ‘art’. Rather, these were categorized under personal
and professional competencies/ skills that leaders must have to be effective in the Philippine cultural
context.
With regard to the perspective that leadership is an ability, Cimene and Aladano (2013) report
that this was claimed by respondents as necessary especially in “generating the cooperation, trust and
goodwill of staff”, convincing them that the organization is concerned for their welfare (p.55). An
effective leader needs to spend time with people not just within the organization, but outside too to
gain their trust, where the best opportunities present themselves during celebrations such as
Christmas, birthdays, fiestas or other such special occasions – also when they collaborate in important
projects (p.56). To inspire people particularly those who are already self-directed and motivated, to
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“strategically mobilize” people, address and implement change, become a ‘learning organization’,
and institute continuous improvement are areas where the leader must possess abilities in. These are
skills and competencies that were also brought up in the present study and were basically categorized
as professional competencies. Some though fall under the category of people empowerment where
leaders inspire and provide continuing professional development opportunities for staff/employees
and faculty.
As to leadership being a process, the authors discussed at length the importance of integrity
and all other exemplary characteristics such as “diligence, dedication, honesty, dignity, honor, love
for God and for people which some would rather term ‘commitment’, giving importance, respect,
recognition, rewarding good/ best performance, and financial security” which Filipinos naturally
desire and all of which will lend to employees’ loyalty and will contribute to them feeling valued
and not just being used by the organization to achieve its ends (p.58). Respondents also perceive
“leadership as a continuous learning process” where there are no shortcuts, requiring discipline and
creativity – where discipline is needed to stay focused on goals and to “stay true to one’s values” not
sidetracked by corruption which eventually leads to loss of leadership position as well as people’s
respect, thus ‘accountability’ is also key to effective leadership (p.58). In this perspective, the
importance of creativity was reiterated as leaders need it to address future issues to run organizations
effectively and to facilitate problem solving, again noting how leaders need to continue learning, so
some undertake both formal and informal training. For others, they would have to do this on-the-job
- which respondents termed “embedded learning” where leaders engage in “intelligent reflection and
action; reflecting on day-to-day activities and then acting on them” continuously repeating this
process until the lessons learned become part of the leader’s repertoire of behaviors (p. 58-59).
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Leadership undeniably involves processes whether in the translation of the vision-mission into
goals and objectives then communicating these to people for them to take action, or in undergoing
continuous learning and improvement at all levels of the organization, or in collaboration within and
without the organization in order to foster a sense of community and in seeking to empower people
for mutual benefit - on the road to achieve the purposes of the organization. This perspective
highlights how leaders are not born rather they are ‘made’ as they undergo these processes externally.
There are also internal processes happening within their persons so that they are developing in their
understanding, in their role, and in their practice of leadership. The study reviewed here clearly
focused on the “practice’ of leadership whereas the present study aims at developing a ‘conceptual
framework’ – where a number of emerged categories do correspond to some of the descriptions given
by the authors as based on their gathered responses.
Cimene and Aladano (2013) note that “in the Philippine context organizational culture cannot
be ignored because it is critical to leadership performance” (p.59), so they cite Andres (1985) as they
propose for local organizations to adopt appropriate approaches when applying leadership theories
from western models since this is inevitably encountered with a majority of literature on leadership
coming from the west and local leaders who are sent for training abroad are exposed to the same.
Andres (1989) had written of four roles that leaders can adopt to contextualize western models and
of these the authors recommend the role of an orienter where the leader “relates management systems
to the actual issues that Filipino management practitioners are facing today” (p.60). This is precisely
what this present study aims to contribute by emerging a conceptual framework using a similar
methodology where it is grounded in reality as based on firsthand data and not on preconceived
hypothesis and ideas. This is to advocate that we should not just adopt approaches, but rather that we
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should draw out our own concepts and models of leadership so that we know it is the best suited for
the Philippine context – at the very least for the operation of local HEIs (as this study is limited to
this sector). Where the reviewed study proposes an ‘indigenization’ of western models that integrate
both eastern and western influences, the present one seeks to contribute to the formation of an
indigenous one, taking into account our own cultural values, so leaders in various sectors of the nation
will have a practical guide in applying it to their organizations for overall effectiveness and success.
This will serve not just practitioners but also students who are studying leadership. In their final
recommendations though, Cimene and Aladano do recognize the need “for Filipinos to stop
borrowing leadership perspectives from the West, and to try to develop a homegrown leadership
perspective”, additionally prescribing more grounded theory research to be undertaken which can
“enhance the integration of theory, research, and practice in the discipline” (2013, p.62).
A study on Leadership in Philippine HEIs that explores the narratives of 15 government and
higher education leaders who were described as holding formal leadership positions in varying
capacities within the government or university’s research management team is included here as it
involves their perception of their role as leaders and their leadership development. Calma (2013),
currently a senior lecturer in Higher Education at the University of Melbourne, used discourse
analysis and the method of narrative inquiry with multiple lenses (“how”,“what”, and “why”) in this
study, analyzing these narratives which illustrate “the complexities and challenges” entailed in
Filipino research managers’ leadership roles in academia (p.1). His focus on these research managers
and their view of their leadership roles involved examining “what their story is” and the “what” in
their story, which led to constructing certain characters and subsequently “how their stories impact
their activities” where investigation is on the “shared activities of the narrators in their similar socially
located contexts”, relating these to dominant HEI discourses on leadership and finally presenting
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another lens in his analysis which is the “why” (p.2). Calma’s discursive framing of leadership help
explain the images shaped of research managers as leaders. These include that of leaders as: experts,
beneficiaries, negotiators, tyrants, facilitators, and heroes (p.2). He notes that these categorizations,
meanings, and discourse are jointly constructed or are co-constructed experiences as he inquired,
examined his understandings, assumptions, and reflected on participants’ experiences and how these
resonated with his own (p.2). In narrative inquiry, his objective was to present voices of leaders and
their stories where he opted to be a story analyst “who thinks and treats stories as social facts” which
can then be subjected to rigorous and systematic analysis thus, similar to GT methodology he reduced
data to categories, themes, and patterns where he analyzed for key organizing themes (similar to
theoretical condensation in MGT) across stories told by the participants (p.3). Calma constructed
depictions of leaders as used by Allan (2006), where subject positions and modalities of power were
observed so that in his study he found “two or more leaders sharing similar subject positions; in
particular that of being facilitators, heroes, experts, beneficiaries and negotiators with none found as
tyrants as described by Allan and colleagues” (p.3).The leaders who Calma terms as ‘storytellers’
have half who teach and 12 who supervise Masters or PhD students representing universities from all
the major island groups of the Philippines who all work full-time, come from varying age groups,
years of experience and fields of discipline, eight are females (p.4).The most relevant section of his
study is that of “what leaders think of themselves” and from Calma’s analysis “a persistently strong
narrative about their roles emerged” relating that their responses were “intricately woven into a web
of stories of projected identities” (p.4). These projected identities, as earlier mentioned, were similar
to Allan’s description of constructed images of leaders namely (descriptions and issues involved per
leader-image based on Calma’s study (2013, pp. 5-10):
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1. Facilitators (difficult role but have less impact/ insignificant influence)
2. Heroes (role as mentors and teachers full-time, heavily engaged in scaffolding others,
active in research, help in capacity building)
3. Experts (great deal of understanding of complexity of managing university research but
view selves as powerless in convincing people to do research)
4. Beneficiaries (manage research in ad-hoc role, struggle with research funding, difficulty
finding time to do research due to work commitments, lack of skills, challenge to engage
staff in research, manager role is ‘extra’ as working full-time, need for teaching staff to
investigate relevant and meaningful areas of research and come up with good research
questions, research not seen as integral to advancement/ over-all see themselves as interim
solution providers)
5. Negotiators (liaison research center managers who manage government funds, maintain
offices in host universities, work with staff from host universities to help other academic
staff within their zones, pressing need to train academic staff in proposal writing, view
themselves as helping to develop research through a piece-meal approach, find it difficult
to develop strong research cultures in less research-orientated universities, capacity issues
with both trainers and trainees)
As to leadership development, Calma (2013) reports that participants’ needs in this area
relate to how research is seen as secondary to teaching so it needs to be made more attractive, as well
as to “managing tensions that exist between teaching, research and leadership” (p.11).The impact of
this study on leadership in HEIs, aside from these categorizations (which are relevant to this present
study), is in identifying how higher education in this nation has a system where “inadequately trained
teachers and researchers provide training to others” so that these unqualified staff “may not
effectively build research capacity and a strong research culture locally, let alone compare
internationally” (pp.11-12). Internationalization and global competitiveness are current key issues
already identified by HEI leaders whether locally or overseas, as mentioned by both respondents in
the present study and referenced works included in this literature review. As such, these are leadership
concerns not just to be addressed in terms of organizational strategies but also involve leadership
practices and behaviors that may consequently need to change in response to contingencies brought
about by global systemic shifts. It can then be assumed that the conceptualization of leadership in
various cultures also change as affected by these phenomena and as cultures evolve.
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Even more recently, Valdez, et.al., (2016) studied Filipino women as educational leaders in
HEIs as windows of opportunities in the region began widening in 2015. At that time ASEAN opened
with a free flow of employees among its member states, which inevitably affected education. Leaders
in the sector had to start working from thence to ensure that their graduates can compete with
graduates from HEIs in other member nations. The need to produce graduates who have capabilities
that are either equal to or better than those from other states in the region surfaced. With competitively
skilled graduates, the economy of a particular nation can improve and progress on a global scale or
even just within the ASEAN region (p. 204). A number of 21st century skills were identified by the
Asia-Pacific Economic Cooperation (APEC, 2015 as cited in Valdez et.al, 2016) as necessary for all
students and graduates to acquire across the region for competitiveness and integration within the
region. These 5 domains of competencies and skills labelled as transversal (generic and transferable
to a wide variety of functions and tasks enabling people to integrate successfully in employment and
social contexts) (UNESCO, 2015a, 2015b as cited in Valdez, et.al., 2016, p. 205) include the
following: Critical and innovative skills, interpersonal skills, intrapersonal skills, global
citizenship, and media and information literacy. The study is included in this review as it featured
outstanding Filipino women educational leaders (presidents) who all came from state universities and
colleges in Northern Mindanao where these HEI women leaders were assessed based on how they
exemplified and applied the above-listed 21st century skills in their leadership roles and functions
(p.206).This 2016 study is relevant to review as it identified particular skills that may align or match
the ones that have surfaced in the present study since it also focused on leaders in Philippine HEIs,
albeit solely women. The methodology is qualitative, utilizing a self-reporting questionnaire where
the women educational leaders were asked “which of the APEC competencies did they perform, how
often they performed them and the instances where these skills were used in their power roles to
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achieve their objectives” (p.207). Each domain was defined with specific key skills and
competencies.
The findings of the study revealed the following specific skills and competencies these
Filipina HEI leaders exhibited (pp. 210-211): under Critical & Innovative skills - entrepreneurship,
resourcefulness, reflective thinking; under Interpersonal skills - communication skills, organizational
skills, teamwork, empathy; under Intrapersonal skills – self-discipline, the ability to learn
independently, flexibility and adaptability, self-awareness, perseverance, self-motivation,
compassion, integrity, risk-taking and self-respect; under the Global Citizenship domain – awareness,
tolerance, responsibility, respect for diversity, ethical understanding, intercultural understanding,
democratic participation, conflict resolution, respect for the environment, national identity and a sense
of belonging; under the Media and Information literacy domain competencies of these women leaders
include – expressing and communicating ideas through ICT, using media and ICT to participate in
democratic processes, and the ability to analyze and evaluate media content. All these women leaders
have expressed their desire and intent to align their institutions with ASEAN goals whereby it is
envisioned that there will be “a single common market and production base leading to the free flow
of goods, services, investment capital, and skilled labor in Southeast Asia” (Valdez, et. al., 2016,
p.212).
The authors’ discussion particularly on internationalization/ globalization bears upon the
present study as having a ‘global perspective’; it is coded as one of the major leadership characteristics
emerged from the interviews done with various leaders in both private and public HEIs, a domain
which APEC places under Global Citizenship. Skills/ competencies that also resonate with the present
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study are encompassed in the other major domains of Critical & Innovative skills, Interpersonal and
Intrapersonal skills, so it is interesting to note that the only domain that does not is that of Media and
Information literacy, which presumably could be because at the time the interviews for this present
study were done ASEAN’s opening of skilled labor exchanges between member states has not
materialized yet (only in 2015), eventually leading to APEC’s identification of this important domain
for global competitiveness. Nevertheless, the fact that quantum leaps in technology have already
taken place even before transitioning to the 21st century, Media and Information literacy skills as a
transversal domain is worthy of regard as a ‘must-inclusion’ for leader effectiveness especially in
educational contexts such as HEIs. It would be ironic and paradoxical that HEI leaders who belong
to institutions with CHED autonomous or deregulated status - therefore considered excellent
educational institutions - would not be aware of the increasing need for literacy in this domain when
their very institutions are offering degree programs in ICT or ICT-related courses, and the HEIs
themselves are offering tutorials or seminars for the continuing professional development of teachers
in this specific area. On the other hand, it could also be surmised that ICT and media literacy are just
not specifically identified by the interviewed leaders in this study as skills a 21st century educational
leader must have, but perhaps was just lumped together with all the ‘professional’ competencies and
skills that HEI leaders need in order to function effectively in their roles this millennium.
Although the theme of having competitive or globally competent graduates were mentioned
by a number of HEI leaders interviewed for this study, upon review of interview notes this seems to
be more of a concern of leaders in private HEIs and mostly leaders who have an institution-wide
responsibility (presidents) rather than those who are in middle management. Respondents who are in
middle management mainly advocate teachers going abroad for graduate studies as part of continuing
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professional development (CPD) with a myopic view of just gaining credentials and be eligible for
promotion, rather than from a standpoint of global competitiveness or for the purpose of their HEIs
being globally ranked. Global ranking gains more credibility and prestige not just for themselves, but
serves as a value-proposition to faculty, staff, and students - more so as a contribution to valuation of
the nation as a whole. The fact that the present study has more male respondents than females also
make the inclusion of this literature on Filipina HEI leaders who are re-positioning their institutions
to be at least competitive within the ASEAN region for the possibility of national economic
betterment – a reasonable choice. It is worthwhile to note that these Filipina HEI leaders were
analyzed in comparison with male leaders on traditional traits of masculinity such as ‘risk-taking,
aggressiveness, competitiveness, and esprit de corps” as they worked to close the gap according to
regional standards and make their HEIs fit soonest for ASEAN integration (Valdez et. al, 2016,
p.214). It was indicated that these women leaders harbored these same competencies as men so that
the usual masculine characteristics were found to “belong to neither women nor men leaders” (p.214).
Furthermore, Valdez et. al (2016) reports that to be a successful woman leader especially within the
Asian cultural milieu, characteristics like empathy, organizational skills, perseverance,
communication skills, compassion, and tolerance are necessary. Finally, the APEC-identified
domains of competencies and skills are suitable to include in this review as a reference for the
identification, matching, and confirmation of emergent categories that will be included in the final
conceptual framework as the outcome of this study.
One woman leader who was recently elected into public office in the Philippines, who seems
to embody all the aforementioned leadership skills identified in Valdez et. al.’s study is incumbent
vice-president Leni Robredo. She is for anti-corruption in public service and just like her husband
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apparently has a heart for the welfare of her constituency. Her husband, a public official that has
gained national respect and the general public’s trust, was the late Interior Secretary Jesse Robredo
(a 2000 Magsaysay awardee for Government Service). Vice-President Leni carries the same mantle
of integrity so that she was catapulted from congresswoman of Camarines Sur to the vice-presidency
in the last elections (2016). In a speech at the Ateneo Professional Schools in March 2017, she paid
homage to her late husband and his pragmatic style of leadership – poignantly termed as ‘tsinelas’
leadership because her husband used to bicycle around Naga, as the then youngest mayor ever in
Philippine history, only in shorts, shirt, and slippers with no bodyguards at all. VP Leni said: “It was
critical that power was shared with the people... If we all allow the concept of ‘tsinelas leadership’ to
guide the way we make policies, we would include rather than exclude”, adding that the windows of
service can quickly close when the poor speaks, advising to approach them with empathy leading to
collaboration, which she believes is the “essence of democracy and engagement”. The current vice-
president endorses “tsinelas leadership”, saying that local leaders must “have ears close to the ground,
feet planted in reality really big hearts, and a lot of patience”. The three key elements that her husband
espoused as governance model when he was in public office were: progressive perspective,
partnerships, and people participation – a brand of public service that endeared him to his constituents
(ateneo.gsb.edu, 2020). Interestingly, these are elements that were also favored by majority of the
HEI leaders interviewed for this study.
The Robredos’ confidence in the people to participate in the act of helping themselves and
allowing them to contribute to their own upliftment and progress echoes the cultural value of
“bayanihan” whose root-word is “bayan” meaning “country or nation” and is also derived from
“bayani” or a hero who does noble deeds for others. This evokes a sense of solidarity, service, kinship,
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camaraderie, and involves voluntary co-laboring with others out of concern for them and the
community. It is the Filipino community spirit of cooperation; a custom and tradition of communal
action and social cooperation usually depicted by people carrying a ‘cogon house’ or ‘nipa hut’ to
move it to another location.“Bayanihan” is related to “damayan” which translates to empathy and
involving oneself with another to alleviate problems/ burdens as well as the “capacity to be
compassionate to another”.“Bayanihan” is described as done without any expectations of a reward,
although generally people who have been helped feel an obligation to return the favor by some means
or another sometime during their lifetime (Ealdama, 2012, p.7). It could be concluded then as one
reason for earning the public’s trust, loyalty, and cooperation – as constituents are included rather
than excluded, where a sense of belonging and community is established, thus resulting to effective
leadership. This serves as an example of how cultural values and norms can be harnessed for the
mutual benefit of all concerned, through the challenges of executing organizational plans to the
achievement of predetermined goals.
Another local study from the Ateneo that employed a similar GT methodology with a social-
constructivist approach is that of Emerald Jay Ilac’s 2018 study of the leadership process of the
indigenous Batad community situated in Banaue, Ifugao in the uplands of northern Philippines. His
rationale for studying leadership with an indigenous people group, was to “better understand the
Filipino mindset” and to “have a better grasp of the Filipino conceptualization of leadership”
(p.2).Thus, he chose a people group who was never Islamized and remained unexposed to Spanish
and American influence till mid-20th Century. He cites Philippine National Scientist and former
Ateneo University president Bienvenido Nebres who “described the Philippine psyche as a
dissonance between an indigenous affect and an American consciousness” (p.2). He also cited the
same observation of interdisciplinary researchers for Project GLOBE that although there was
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agreement on a unified meaning/ definition of leadership, there were differences in leadership
practices based on cultural values influencing it, thus definitions are not readily expandable to a
universal degree. Furthermore, he also cites Jocano (1998) that the Philippines “with its strong
collectivist background...may have its own independent framework in conceptualizing leadership
that is different from other Asian countries” (p.2). Indeed, a country’s historical, societal and cultural
heritage, its demographics and socio-economic, political and educational structures and systems can
affect leadership behaviors, practices, and outcomes, as supported by the findings of Project
GLOBE.As recent as 2018 when Ilac published his study, he was still lamenting the “dearth of
research theorizing leadership in the Philippines”, saying that most of these come from the fields of
psychology, business, sociology and anthropology – to which this researcher concurs and finds
relevance in doing the present study. These assertions strengthen the rationale for doing this study as
it engages with the conceptualization of leadership within the context of an important societal domain/
structure as Education.
Involved in the Batad study were 15 participants, eight of which were community leaders and
seven direct followers who came from three different sitios so that there was more than one data
source for each sitio, allowing for the corroboration of information as well as data triangulation and
validation. Ilac’s study focused on the following questions (2018, p.5):
1) recalling an event demonstrating leader importance;
2) roles and tasks of the leaders in the community;
3) conflict resolution approaches;
4) disagreement with leader decisions;
5) participants’ own understanding of what leadership is;
6) leadership characteristics perceived unique to Batad;
7) important lessons and traits needed by the next generation of leaders.
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As Ilac chose a constructivist approach within the GT method, he mainly utilized Charmaz’s
(2008) guidelines where data gathered were coded at various levels from initial codes to conceptual
categories. After the usual iterative-analytical process applied to the data as characteristic of GT, Ilac
presented his findings based on the earlier questions posed and categorized them accordingly. Of the
seven questions, the last three apparently has the most relevance to this present study as these pertain
more specifically to concepts of leadership: understanding of leadership, leadership characteristics
unique to the context, and what is perceived to be necessary lessons and traits for the next generation
of leaders in the indigenous community. Although one can glean conceptions of leadership from the
first four questions, these pertain mainly to leadership practices within the Batad community. These
included: recalling events demonstrating leaders’ importance, conflict resolution, disagreements with
leader decisions, and roles and tasks within that indigenous context. Responses to these points are
fully incorporated in Ilac’s emerged theory anyhow, and it is to his socially constructed theory as a
whole that this study’s emerged conceptual framework will refer to in the later section on theoretical
grounding/ matching.
Ilac’s findings showed that on the question of their understanding of leadership, all of the
participants cited leadership characteristics or “focusing on the person rather than the act” (2018, p.9);
most zeroed in on the leaders’ capacity to plan, initiate action, engage in positive behavior and good
interpersonal relations, be non-authoritarian, a role model, diligent, persistent through hardships,
enforce the law without regard to family ties, be transparent and accountable to the community,
putting communal interests first before family or self. Aside from these, being a father-figure in the
community and having a heart for all or “may puso sa lahat ng tao” were ideal characteristics
underscoring the collectivist identity and nature of the Filipino. He expects his leader to put others or
the group first before himself, which Project GLOBE replicates in their findings, as Team and
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Humane-oriented are part of the top three leadership styles found to be effective in the local setting.
Ilac’s study then corroborates Project GLOBE’s findings, even though the respondents in the GLOBE
study are from a different local context (industries). Ilac’s are from a marginalized ethnic group who
remained mostly untouched by foreign cultures while those of the latter are middle-managers of
modern industries. It is also interesting to note that Ilac’s respondents are both leaders and followers
whereas Project GLOBE were all leaders.
The same collectivistic nature is evident in what Ilac’s respondents see as leadership
characteristics unique to Batads. Respondents acknowledged the primacy of family in their leadership
context with some highlighting its positive impact such as the maintenance of bayanihan (or
voluntary help/ community assistance) as a highly regarded community value, and the pervasive sense
of peace and order in their community where families are able to settle issues among themselves
rather than bringing it to the barangay (community government office). On the downside, this family-
centered nature is seen to be a hindrance particularly in the enforcement of laws, with the children of
those in authority the first to disobey rules, yet escape punishment or consequences due to family
relations. Constituents also expressed their observation that their leaders seem to be powerless outside
of Batad so that there is a limitation to their leaders’ strength as they are unable to stand up to people
outside.
With regard to traits the next generation leaders the Batad deem as important - upholding
cultural values and traditions (Ilac termed as ‘cultural/ traditional guardianship) take high priority
as respondents expressed the need to inculcate these through both education and the elders’ teaching.
Values such as respect, cooperation, understanding, fairness, justice, accountability, transparency,
enforcing the law without family-bias, humility, and being action-oriented are anchor words in this
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area - again highlighting the relational or communal nature of the Filipino. Added to these were the
importance of literacy, knowledge and education, with present leaders preferring succeeding leaders
to “step out of Batad in order to familiarize themselves with the external world and accrue knowledge”
(Ilac, 2018, p.11).
More importantly, what Ilac’s study significantly contributes is his socially constructed
Leadership Process Model for the Batad community of Ifugao province (for diagram see Chapter 4,
p. 187). As grounded on the data which underwent a coding process through to conceptual categories
which answered his query on “how leadership happens” within the Batad - this process illustrates the
interactions between conceptual categories such as leader characteristics, actions, the community,
their collective values, and impact on their social group (pp.11-12). The BATAD leadership model
emerged through a social constructivist GT approach is a process model where there is a sequenced
pattern or phases of how leadership unfolds within their indigenous context. It begins within the
individual himself, where requisite leadership characteristics must be found and harbored by the
individual, then leadership is translated into actions, which are strongly influenced by family relations
however detrimental as most actions favor family interests rather than general public welfare (“seen
as nepotism, biases, and corruption”) (2018, p.13) , and finally the outcomes of which impacts society.
A diagram of this leadership process model is included in Chapter 4 (p.197) where it is discussed in
relation to the emerged conceptual framework of the present study for theoretical grounding/
validation purposes. In Ilac’s (2018) leadership process model diagram, he labeled the three phases/
sequences in the model as: leadership precursors, leadership agency and leadership value. Precursors
include “diverse personal characteristics, competencies and expertise brought into the leadership
exercise and required in specific leadership roles” (p.13) with communality as a guiding principle
where both leaders and followers perceive leadership as community service - that is working for the
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welfare and betterment of the community rather than in the interest of self or family. Since family
relations detract from leaders completely exercising leadership without bias then the collective
requires transparency and accountability from their leaders. The category of leadership agency dealt
with leadership actions as it attempts to answer the researcher’s query: “what do leaders do?” (p.12).
These actions included meeting the social demands, responsibilities and behaviors expected of
leaders, especially the stringent implementation of rules and ordinances, foregoing self or family
interests in favor of the public good. Leadership outcomes are seen as having positive value when the
leader gives his attention to community infrastructures and models positive behaviors such as not
being authoritarian, being paternal, and establishing good interpersonal relations even with those from
outside the community itself. The dual aspects of communality as a guiding principle which highlights
collectivism, and “the notion that leadership should be conscious of its collective context” (p.15), are
what Ilac believes his study contributes to the literature on leadership in the Philippines. However,
both Jocano (1990,1999) and Andres (1981,1989) who have written on Filipino culture and its
influence in organizational behavior and leadership have already brought to the fore both this theme
of collectivity in leadership in the local setting. Thus, it is actually not original nor a new contribution
to the literature, except that it explores leadership in an indigenous culture which Jocano has also
written extensively on, though involving different tribal peoples from the Batad.
Although Ilac’s is a process model of Leadership grounded from a constructivist approach,
because it originated from an indigenous context it presents additional information and empirical
basis on which to theoretically ground a conceptual framework that emerges from the present study.
So far, his theoretical model has served to validate findings from most research studies regarding the
impact of cultural milieus on leadership behaviors and practices including those mentioned earlier
such as Project GLOBE, Cimene & Aladano’s leadership perspectives, Ellamil’s study of Filipino
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leaders’ ideal traits and characteristics, Lupdag’s study of effective and ineffective leaders, as well as
the works of Andres and Jocano who both endorsed the application of cultural values to the
management of Philippine organizations in order to increase organizational effectiveness and attain
corporate goals.
In their discussion of cultural evolution Creanza, et.al. (2017) stated that: “…cultural traits
can be more or less adaptive depending on the environment and spread accordingly” and that “new
cultural traits can also originate when existing traits are combined in novel ways, which can lead to
exponential rates of cultural accumulation” (p.7783). Thus, given the current rapidly changing global
environments in all aspects – physical, political, social, economic and definitely technological, it
could be safely assumed that indigenous cultures’ conceptualization of leadership also inevitably
evolved as a result of environmental adaptation and in response to the accelerated speed at which
these changes take place. A succinct example would be the Batad’s desire for their future leaders to
be educated and to step outside of their community “to familiarize themselves with the external world
and to accrue knowledge” (Ilac, 2018, p.11). More broadly, the rise of populist strongmen globally
including the present Philippines’ own president Rodrigo Duterte is viewed as “a reaction to the
unmet promises of globalization in nominally democratic nations” (McCoy, 2017, p.7). According to
Aytaç and Önis (2014 as cited in McCoy, 2017) these populist regimes emerged as “a ‘serious
backlash’ against the ‘highly inegalitarian’ impact of neoliberal economic policy marked by
deregulation and open markets”; strongmen leaders arose in nations across the globe with “surprising
speed and simultaneity from the margins of their respective societies…where they gained influence
by giving voice, often with violent or virulent inflections to public concerns about the social costs of
globalization” (p. 8). McCoy (2017, citing Agence France Presse, 2013; Sicat, 2016; Yap, 2016)
elucidated how the Philippine economy had a sustained annual growth of six percent from 2010 to
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2016, however levels of poverty remained largely unchanged as the poor, at a staggering count of 26
million then, survived on a dollar a day and were constantly evicted from their ‘informal settlements’,
whereas the wealthiest forty Filipino families, as ranked by Forbes, controlled 76 percent of this
economic growth (p.9). It is in this context that this present study has mostly taken place. With these
stark Philippine realities, it probably should not be of wonder that the core category of economics
emerged in the conceptual framework as it has factored in heavily in all the leader-participants’
responses.
Literature Relevant to Leadership and Economics
Finally, since an emerged core category within the conceptual framework involves economics
which closely relates to a development agenda, an article reviewing economic literature in relation to
leadership and a paper discussing areas of an economics perspective on leadership, which can be
further studied, are included here. Both of these journal articles maintain that leadership and
economics have in the past remained divergent fields and only recently have been considered as being
complementary to each other and can make further contributions if they are brought together in
research studies, especially to inform how each impacts the other, though the articles cited here focus
on the economics perspectives or approaches to leadership.
As mentioned, leadership and economics are two domains that mainly remained
within their respective spheres until recently when more research that traversed both fields became
noted in the literature. Garretsen, et.al., (2020) in a special issue of The Leadership Quarterly (31)
wrote on how both fields would immensely benefit with more dialogues between them, especially in
grasping a better understanding of such a broad and complex phenomenon as leadership. Thus, the
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journal issue focused on demonstrating the potential benefits of such dialogues, particularly in taking
an economic perspective of leadership – which is only now gaining traction and getting more attention
by way of increasing research studies involving both leadership scholars and economists. The authors
reasoned that leadership can be defined as “a formal or informal contextually-rooted and goal-
influencing process that occurs between a leader and a follower, groups of followers or institutions”
(Antonakis & Day, 2017 as cited in Garretsen, et. al., 2020, p.1) which imply that it is a means to an
end, just as economics is – so they both entail achieving desirable outcomes. Thus, the interaction of
the two and research involving both should be nothing but beneficial especially to the functioning
and efficiency of organizations, markets, and institutions. The authors inform that a growing body of
research in economics seeks to understand the influence of leadership in public and private
organizations (p.1). The special journal issue focused on showcasing why and how economics can be
useful in studying leadership and so provided examples of research which highlighted how
cooperation between the two fields can benefit leadership research in general (p.2). The authors cited
three main topics central to economic perspectives of leadership: 1) conceptualization, 2) causality
and 3) context. It is not the aim in this section to delve into these perspectives any further except to
mention it in relation to the present study where the core categories are that of a development agenda
and economics-driven leadership and that this concept is already on the uptake in present research
literature. The trend though of relating economics to leadership could possibly be extracted or traced
from neologisms found in the popular cultural lexicon where a leader’s name is appended to his
economic policies – such as Reaganomics, Obamanomics, Abenomics, and more recently Xienomics.
It is also worthy to note that this was not an a priori construct, but rather emerged through the
abstraction process followed using the MGT approach.
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A diagram of the economic perspectives of leadership showing these 3 central topics as
proposed by Garretsen, et. al. (2020) is provided below:
In a review of the economics literature on leadership in organizations, which looked at the
benefits from what economists have developed with regard to transactional methods, Zehnder, et.al.,
(2017) link the contribution of economics to a broad set of leadership topics which includes:
foundations of leadership, leader emergence and leader effectiveness. The authors show that these
two seemingly disparate fields do have something to contribute to the body of knowledge in each. At
the outset they trace how the need for leaders actually stem from market failures. Market
inefficiencies brought about by a number of factors such as excessive transaction costs, lack of
teamwork and distorted incentives can be mitigated by vertical authority based leader-follower
relations (p.66). Thus, in the context of organizations and from the economic viewpoint, the
justification for the need for leadership is market failure. Citing Williamson (1975, 1985), Zehnder
et. al (2017) add that leaders are needed to foster cooperation and coordination within the workforce.
FIGURE 1: ECONOMIC PERSPECTIVES OF LEADERSHIP (Garretsen, Stoker & Weber, 2020)
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They also cite Holmström who argued how leaders (management) need to be endowed with the power
to define tasks and incentives because incentives may be desirable in some situations but can be
counter-productive in others. In this approach, the firm is seen as a sub-economy, and the leader takes
over the role of the rule-setting government (p.69).
. With all these different views of leadership and its roles, the authors highlight how leaders
need to play these various roles effectively in order for organizations to be successful. They assert
that from an economic perspective two conditions must be satisfied for effective leadership: 1)
selection of the right leader and; 2) the application of the best leadership strategy adapted to the
situation. Zehnder et. al (2017) argue that the definition of effective leadership is dependent on the
situation (p.69). Applying these 2 conditions to the Philippine situation, one can say that from an
economic perspective: 1) the right leader must be selected which for Filipinos are charismatic leaders
who espouse similar cultural values; and 2) the leader must be able to apply the best leadership
strategy adapted to the current situation of the Philippines.
The review by Zehnder, et. al. (2017) linking economics and leadership is relevant to the
present study especially in their discussion of leader effectiveness or what leaders should do, stating
that leader responsibilities are manifold and are often specific to the environment. The authors note
that despite the apparent complexity of the leaders’ roles and lack of a unified understanding of what
constitutes leadership, most leadership scholars will agree that influencing followers to act in the best
interest of the organization they are responsible for is the leader’s primary concern (Bass, 1990;
House, 1999 as cited in Zehnder et. all, 2017), underscoring that enhancement of cooperation and
coordination is its crucial task. Although leadership scholars and economists mostly agree on these
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aims of leadership, these two fields focus on very different methods to achieve these aims. To address
motivation problems for example, an economics perspective considers contracting solutions where
leaders move followers to act for the best interest of the organization by creating incentives - linking
pay-offs to performance (p. 74) in other words called as the “transactional’ style of leadership which
corresponds to the ‘contingent reward’ dimension (identified by Burns,1978 and Bass,1985, as cited
in Zehnder, et. al., 2017). The authors expound that economists have “largely ignored that leaders
may also have other softer channels through which they can influence their followers’ behaviors”.
On the other hand, in psychology and management literature, this transactional style is deemed basic
and ‘rather unimportant’ as ‘transformational leadership’ and other related theories (e.g. charismatic,
inspirational, visionary leadership styles) is emphasized. In this leadership approach, leaders provide
followers with a shared vision mission together with a sense of identity (p.74). Zehnder et. al (2017)
propose that both of these views are too narrow, arguing that there is no justification for either fully
espousing only contractual solutions nor for underestimating the power of incentives, with too much
emphasis on non-transactional leadership styles.
The authors propose a framework which considers a variety of organizational environments
and which leadership styles are classified as appropriate based on the complexities of these
environments. This includes environments where purely transactional leadership types may suffice
than those wherein transformational, charismatic, or inspirational leadership may be more needed.
Zehnder, et. al. (2017) argue that leadership scholars can benefit by taking insights from economists
especially in environments or situations where it has been established that contractual solutions or
creating incentives are likely to work well. But they also highlight the limit of the transactional
approach and enhance the economists’ framework with “insights on the transformational tactics” that
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psychology and management leadership studies have put forth over the years (p.74). The map below
is a guide on how environmental characteristics affect which leadership style is optimal for that
specific environment:
The figure above identifies environmental complexity as the single most important
determinant of choice of leadership style. With simpler environments it is easier to lead with
transactional tools, however when environments are multi-dimensional and non-stationary (such as
what society is on the whole) then this calls for transformational leadership as the optimal choice.
The authors showed some key novel roles for leaders in the illustration above so that aside from being
a control device (to make sure the organization is achieving its goals) and a contract designer (giving
out performance pay, coordinating teams and getting into relational contracts which are informal and
enforced through reputational concerns within repeated interactions), leaders are also creators of a
shared/ uniform identity and provide clarity for all stakeholders within and without the organization.
According to the authors, “transformational interventions require substantial investments because the
FIGURE 2: Environmental Characteristics and Leadership Style (Zehnder, et.al., 2017)
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leader needs to influence the followers’ preferences by creating a common vision or even a shared
identity” and as these types of leaders are scarce, their talents and skills must be used in cases where
they are needed most (2017, p.75). This economic perspective of applying leadership styles optimally
based on economic contexts, whether they are simple or complex, is applicable to academic
leadership in HEIs as well as to political leadership in nations. In such economic contexts, it is
certainly most complex as environments exhibit both multi-dimensionality and non-stationarity so
that transformational leadership styles best apply. The authors assert that if this view of leadership
could be integrated into economic frameworks it would allow building leadership models that
“provide a richer and more in-depth understanding of the interplay of environment, leadership styles,
and leader effectiveness” (p.77). The relevance of this literature review of economics linked to
leadership studies with regard to the present study is the emergence of this particular core category
in Filipino educational leaders’ conceptualization of leadership. The economics-driven core category
relates to the proposal of the authors that both transactional styles of leadership (with rewards and
incentives/ contract-based) and transformational styles (including charismatic, visionary and
inspirational) can be applied depending on the economic context of the leader – whether it is simple
or complex. The authors make a strong argument that applying just one or the other predominantly is
not beneficial to the organization or to whoever is being led. Situations the leader finds himself in
determine which leadership style one should adopt and would be optimal. Conceptualizing leadership
with consideration to the economic context is what educational leaders interviewed for the study in
the Philippines have emphasized so far. It would be truly interesting and contributory to both fields
to understand how the economic environment figures into the practice of leadership and its
effectiveness. Staying within the bounds of this study though, it suffices that the concept of economics
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factoring into leadership concepts of HEI leaders within the Philippine context as core category is
what emerged as part of the conceptual framework.
It is also relevant to add that with regard to the role of leaders in creating a shared identity in
order to address problems of motivation (which in turn affect performance and economic outcomes),
the authors mention Akerlof and Kranton’s ‘identity economics’ (2000, 2005, 2010, as cited in
Zehnder, et. al, 2017) which is a novel approach to leadership as linked to economics, where they
“push the notion that people derive utility from having an identity” and this identity is defined as
social categories a person belongs to. This need to belong motivates people to work compatibly with
what those categories require for membership. Explaining further Zehnder et. al. (2017, p.78) state:
“According to this theory, people not only care about outcomes per se, but they are
also concerned about the extent to which these outcomes are compatible with social
norms they identify with. To the extent that leaders can affect the emergence and
persistence of social norms within the groups they lead, this theory provides the
leader with a natural role as a shaper of identities.”
Thus, when transactional models of leadership do not apply due to the complexity of the
situation or context, the leader can choose to apply a transformational model where ‘identity
economics’ can be harnessed to achieve organizational goals and economic success. This tactic aligns
well with the Filipino culture because of the high need for social acceptance or the need to identify
with a group. This economic approach to leadership utilizing a transformational style to engage and
motivate people using ‘identity economics’ suits the Philippine cultural context and can be beneficial
for establishing a strong Filipino identity in the face of the possible erosive effects of globalization.
Another study where the focus was on impact of national leaders on economic growth was
mentioned in the review. Their data set included every post-war leader in every sovereign nation in
the Penn World Tables for which there is sufficient data to estimate leader effects. A total of 130
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countries which basically covered every nation presently and existed prior to 1990. The resulting data
set includes 1,108 different national leaders, representing 1,294 distinct leadership periods. The
authors, Jones and Olken (2005), focused on national leaders who died in office either due to natural
causes or by accident, doing biographical research to narrow the cases to study. Finally, they found
57 leaders who fit their criteria of ‘random’ deaths (which they termed as exogenously timed leader
transitions) and for whom they could estimate growth effects. In order to address the problem of their
study they used rigorous econometric methods, casting aside historical arguments first.
The authors report that results indicate that on the average leaders have detectable causative
impacts on national growth, but the degree to which the leaders matter may be a function of their
context, as different institutional systems may amplify or retard a leader’s influence (p.19). Jones and
Olken (2005) found that countries experience persistent changes in growth rate through these
leadership transitions where autocratic leaders have a stronger impact on the economic outcomes of
their nations than democratic ones. The authors claim that what their paper suggests is that while
political institutions may matter, it is not deterministic rather its important effect is that of
constraining powers of individual leaders. They cite for example democracies that may be able to
prevent the disastrous economic policies of Robert Mugabe in Zimbabwe or Samora Machel in
Mozambique, but this political set-up might also have constrained the successful economic policies
of Lee-Kwan Yew in Singapore or Deng Xiaoping in China (p.26). The authors conclude that their
primary interest is to understand forces behind economic outcomes, which strong evidence in their
study points to leadership. Leaders matter significantly especially in terms of national economic
growth. Using their econometric methodology, they prove the causative impact of leaders and settle
the debate on whether leader influence is deterministic (have little or no influence) or on the other
extreme, that leaders shape history so that it is as the biographies of a few individuals (the Great Man
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view of history). Through their scientific (econometric) study of leaders’ impact on growth of national
economy, the authors debunk Tolstoy’s belief that this centuries-old debate is methodologically
impossible to settle (Tolstoy, 1896 as cited in Jones & Olken, 2005, p.26).
These various studies and literature focused on the link between the fields of economics and
leadership, informs and lends validity to the emerged core category of the conceptual framework in
this present study. An economics perspective of leadership and how leadership effectiveness and even
leadership emergence, may be determined by economics is already on the horizon and currently more
and more studies are being done relating these two fields as they are increasingly found to be
complementary to each other. It is hoped that the emergence of economics as a core category in the
conceptualization of Filipino leadership by leaders in HEIs will serve as an impetus to spur more
research into the merger and update of knowledge between these two fields.
Synthesis of the Review of Related Literature
To synthesize the review which included a total of 15 studies and one proposed model
of good governance which has yet to be studied (Robredo’s ‘tsinelas’ style of leadership akin to
servant leadership), the researcher has classified these according to a number of themes such
as: (1) Leadership as Traits, Roles, Behaviors and Skills/Competencies; (2) Leadership perspectives
and concepts; (3) Leadership as process and practices/ actions; (4) Leadership and Economics. This
synthesis also surveys and classifies which studies involved: (a) Gender; (b) Indigenous communities;
(c) educational contexts; (d) organizational contexts. An infographic to visualize these classifications
of the reviewed studies for easier perusal is included at end of the section. Gaps in the research
literature will be discussed toward the conclusion of the chapter.
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Of the 17 papers included in the review, ten or more than half are local studies done in the
Philippine setting, five are foreign studies (U.S.), one an article in a foreign journal summarizing
leadership research, one a local article on community/ political leadership and one, a global study on
leadership, organizations, and culture. Two of the foreign studies involved the use of classic GT and
were included in the dissertation proposal as preliminary exploration of studies that may inform this
present one and illumine the process of doing GT as these also involved conceptualizations of
leadership – one of an indigenous people in the U.S. and the other involving women in schools. The
other foreign review of literature is actually an article providing additional information on the global
study and summarizing research on how the meaning of leadership varies systematically across
cultures. It also described the conflict in literature between the quest for universals and the
identification of cultural contingencies in leadership theory. Three of the other foreign studies
involved economic perspectives on leadership which is an emerging area of interest to both leadership
scholars and economists alike. Since this is an emergent substantive area of study, it was classified
separately on its own in the diagram provided as a visual summary of the literature reviewed. The
researcher classified these various studies and references according to two major classifications for
clarity and conciseness: first, according to theme of the leadership studies, and secondly, according
to the contexts in which the research was conducted. Notably, there are more leadership studies that
involved leadership traits, roles, behaviors, and skills or competencies than any other theme. Also,
with regard to contexts, 4 studies were in educational contexts, 7 were in organizational contexts, 4
were in community/ indigenous or political contexts, and one had participants from mixed contexts.
Under the thematic classification of leadership studies reviewed four themes apply, those that
refer to: 1) leadership traits, roles, behaviors and skills/ competencies; 2) leadership perspectives and
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concepts; 3) leadership process and practices; 4) leadership and economics. The Philippine-based
studies that highlight the first thematic conceptualization of leadership as traits, roles, behaviors, and
skills/ competencies include: Lupdag (1984), Ellamil (2010), Calma (2013), and partly, Andres
(1981), Jocano (1990), Ilac (2018) as they include Filipino traits and characteristics within the scope
of their studies. One study reviewed involving leadership traits and characteristics as well but on a
global scale is Project GLOBE (2004). Lupdag (1984, pp.15-17) enumerates eleven characteristics of
an effective leader within the Philippine setting based on his study of primarily student leaders: 1)
goal seeking, 2) friendly, 3) influence, 4) democratic orientation, 5) concern for the welfare of others,
6) morality, 7) seeks help from others, 8) intelligent, 9) flexibility/ adaptability, 10) verbal ability and,
11) creativity. Ellamil’s (2010) local organizational study involving 1,141 employees across job
levels and professions revealed that the topmost characteristics of Filipino bosses idealized by
employees are: 1) makatao or a people person, having compassion and care for the employee, and, 2)
kakayahang mamuno or competence to lead with mentoring skills to boot. Calma (2013), enlisting
research managers in HEIs as participants in his study using discourse analysis identified 5 roles or
constructed images of HEI research leaders: 1) facilitators, 2) heroes, 3) experts, 4) beneficiaries, 5)
negotiators. The rest of the Philippine leadership studies classified here mainly include the dominant
Filipino cultural characteristics such as familism, paternalism, personalism in their discussions and
study, but involve other leadership concepts such as process or practices as well. Additionally, the
study of Valdez,,et.al., (2017) involving Filipino women as leaders mainly looked at the various
competencies and skills among women HEI leaders in Mindanao as they prepare for competitiveness
of their graduates as ASEAN opened up to the flow of workers throughout the region. These skills
include: critical and innovative thinking skills, interpersonal, and communication skills, intrapersonal
skills, global citizenship, and media and information literacy including the use of ICT. Project
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GLOBE (2004) which is a global study also involved effective leadership traits and the large-scale
research identified six leadership dimensions discussed in detail in Chapter 4. These include: 1)
charismatic/ value-based leadership; 2) team-oriented leadership; 3) participative leadership; 4)
humane-oriented leadership; 5) autonomous leadership; and 6) self-protective leadership.
For the second theme of leadership perspectives and concepts, this includes mainly Cimene
and Aladano’s (2013) study, which refers to three perspectives of leadership based on their study of
leaders from a mix of contexts including organizational, political/community, and educational. These
perspectives are namely: 1) leadership as art; 2) leadership as process; and 3) leadership as ability.
These authors also utilized a GT methodology and was chosen as one of the studies to do theoretical
matching with the present one. Others are foreign studies that dealt with conceptualization of
leadership such as Munson’s (2007) but involving the Native Americans, and Aulicino’s (2006)
involving secondary school girls in American schools and their perceptions of leadership. There is
also one journal article which is a review of leadership studies on the conceptualization of leadership
across cultures (Dickson, et. al, 2012).
The third thematic classification involves leadership as process and practices with the
following reviewed studies classified as such: 1) Project GLOBE (2004); 2) Cimene and Aladano
(2013); 3) Ilac (2018); 4) Andres (1981, 1989); and 5) Jocano (1990, 1999). Ilac’s study describes
the leadership process among the indigenous community of the Batads in northern Philippines
involving three distinct phases: 1) leadership requisites (personal characteristics) or precursors; 2)
leadership agency involving tasks and roles, including preservation of culture; 3) leadership value as
measured by the leaders’ impact on the community. Both Andres and Jocano include leadership
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processes in their work theorizing that leadership should be culturally-contextualized thereby
proposing similar processes for leading organizations (or enterprises) except that Jocano (1990) calls
his theory for leadership Management by Culture and Andres (1981) calls his Management by
Values. Andres underscores his theory with his theorized hierarchy of Filipino needs similar to
Maslow’s except his is culturally-predicated on the Filipino. Jocano, on the other hand proposes a
“Gabay” type of leadership as culturally-appropriate for the local setting. Cimene and Aladano
(2013) included process as one of their leadership perspectives mainly since it involves a continuous
learning process. Project GLOBE (2004) discusses leadership as process and practice mainly as their
study involved exploring how culture impacts on organizational practices and values as well as on
leadership practices and values both at the institutional and societal level.
Lastly, the theme of leadership and economics includes three studies reviewed that merged
these two fields or mainly looking at leadership from the economic viewpoint: 1) Garretsen, et. al.
(2020), 2) Zehnder et.al. (2017), and 3) Jones and Olken (2005). Garretsen, et al (2020), did a review
of the literature as there are an increasing number of studies on leadership applying economics and
its tools for analyses onto problems related to leadership, thus incorporating economics perspectives
and methods into leadership research which the authors deem crucial for progress in the latter. They
argued that the field of economics can advance leadership studies in 3 main areas: concepts, causality
and context. Meanwhile, Zehnder et. al., (2017) also review and synthesize economics literature on
leadership in organizations discussing how leadership scholars can benefit from the detailed
understanding of economists regarding transactional methods. These authors provided an illustrated
guide of how the two different leadership styles: transactional and transformational styles may best
be applied based on the economic environment of the organization or leader. In their review, they
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also linked the contributions in economics to a broad set of topics in leadership including: a) the
foundations of leadership; b) leader emergence, and c) leader effectiveness, although in this review
the focus as relevant to the present study is on leader effectiveness. Finally, Jones and Olken (2005)
explored the relationship of leadership to national economic growth, looking at whether exogenous
leader transitions (death in office) are associated with shifts in economic growth rates, finding that
leadership does matter for growth. Results of their study reveal that individual leaders can play crucial
roles in shaping the growth of their nations.
With regard to classifying the reviews done according to contexts/ settings, there are four
classifications identified: 1) according to gender (or gender context); 2) indigenous/ community or
political contexts; 3) organizational contexts; and 4) educational contexts. Studies that fall in the first
classification, according to gender or gender context include: Aulicino (2006) who studied secondary
school girls supplemented by women school leaders regarding their perceptions of leadership; and
Valdez, et.al. (2017) who studied Filipino women educational leaders in Mindanao HEIs with regard
to various competencies and skills needed to create globally competitive institutional environments
for integration into the ASEAN region and for their students and graduates to be successful or be at
par with graduates from other countries within the region, better yet globally. These were called
APEC 21st century skills.
According to the community/ indigenous or political contexts, there is mainly the study of
Ilac (2018) with the indigenous Batad tribe using a social constructivist GT approach and resulting to
a leadership process model. Another is an article reviewed that dwelt on the “tsinelas” (slipper) brand
of servant leadership as practiced by a late local politician, based on the discussion of his wife,
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incumbent vice-president of the Philippines Leni Robredo who advocated for the practice of the 3 P’s
as a model for good governance and as suitable for the cultural context: progressive perspective,
partnerships, and people participation. Thirdly, is the foreign study of Munson (2007) which focused
on the conceptualization of leadership among a particular Native American tribe for the purpose of
helping in their economic progress and development and uplift their quality of life in the reservation.
According to organizational contexts, the following studies under this classification have all
been mentioned and describe earlier: Ellamil (2010) on supervisory leaders’ traits and behaviors as
viewed by employees including leader-follower exchange, Andres (1981, 1989) and Jocano (1990,
1999) who both dealt with management processes and proposed culturally-appropriate systems for
effective leadership in organizations, Dickson, et. al (2012), who reviewed various leadership
literature as mostly practiced in organizations and to a large degree discussing the Project GLOBE
study as they concentrated on conceptualizations of leadership across cultures, and lastly, Project
GLOBE itself, by House et.al. (2004) as this worldwide, long-term study focused on culture,
leadership and organizations looking at the practices and values of organizations within three
industrial sectors: financial services, telecommunications, and the food-processing industry.
And last but not least, according to the educational context, the following studies are classified
herein, all of which have also been described already: 1) Aulicino (2006) in secondary schools; 2)
Lupdag (1984) with college student leaders; 3) Valdez, et.al., (2017) with women HEI leaders; 4)
Calma (2013) with research managers in HEIs; and partly, 5) Cimene and Aladano (2013) in HEIs
(mixed respondents including those in the education sector).
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The diagram provided below (Figure 3) summarizes visually these classifications of the
literature covered and reviewed:
Based on this review and survey of the related literature, it can be concluded that there is
indeed a gap that the present study can fill and contribute to. Most of the leadership studies regarding
leadership concepts involved traits, roles, behaviors and skills or competencies (9 in total either in
part or fully encompassing this theme). Lupdag’s study which involved college student organization
leaders was quantitative in nature as it used standardized measures/ tests and statistical analysis to
identify traits/ characteristics seen as effective among these student leaders. It was also done more
than three decades ago, aside from not including other dimensions of leadership. Of the four
leadership studies done in educational contexts, one was foreign and involved secondary schools
although it used the GT methodology (Aulicino, 2006), another involved only women leaders in HEIs
in northern Mindanao (Valdez, et.al., 2017) investigating whether they had the 21st century leadership
FIGURE 3: Classifications of the Review of Related Literature
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skills APEC recommended. Calma’s (2013) study of research managers in HEIs using discourse
analysis largely focused on their leadership roles based on the narratives of the respondents. Project
GLOBE (2004) also looked at traits and characteristics of leaders on a global scale, but mainly
focused on how culture impacts perceptions of leadership and its practice. It does confirm that
leadership – how it is perceived and conceptualized is culturally-contingent, showing which particular
leadership dimensions apply to the Philippines: charismatic, team-oriented and humane-oriented are
the top 3. Ilac’s (2018) study utilized GT methodology, specifically the constructivist approach, but
he engaged with an indigenous community and focused on the leadership process resulting to a
theorized process model applicable mainly to that tribe. Thus, the present study can fill the gap for a
study on leadership done in an educational context and one that focuses on the conceptualization of
Filipino leadership from this sector.
Furthermore, a search of the university databases such as ProQuest online has not yielded any
local study pertinent to the substantive area as majority are studies done by Filipinos (usually Filipino
Americans) in the U.S. and not in the local setting. A search on the open access library of the
University of the Philippines specifically in the Faculty of Education and the Faculty of Management
and Development Studies only yielded one study related to leadership and this involves social-work
leaders and social administration which is different from the substantive area of this present study. A
copy of the available theses from this state university is included in the Appendix. Ateneo de Manila
University has yielded two of the studies cited in this review: Ellamil (2010) on organizational
leadership and Ilac (2018) on indigenous community leadership. A search of the De La Salle
University theses and dissertations section from the library’s open access system has yielded a total
of 35 leadership studies, spanning the last decade from 2010 to the present, however, none dealt with
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the substantive area of study. There were a number of related studies based on the focus such as
emerging a framework or perspectives on educational leadership - however, one was situated in
Vietnam HEIs, two were situated in basic education and used case study methods and one on
sustainable leadership in HEIs (A framework for understanding sustainable educational leadership,
Estrañero, 2016) also used cross-case analysis and the case study method to evolve a framework
which is different from the GT approach and methodology. Based on these quite exhaustive searches,
the conclusion is that the present study will be able to contribute to existing literature and fill the gap
for GT studies concerning leadership - particularly on Filipino leadership conceptualizations among
HEI leaders in the Philippines.
A priori or initial leadership concepts based on the Review of Related Literature
The initial review of literature conducted during the proposal stage of the study was very
limited as the researcher initially applied the method of classic GT. This aligns anyhow with the
multi-grounded (MGT) approach as this methodology diverts from classic GT only in the latter part
where further grounding processes are involved, after the inductive method has been applied to the
initial analysis of data. As for the reading of pertinent literature, MGT’s authors Goldkuhl and
Cronholm (2010), counter the requirement in classic GT to “ignore the literature of theory and
especially the area under study” by asserting that the researcher runs the risk of “reinventing the
wheel” in doing so since “we often build new knowledge on existing knowledge” (p.191). Therefore,
the a priori concepts here come from the limited initial review of literature done at the beginning of
the study which MGT makes allowance for. These a priori leadership concepts are illustrated in the
following diagram (Figure 4) :
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From Lupdag’s study, the concept of leadership traits and characteristics based on student
leaders in HEIs was identified as possibly contributing to evolving the framework for this study. From
Garcia-Marasigan’s study which dealt mostly with leadership competencies and practices, these
initially emerged as ideas that to a large extent relate to the present study and from Andres (1981) a
priori concepts concerning leadership being different according to culture and relating to historical
roots were noted, as these may have bearing on the present study. The concepts of attitudes and
variations in leadership styles based on the researcher’s extant knowledge, which could possibly
emerge in the present study were initially considered. Some of these actually were mentioned by
participant leaders and were included in in-vivo codes then eventually abstracted and subsumed under
more all-encompassing categories such as exemplars or professional competencies.
FIGURE 4: A Priori Leadership Concepts
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CHAPTER 3
METHODOLOGY
This chapter is concerned with providing information on the methodology utilized in the
present study which is a modification of the classic or Glaserian grounded theory approach. A brief
discussion of the classic grounded theory methodology is included as a starting point and foundation
of this approach. A qualitative design suits to address the problem statement and research questions
with the aim of emerging a conceptual framework of leadership among academic leaders in Philippine
HEIs. The modified GT approach was discussed in-depth and at length in this chapter as well as the
rationale for its utilization in and suitability to this study. The various grounding processes entailed
in this approach was also described and discussed in detail based on the work of its originators and
proponents – Goldkuhl and Cronholm (2002, 2010), who are practitioners in the field of information
systems and have published papers on their modified GT approach since early 2000. They challenged
the cornerstones of the classic GT method and proposed an extended and partially alternative
approach to address the various weaknesses and issues classic GT faced even from one of its original
authors (Strauss who did his own modifications with Corbin: Strauss & Corbin, 1990). The discussion
includes a comparison of the classic GT approach with the modified GT methodology used in the
present study as well as the principles and measures of what comprises good grounded theory as
defined by Glaser (1978,1998) and Charmaz (2014).
This chapter also includes a discussion of the process of choosing sample respondents
following theoretical sampling in grounded theory until theoretical saturation was reached, a profile
of the participants who were interviewed for the study, the criteria for selection of participant HEIs,
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how the data was collected, the process of data analysis including the various phases of coding, and
the instrument used.
Research Design
A qualitative research design was used as it answers the question ‘What?” which involves a
conceptualization of the matter being investigated as a whole and in its various parts including how
these parts are related and organized as a whole and how this whole is similar to and different from
other things. Knowing the “what” of something may also involve conceptualization of its “how”, its
process and temporal unfolding in time (Wertz,et.al., 2011).
“Qualitative knowledge may also include an understanding of the context, the
consequences/outcomes, and even the significance of what is investigated in the larger
world. The construction of theories, hypothetical explanation, prediction, and measurement
of a subject matter presupposes qualitative knowledge—that is, knowledge of the basic
characteristics of the subject matter” (Wertz, et al., 2011,p.2).
Based on Denzin and Lincoln’s definition (2011, as cited in Cresswell & Poth, 2018),
the study is appropriately designed as qualitative since this type of research “involves an
interpretive, naturalistic approach to the world”…where the researcher “studies things in their
natural settings, attempting to make sense of, or interpret phenomena in terms of the
meanings people bring to them” (p.41). As the present study is concerned with studying the
phenomena of leadership in the Philippine context and what meaning is ascribed to it or how
it is conceptualized by purposively-sampled participants interviewed in their natural local
settings (in HEIs), then the nature of this study suits a qualitative design. Moreover, based on
Cresswell and Poth’s (2018) definition of qualitative research design, as the research focus of
this study is concerned with the meaning individuals ascribe to a human/ social problem –
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such as leadership – then researchers in such cases use an “emerging qualitative approach to
inquiry”, where “collection of data is done in a natural setting sensitive to the people and
places under study” and where data analysis is both inductive and deductive eventually
establishing patterns or themes (p.42). The researcher then chose the qualitative research
design for the present study as it fulfils these descriptions of how, when, and why such a
design is used.
This research design and subsequent choice of methodology follows the above-mentioned
rationale as the purpose of the study is to explore and discover whether there is a distinctly Filipino
conceptualization of leadership among HEI leaders. However, due to apparent limitations, the study
only covers those who are within the local context (NCR) and selected according to a set of criteria
described in a later section. Since the study is conceptual in nature, adopting a qualitative design and
consequent methodology was imperative as “…Asking good qualitative questions and using careful,
self-critical, methodical, and accountable procedures to answer them is crucial for science.” (Wertz,
et al., 2011, p.3). The process of research involves emerging questions and procedures, where data is
typically collected in the participant’s setting, data analysis involves inductively building from
particulars to general themes, and the researcher making interpretations of the meaning of the data
(Cresswell & Cresswell, 2018, p.43).
For Glaser and Strauss (1967), conceptual thinking and theory building is interrelated
with the qualitative research method approach: with grounded theory (GT), using inductive
reasoning to arrive at or develop a theory. Gray (2009, cited in Khan, 2014) essays how
inductive reasoning aims to discover a binding principle and to construct generalizations,
relationships, and even theories by analysing the data purposely collected toward this end; in
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contrast to deductive reasoning which involves hypothesis-testing to verify, refuse or modify
a theory based on experimentally-gathered data (p.224). However, Gray (cited in Khan,
2014) highlighted as well that “the inductive process may still have some pre-existing
theories or ideas when approaching a problem. Nonetheless, it does not pursue to approve or
negate the existing theories, but endeavours to create outlines, stabilities and significances by
collecting data” (p.224) (italics added). In the present study on the conceptualization of
leadership, it was inevitable that there were some of these pre-existing theories or ideas with
regard to the problem, thus a suitable methodology that allows for this is applied.
Grounded Theory
Glaser (1998), an originator of the GT method, defined grounded theory
as the “systematic generation of theory from data acquired by a rigorous research method . . .
grounded theory is the discovery of what is there and emerges” (pp.3-4). Glaser and Strauss,
in their landmark original work The Discovery of Grounded Theory: Strategies for Qualitative
Research (1967) described it as “the discovery of theory from data systematically obtained from
social research” (p. 2), further explaining that “theory in sociology is a strategy for handling data
in research providing modes of conceptualization for describing and explaining… theory must
fit the situation being researched and work when put into use.” (p.3). Strauss and Corbin (1990)
explained that GT is designed to “develop a well-integrated set of concepts that provide a
thorough theoretical explanation of social phenomena under study. A grounded theory should
explain as well as describe. It may also implicitly give some degree of predictability, but only
with regard to specific conditions.” (p.5). In their updated Basics of Qualitative Research book
(Strauss & Corbin, 2015), the authors explained the value of using GT over other methods of
descriptive and theory-building qualitative research (pp.32-33):
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1. the procedures used “enable researchers to examine topics and related behaviours from
many different angles, thus developing comprehensive explanations”;
2. It can be used to “gain new insights into old problems as well as to study new and emerging
areas to be investigated”;
3. Also, “to uncover the beliefs and meanings that underlie action”,
4. “to examine rational as well as nonrational aspects of behaviour”, and
5. “to demonstrate how logic and emotion combine to influence how persons respond to
events or handle problems through action and interaction”.
It is additionally important to note that GT procedures have been proven to be culturally-
sensitive and applicable to individuals as well as to larger organizations and societies. It can be used
to generate both substantive and general theories (Strauss & Corbin, 1990, p.11). Grounded theory
has evolved from a purely inductivist approach and versions now use both the inductive and deductive
methods to develop theory. Deduction happens during the theoretical sampling phase, where theory
emerges after the inductive process of coding, collecting and analysing data, then based on initially
emerged categorizations more data is collected from theoretical samples. Charmaz (2014) adds that
grounded theory allows researchers to construct a theory ‘grounded’ in their data. It begins with
inductive data where constant comparison or iterative strategies are used between data collected and
its analysis so that one keeps interacting with in-depth involvement with the data to advance theory
development until there is an emergent theory constructed from the data itself.
Although GT methodology has its strengths as proven by its longevity and extensive use since
Glaser and Straus first used it in their ground-breaking study [published as: Awareness of Dying
(1965, cited in Strauss & Corbin, 2015)], it has spawned numerous versions with a smorgasbord and
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diversity of applications and procedures. Neither of them saw that GT, also known as the constant
comparative method, will be adopted in a multi-disciplinary way and across a range of professions
(Charmaz, et.al, 2011). In fact, it is widely-known that these two sociologists have diverged more
manifestly upon the publication of Strauss’ book Qualitative Analysis for Social Scientists (1987).
Even the rationale for their divergence is still debated in academia today, Glaser (1998) calls it a
‘rhetoric wrestle’, meanwhile Corbin (2015) states: ‘It’s not that he (Strauss) departed from the
methodology developed by him and Glaser, but that he had his own techniques or ways of thinking
about data when doing analysis” (p.7). Kelle (2005) attributes it to the question of whether the
researcher uses a well-defined 'coding paradigm' and always looking systematically for 'causal
conditions,' 'phenomena/context, intervening conditions, action strategies' and 'consequences' in the
data (Straussian), or whether theoretical codes are employed as they emerge in the same way as
substantive codes emerge, but drawing on a huge fund of 'coding families (Glaserian).' (paragraphs
49 & 50). Another GT school of thought has surfaced in more recent years and this is the
Constructivist grounded theory as proposed by Charmaz (2000, 2006, 2008, 2009, 2014, Bryant,
2002).
Charmaz (2014) attests that grounded theory has “generated innovative ideas” since its
inception and that its “concepts can travel within and beyond their disciplinary origins”, accounting
for the multiple variations of its application. In fact, Charmaz confirms that a researcher can “adopt
and adapt” methodological guidelines to help them “solve varied problems and to conduct diverse
studies, whether or not you aim for theory development” (p.16). Mey and Mruck (2011) confirm that
further developments of grounded theory resulted in different methodologies and procedures, thus it
has been suggested to talk about a plurality of GT methodologies or at the very least acknowledge
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that there are numerous modi operandi involving GT methods in different disciplines and areas of
research as well as different traditions even across nations (cited in Vollsted & Rezat, 2019).
Bulawa (2014) who adapted GT methodology for his research in basic education noted that
the literature on research shows that there is no particular way of doing GT studies. He mentions
Glaser & Strauss’ statement in their original work (1967) where they mention: “Our principal aim is
to stimulate other theorists to codify and publish their own methods for generating theory” (p.8),
suggesting that they never intended GT to be prescriptive. La Rossa (2005 cited in Bulawa, 2014)
asserts that such comments indicates that the initial approach was not intended by the authors to be
dogmatic. In the same way, Strauss & Corbin (1998) did modify their position with regards to coding
and the process of construction explaining that it was not their intention to advocate for a ‘rigidly-
staged process’ (cited in Bulawa, 2014).
Charmaz further elucidates this point in her book Constructing Grounded Theory (2014)
saying how she sees the major versions of GT as “constituting a constellation of methods rather than
an array of different methods”. The multiplicity of methodologies share much in common although
differing on “foundational assumptions” shaping their studies. These researchers/ authors may have
different viewpoints and ‘conceptual agendas‘- yet all begin with inductive logic, impose rigorous
comparative analysis on the data, emerge a theory from this thorough, in-depth analytical process,
and find GT studies to be of tremendous value especially as it informs policy and practice (pp.14-15).
Bryant (2017) a co-editor/ co-author of Charmaz (2007, 2011) wrote that he has always argued
that GT is best thought of as a family of methods and suggests that rather than dwelling on variant
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GT methodologies and their acceptability within the GT family, instead ‘orient around clarifying the
relationships and derivations between different generations and offspring of the method…as taken
together, they attest to the vibrancy and vitality that the method engendered in the research
community’(p.84). He noted though the irony of how a method that came from a “motivation to
provide novice researchers with a flexible and open approach to research has become a subject of
claims regarding classic forms, orthodoxy, remodeling, intellectual property and even jargonizing”
(p.104), and how Glaser has characterized alterations as either ‘remodeling’ or ‘not GT’ at all. Bryant
(2017) argues that these GTM-claims are not as important as the research outcomes. He makes a
strongly valid point: “Use of research methods is not a case of taking sides, rather one of whatever
works” (p.87). Raising the question as to why there should be ‘boundary disputes as long as these
methodological developments and innovations lead to insightful and useful outcomes’, he offered for
consideration two key criteria for GT research, which are: that outcomes should be both useful and
modifiable; these he claimed should also apply to the method itself (p.87). As Glaser and Strauss
highlighted the importance of developing or having ‘theoretical sensitivity’, the same skills likewise
are necessary for choosing and implementing research methods or what you can call ‘methodological
sensitivity’ (p.88). Bryant has likened methods to sharks, as they ‘have to keep moving or die’ (2017,
p.87).
Because of this variance in methodologies, it is beneficial to go back to what the progenitors
of this qualitative approach actually look for in terms of ‘grounded-ness’ of a theory. Cited below
are what comprises or are considered as measures of good grounded theory as Glaser (1978) described
it: a ‘'completed' grounded theory is a theory that comprises a core category and related categories.
Each category will have either properties and/ or dimensions. A property may also have dimensions.
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A grounded theory however must adhere to four principles of grounded-ness when evaluated (Glaser,
1978, 1998). These principles are summarized as follows (Glaser & Strauss, 1967, pp. 237):
1. Fit – does the theory fit the incidents that they are representing?
2. Understandability/Relevance– will a non-professional concerned with the
substantive area understand the theory?
3. Generalizability/Workability – does the theory apply to most situations or
contexts?
4. Control/Modifiability – does the theory allow the user to alter it when new and
relevant data is available?
“In terms of credibility, validity and rigor, it should be observed that grounded theory is
based on a systematic and formal process of data collection, analysis and theory
generation. Inaccuracies and misleading interpretations are guarded against by various
means including comparative analysis, investigation of different slices of data, and
integration of theoretical concepts” (Glaser & Strauss, 1967).
Charmaz (2014) on the other hand, has expertly distinguished what stands as grounded theory
by giving the following core criteria which Bryant (2017) also includes in his recent book Grounded
Theory and grounded theorizing: Pragmatism in Research Practice. Bryant believes these sensitizes
the GT researcher/ theorist to the GT process and what is distinctively a GT methodology. Charmaz
(2014) listed the following criteria which are useful for guiding researchers’ actions (p.15):
1. Conduct data collection and analysis simultaneously in an iterative process
2. Analyze actions and processes rather than themes and structure
3. Use comparative methods
4. Draw on data (e.g. narratives and descriptions) in service of developing new conceptual
categories
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5. Develop inductive abstract analytic categories through systematic data analysis
6. Emphasize theory construction rather than description or application of current theories
7. Engage in theoretical sampling
8. Search for variation in the studied categories or process
9. Pursue developing a category rather than covering a specific empirical topic (also in
Charmaz, 2010a, p.11 and Bryant, 2017, p.111).
Multi-Grounded Theory
A Multi-Grounded Theory (MGT) approach was utilized as the method for the
development of a conceptual framework as the researcher deemed its processes to be rightly
contributing to satisfactorily address the statement of the problem. This version of GT
methodology certainly acknowledges its origins and foundations in classical GT. The researcher
sought to employ a methodology that fulfils the above-mentioned criteria by Charmaz (2014) and at
the same time has suitability to enable outcomes that are useful, insightful, and modifiable – a
modified GT methodology proposed by Goldkuhl and Cronholm (2003, 2010) they termed as ‘multi-
grounded theory’.
Timonen, et.al., (2018) explains that recent developments in the ‘family’ or ‘constellation’ of
GT methodologies, such as MGT, align with a critical realist perspective – “a perspective that
adheres to one reality that is open, fluid, and shaped by how people interpret (construct meaning) in
it”. Critical realist GT methods focus on “the human perspective, and on the structures, processes,
and social relations that shape events and outcomes” (Oliver cited in Timonen, et.al, 2018, p.3), thus
it potentially navigates between the positivist (classical) and radical constructivist positions within
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the GT approach. MGT apparently falls within this category of GT methodologies because it has the
central feature of critical realism (and other forms of critical inquiry) – which is retroduction. Bhaskar
(1986/ 2009 as cited in Timonen, et. al, 2018) defines retroduction as moving from description to
causal inference via engaging with pre-existing theories and knowledge (thus, a priori review of
literature is done). To gain conceptual clarity about phenomena, critical realist GT entails combining
the processes of induction, deduction and retroduction. In contrast to classical GT, “the critical
grounded theorist begins with critical observations, and/ or experiences of the critical issues prior to
the study and seeks to enact change – the field research in critical GT is always intended to be
emancipatory” (p.3). Critical GT, similar to other GT variants, “can be further developed or modified
as new data are gathered, thus it is well-suited to achieving greater conceptual clarity and to the
refinement and reconstruction of existing theory” (Belfrage & Hauf, 2017; Hadley, 2015 as cited in
Timonen, et. al, 2018, p.3).
In the present study, critical issues regarding leadership and experiences of these critical issues
– for example: the empowerment of people, engaging in strategic collaboration, and acquiring a
global perspective (categories later emerged through induction) - were easily observable within the
researcher’s local context, with a variety of leaders on display whether in the political, community,
or educational stage. Having taken a number of courses within the academic program has also exposed
the researcher to various issues surrounding leadership, thus the necessity for change which leaders
can enact, has been another forceful impetus to pursue this research study. Additionally, as espoused
in critical GT, it is certainly desirable and ideal that when new data on the substantive area is gathered,
that consequently the theorized framework is expected/ permitted to be further developed and
modified. Because of these elements, MGT methodology which can be categorized under critical GT
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has a good fit with the aim of the study, which is to arrive at and contribute to “greater conceptual
clarity and refinement of existing theories” about leadership in the Philippine setting.
A major characteristic of MGT is the comprehensive grounding view consisting of three
explicit grounding processes, which was originated by Goldkuhl (1993, 1999) and can be found also
in Lind and Goldkuhl (2002). In the present study on the conceptualization of leadership among
Filipino HEI leaders, the researcher applied Goldkuhl and Cronholm’s (2003) Multi-Grounded
Theory (MGT) method synthesizing inductivism and deductivism in its approach. The diagram below
illustrates this dialectical synthesis (p.4):
Rationale for using a Multi-Grounded Theory (MGT) Approach
The MGT approach was developed within the information systems (IS) discipline, a social
science concerned with the design and use of information technology in practices (Goldkuhl &
Cronholm, 2018).Articulation of MGT was based on (1) a critical analysis of identified strengths and
weaknesses of GT and (2) an integration of the three grounding principles into MGT (p.2). The
5
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following discussion further expounds a rationale for using MGT in the current study, besides
primarily addressing the weaknesses of classic GT:
1. A priori review of related literature to find out gaps in the field of inquiry is allowed in
MGT. An initial review of related literature was necessary to find out whether there is
actually a gap in the existing knowledge in the specific area of a Filipino conceptualization
of leadership especially in HEI’s. Also, what specific topics regarding leadership in the
Philippine context have been studied (e.g. leadership development, factors affecting
leadership effectiveness, business leadership, etc.)
2. The MGT Approach involves enhanced ways of grounding theory as there are three explicit
grounding processes instead of one, thus strengthening any evolved theory because of
triangulation in grounding: Empirical grounding, theoretical grounding, and internal
grounding. This approach also increases validity. These three grounding processes are
explained as follows:
2.1 Empirical grounding – analysis of empirical data based mainly on an inductive approach
(similar to classic GT);
2.2 Theoretical grounding – from pre-existing theories well-selected as relevant to the
theorized phenomena;
2.3 Internal grounding - explicit congruence and consistency within the theory itself
(between elements in the theory) (Goldkuhl & Cronholm, 2010)
The figure below provides illustration of these multi-grounding processes (p.193)
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Theoretical grounding
Internal grounding
Empirical grounding
3. The theoretical matching aspect in the MGT approach enables the researcher to compare the
emerged theory with other theories of a similar phenomenon studied
by other researchers/ leadership scholars. This may warrant revisions to ensure adequacy
and further theoretical saturation. Theory development then becomes more robust as
categories, subcategories, and concepts drawn from the coding process are refined and more
systematically organized based on this ‘constant comparison’ process with other extant
theories. This theoretical matching process can lead to 3 types of results according to the
authors (Goldkuhl & Crönholm, 2010, p.198):
3.1 adaptation of evolving theory;
3.2 explicit theoretical grounding
3.3 comments and/ or criticisms toward existing theories
The risk of over-generalizations from a few cases can also be avoided through the use of
pre-existing theories, whether in integrating or relating it to the currently evolved one
External
Theories
Theory
Empirical
Data
FIGURE 6 : MGT Multi-grounding processes ( Goldkuhl & Cronholm, 2010)
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because of their explanatory power. Other theories can actually help in condensing the
presently emerged one, an explicit aim in GT (p.200). For example, in the present study this
process has helped condense from in vivo codes to pattern codes the category of global
perspectives which is an element in Project Globe’s culturally-endorsed leadership theory
and is also found in the study of Valdez, et.al., (2017). Below is a diagram of this process:
4. Another grounding process which is an evaluation of internal theoretical cohesion
systematizes the “investigation of the conceptual structure of the evolving theory, where
consistency and congruency are checked” (p.198). The authors strongly proposed the use of
appropriate diagrams to describe the conceptual structures as they deem it important for
theory construction as well as for presentation of the theory to others. Theoretical cohesion
involves assessing a part of the theory in relation to other parts, indicating internal
grounding with clarity and soundness (p.199).
The authors conclude that with theoretical grounding they aim to “avoid an isolated
knowledge development” with a risk to ‘introvert theorizing’ (p.200) to which this
researcher concurs. Other relevant sources can definitely help in refining, re-arranging,
FIGURE 7: THEORETICAL MATCHING PROCESS (Goldkuhl & Cronholm, 2010)
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reconceptualizing abstracted generalizations. A strong argument for this is indeed that we do
not have to ‘reinvent the wheel’ and that ‘science does evolve through cumulative
knowledge development’ (p.200).
The following Table 3 provides a comparison of the GT and MGT approach:
Grounded Theory
(GT)
Multi-grounded theory Comparison
- Research interest reflection & revision Not existing explicitly in GT
Open coding Inductive coding Similar approach
- Conceptual refinement Not existing explicitly in GT
Axial coding Pattern coding Similar approach
Selective coding Theory condensation No requirement in MGT for
one core category
- Theoretical matching Not existing explicitly in GT
- Explicit empirical validation Not existing explicitly in GT
- Evaluation of theoretical cohesion Not existing explicitly in GT
Goldkuhl and Cronholm (2010, p.200) also cited numerous research papers and studies
that have utilized the MGT approach in various areas and disciplines including technology,
business, government, and healthcare. The diagram of the MGT process flow (Figure 6) is provided
for easier perusal. It shows how the inductive and deductive approaches are both used in the
method. Constant comparison essential to all GT approaches, is applied throughout from beginning
to final stage. The diagram also shows the three explicit grounding processes proposed by Goldkuhl
and Cronholm (2003, 2010) which are characteristic of MGT methodology. This process flow was
followed by the researcher:
TABLE 3 : Comparison of Classic Grounded Theory and Multi-Grounded Theory
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Goldkuhl and Cronholm (2018, p.4), in an update to their theory discussed the following core
principles as distilled by Timonen, et. al (2018) which underpin the different variants of the GT
method. These MGT authors provided their own explanations for how these core principles are
embedded or are applied specific to MGT:
• CORE Principle 1: Taking the word “grounded” seriously. MGT shares this principle, as “grounding” is a cornerstone of MGT where there is emphasis on the importance of both the emergence of codes and concepts from empirical data and the importance of theoretical and internal grounding.
• CORE Principle 2: Capturing and Explaining Context-Related Processes and Phenomena – Timonen, et. al (2018, p.6) claim “In GT-based interviews and focus groups, the researcher must seek to probe into, and seek clarification about, how key events, incidents, and behaviors grounded in the data are shaped by context”. In MGT, the process of theory generation is always contextual. MGT stresses the importance of understanding identified phenomena based on their contexts (which aligns with the present study as it is specifically concerned about leadership within the context of the Philippines). MGT also claims that the context of a phenomenon has a great impact on the phenomenon.
• CORE Principle 3: Pursuing Theory Through Engagement with Data – Timonen, et. al (2018, p.7) state that “…argumentation and theorizing must ultimately be brought back to, and justified against the data”- meaning data are the most central component in GT. MGT’s authors explain that in MGT data are also regarded as the most central component, but at the same time it puts a strong emphasis on extant theories, which are/ should be well-curated for the theorized phenomena. The rationale is that MGT’s authors have experienced GT-based analysis can sometimes be “too unfocused both in the empirical and theoretical phases”.
• CORE Principle 4: Pursuing Theory through Theoretical Sampling – According to Timonen, et. al. (2018, p.8) “…a GT study must always seek to theories, that is, try to elucidate and explain all other parts of a process or phenomenon under study.” Goldkuhl and Cronholm (2018) agree with this principle, claiming that it is not sufficient to ground the evolving theory in data and that grounding means more than empirical grounding. In MGT, there is an explicit recommendation to conduct “theoretical matching”. Theoretical matching means that the evolving theory, including the categories, is confronted with and is compared to external theories.
Goldkuhl and Cronholm (2018) conclude that these 4 core principles as outlined by Timonen,
et. al., largely correspond to MGT. However, whereas Timonen, et. al. (2018) formulated these as a
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response to a widespread misunderstanding of how to use GT (p.2), contending that the different
formats “appear to be partly in contradiction or dispute each other”, with “students and even
experienced researchers frequently wondering whether they are applying the GT method correctly or
whether they are able to deploy the method in full” (p.1). Goldkuhl and Cronholm developed MGT
to address classic GT’s various issues and weaknesses, uphold its strengths, and to explicitly apply
the integration of the three grounding principles in MGT (i.e. empirical, theoretical, internal).
Process
In the current study a conceptualization of leadership, its nature, and processes as elucidated
by the respondents was analyzed from interviews, field notes, transcribed video recordings, and from
published literature. This triangulation of data is shown in the following diagram:
A detailed (line-by-line) manual micro-analysis of responses was done to establish ‘meaning
units’ (words and phrases that are relevant and may contribute to the generation of conceptual
Participant Interviews/ Video recording/
Field notes/ CHED docs/ HEI infos including history, institutional profile, etc/
Books, journals, other literature & publications
Figure 9: Triangulation of Data
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categories) and ultimately a conceptual framework of Filipino of leadership among HEI leaders in
the local setting. The study is also developmental since process was utilized throughout the
development of a conceptual framework. Process was used in the constant comparison of responses
from various participants during the coding phase and writing of the categories, in the integration of
categories, in the search for samples based on what is relevant theoretically and in the iterative nature
of the method to achieve what Glaser calls ‘theoretical saturation’, delimiting collection and analysis,
and stabilization of categories leading to ‘theoretical completeness’ (Glaser, 1967, pp.157,159).
Theoretical saturation of a category is defined by Glaser and Strauss (1967) as “the criterion for
judging when to stop sampling the different groups, pertinent to a category” where saturation means
that there “are no additional data being found whereby the sociologist can develop properties of the
category” and is reached “by joint collection and analysis of data” (p.61). Theoretical saturation
cannot be reached without first the process of theoretical sampling, so purposive sampling is done to
“discover categories and their properties and to suggest interrelationships into a theory” (p.62).
Limited and selected archival research was done to find preliminary studies in the field, also
later on in the process, after categories were emerged, so as to engage in theoretical grounding where
one does a constant comparison of the emergent theory/ conceptual framework to other relevant pre-
existing theories. One of the foundational and consistent aspects of grounded theory, through the
many versions evolved over the years is the constant comparative method. As comparison with extant
literature and other relevant studies preferably of a similar nature using the same methodology is
done, another level of ‘theoretical saturation’ and completeness is hopefully achieved. Glaser (1967)
pointed out that the search and reading of literature can be done when the grounded theory is nearly
completed, however it was necessary to do preliminary archival research when the study commenced
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in order to find gaps in extant literature, particularly studies on Filipino definitions and practice of
leadership. This gave a sense of what is lacking and what contributions the present study can make
to current published literature as well as to qualitative local studies on the subject. Additional
information from literature are woven into the theory as more data for constant comparison (p.67).
“The literature is discovered just as the theory is. Once discovered, the literature is compared as
simply more data” (p.69). This process is also part of MGT, which diverges from classic GT where
it is rigidly advised to withhold this activity (review of related literature) so that the researcher may
avoid any preconceived notions or biases that may affect or influence theory development. In MGT
a review can be done so that the researcher does not embark on the process naively. MGT’s authors
Goldkuhl and Cronholm (2003) reason that “being un-prejudiced can mean being uninformed” and
argue that “there in such cases is a risk of being too naïve and even ignorant when entering the
empirical field” (p.3). For them, it is “important to relate the evolving theory to established research
during the process of theorizing. Existing theory can be used as a building block that supports the
empirical data forming the new emergent theory” (Goldkuhl & Cronholm, 2010, p.191). The process
MGT authors call ‘theoretical matching’ is when literature is reviewed to find similar extant theories
and see if the emergent theory can be further refined and more systematically organized through
another iterative process of constant comparison, which actually makes the method more rigorous
and consequently the theory more robust. This is an additional grounding process or the ‘theoretical
grounding’ phase of MGT (Goldkuhl & Cronholm, 2003, 2010).Also, another grounding process is
done for internal cohesion within the emergent theory itself so that there is internal consistency and
congruency. These two additional grounding processes distinguishes MGT from classic GT and
makes it a more “grounded’ methodological approach.
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To give a visual summary of theory development in MGT, Figure 7 below indicates the three
elements informing this process as explained by Goldkuhl and Cronholm (2010, p.194): (1) empirical
data from the interviews and related literature; (2) the research interest or substantive area of study
(Filipino concepts of leadership among educational leaders); (3) existing theories (six were used for
theoretical matching/ grounding).
Sampling Procedure
A multi-stage process was used for getting the samples for the study. Grounded theory
research necessitates that a preliminary purposive sampling be undertaken. Thus, an initial sample set
of four participants from the identified institutions which fit the specified criteria were included in
FIGURE 10: MGT THEORY DEVELOPMENT
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the study. Sampling in grounded theory is ‘theoretically driven’ and involves ‘dynamic sample
building’ (Münster, 2013), as participants are incrementally added after coding has been applied to
the initial data collected. Theoretical sampling is used to focus on participants knowledgeable within
the field of inquiry who can provide data and increase understanding of the subject being analyzed.
As discussed in their original work: “Theoretical sampling is the process of data collection for
generating theory whereby the analyst jointly collects, codes, and analyses his data and decides what
data to collect next and where to find them, in order to develop his theory as it emerges” (Glaser &
Strauss, 1967, p.45). This process is undertaken until ‘theoretical saturation’ is reached whereby any
new data falls within all the named categories already and no new categories are emerged. MGT
authors Goldkuhl and Cronholm (2010) identify theoretical sampling as a strength of classic GT,
defining it as a process of gathering new data to enrich evolving theory; that it is aimed at discovering
variations among concepts and to enrich the categories in terms of their properties and dimensions.
They argued that there is a need to take a critical stance toward empirical data and “theoretical
sampling provides an opportunity not only to enrich categories, but also to triangulate in order to
validate or to achieve an improved and deepened understanding of earlier utterances” (p.190).
Locke (2001) explains that sampling comes from across different groups. “Sampling similar
and different groups and situations ensures that researchers will collect enough information to
stabilize and saturate each of the conceptual elements in their working theory … sampling across
diverse groups and situations can help researchers to discriminate the boundaries of the theory – those
situations where it is more or less useful” (p.57). Thus, the samples for this study has included
respondents from both public and private higher educational institutions (HEIs) as well as from
various levels of leadership in the education sector within the NCR.
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According to Locke (2001), Glaser and Strauss suggested that the practice of actively
searching for and ‘sampling’ data in order to provide the best possible information for theorizing a
substantive topic area is a foundation of the GT method. Again, Glaser defines this as theoretical
sampling. The point of theoretical sampling is to find relevant data that supports the development of
conceptual categories until theoretical saturation is reached and consequently the completeness of the
theoretical framework. Stern (in Locke, 2001) commented that randomly selecting informants which
is common to hypothetico-deductive methods “makes as much sense as seeking information in the
library by randomly selecting a book from a randomly selected shelf” (p.55). The basis then for doing
theoretical sampling or theoretically-driven sampling is “to direct all data gathering efforts towards
gathering information that will best support development of the theoretical framework” (p.55). Stern
added that the researcher cannot know beforehand the number of participants necessary for the study
to reach saturation and stability of categories. In fact, also “how long an interview will last or when
the analysis will be complete” (cited in Glaser, 1998, p.159).
Participants
For this research on Filipino leadership concepts as found among HEI leaders of selected
Philippine institutions, it was necessary to have purposive samples from as much a range of
respondents as necessary to reach theoretical saturation. In this case, a total number of eight
respondents was enough to reach a point of saturation to address the stated problem. According to
Glaser (1998), “data completeness is based only on theoretical completeness not on number or length
of interviews or number of interviewees” (p.159). Thus, in the proposal for this study no exact number
of respondents was specified. Eventually, the researcher was able to sample first four participants as
representatives of both public and private institutions which then expanded to a total of 10 but due to
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unforeseen circumstances two dropped out. Theoretical saturation was reached with responses from
these eight participants. They are of varying genders and ages so that the samples offer diversity and
a range, although purposively selected first, then theoretically sampled.
The study includes participants from both public and private HEIs within Metro Manila that
fulfils the following:
1) awarded an autonomous and deregulated status by the Commission on Higher Education
(CHED) on a number of programs/ courses;
2) high percentage of board passers in the various courses the HEI offers;
3) ranked as a top HEI in the Philippines by an independent poll body within the last ten
years, and
4) has been in existence as an HEI for at least 30 years* at the time of this study
*(average years of a generation / source: ISOGG – International Society of Genetic
Genealogy, Devine, D., 2016)
The HEIs selected must fulfill all of the above-mentioned criteria to be part of the
sample. A list of public and private HEIs in Metro Manila was easily procured from CHED to know
which ones have been awarded an autonomous and deregulated status. Two major criteria for an HEI
to be awarded an autonomous status are: the institution: a) has centers of excellence; and b) level 3
accreditation. Respondents from the institutions included key educational leaders particularly
department chairperson, college deans/ vice-dean, registrar and presidents. Sampling of these key
leaders was done purposively in terms of the HEIs they represent. They must have been in their
official positions within the institution for at least two years so they would already have settled in
their leadership roles and responsibilities as such. Those who have been identified as fulfilling this
purposive requirement was then sampled at random based on willingness to participate in the study
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and availability. Random purposive sampling at this point may have contributed to reduce some
researcher bias in identifying samples since self-elected samples from the narrowed purposive
samples was utilized. Data then came from a triangulated source: 1) the educational leaders
themselves, 2) from published literature (i.e. books, articles, journals) relevant to a culturally-based
understanding of leadership by Filipinos, and published studies on concepts of Filipino leadership,
3) from field notes and video recordings of the participants.
The following table shows details of the educational leaders who participated in the present
study including their positions and institutions they served in at the time of the study.
Summary of Participant Profiles:
As previously detailed the participants of the study were purposively sampled from both public and
private HEIs within Metro Manila according to a specified set of criteria. Below is a table
summarizing their profiles:
TABLE 4 : Participant Profiles
PARTICIPANT
(According to
Sampling Order)
AGE
RANGE
(Approx)
GENDER
Male (M)
Female (F)
EDUC’L
ATTAIN
MENT
POSITION INSTITUTION
Participant 1 (P1) 60-65 yo M PhD Uni President DLSU
Participant 2 (P2) 55-60 yo M MBA Dean ATENEO
Participant 3 (P3) 55-60 yo M PhD Registrar ATENEO
Participant 4 (P4) 35-40 yo M MBA Curriculum
Coordinator
ATENEO
Participant 5 (P5) 40-45 yo F PhD Assoc Dean UP
Participant 6 (P6) 45-50 yo M PhD Dean PNU
Participant 7 (P7) 55-60 F MA Dept Chair DLSU
Participant 8 (P8) 60-65 yo M MA (x2) College President DLSU-CSB
Participant 9 (P9) 30-35 yo F PhD Assoc Dean UP (dropped)*
Particpant10(P10) 30-35 yo M PhD Stud Services DLSU
(dropped)*
*Those who eventually dropped either did so for health reasons or unavailability
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From the above table it can be seen that most of the participants are males and the average
age is between 40’s-50’s. Also, most have at least attained a master’s degree and come from private
HEIs which are well-known Catholic educational institutions [the country is 86% Catholic or more
than 86 million Catholics: statistics derived from the Vatican's official publication, Statistical
Yearbook of the Church, 2017 ( Vatican City: Librera Editrice Vaticana, 2019)]. The academic
positions of these educational leader-participants ranged from curriculum coordinator (also the
youngest in the group) to former university president. All have been in their respective positions for
more than 2 years. There was an attempt to balance the gender of participants represented so that
there may be an equal number of both males and females. However, as mentioned earlier due to
unforeseen circumstances such as declining health due to a life-threatening disease as well as
tightened schedules, a couple of the participants eventually dropped out.
Instruments
Semi-structured interviews were conducted to have the necessary data that may divulge
information relevant to the substantive topic being investigated. The following questions based on
the suggested revisions to the proposal of the study were asked of the participants. There were three
main exploratory questions, then questions were added as the study progressed and clarifications of
participants’ responses were needed or when there was a gap in the initial data collected with regard
to their concept of leadership (for list of interview questions see Appendix):
• How would you define Leadership?
• How would you define Educational Leadership?
• How would you define Leadership in HEIs?
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Added were:
• What is a great or exemplary Filipino educational leader in the context of Philippine HEIs?
• How would you define effective leadership in the context of Philippine HEI’s?
Other questions evolved as the study progressed which are listed in the appendix. The
interviews also included some background information and data for the profiles of the participants at
the time the research study was conducted. For the educational leaders the following was included
in the survey to answer questions stated in the research problem: educational attainment and HEI
represented (must be local public or private HEI with autonomous status).
Based on initial responses, different additional questions were formulated until concepts were
clarified and stabilized (please see Appendix). In fact, Glaser (1967) expounds that the first step in
grounded theory is to enter the field for research “without knowing” the problem. He stated that the
researcher must take a ‘no preconceived interest’ approach and not ask questions that might be on his
mind. Suspending knowledge applies to both the conceptual and descriptive level. “The researcher
goes into the study with a totally open mind as best he can” (p.122). Questions though may be asked
of the data to start the researcher’s collection, coding, and analyzing. These crucial questions include:
1) What is this a study of? 2) What category does the incident indicate? 3) What property of the
category does this incident indicate? (p.123). Tuettemann (2003) states four questions from Glaser’s
book (1978, p.53), and according to her the basic set of questions governing open coding are:
1) What are these data a study of?
2) What category does this incident indicate?
3) What is actually happening in the data?
4) What accounts for the basic problem and process?
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However, it must be mentioned that in the MGT approach, Goldkuhl and Cronholm (2003)
assert that there is “a need for defining a relative explicit research question that supports and governs
you in the data collection” (p.3), although this does not have to be too restricted and should have
possibilities for refining the formulations of the question as the study progresses. They recognize that
being un-prejudiced in data collection and analysis is imperative in the GT method, but this can also
mean being “uninformed and that there is in such cases a risk of being too naïve and even ignorant
when entering the empirical field” (p.3). They explain further saying that if the researcher is too open-
minded in the data collection phase, he may end up with a large and diverging amount of data which
“often results in frustration because there are no clues about where to start categorization” (2010,
p.190) and this is “especially valid for novice users” (Goldkuhl, 2002 as cited in Goldkuhl &
Cronholm, 2010, p.190). Having clear initial questions on a specific topic in the present study has
indeed helped the researcher to organize the data collected and gave direction for refining the
questions to elicit what is needed to address the problem statement.
Glaser (1978) discussed that in theoretical sampling, the researcher is not “collecting the same
data over and over based on the same questions which ignore the interchangeability of
indices…Questions may constantly change with the requirements of the emergent theory and
theoretical sampling. Once saturation occurs new questions must be asked pertinent to the new
emergent issues of the main concern of the perhaps new interviewees” (pp. 157-158). Thus, in terms
of interview questions, these evolved during and post-interviews (video recordings are available) and
as analysis of the data gathered progressed from the initial set of questions to the final set specified
above.
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Data Collection Procedure
After determining which HEIs in Metro Manila fulfilled the sampling criteria set forth, letters
of request for participation in the study were given to the relevant offices/ persons for permission to
conduct it. When the college presidents, deans/ vice-deans, registrar, and department chairperson
from the selected HEIs were identified through purposive sampling, the researcher started
correspondence with regards to their willingness to participate in the study and to schedule interview
dates. From the pool of positive respondents who were willing to participate, random sampling was
done based on availability and schedules. Those willing to participate were followed up for interview
schedules then eventually interviewed. Representatives from these various levels of educational
leadership in different representative HEIs eventually numbered 10 persons but as noted earlier due
to unavailability or busyness in schedule and in one case a health issue arose- thus, only eight persons
in total became participants in the study. The number of participants, as described in both the GT and
MGT methodology, should depend on theoretical saturation and category stability. In the course of
the research, new interviewees were added purposively and selected at random to adhere to the
process of theoretical sampling for further data collection, until data completeness or theoretical
saturation was reached.
From the interviews, field notes were initially recorded but because of the limitation of not
being able to go back to responses and the difficulties of taking field notes which are quickly scribbled
and sometimes ending up illegible, this process was abandoned in favor of video recordings which
were done with the permission of at least six of the (later interviewed) participants in the study. The
first two participants responses were manually written then transcribed, after which the video
recordings of the last six participants were also transcribed. Analysis of the data were conducted, line
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by line as prescribed in the methodology, manually with no software used. Responses were analyzed
and compared to elicit and abstract categories that led to the definition and theoretical formulation of
a conceptual framework of Filipino leadership among educational leaders in selected HEIs. The
various stages of the MGT method, as earlier discussed in this chapter, was the pattern followed by
the researcher. The researcher went back to some of the participants in selected HEIs until the point
of theoretical saturation and category stability was perceived to have been achieved. As the researcher
realized from the analysis of data that a theory was emerging with unifying concepts and categories,
and no new information is bringing forth more categories, then a closure of analysis was done together
with the end of further interviews.
The researcher then proceeded to further archival research aside from the preliminary one
done when the study commenced, where additional information was gleaned from different sources
– mostly published literature from the last thirty years. The initial review of literature included
published work written mainly within the Philippine context by Filipino authors. The data gathered
from this source serves as secondary data. These data were then compared with the categories already
named and if any refinement was necessary the categories were modified toward a more ‘complete’
theoretical framework. When published literature and extant studies were more or less exhausted, the
theorized conceptual framework had more supportive documentation and was stabilized. Another
literature review was done to fulfill the MGT approach requirement of reviewing extant theories so
that the emergent theory could also undergo constant comparison with these. Theoretically matching
with existing ones help achieve ‘theoretical grounding’ and strengthens validation as prescribed in
the MGT method. MGT’s authors claim that not only the evolving theory but other theories, too,
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should inform theoretical sampling. Theoretical grounding is the latter, more focused process of data
generation, according to GT (Strauss & Corbin, 1998 cited in Goldkuhl & Cronholm, 2010).
Data Analysis
Data analysis proceeded simultaneously as the interviews were being done. Glaser
discouraged taped interviews, although for the sake of proper and complete documentation this may
be utilized. He advocated field notes to be analyzed immediately for meaning and content relative to
the topic under study. However, there are researchers like Tuettemann (2003) who did taped
interviews. She noted preferring this as it freed her from note-taking and “gave greater opportunity
to be ‘present’ to the individual – and later repeatedly to listen to and reflect upon the conversation”
(p. 17). It was also the preferred option for the conduct of this study, using video recordings instead
of audio tapes. Moreover, there was no such limitation prescribed in the use of the MGT approach.
As Glaser (1998) himself describes it, doing grounded theory is “subsequent, sequential,
simultaneous, serendipitous, and scheduled”. By simultaneous, he means “doing many things at once
which will happen as the researcher sifts through data, analyzes, codes, memos, sorts, and writes
while collecting more data” (p.15). Analysis will not happen in sequence but throughout and while
gathering data. Locke (2001), on the other hand, explained “composing an emerging theoretical
framework from data requires that data sampling or collection and analysis should be done together
as much as possible” (p. 58).
There are several stages to data analysis, it is important to note though that these stages are
not linear or sequential, rather they overlap. Once data was acquired, the researcher did what Strauss
and Corbin termed as “open coding” (1998, p.102) or inductive coding in MGT. This is the first
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analytic step where data were fractured into discrete parts, closely examined, and compared for
similarities and differences. As data incidents were examined, they were named. The researcher then
engaged in the process of conceptualizing. According to Strauss and Corbin (1998), a concept is a
labeled phenomenon (p.103). Names of these data incidents may actually be taken directly from the
respondents’ words – referred to as “in vivo” codes (p.105), so the researcher actually began with in
vivo codes. In vivo codes were done to start the codification process in the present study. When data
incidents were found to be similar conceptually or related in meaning they were grouped under more
abstract concepts termed as categories.
Researchers may then dig deeper to discover something new or gain greater understanding
from the data. This more detailed and discriminate type of analysis is called microanalysis. This
needs to be done to discern the “range of potential meanings” contained within the words used by
respondents and develop them more fully in terms of properties and dimensions (Strauss & Corbin,
1998, p.109). When the researcher realized that several concepts can be grouped under more abstract
higher order concepts then these were classified into categories, as explained earlier. This process of
categorization is important as it lessens the number of units the researcher has to work on. Moreover,
categories have “analytic power” because they have the potential to explain and predict (p.113). The
researcher applied the abstraction process in order to codify methodically all empirical data and arrive
at categories. Charmaz (2014), recommends to use categories as tools to build context and asserts that
“carefully crafted grounded theory categories work well as signposts” (p.298).
Since the present study utilized the MGT approach, then the terms used for the various coding
phases also followed those that MGT’s authors used. Goldkuhl and Cronholm (2010) employed these
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coding terms in their description of the work of theory generation and it consisted of the following
(p.193):
• inductive coding • conceptual refinement, • pattern coding, and • theory condensation.
This MGT process of theory generation was done methodically continuing with the rigor
of empirical grounding similarly practiced in the inductive approach of classic GT methodology.
After naming categories, which are broader, more comprehensive and more abstract labels for
classes of objects or events that share similarities, subcategories may emerge, as they did in the
present study. These are subheadings that specify a category further by denoting information such as
when, where, why, and how a phenomenon is likely to occur (Strauss & Corbin, 1998, p.119).
Simultaneously, subcategories can also provide signposts for the reader, and Charmaz (2014)
suggested to “consider including only those subcategories as explicit headings that explain new ideas”
as well as to “keep the ideas but subjugate them to the main heading or purpose” (p. 298). Once
categories are identified, the researcher started developing each category’s specific properties and
dimensions. Specificity is given to categories by defining its particular characteristics. Variation
within properties along a dimensional range must also be identified and emerge. Categories become
more precise as each is differentiated from another through these identified properties and
dimensions. Properties are the general or specific characteristics or attributes of a category.
Dimensions represent the location of a property along a continuum or range (p.117). Delineating
categories through its specific properties and dimensions is important because patterns begin to
emerge along the variations within a property. In the present study, these categories were clearly
delineated based on the conceptual refinement process where each one was defined according to the
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data as well as according to sources such as dictionaries, thesauruses, and usage in journal articles
pertaining to leadership or at least related to higher education. Charmaz (2014) further recommends
at this point to think about including diagrams which may help clarify the researcher’s analysis and
argument for the reader, something that MGT’s authors also strongly recommend.
Open coding or termed as Inductive coding in the MGT approach ( Goldkuhl & Cronholm,
2010, p. 194) was done in various ways as described by Strauss and Corbin (p.119), with whom the
MGT proponents (Goldkuhl & Cronholm, 2010) agree to a greater extent than Glaser: 1) line-by-line
analysis (close examination of data, phrase by phrase or word by word) which is the most time
consuming but also the most generative; 2) analyzing whole sentences or paragraphs, where analysts
may ask: “What is the major idea brought out in this sentence or paragraph?”; 3) perusing the entire
document and asking: “What is going on here?” and “What makes this document the same as, or
different from, the previous ones I coded?”. Goldkuhl and Cronholm (2010) emphasize that this phase
should be free of pre-categorizations, instructing to “let the data speak!”. They argue that there is
“risk in destroying the freshness of the data if theories and categories are used too early in the process”
and claimed that “it is harder to discover something if predefined categories are obtruded on the data”
so in this initial phase MGT adheres to the basic principles of GT which is an inductive way of
working with data (p. 194).
The next step in the MGT approach is conceptual refinement with the authors cautioning
researchers regarding the linguistic formulations used in the empirical statements which has to do
with the quality assurance of the data. They contend that building categories on vague formulations
in data will not render any valid theories and they stress this, saying they have not found such an
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emphasis in classic GT. For the authors, conceptual refinement means “actively working with
clarifying used concepts” which can evolve during the various phases of MGT. They point out that
“important concepts need to be assessed and continually refined during theorizing” which for them
means working with different questions concerning categories. The MGT approach proposes the
following questions for conceptual refinement, Goldkuhl and Cronholm (2010) identified these six
essential questions that need to be posed to have a clear understanding of a conceptualized
phenomenon (pp. 194-195):
• What is it?: content determination
• Where does it exist?: determination of ontological position
• What is the context of it?: determination of context and related phenomena
• What is the function of it: determination of functions and purposes
• What is the origin of it?: determination of origin and emergence
• How do we speak about it?: determination of language use
According to the authors this process should be done “in full iteration with other parts of the theory
generation process (inductive coding, pattern coding, and theory condensation). Conceptual
refinement means creating a comprehensive definition of categories” (p.195). Goldkuhl and
Cronholm (2010) elucidated that defining concepts “should be seen as a pivotal task in qualitative
analysis and theory development” (p.196). They do state that there are attempts to clarify concepts in
GT analysis, but the methodological approach is inclined to clarifying categories in relation to the
data whereas for them conceptual refinement involves focusing on the emergent concepts per se.
Data-oriented conceptual clarification only serves as a complement to the conceptual refinement the
authors present in MGT. In this study, conceptual refinement involved looking at various sources to
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define and clarify the emerged categories and concepts aside from the definitions taken from the data
itself.
The next step in the process is axial coding or termed as pattern coding in the MGT approach,
which occurs when the researcher relates categories to subcategories to form more precise and
complete explanations about phenomena. Axial and open coding though, are not sequential acts
(Strauss & Corbin, 1998, p.136). Axial or pattern coding requires having some categories identified,
but often the researcher begins to sense how categories relate during open or inductive coding. MGT’s
authors concur with Strauss and Corbin (1990 as cited in Goldkuhl & Cronholm, 2010) that GT is
“an action/ interactional method of theory building” and that “an action-oriented paradigm model
should be used” (p.196). MGT identified this phase as pattern coding to imply an interest toward
conceptualizing action patterns and these kind of actions according to the authors are usually social
actions. They expound further that “the action performed has social grounds and social purposes. It
is based on social antecedent conditions, and it is socially oriented, having intended effects for other
humans” (p.196). Furthermore, they explain that “pattern coding comprises the structuring of action
conditions (external as well as internal), actions, and results, and consequences of actions” (p.196).
Hence, in the present study categories and subcategories are mostly verbs indicating action such as:
championing, building, developing, collaboration, identification, valuing, and differentiating, to name
some. The researcher abstracted subcategories linking two or more concepts, explaining the what,
why, where, and how of a phenomenon. These were further abstractions and later validated and
further elaborated by continually comparing data incidents with each other as well as categories with
each other.
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As categories were more refined, and related to each other, and a clustering of similar codes
in the process of axial or ‘pattern coding’ (Goldkuhl & Cronholm, 2010, p.196) was found, the
researcher began the process of integration to form a larger theoretical scheme or framework . This
process of integrating and refining the categories identified is termed as selective coding (Strauss &
Corbin, 1998, p.143), which MGT terms as theory condensation (Goldkuhl & Cronholm, 2010,
p.196). Integration is described as “an interaction between analyst and the data”. It is the result of
“the evolution of thinking that occurs over time through immersion in the data and the cumulative
body of findings that have been recorded in memos and diagrams” (Strauss & Corbin, 1998, p.144).
These various phases of coding serves as an “audit trail” so that the emerged categories of the
conceptual framework can all be traced from empirical data where these were originally abstracted.
After the refinement of concepts, MGT advocates for an additional ‘grounding’ process which
is theoretical grounding done by matching the emergent theory with extant theories in literature. In
theory matching, deductivism takes over. In the initial phases of data analysis and theory generation,
an inductive way of working is applied, but now it is time to actively use other theories. These other
theories may also help in identifying possible categories or contribute to its refinement. Goldkuhl and
Cronholm (2010) assert further that: “References can be made to external theories and abstractions
with the purpose of providing theoretical warrants. Theoretical matching may lead to revisions of the
evolving theory. Categories from other theories can be proven to be more adequate and they can
replace some previously formulated categories” (p.198). Theoretical matching has an effect on the
cited external theories. The collected data and the consequent emergent theory might contradict what
was claimed earlier by these other identified theories. The comparison possibly might evoke
comments or even substantiate criticism toward these other theories (Goldkuhl & Cronholm, 2010,
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p. 198). In the present study, the emerged conceptual framework was theoretically matched with six
extant theories relevant to concepts of leadership in the Philippine context.
The focus in this entire process is the discovery of a central or core category and refinement
of the theory which the researcher aimed for and eventually achieved. In MGT this stage of selective
coding corresponds to the theory condensation stage. The core category represents the main theme of
the research; it explains what the research is all about. It has analytic power, is able to condense
categories to form an explanatory whole and can account for considerable variation within categories
(Strauss & Corbin, 1998, p.146). However, in the MGT approach the authors do not raise the claim
for one single core category, although they agree to the need for densifying the theory, “but this must
not lead to just one main category” (Goldkuhl & Cronholm, 2010, p.196), which serves the present
study well as two core categories were emerged in the process (discussed in Chapter 4). Strauss and
Corbin (1998) listed the following criteria for choosing a central category (p.147):
1. It must be central; that is all other major categories can be related to it.
2. It must appear frequently in the data. This means that within all or almost all cases, there
are indicators pointing to that concept.
3. The explanation that evolves by relating the categories is logical and consistent. There is
no forcing of data.
4. The name or phrase used to describe the central category should be sufficiently abstract
that it can be used to do research in other substantive areas, leading to the development of
a more general theory.
5. As the concept is refined analytically through integration with other concepts, the theory
grows in depth and explanatory power.
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6. The concept is able to explain variation as well as the main point made by the data; that
is, when conditions vary, the explanation still holds, although the way in which a
phenomenon is expressed might look somewhat different. One also should be able to
explain contradictory or alternative cases in terms of that central idea.
To aid integration of concepts and identification of the central category, Strauss and
Corbin (1998) (similar to the MGT approach) gave the following techniques which are done in the
next chapter on Findings and Discussion/ Analysis):
1. Writing a few descriptive sentences about “What seems to be going on here?”. It is good
to return to the raw data, reread several interviews or observations to help stimulate
thinking, stand back, and ask questions such as: “What is the main issue or problem which
these people seem to be grappling with? What keeps striking me over and over? What
comes through, although it may not be said directly?” In this case, examples of incidents
are given for each category to showcase what the category is all about or for its conceptual
clarification.
2. Make use of diagrams (see Chapter 4) – diagrams may be useful for sorting out
relationships among concepts. It enables analysts to gain distance from the data, forcing
to work with concepts rather than details of the data. Diagrams should flow with apparent
logic, not requiring too much explanation (p.153). The MGT method also prescribes this
strongly. Thus, a number of diagrams to capture the essence of the findings and to illustrate
the conceptual framework were provided in the next chapter on Results and Discussions.
3. Reviewing and Sorting through Memos - memos contain clues to integration especially
if the properties and dimensions of categories were systematically identified. These
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(memos) are usually sorted by categories and once sorted can be reviewed. Doing this
“sort and review” process, and looking for cross-dimensional linkages, should enable the
researcher to arrive at a certain amount of integration (p.155). One can also turn to
literature for a unifying concept, which the MGT authors also recommend for possible
refinement of categories and condensing of the emergent theory. Later on,
conceptualization of data can be compared to see how it extends or fits with existing
literature, in this case with leadership concepts as well as with relevant theories that can
provide constant comparison for achieving theory saturation or completeness. A unifying
concept should meet the criteria of a core category as described earlier.
As the overarching theorized conceptual framework was drawn, refining the theory was the
next step. This process of refinement consisted of reviewing the scheme for internal consistency and
gaps in logic, filling in poorly developed categories and trimming excess ones, and validating the
scheme (Strauss & Corbin, 1998, p.156). This corresponded to the MGT approach, where a final step
of grounding is proposed involving an evaluation of theoretical cohesion, therefore implying an
explicit internal grounding. A section in Chapter 4 is devoted to the evaluation of internal cohesion
of the emerged conceptual framework in the present study. MGT’s authors define it as “a systematic
investigation of the conceptual structure of the evolving theory, where consistency and congruency
are checked” (2010, p.198). Furthermore, they postulate that “evaluation of theoretical cohesion
means that a focused part of the theory (one or several concepts and possible relations) is assessed in
relation to other parts of the evolving theory. The theory itself is used for its grounding. The purpose
is to arrive at a theory that is conceptually clear and sound” (Goldkuhl & Cronholm, 2010, p. 198).
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Maintaining objectivity throughout the coding process:
In order to maintain objectivity through the coding process, the researcher has referred to
Thornberg (2012), who describes a number of data sensitizing principles in using literature by
organizing and presenting arguments from the field of qualitative research and philosophy of science
as well as his own arguments. These principles, he asserts, should help the researcher to avoid biases
and prejudices and from making insensitive theoretical interpretations of data. The researcher
particularly relied on three of these principles in order to maintain objectivity in the process of coding
and using the inductive approach to abstract categories:
1. Theoretical agnosticism: The trick in theoretical agnosticism is to treat all extant theories
and concepts that one already knows or might encounter during the pre-study or on-going
literature review as provisional, disputable and modifiable conceptual proposals One must
continually take a critical stance toward extant theories.
The literature review should therefore be seen as an open, critical and pluralistic
conversation between the researcher, the literature, the data and the emerging body of
concepts and ideas (Thornberg, 2012, p. 250).
2. Theoretical sampling of literature: To counter Glaser’s assertion that an initial literature
can just be a waste of time, Thornberg (2012) asserts that researchers can simply apply the
logic of theoretical sampling in relation to ongoing literature search during the study (and
after initial broad review before the study), Ongoing literature review based on theoretical
sampling can help the researcher be more sensitive to data, elaborate his or her constructed
themes, concepts and ideas and to offer new insights into questions and issues. Instead of
ignoring the literature, the researcher uses it for comparison with ‘emerging’ codes and
concepts (Morse, 2001 cited in Thornberg, 2012).
By applying this principle, the researcher searches and reads the literature guided by codes,
concepts, questions, and ideas that he or she develops during data collection and analysis.
Coding and questions send the researcher back to the field, to some of the literature, to his
tentative codes and concepts with new lenses and questions, so on.
3. Theoretical playfulness: In qualitative research, critical thinking has to be combined with
creative thinking to generate new possibilities and creative connection-making (Patton, 2002
cited in Thornberg, 2012), which is essential in abductive reasoning. Charmaz (2006) had
argued that constructing theory is not a mechanical process and involves what she calls
theoretical playfulness: “Whimsy and wonder can lead you to see the novel in the mundane.
Openness to the unexpected expands your view of studied life and subsequently of
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theoretical possibilities” (p.136). Thornberg suggested to expand this notion of Charmaz by
also inviting extant theories and concepts in this playfulness. A way of enhancing the ability
of playing with and creatively using theories is to “read for ideas” (Glaser, 1978). By
abductive reasoning, theoretical playfulness and staying grounded, the researcher will go
beyond the “box” of extant theories.
Below is a sample of the coding process from in vivo codes to theory condensation
as emerged in the present study:
TABLE 5: SAMPLE CODING PROCESS: (Participant 2, ATENEO)
CATEGORY: EXEMPLARS
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
An influence process Influence process Influencing/ Influencer Exemplars
Works towards a
vision, must provide
vision as articulated
by group
Visionary
Effective
communicator
Achiever,
Exemplar
Competency
Outstanding Critical
Thinking Skills,
person full of hope
Critical thinking,
cognitive
competency,
Hopeful
Cognitive competency,
Exemplar
For him there is a
world of possibilities
Possibility minded Positive worldview
Achievement mindset
A better leader is full
of hope& great
possibilities
Hopefulness,
optimism,
possibility minded
Positive worldview,
Positive attitude
Optimistic
Often a religious
person has great
possibilities, doing
great things for God
Possibility-
Minded, Religious,
Courageous
Positive Mindset/
Attitude, Courage,
Spirituality
How you look at a
person - one of
indifference or
compassion
Compassionate Relational competency,
compassion
If you are indifferent
to people, you can say
"doomed to failure"
Indifference leads
to Failure/ Need to
build up
people, concerned
with others
Concerned for People/
Exemplar,
Compassionate means
treating others with a
positive loving
attitude
Loving, Positive,
Compassionate
People
builder/Relational
competency/loves
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people
Exemplar
like the concept 'win-
win', and where
there's respect for
others
Win-win attitude/
Respect for others
People builder/
Exemplar
Both of you become
winners
Winner mindset/
Collaborative
People builder/
Exemplar/ Achievement
mindset
How the person looks
at himself - in Fear or
Faith and freedom
Courageous, Faith
in Self/ positive
self-esteem
Winner Mindset/
Attitude (Exemplar)
If there is fear, he
can't be a good leader
Fearlessness,
Courage
Winner Mindset/
Attitude (Exemplar)
Heroic leadership (by
Lowney)
Heroic Leader as Hero
self-awareness - this
strength is necessary
Self-Aware Competency/ Exemplar
has love: a positive,
loving attitude dealing
with others
Loving attitude Love others/ Exemplar
has heroic ambitions Heroic, ambitious Exemplar/ Achievement
mindset
has will for action
especially in this
country
Pro-active,Doer /
Action-taker
Purposive/ Achiever,
Social action
Exemplar/
Achievement
mindset/ Devt
Agenda
The kind of leader
you want also
(fearless, ambitious,
heroic)
Not live in fear
Fearless, Heroic,
Ambitious,
Courageous
Courage, Hero
Exemplars
love, positive loving
attitude, ingenuity -
that's where it will be
different
Loving, Positive
attitude, ingenuity
Making a
difference
Differentiating
(Institution leaders
w/this character),Value
proposition, People
skills/ Exemplar
Differentiation/Value
Proposition/
Exemplars/
Human cap devt
Strength of character
needed to pursue the
goals you have
Integrity (Strength
of Character)/
pursuit of goals
Achievement mindset/
Exemplar
you have to respect
the student
Respect for
student, respectful
People builder/
empower-er/ Exemplar/
People skills
This is where love
comes in, respecting
other people
Love, Respect for
others
Exemplars
People skills/ Relational
skills
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The three distinct types of grounding processes required in the MGT approach
distinguishes it from other GT versions. Goldkuhl and Cronholm (2010) explained that the
three grounding processes correspond to the following three kinds of validity claims (p.197):
• Theoretical validity means that the theory is in accordance with other theoretical abstractions.
• Empirical validity means that the theory is in accordance with empirical observations of the
world.
• Internal validity means that the theory is considered to be a coherent way of talking about the
world.
After going through these coding processes: inductive (open) coding, conceptual refinement,
pattern (axial) coding, and theory condensation (selective coding) as well as undergoing the
additional grounding processes of theoretical grounding and internal grounding, data is finally
unified into a coherent theory (the emerged conceptual framework as illustrated in the next chapter-
Chapter 4) that explains the substantive area under study. Below is a diagram of the working structure
of the MGT approach which this researcher adhered to for the present study (Goldkuhl & Cronholm,
2010, p.199):
FIGURE 11: WORKING STRUCTURE OF MGT
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CHAPTER 4
RESULTS AND DISCUSSIONS
The present research study focused on finding out what the leadership concepts are of
educational leaders within HEIs in the Philippine context. The aim is to develop a conceptual
framework using the rigorous multi-grounded theory (GT) approach where the initial phase of
induction similar to classic GT was applied for empirical grounding of the data. A deductive approach
was utilized in the comparison of the emerged conceptual framework with pre-existing theories for a
theoretical grounding process and in the evaluation of internal cohesion where categories are related
to each other supported by other research studies and extant literature. This chapter pertain to the
results and the discussions of the emerged conceptual framework. There are several parts to
discussing the results, so this chapter is divided into six parts. The first four parts include the coding
process using the inductive approach from in vivo codes through to theory condensation (Part 1 to
Part 4) which encompasses the entire empirical grounding process (first part of MGT methodology).
The last two - Part 5 and Part 6 include the other two explicit grounding processes of theoretical
grounding (or theoretical matching – the second grounding process in MGT) and internal grounding
(or internal cohesion) where consistency and congruence among the categories, sub-categories and
core categories are checked by showing the relationships between and among each other. In Part 5,
relevant extant theories first discussed in the review of related literature (Chapter 2) are re-visited,
but this time to explicitly match each one to the emerged conceptual framework for warrants,
validation and to add to its credibility. A diagrammatic matching process was utilized, aside from
textual explanations in order to clearly and succinctly show the areas of alignment between the
framework emerged in this study and those of the theory it is being matched with. In Part 6, another
diagram was provided (Figure 23, p. 235) in order to adhere to the proposal of MGT’s authors to use
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graphic illustrations beside textual presentations as this is important to the theory construction process
and for presenting the theory to others. A total of three diagrams were created to present the results
of this study.
The statement of the problem of the present study is specifically concerned with how
educational leaders in Philippine HEIs conceptualize leadership in the local setting. The questions
pertain to their understanding of leadership in general, and of educational leadership including
leadership in HEIs in particular. Their concepts of what makes a great Filipino educational leader
were also explored and analyzed, with the findings presented in this chapter and further discussed.
As mentioned separate phases of the theory generation process are exampled in the following
discussion, with the initial empirical grounding from the first participant illustrated with the tables
below. These include taking an inductive approach in the codification of data. The process ran
through from the transcript to the in vivo codes, where mostly the participant’s own language was
used, to open-coding (inductive codes in MGT terminology) as shown in Part 1. The transition from
open codes to pattern codes (equivalent to axial codes in classic GT), through to theory
condensation (or selective coding in classic GT) are all shown in Part 2. From the theory
condensation further abstraction is done toward sub-categories until core categories are emerged.
The initial findings where 7 categories and 2 sub-categories were emerged from the coding of the
first participant ‘s responses are shown in Part 3. In the MGT approach, it is possible to have more
than one core category (Goldkuhl & Cronholm, 2010, p. 196) which was what emerged in this study
toward a conceptual framework showing how educational leaders conceptualize leadership in the
Philippine setting.
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From the initial findings more responses were collected for theoretical sampling from
participants who fulfill the criteria established for purposive random sampling and as more data was
gathered, these were continuously analyzed and constantly compared thus generating additional
categories which were further abstracted. This process was done throughout until theoretical
saturation was reached where no new categories were emerged after a total number of eight
participants were interviewed. The final emerged conceptual framework is comprised of a total of 10
categories, three sub-categories and three core categories. These 10 categories together with the sub-
categories and three core categories are all conceptually defined in Part 4 of this chapter on
Conceptual Refinement. These were defined based on three sources for a common understanding/
comprehension of the terms used: 1) from the data they were culled from; 2) from universally used
and accessible dictionaries/ thesauruses or relevant websites; and 3) from journal articles, scientific
studies, and published literature that relate to or apply the concept. As much as possible these are
within the field of leadership studies or related to education with preference given to those in higher
education.
Again, Part 5 is the section on theoretical matching where the emerged conceptual framework
is matched with six other extant theories/ models for another grounding process to establish validity
of the framework further. Part 6 discusses the evaluation of internal cohesion of the emerged
conceptual framework where the categories are analyzed in relation to each other and these
relationships are discussed with support from existing studies and literature, then presented in
diagrammatic form with the classification of the categories into three areas: personhood of the leader,
praxis, and potencies of leadership. These classifications are discussed in further detail in this section
of the chapter. It is aimed in this chapter to present the findings of this qualitative study using the
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MGT approach to address the problem statement of how educational leaders conceptualize leadership
in the Philippine setting.
A. RESULTS AND DISCUSSION: EMPIRICAL GROUNDING
THEORY GENERATION FROM THE CODING PROCESS: (Empirical Validation)
PART 1: From Transcripts to Inductive Codes
An initial data analysis was completed which produced inductive codes (or open codes in
classic GT). These codes are an abstraction and refinement that came from in vivo codes which are
codes that originate from what respondents themselves have said as seen from the transcribed
interviews (Glaser, 1998). The following is an extract of inductive codes for:
TABLE 6: Sample Transcript to Inductive Codes
Participant 1 (M/ PR). Legend: Gender (M/F). Sector [Public (PU)/ Private (PR)]
TRANSCRIPT IN VIVO CODES
(Incidents)
INDUCTIVE (Open)
CODES
(Descriptive)
First would be -having a very clear
vision and mission for one’s org
Having a clear vision
and mission
Clarity of vision-mission
You must have a very clear vision-
mission, a clear understanding
Have a very clear
vision-mission
Very clear vision mission
I have to be clear about what La Salle
stands for, our objectives, what we’re
trying to do as an organization.
Have to be clear about
what La Salle stands
for, our objectives,
what we are trying to
do as an org
Clear role, identity,
organizational objectives,
purpose
The leader must be able to ..accept,
fully submit to the vision-mission of the
institution.
Must accept, fully
submit to the vision-
mission
Ownership of vision-
mission
Leadership is…doing the right things
for the institution, whereas management
is doing things right.
Doing the right things
for the institution
Doing right things for
institution
…they are conscious of what is the
vision-mission.
people are conscious of
the vision-mission
Consciousness of Vision-
Mission
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His concern is how does he inspire
everybody to work towards the vision
mission of the institution
Work towards the
vision mission of the
institution
Achieve institutional V-M
One has to be very clear what the
educational V-M of his organization is
very clear Educ’l org
vision-mission
Clarity of organizational
vision-mission
For me, for us in La Salle, it is very,
very clear that we have a
very clear we have a
two-fold mission
Clarity of DLSU’s two-
fold mission
As a Catholic educational institution
this is more specific
Specific mission as
Catholic institution
Specificity of V-M as a
Catholic institution
Involves 2 things: one a very clear
vision and the dual mission of academic
excellence & values formation
Very clear vision
Dual mission of
academic excellence &
values formation
Clarity of vision and
duality of mission
They have to say we believe in this
mission
we (faculty) believe in
this mission
Imbuing belief in the
mission
Leaders should be totally committed, no
question about that
Totally committed/
Being committed to the
V-M
Total commitment
There are 2 biggest problems HEIs must
address
2 biggest problems
HEIs needs to address
HEIs mission of social
responsibility
PART 2: FROM INDUCTIVE TO PATTERN (Axial) CODES TO THEORY
CONDENSATION (Selective CODES)
From the inductive codes abstracted through an iterative process pattern codes are produced
(corresponding to axial codes in classical GT). At this stage categories are combined into theoretical
statements. Goldkuhl and Cronholm (2010) agree with Strauss and Corbin (1990), who asserted that
“Grounded theory is an action/interactional method of theory building” (p. 104), that an action-
oriented paradigm model should be used. The term ‘pattern coding’ is used to imply “interest in
conceptualizing action patterns, usually social action which has social grounds and social purposes –
based on social conditions, is socially oriented, having intended effects on humans. Pattern coding
then involves structuring action conditions (external and internal), actions, results and consequences
of actions.” (Goldkuhl & Cronholm, 2010, p.196).
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The stage of theory condensation (corresponding to selective coding in GT) is a higher level
of abstraction where theoretical categories is arrived at from the constant comparison process. MGT
does not uphold the proposition for one single core category. MGT’s proponents agree concerning a
need for “densifying the theory, but this must not lead to just one main category” (p.196). The
concluding stage of the MGT approach is when the emerged theory (which corresponds to and
includes categories, subcategories, and core category in classical GT) has been validated in
comparison with other existing theories from literature (or what MGT terms as theoretical matching)
where ‘theoretical grounding’ then occurs. This makes the emerged theory using the MGT approach
a more ‘grounded’ one as it incorporates this explicit additional grounding process.
The following is an extract of inductive to pattern codes to theory condensation for:
TABLE 7: Sample Inductive Codes to Theory Condensation
Participant 1 (M/ PR). Legend: Gender (M/F). Sector [Public (PU)/ Private (PR)]
INDUCTIVE (Open)
CODES (Descriptive)
PATTERN (Axial) CODES
THEORY
Condensation
(Selective Codes/
Category))
Clarity of vision-mission V/M-Focused Purpose-Driven later
renamed *Achievement
motive
Very clear vision mission V/M-Focused
Effective leader Purposive
Clear role, identity,
organizational objectives,
purpose
Mission-focused
Purpose-driven
Goal-centric
Ownership of vision-mission Purpose-driven
Goal-centric
V/M ownership
Doing right things for
institution
Purpose-driven/ Goal centric
Consciousness of Vision-
Mission
Purpose-driven,
Goal-centric
Achieve institutional V-M Achiever, Purpose-driven ,V/M
focused
Clarity of organizational
vision-mission
V/M-Focused
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Clarity of institution’s two-
fold mission
Mission-Focused
Purpose-driven
Specificity of V-M as a
Catholic institution
V/M-focused
Purpose-driven
Clarity of vision and duality
of mission
V/M-grounded, Purpose-driven
Mission-focused
Imbuing belief in the
mission
Purpose-driven
V/M Ownership
Committed V/M Ownership
HEIs addressing social
problems, social response
Purpose-driven
Goal-centric
After this process of empirical validation attained through the constant comparison method of
empirical data being repetitively analyzed, related to each other, studied for similarities and
differences, weighed against, carefully gauged, etc., then hopefully theoretical condensation is
reached where a number of categories may emerge. In this case, the following categories emerged
from the rigorous data analysis and constant-comparison of in-vivo, inductive to pattern codes and
between each other (please see diagram below/ next page):
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PART 3: FINDINGS OF INITIAL THEORY CONDENSATION - Emergent categories of
Leadership concepts as derived from analytical coding processes of interview with:
Participant 1 (M/ PR) *
CATEGORIES 1. SUB-CATEGORIES
(Further Theory Condensation)
PURPOSE-DRIVEN
PROFESSIONAL COMPETENCY
PEOPLE BUILDER & OPTIMIZER
CHAMPIONING VALUES & CHRISTIAN MORALITY
INSTITUTIONAL IDENTIFICATION & VALUING, DIFFERENTIATING
EDUCATIONAL REFORM & DEVELOPMENT AGENDA
DEVELOPMENT OF HUMAN RESOURCES AND CAPITAL
INVESTING FOR NATIONAL PROGRESS AND DEVELOPMENT
CO
NTR
IBU
TES
TO
*Male/ Private HEI
FIGURE 12 : INITIAL CATEGORIES
STRATEGIC COLLABORATION
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Figure 13: EMERGENT THEORY: Conceptual Framework of Filipino
Leadership among leaders in selected Philippine HEIs
STRATEGIC COLLABORATION
ACHIEVEMENT MOTIVATION
PROFESSIONAL COMPETENCE
EDUCATIONAL REFORM
PEOPLE EMPOWERMENT
INVESTING IN NATIONAL PROGRESS AND NATION-BUILDING
INSTITUTIONAL IDENTIFICATION & VALUING
EXEMPLARS
PERSUASIVE INDIVIDUAL & INSTITUTIONAL VALUE
PROPOSITIONING
BUILDING HUMAN/ INTELLECTUAL CAPITAL
SUB CATEGORIES
VALUES-BASED, DEVELOPMENTORIENTED & ECONOMICS-DRIVEN / CONCEPTUAL
FRAMEWORK OF LEADERSHIP
CORE CATEGORIES CATEGORIES
CONTRIBUTES TO
CONTRIBUTES TO
CHAMPIONING VALUES & CHRISTIAN MORALITY
GLOBAL PERSPECTIVE
A
LL
CA
TE
GO
RIE
S C
ON
TR
IBU
TE
TO
END
OG
ENO
US
EX
OG
ENO
US
PR
AX
IS
PER
SON
HO
OD
POTENCY
FIGURE 13: EMERGED CONCEPTUAL FRAMEWORK OF FILIPINO LEADERSHIP
INSTITUTIONAL DIFFERENTIATION
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TABLE 8: CLASSIFICATIONS OF CATEGORIES VALUE-BASED&ECONOMICS-DRIVEN LEADERSHIP PERSONHOOD/ Pagkatao (Traits/Characteristics/Qualities, Abilities/ Competencies)
PRAXIS/ Gawa (Practice, Actions, Exercise)
POTENCIES/Bisa o Lakas (Affective Drivers & Rationale)
(Endogenous) ACHIEVEMENT MOTIVE
CHAMPIONING VALUES & CHRISTIAN MORALITY
VALUES (Culture-based)
GLOBAL PERSPECTIVE STRATEGIC COLLABORATION DEVELOPMENT & ECONOMICS
(Exogenous) PEOPLE EMPOWERMENT
EXEMPLARS INSTITUTIONAL DIFFERENTIATING
PROF COMPETENCIES INSTITUTIONAL IDENTIFICATION & VALUING
EDUCATIONAL REFORM
The emerged conceptual framework based on the multi-grounded theory approach that was
applied to address the problem statement of this study reveals that among educational leaders from
selected Philippine HEIs the Filipino conceptualization of leadership involves the following core
categories of leadership: Values-based, Development Oriented, and Economics-driven. The
values that were dominantly found both from the study and the relevant literature are cultural values
that pertained to the collectivistic nature of the Filipino. These values included being family-centric,
group-oriented, with preference for desirable leadership traits that are reflected by a charismatic/
value-based leader (paternalistic) who has exemplary character, is competent in their area of work,
empowered people, collaborated with others, championed Christian morality and values such as
integrity, is socially aware and responsible, and for those within the education sector include:
identifying with and valuing their institutions, and seeking to contribute to national progress and
development via educational reform as well as espousing a development agenda. The various
PERSONHOOD OF BUILDING HUMAN AND INTELLECTUAL CAPITAL
PRAXIS FOR PERSUASIVE INDIVIDUAL & INSTITUTIONAL VALUE PROPOSITIONING
POTENCY BY INVESTING IN NATIONAL PROGRESS/ NATION-BUILDING
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categories were classified under three areas namely: personhood, praxis, and potency of leadership.
Personhood refers to the personal traits, characteristics, abilities and competencies of a leader and
these was further divided into two sub-classifications: endogenous and exogenous features.
Endogenous features are those that are from within the leader or having an internal cause. The
categories of Achievement motive and Global perspective are both internal in origin, thus are
classified under Endogenous. Exogenous features, meanwhile relate to or develop from external
causes or are external to the leader’s person. The exogenous features include the following categories:
Exemplars and Professional Competencies.
Another classification is the praxis of leadership which refer to the actions, practices, and
exercise of leadership. The categories included here are: Championing Christian morality and values,
People Empowerment, Strategic Collaboration, Institutional Differentiating, Institutional
Identification and Valuing, Educational Reform and Development Agenda. The last classification is
Potency referring to the affective drivers or rationale for leader preference/ choice or acceptance.
This include the core categories of: Value-based, Development-Oriented, and Economics driven
leadership. Values refer to cultural values which permeate or are interwoven within the person and
praxis of the leader. These values include mainly those that have been earlier mentioned which mainly
emanate from the collectivistic nature of Filipinos. This finding was strongly validated by a number
of research studies, most notably that of Project GLOBE, a seminal and extensive study on the
significant influence of culture on what is seen as traits contributing to leader effectiveness, as well
as by extant theories related to leadership, specifically those proposed by Jocano (1990) and Andres
(1981). These are discussed more in-depth in the section on Theoretical matching/ grounding or
Part 5.
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The emerged core categories of a Development-Oriented and Economics-driven leadership,
are also validated by theories although more tacitly, for example, as it relates to the hierarchy of needs
theorized by Andres (1981) where social mobility is the second highest need of the Filipino. Thus, it
can be inferred that due to his earnest need to gain a higher socio-economic status he prefers a leader
who will lead him to greener pastures, so to speak, rather than prioritizing ideologies or principles for
example. In Chapter 2 or the review of related literature, an article on an economics perspective of
leadership and a review of studies linking economics to leadership were included to support the
increasing recognition of both leadership scholars and economists of the potentially significant
contributions each can make to the other field and their complementarity. Economics have always
been related to organizations and play a large part in national progress and development, but the role
of leadership in relation to it and vice-versa is only now being attended to more considerably and
significantly. These literature validates this emerged core category and highlights its importance in
understanding how leadership is conceptualized in the context of the Philippines.
These conceptualizations of leadership among educational leaders in selected HEIs within
the Philippine setting resulted after the empirical and theoretical grounding processes were done. The
next section (Part 4) involves what the MGT approach requires as the conceptual refinement process
in order to bring a universal comprehension of all the labels and terms utilized in the emerged
conceptual framework. In Part 5, another rigorous grounding process is embarked on to match the
theorized conceptual framework with extant theories (six of them) relevant to leadership in the
Philippine context. The final grounding process involves the evaluation of the internal cohesion of
this theorized conceptual framework and this is found in the last section (Part 6) of this chapter.
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PART 4: CONCEPTUAL REFINEMENT:
This stage is described by MGT’s authors as “creating a comprehensive definition of
categories” (Goldkuhl & Cronholm, 2010, p.195). They see this as a pivotal task of qualitative data
analysis and theory development. In order to give a comprehensive definition, the categories will be
explained not just from the refinement/ abstraction process or from the ‘in-vivo’ and pattern (axial)
codes abstracted from the inductive (open) codes, which is based on what participants apparently
mean in using the terms, or simply what they seem to imply. This will also be done using
acknowledged credible sources such as other research studies, journal articles, textbooks,
encyclopedias, or dictionaries, relevant websites, etc. This is because conceptual refinement in MGT
is focused on the emergent category per se (independently, by itself, or aside from relation to data)
(p. 196) for an unbiased (or reduced bias) understanding of terms.
*As there are additional categories which emerged from the analysis of data from other respondents,
these categories are named below – added to those identified in the diagram in Part 3 (Initial Theory
Condensation) for a total of 15 categories and 2 core categories.
CATEGORY DEFINITIONS: Conceptual Refinement
The following categories emerged (as included in the definitions) from the total number of eight
respondents. Additional categories were included here which do not appear in the Part 3 diagram
(above), as more data from the rest of the participants were analyzed and coded after theoretical
sampling. The categories are methodically arranged according to the classifications under which they
belong: Personhood, Praxis, Potency, then those that belong to further abstractions/samples from
coded data presented. They are arranged alphabetically under each classification so for example under
Personhood there is Achievement motive first. The definitions given include those not immediately
152
related to the data to provide the comprehensive definitions as MGT requires. Additional definitions
were referenced from dictionaries published by globally credible university presses (Cambridge
University Press and Oxford University Press) for common comprehension and understanding as well
as from journal articles/ literature that have relevance with the central theme of Leadership and as
much as possible relevant to Education:
A. PERSONHOOD (Endogenous)
1. ACHIEVEMENT MOTIVE (Achiever/ Purpose-driven)
From Data Analysis & Coding: Vision-Mission focused, purposive, goal-centric achiever,
problem solver, vision- mission ownership/ commitment, visionary, visionary guide,
responsiveness, intentional, purpose-driven, ambitious, action-taker, missional, quality-
conscious, attaining results and outcomes, strategist, external validation, meeting
expectations, meeting industry demands, achieve goals, benchmarking
From the Cambridge English Dictionary (Cambridge University Press, 2020): having a
purpose, done with the aim of achieving a thing, Related words: goals and purposes, aim,
aspiration, objective, ambition, deliverable, prize, end, orientation, utility, KPI (key
performance indicators)
From Journal Articles/ Literature:
Heydari, H., Davood, M., & Rostami, M. (2013). The study of the relationships
between Achievement motive, innovation, ambiguity tolerance, self-efficacy, self-
esteem, and self-actualization with the orientation of entrepreneurship in the Islamic
Azad University of Khomein students. Procedia - Social and Behavioral Sciences
84, 820 – 826.
The researchers cited McLand’s study who verified that: “the first variable to predict
entrepreneurship is achievement motive. Achievement motive is to be wishful for surpassing
in a particular behavior which has been considered as a scale. McLand (1962) reached this
conclusion that the need for progress in individuals who start their own activities, is higher.
McLand (1965) believes that the need to progress, is the main motivation for countries
economic developments and has a great role in the person’s decision-making to become an
entrepreneur. Also, Sexton and Bowman in their various researches they did conclude that
even though in different researches various tools has been used, and in the studies on
successful entrepreneurs a high progress incentive has been stably noticed. In another study
by Smith and Miner (1994), a scattering method was used to test the progress incentive and
the result was that there is a positive relationship between entrepreneur’s progress tendencies
and the growth of their corporations and businesses” (p. 821).
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TABLE 9: CATEGORY ACHIEVEMENT MOTIVE PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: ACHIEVEMENT MOTIVE)
PARTICPANT 1 (RD)
His concern is how does he inspire everybody to work towards the
vision-mission of the institution
PARTICIPANT 2 (AB)
the leader works towards a vision you have as articulated by the
group
PARTICIPANT 3 (CM)
he knows what he wants to be, what he wants to do
PARTICIPANT 4 (RP)
make sure that we are really evaluating whether we are really
achieving our goals
PARTICIPANT 5 (JDM)
Leadership for me is also motivating…members of my team, not just
to accomplish the task or the goal assigned to us, but also go beyond.
2. GLOBAL MINDSET/ PERSPECTIVE
From the Data Analysis & Coding:
Mentions global competitiveness, globalization, comparison with other countries in terms of
education and economy, has a macro-perspective, looking beyond what is immediate and
beyond the local/ institutional context, involves looking across disciplines and industries
(beyond education), implies competitiveness with other institutions local and overseas,
planning and delivery of programs/ courses that has global accreditation, seeking partnerships
/ collaboration with international partners including those in education and in industry
From the Cambridge Advanced Learner’s Dictionary & Thesaurus/ Cambridge Academic
Content Dictionary (2020): Global
“relating to the whole world; considering or relating to all parts of the situation or subject”;
Cambridge Business English Dictionary: “including or affecting the whole world; to start
operating in countries all over the world”
From BusinessDictionary.com: “pertaining to the entire globe rather than a specific region
or country. Often used interchangeably with the term international, with one exception being
in regards to mutual funds.”
From Journal Articles/ Literature:
Dickson, et. al (2012). Conceptualizing leadership across cultures. Journal of World
Business, 47, 483-492.
Dickson, et. al (2012) discuss the importance of a global mindset and suggests how
leaders need to be aware of their global context in order to be effective. They also cited a
Global Mindset Inventory which validates this category for the emerged conceptual
framework of the present study. They discuss this in the following (p.489):
“For leaders to be effective in this global context, four developmental shifts are required:
developing multicultural effectiveness, becoming adept at managing paradoxes, cultivating
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the being dimension of human experience, and appreciating individual uniqueness in the
context of cultural differences.”
The Thunderbird School of Global Management, published The Global Mindset Inventory
(GMI), which is one measure of one’s interest in global situations and peoples. It assesses
an individual’s Intellectual Capital, Psychological Capital, and Social Capital related to
experiences and relationship across cultures, with each major form of capital being broken
down into sub- components (p. 489). These specific measures have contributed to the
categories on Building social and intellectual capital in the present study’s emerged
conceptual framework. The self-assessments for these measures are increasingly being taken
by leaders and those in executive programs to help prepare them for the challenges of
leadership across cultures that they will face within their organizations especially as global
business has expanded these past couple of decades together with shifting population
demographics.
TABLE 10: Dimensions of the Global Mindset Inventory (Dickson, et. al, 2012, p.492)
Intellectual Capital Psychological Capital Social Capital
Global business savvy Passion for diversity Intercultural Empathy Cosmopolitan outlook Quest for adventure Interpersonal Impact
Cognitive complexity Self-Assurance Diplomacy
Case, R. (1993). Key Elements of a Global Perspective. Social Education 57(6), 318-
325 National Council for the Social Studies
“Global perspective refers to the capacity to see the ‘whole picture’ whether focusing on a
local or an international matter. Promoting the perceptual dimension involves nurturing
perspectives that are empathic, free of stereotypes, not predicated on naive or simplistic
assumptions, and not colored by prejudicial sentiments.”
The author proposed that the substantive dimension of a global perspective involves
understanding of the following (5) elements:
1. universal and cultural values and practices
2. global interconnections
3. present worldwide concerns and conditions
4. origins and past patterns of worldwide affairs
5. alternative future directions in worldwide affairs
Whereas for the perceptual dimension he proposed 5 elements representing key cognitive
and affective attributes associated with a global perspective which he believes global
educators (and educators generally) should address: Open-mindedness, Anticipation of
complexity, Resistance to stereotyping, Inclination to empathize, and Non-chauvinism.
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TABLE 11: CATEGORY. GLOBAL MINDSET/ PERSPECTIVE PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: GLOBAL MINDSET/ PERSPECTIVE)
PARTICPANT 1 (RD)
I still feel bad when I travel because we are still considered a
developing country. People still look down on us…There is no reason
for that. We are endowed with so many things – natural resources,
human resources. I still have to find a people who are naturally
endowed as we are. Why have we followed behind Japan, Korea,
Hong Kong, Malaysia… even Vietnam is catching up with us
PARTICIPANT 2 (AB)
We will gain accreditation by different management development
agencies - again, responding to the needs of to be globally competitive
as a business school
PARTICIPANT 3 (RP)
I think if it is also possible to open higher educational institutions to
global standards of quality education
PARTICIPANT 4 (ML)
Foremost of which I think is the need to compete globally. We have a
big problem because the number of years of education we have so far
is less by a year at least
PARTICIPANT 5 (VF)
We’re the only country in the world that has a 10-yr Basic Ed
program-that's ridiculous!...a way to make up for the past loss that
we've had in terms of helping our young people, to really get them
prepared, so that when they finish Engineering & they go to another
country, they're not treated as technicians because they only had a 10-
yr Basic Education program.
A. PERSONHOOD (Exogenous)
3. EXEMPLARS:
From the Data Analysis & Coding: heroic, courageous, fearless, respectful, hopeful,
optimistic, positive mindset, compassionate, loving attitude, positive self-esteem, doer,
integrity, strength of character, patriotic, concern for others
From the Oxford English Dictionary (2020): a person or thing serving as a typical
example or excellent model.
From Journal Articles/ Literature: norm of professionalism, ethicality, academic
integrity, being a mentor, ethical exemplar, honesty, academic ethics, moral
reasoning, responsible conduct
Gray, P. W. & Jordan, S. (2012) Supervisors and Academic Integrity:
Supervisors as Exemplars and Mentors. Journal of Academic Ethics,10(4): 299-311
TABLE 12: CATEGORY EXEMPLARS PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: EXEMPLARS)
PARTICPANT 1 (RD)
Some people would like to define it as the 5c’s: Christian, competent,
confident, committed, and I think…yes the last one is concerned.
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PARTICIPANT 2 (AB)
If you know there are 4 pillars of success: self-awareness, love - a
positive loving attitude, ingenuity, heroic ambitions
PARTICIPANT 3 (CM)
he looks into his values and principles because the most important thing
about the leader is you cannot be a leader if you are not a leader unto
yourself. You cannot give unto others what you do not have.
PARTICIPANT 4 (DV)
has the passion…passion is the right term, the passion, the commitment,
the dedication - traditional characteristics
PARTICIPANT 5 (ML)
A person who has that charisma even to move people with diverse
interests, and backgrounds and experiences toward that one
vision…And I want to use that word again – the charisma, you must have
somebody with charisma – somebody who they can look up to..
4. PROFESSIONAL COMPETENCY:
From the Data Analysis & Coding: Good/ Effective communicator, effectivity, mindfulness,
cognitive competence, professionalism, professional skills, know-how, problem-solver,
intentional, self-aware, professional competence
From the Cambridge English Dictionary (2020): functional competence, behavioral
competence, the ability to do something well; Related words: skill, talent, ability, capability,
accomplishment, functional skills, specialty, acumen, endowment, accuracy, prowess
From Journal Articles/ Literature: Englefield, E., Black, S.A., Copsey, J.A., Knight,
A.T. (2019) Interpersonal competencies define effective conservation leadership.
Biological Conservation, 235, 18-26.
Although this study is within the discipline of the biological sciences, there is
relevance in terms of identifying leadership competencies contributing to effectiveness similar
to other sectors. The authors listed some of these leadership competencies that are found to
be effective across a broad range of other fields/ disciplines including in education. These are
described in their discussion but below they give a general description of what leadership
competencies are so the reader can gain better understanding (p.19):
Here, we define ‘leadership competencies’ as skills, behaviours, attitudes and judgements
that are required to guide individuals or groups towards a common goal. The term ‘qualities’
we apply more generally to refer to inherent characteristics that may be beneficial, neutral or
counter-productive to effective leadership (Black, et. al, 2011).”
Pires Da Silva, F., Jerónimo, H.M., Vieira, P. R. (2019). Leadership competencies
revisited: A causal configuration analysis of success in the requirements phase of
information systems projects. Journal of Business Research, 101, pp. 688-696
This article on leadership competencies deals with those related to management of
information systems (IS) projects and why these fails. Although the discussion of leadership
competencies is in a different field, the literature remains relevant in defining what leadership
competencies are as seen in their discussion below. The inclusion of a Leadership
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Competencies Framework (Dulewicz and Higgs, 2003) with 15 dimensions in 3 categories of
quotients is particularly useful to know (p. 690):
“The literature shows that leadership is a critical factor for the success of information
systems (IS) projects (Turner and Müller, 2005). Leaders should be able to establish and
maintain vision, strategy, and communication throughout the project by influencing, guiding,
monitoring, and evaluating the performance of their team.
The literature defines leadership in terms of individual traits and behaviors (Müller &
Turner, 2007). Dulewicz and Higgs (2003) developed a leadership competencies
framework that comprises 15 dimensions in three categories of quotients: intellectual (IQ),
managerial (MQ), and emotional (EQ). This framework emphasizes the skills and
characteristics that a leader needs to develop. The IQ category comprises critical analysis and
judgment, vision, imagination, and strategic perspective; MQ comprises resource
management, engaging communication, empowering, developing, and achieving; and EQ
comprises self-awareness, emotional resilience, intuitiveness, interpersonal sensitivity,
influence, motivation, and conscientiousness. This framework shows the importance of all
these categories, although EQ is the quotient most commonly associated with leadership
(Dulewicz, Higgs & Slaski, 2003).”
TABLE 13: CATEGORY PROFESSIONAL COMPETENCY
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: PROFESSIONAL COMPETENCY)
PARTICPANT 1 (AB)
Strategy to survive the changing environment will reflect ingenuity.
‘magaling ung critical thinking nya…’
PARTICIPANT 2 (CM)
you get into the act with a lot of strategic and critical judgment
PARTICIPANT 3 (RP)
matching the needs with what you can offer as a person based on,
also on your competency, your capabilities,
PARTICIPANT 4 (JDM)
I define leadership, a good type of leadership- if you have good
communication skills
PARTICIPANT 5 (DV)
. you have to be knowledgeable not only of the organization you are
actually leading
B. PRAXIS
5. CHAMPIONING VALUES & CHRISTIAN MORALITY:
From the Data Analysis & Coding: values crusader, moral evangelist, moral compass,
upholding morality and values, resisting/ fighting corruption, prioritizing values, strong sense
of morality & values, prioritizing/ upholding values education, recognition of service
*Values is defined in the core category section
From the Cambridge Advanced Learner’s English Dictionary & Thesaurus (2020):
Championing: (from root word ‘champion’)
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a person who enthusiastically supports, defends, or fights for a person, belief, right,
or principle; to support, defend, or fight for a person, belief, right, or principle enthusiastically.
Christian: of or belonging to the religion based on the teachings of Jesus Christ; someone
who believes in and follows the teachings of Jesus Christ; a person who follows or belongs
to a religion based on the worship of one God and the teachings of Jesus Christ as described
in the Bible
Cambridge Academic Content Dictionary: Christian
following or belonging to the Christian religion; if you describe a person or a person’s
actions, you mean that he or she acts according to Christian principles of goodness and
kindness toward others.
Morality: (from root word ‘moral’)
a set of personal, or social standards for good or bad behavior and character; the quality of
being right, honest, or acceptable;
From Cambridge Academic Content Dictionary: Morality
a personal or social set of standards for good or bad behavior and character, or the quality of
being right and honest.
From Journal Articles/ Literature:
Koka, S., Baba, K., Ercoli, C., Fitzpatrick, B., Jiang, X. (2019).
Leadership in an academic discipline. Journal of Dentistry. 87, pp. 40-44.
This journal article discusses the moral and ethical challenges faced by practitioners
in the field of dentistry specifically in prosthodontics where profitability may take prominence
over patient care and safety. However, these moral challenges can be applied to different
disciplines, even education so that what matters should be students first and what is beneficial
for them. This article verifies that with a ‘patient first’ policy (or ‘student first’, if applied to
education), as being the primary reason for the service, then economic sustainability can be
obtained through growth by referral, including extra benefits as high staff morale and low
turnover. The authors are advocating for morally uncompromising leadership for
effectiveness, where even the question of economics can be satisfactorily answered, in fact
with moral actions ‘intensifying’ sustainability. As one reads through the following statements
‘education’ or ‘students’ can be substituted for terms such as ‘clinical practice’ or ‘patients’
and these still remain relevant. The article also discusses other desirable leadership traits and
characteristics. The following are the discussions pertinent to morality and leadership
(pp.40,41, 43-44):
“Leadership in a clinical practice setting can present moral and ethical challenges. The
necessity to run a clinic at a profit, or to meet performance targets is accompanied by an
imperative to treat patients. If the primary ‘Why’ we are in practice is to be profitable then
one can see that leadership could assume the appearance of management, with the strategic
goal to sell more prosthodontic interventions. True leadership comes with a higher moral and
ethical obligation in the oral health care setting and demands a focus on patient needs to drive
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interventions and outcomes. The imperative for patient focus does not have to result in a
decline in profitability but rather can lead to an outcome of enduring sustainability.”
TABLE 14: CATEGORY CHAMPIONING VALUES AND CHRISTIAN MORALITY
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: CHAMPIONING VALUES & CHRISTIAN MORALITY)
PARTICPANT 1 (RD)
we have a mission to impart right values to our students
PARTICIPANT 2 (AB)
You can claim to be a religious person then your worldview is full of
limitations then you are not a very religious person
PARTICIPANT 3 (CM)
I think it goes down… it goes back to what the charism or what the gifts,
the Jesuits have…
PARTICIPANT 4 (ML)
You have also the concerns about the…of the church and pro-life
people…and I think they are also very valid concerns and so how to walk
the tight rope now…
PARTICIPANT 5 (VF)
It’s exciting to be in a La Salle school because it’s not simply a… we
don’t simply bring a very human element, we also bring a spiritual
element into our educational endeavours, and God is very much a part
of what we’re doing.
6. EDUCATIONAL REFORM:
From the Data Analysis & Coding: current contextual relevance, call for social responsibility
and action, patriotism, transformative agenda, education for national development, programs
for better educational access, inclusion of marginalized communities, implementation of
educational innovations, recognition of service for education, involvement in national affairs,
community involvement to address social needs
From RAND.org:
Education reform comprises any planned changes in the way a school or school system
functions, from teaching methodologies to administrative processes.
From the Oxford Bibliographies: Education Reform and School Change. Introduction.
(Hargreaves, A., Stone-Johnson, C., & Kew, K.L., 2016)
Educational change is a central topic of inquiry in education, and also a recognized field of
study, so that there are journals and special interest groups devoted to this topic and field. In
the introduction to this bibliography the authors discussed the field of educational change/
reform as follows enumerating what it encompasses:
“In the past, eagerness about what to change overlooked the complex processes of how people
changed or failed to change in practice. The field therefore addresses and analyzes deliberately
designed as well as implicit and unintended processes of educational change, such as
innovation, implementation, improvement and resistance; the forces that drive change
externally in policy and society and internally within schools and classrooms; the
orchestration by and impact of change on its various agents, such as teachers, students,
parents, and leaders; the experience and articulation of change across various educational
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domains such as pedagogy, curriculum, and assessment; and the evolution of change
processes and change strategies over time, as well as their geographical distribution and
variation across different systems and countries.”
From Journal Articles/ Literature: The Oxford Business Group (OBG)
(This article is from the Education chapter of The Report: The Philippines 2017)
Education Reform in the Philippines aims for better quality and more access
(Introduction)
The Philippine education system has evolved over hundreds of years of colonial occupation,
first by Spain and then by the US, through martial law and the people’s power revolution that
brought democracy to the sprawling archipelago. The education sector’s development has
mirrored the changes in the country’s administration. Today the focus is on expanding access
and ensuring more Filipinos receive a decent basic education, as a means of reducing poverty
and improving national competitiveness. The World Bank notes that in other countries such
initiatives have brought “large economic benefits”. The K-12 reform was introduced in 2016
and funding was increased, easing concerns that its implementation would be hindered by
limited resources and winning over new President Rodrigo Duterte, who was initially sceptical
about the plan.
Despite these successes and President Duterte’s commitment to socio-economic issues as his
policy priorities, the education system continues to struggle with deep inequalities. Quality
also remains a concern. Addressing these problems will require a continued commitment to
increased funding for education, and an efficient mechanism to ensure the money is spent in
the most effective manner.
The Philippines has embarked on education reforms that it considers crucial to its economic
development, bringing its school system into line with international standards and seeking to
open up its higher education sector to more people, while supporting R&D that will raise its
academic profile and bring lasting benefits to the country.
The government had to overcome substantial opposition to introduce K-12, a sign of its
determination to bring lasting change, but sustained funding to support the increased demand
on resources will be crucial if these bold reforms are to be a success.
* The Group publishes authoritative reports and online economic briefings covering 34 countries around the world. OBG offers comprehensive and accurate analysis of macroeconomic and sectoral developments, including banking, capital markets, tourism, energy, transport, industry and ICT.
Nebres, B. (A speech on “Schools of the People as a Philosophy of Education for the 21st
century, cited in Colinares, 2010, pp.9-28)
Nebres spoke on how problems in mathematics education should be addressed but his analysis
of what ails this area of education can apply to the system in general as he took into account
the social context of Philippine schools. Reform must address both macro and micro-problems
in order for the education sector to be successful in this endeavor. He states:
161
“The improvement of (mathematics) education in developing countries such as those
in Southeast Asia requires continuing improvement of teacher-training, curriculum, textbooks
[the internal concern of (mathematics) education]. However, their improvements is only
possible if (mathematical) education has enough space and freedom (within the pressures of
economics, culture, organization of education) so as to be able to plan and implement. It is
the experience of developing countries that pressures from other structures of society
(economic, political, cultural) are often too strong for the system of (mathematics) education
to work realistically on its internal concerns” (pp. 12-13).
TABLE 15: EDUCATIONAL REFORM PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: EDUC REFORM)
PARTICPANT 1 (CM)
Ateneo for the greater part already recognized even before the President
came into the presidency and you know, asking or trying to become a
reformist president. Ateneo has already been part and parcel of all these
activities even before any reform-minded President says… (leadership)
knowing the priorities, what are the areas to pursue, what kind of
education and programs you would like to put in.
PARTICIPANT 2 (RD)
if we want to change this we have got to go to the roots and transform
basic education. So that would be the primary education.
PARTICIPANT 3 (DV)
they have been saying it has long deteriorated so we are doing something
really to respond to the demand of restoring if we could call it restoring,
the quality of education
PARTICIPANT 4 (RP)
For example, in business if you are in the business of Higher Educ in
Business, I think we should develop more models that are into entrepre-
neurship, or small and medium enterprises, rather than developing
models that are just patterned after Europe or U.S.
PARTICIPANT 5 (ML)
We have to put money into research, research and development,
particularly in Science & Technology…Education has to be the highest in
the percentage of the budget because it’s got… based on the Constitution
7. INSTITUTIONAL DIFFERENTIATION:
From the Data Analysis & Coding: institutional positioning, differentiating from other
institutions based on program/ course offerings/ extra-curricular programs, upholding of
institutional values, differentiating on institutional role, differentiating based on charism,
differentiation based on institutional partnerships & community-programs
From the Cambridge English Dictionary (2020): the act of differentiating:
the process of becoming or making something different:
From Journal Articles/ Literature:
Rawlings, C.M. & Bourgeois (2004) The complexity of institutional niches:
Credentials and organizational differentiation in a field of U.S. higher education.
Poetics (32,6), 411–437
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The authors discussed the differentiation aspect in this article where they refer to the
“differentiation of social fields as the complex bundling of multiple orders of categories within
specific institutional and organizational regimes. In so doing they hoped to build on the
theoretical insights of field theory and in particular Bourdieu’s assertion that fields should be
seen ‘as a system of differences, differential deviations, allow[ing] the most fundamental
social differences to be expressed’ (1984: 226). They draw upon the spatial metaphor of the
niche for describing the formation of patterns of differentiation. Initially employed
sociologically in ecological perspectives on organizations, the niche concept has often been
used to explain how social entities compete in a manner akin to species—namely, by carving
spaces out of particular resource domains (Carroll, 1985; Carroll and Hannan, 2000; Hannan
and Freeman, 1989; McPherson, 1983). The authors follow constructivist logic by
considering institutional differentiation as a complex process wherein multiple layers of
categorization come together to form niches within institutional regimes. Specifically, they
analyze the emergence and organizational differentiation of a single field of credentials in
U.S. higher education, and the extent to which this process is embedded in symbolic boundary
maintenance at multiple levels. With the study they hoped to add further empirical weight to
these theoretical statements, all of which suggest academic credentials are relationally
meaningful institutional categories that reinforce important symbolic boundaries and status
distinctions.
Iannelli, C., Gamoran, A. & Paterson, L. (2018). Fields of study: Horizontal or vertical
differentiation within higher education sectors? Research in Social Stratification and
Mobility. (57), 11-23.
The authors tackled vertical and horizontal differentiation in higher education, which
suggests to the present researcher that this category has two aspects . They wrote the
following, describing vertical and horizontal differentiation (p.12):
“In a seminal paper on the organizational structure of schooling, Sørensen
(1970) distinguished between vertical differentiation, intended to reduce the variation within
an instructional unit in students’ capacities for learning, and horizontal differentiation,
designed to reduce the scope of knowledge that students were expected to master. Sørensen
offered age-grading as an example of vertical differentiation and curriculum differentiation
as an example of horizontal differentiation.
Roksa, J. (2008). Abstract. Structuring Access to Higher Education: The Role of
Differentiation and Privatization. Research in Social Stratification and Mobility 26,
57–75
This is how this study on the role of differentiation and privatization with regard
to access to higher education in the U.S. defines the term:
“Differentiation, which denotes the presence of community colleges (in the U.S.), has a
democratizing effect: it increases overall enrollment in postsecondary institutions as well as
decreases the gap in enrollment between students from different social strata. Moreover,
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contrary to the diversion hypothesis, differentiation does not disproportionately divert
students from less privileged family backgrounds from 4-year institutions. Differentiation
does, nevertheless, divert another group of students: those with lower test scores.”
TABLE 16: CATEGORY INSTITUTIONAL DIFFERENTIATION
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: INSTITUTIONAL DIFFERENTIATION) How is the institution different from others/ What makes it different
PARTICPANT 1 (RD)
so in the La Sallian context, we talk about faith, we talk about service,
we talk about communion, bringing a 'faith' view into what we are doing,
It's not simply teaching or it's not simply getting a degree.
PARTICIPANT 2 (AB)
‘Mulat diwa’ programs started, simply what it literally means is ‘giving
consciousness’ for our students to understand and it's part of the
differentiation, what makes us different
PARTICIPANT 3 (DV)
Aside from integrating it (Leadership) with all academic disciplines, we
also have programs to develop the leadership potentials of students via
the extra-curricular activities, or the extra-curricular programs &
through the Office of Student Affairs (OSA)
PARTICIPANT 4 (RP)
I think our curriculum is basically more, more…you can say responsive
to the practitioners…courses that really respond to those that are…I
would say on the trenches or those who are really on the frontlines
PARTICIPANT 5 (JDM)
one of the advocacy of UP Education is for nationalism
8. INSTITUTIONAL IDENTIFICATION AND VALUING
From the Data Analysis & Coding:
Identification: Catholic identity, identifying with the academic institution, clear identity and
mission alignment, agreement with institutional goals and objectives, identifying graduate’s
role in society, student & faculty embracing institutional vision-mission, pride in institutional
achievements, pride in and valuing of institutional legacy, life-long institutional commitment,
valuing institutional leadership, valuing institutional programs & partnerships, valuing
uniqueness of educational programs and innovations, valuing institutional ‘calling’/ vision-
mission
From the Cambridge Business English Dictionary (2020):
Identification- the process of recognizing someone or something, and stating or proving who
or what they are
From Webster’s Essential Mini Dictionary (Cambridge University Press)
Identify with – to feel that you are similar to someone and can understand them or their
situation.
From Merriam-webster.com
Identify with- : to think of (something) as being the same as (something else); to think of
(someone) as being very closely associated with (something); to think of oneself as
having the same problems and feelings as someone.
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From Cambridge Advanced Learner’s Dictionary & Thesaurus:
Valuing (verb/action) – showing the importance or worth of something or someone; showing
how useful or important something is; to consider something important
From Cambridge Academic Content Dictionary:
Importance, worth or benefit; to state the worth of something; to consider something as
important and worth having; to consider something important or good
From Journals Articles/ Literature:
Rodriguez, G. C., Román, C.R., & Zúñiga-Vicente, J.A. (2019). The relationship
between identification and loyalty in public university: Are there differences
between (the perceptions) professors and graduates? European Research on
Management and Business Economics, 25, 122-128.
The aim of the research is on the one hand, to see what kind of relationship there can
be between identification and loyalty of professors and graduates and on the other hand, to
explore the possible existence of significant differences in the perception of this relationship
between professors and graduates. They reason that identification and loyalty are vital so as
not to lose competitiveness. The concept of identification is defined as follows (p.123):
“The identification and stakeholder relationship is a mechanism of maximum union
between the organization and the stakeholder resulting from a voluntary, active and selective
relationship, maintained by the stakeholder, with the purpose of satisfying one or more of
his/her personal characteristic needs that generate commitments with the organization,
helping him/her to achieve its objectives (Sen, Johnson, Bhattacharya, & Wang, 2015).
Besides, this cognitive state will influence the affective states of the different stakeholders
with respect to the organization, and their subsequent behaviour towards the organization
(Wolter, Bock, Smith, & Cronin, 2017). The identification of stakeholders with a type of
organization, such as the university, is produced when they perceive and feel that the
distinctive and differentiating features of the organization are self-defined and correspond to
their own, generating behavioural intentions (Ali et al., 2016, Ashforth and Mael, 1992).”
TABLE 17: CATEGORY INSTITUTIONAL IDENTIFICATION AND VALUING
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: INSTITUTIONAL IDENTIFICATION AND VALUING) What the institution is about, what are its programs
PARTICPANT 1 (RD)
As a Catholic educational institution (we impart values) this is more
specific: the Gospel values, then more specifically the La Sallian
values (Religio, Mores, Cultura)
PARTICIPANT 2 (AB)
We now have 2 Masters in Management programs which is the same
as AIM. We got it lock, stock and barrel from AIM but we changed it
because we knew that there are areas of improvement
PARTICIPANT 3 (DV)
We are a Teacher Education university… see if PNU can make really
a difference, in terms of quality Basic Education
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PARTICIPANT 4 (CM)
Ateneo has always been a champion for improving basic education
because Ateneo believes in the fundamentals.
PARTICIPANT 5 (VF)
Benilde is a school for right-handed kids - those who are talented
differently. These are not your regular accountants and engineers,
you know.
9. PEOPLE EMPOWERMENT:
From the Data Analysis & Coding: collaborative, people-person, service-oriented,
community-oriented/ involved, capacity builder, inspirational, valuing people, equipper,
investing in human resources
From the Cambridge English Dictionary (2020): the process of
gaining freedom and power to do what you want or to control what happens to you;
Cambridge Business English Dictionary: the process of giving a group of people more
freedom or rights.
From Journal Articles/ Literature:
Cheong, M., Yammarino, F.J., Dionne, S.D., Spain, S.M., Tsai, C-Y. (2019).
Introduction. A review of the effectiveness of empowering leadership. The
Leadership Quarterly, 30, 34-58.
This article is a review on the effectiveness of empowering leadership and defines this style
of leadership in the following manner (p.34):
“Scholars define empowering leadership as a process of sharing power, and allocating
autonomy and responsibilities to followers, teams, or collectives through a specific set of
leader behaviors for employees to enhance internal motivation and achieve work success
(Ahearne, Mathieu, & Rapp, 2005; Amundsen & Martinsen, 2014a; Arnold, Arad, Rhoades,
& Drasgow, 2000; Sharma & Kirkman, 2015; Sims Jr, Faraj, & Yun, 2009; Strauss, 1964).
The concept of empowering leadership has been developed in line with a stream of positive
scholarship (Fineman, 2006; Spreitzer, 1995; Spreitzer & Doneson, 2005) and, as a
consequence, the returns of empowering leadership are often claimed to be mostly beneficial,
humane, and virtuous (Chen, Sharma, Edinger, Shapiro, & Farh, 2011; Srivastava, Bartol, &
Locke, 2006; Vecchio, Justin, & Pearce, 2010; Yun, Cox, & Sims Jr, 2006; Zhang & Bartol,
2010).”
Yu, M., Vaagaasar, A.L., Müller, R., Wang, L., & Zhu, F. (2018). Empowerment the
key to horizontal leadership in projects. International Journal of Project
Management, 36, 992- 1006.
Bill Gates’ famous quote “As we look ahead into the next century, leaders will be
those who empower others’’ (cited in Kruse, 2013) rings truer now more than ever. There is
such an increasing need to collaborate and work together with others, often across disciplines
in order to achieve goals so that empowering others to do their tasks and contribute to the
same vision/ goals is beneficial to all. This process as part of effective leadership is relevant
166
in the discussion and is defined in the article on empowering horizontal leaders situated in
project management contexts (pp.992,994):
“The concept of empowerment has been a part of organizational science for more than
50 years and has gained massive attention, as it has been suggested to provide benefits at
individual and organizational level, enhancing the performance of individuals, teams (Carmeli
et al., 2011) and organizations (Stewart et al., 2012). Empowerment was also found to have a
number of positive effects for employees, for example enhancing their well-being and positive
attitudes of various kinds related both to themselves, their work situation and the organization
they work with (e.g. Harris et al., 2014).
Empowerment is often equated with delegation of decision power from leaders to
subordinates. It can be defined as “a practice, or set of practices involving the delegation of
responsibility down the hierarchy so as to give employees increased decision-making
authority in respect to the execution of their primary work tasks” (Leach et al., 2003, p. 28).
As this focuses on conditions and structures in the organization that help sharing of power,
decision making, and control over resources, it is often labeled structural empowerment.
These conditions can also serve as indicators of empowerment (Kanter, 1977; Kirkman and
Rosen, 1999; Spreitzer, 2007).
Another form of empowerment relates to the enabling of subordinates to take on
responsibility. Enabling implies motivating through enhancing personal efficacy (Conger and
Kanungo, 1988). This is a form of psychological empowerment. It refers to employee
perception of themselves as having competence, autonomy, and impact, as well as their
experience of meaningfulness in their work (cf. Z. Chen et al., 2007; Maynard et al., 2012; G.
Chen et al., 2007).”
TABLE 18: CATEGORY PEOPLE EMPOWERMENT
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: PEOPLE EMPOWERMENT)
PARTICPANT 1 (RD)
to be considered great they must be able to provide that kind of
program that will ensure that when our…by the time the graduates get
out of here - they are fully equipped...
PARTICIPANT 2 (AB)
like the concept 'win-win', and where there's respect for others. Both
of you become winners
PARTICIPANT 3 (CM)
Provide some kind of mirror to these people about who they can be and
what they can become. In other words, you provide some kind of a slide
for these people to see where they're supposed to go and help them
develop and understand who they are as persons
PARTICIPANT 4 (JDM)
It goes beyond purely information knowledge to your students…you
consider your students members of the group, you have to lead them,
you have to motivate them, to show them how to do these things
PARTICIPANT 5 (VF)
There’s so much that can be done in order to help our people to become
the best that they can be
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10. STRATEGIC COLLABORATION:
From the Data Analysis & Coding: social adeptness, relational competence, strategic
relations, strategic alliances, collaborative partnerships, mutually beneficial partnerships,
strong relationships, establish linkages, good links with industries
From the Cambridge English Dictionary (2020):
Strategic - relating to the way in which an organization, country, etc. decides what
it wants to achieve and plans both actions and use of resources over time to do this;
Collaboration - the situation of two or more people working together to create or achieve
the same thing: the act of working together with other people or
organizations to create or achieve something.
From web articles: Strategic collaboration: A springboard to business growth
Jennique consulting (medium.com, 2016, par. 1 & 2) gives the following definition:
“Strategic collaboration simply put could be said to be an agreement for cooperation among
two or more independent bodies to work together toward a common goal. It may also be
defined as a situation where two or more businesses agree to embark on certain lines of actions
or engage in certain activities in order to achieve certain goals and objectives of mutual benefit
to the parties involved and ultimately create value for their audience while they remain
independent organizations.”
From Journal Articles/ Literature
Liew, M.S., Tengku Shahdanb, T.N. , Lima, E.S. ( 2012 ) International Conference
on Teaching &Learning in Higher Education (ICTLHE 2012) in conjunction with RCEE &
RHED 2012 Strategic and Tactical Approaches on University - Industry Collaboration
Procedia - Social and Behavioral Sciences 56, 405-409
This journal article deals with the strategic collaboration done by a Malaysian university
(Universiti Teknologi Malaysia) to engage in more productive outcomes with industry
where factors for success were spelled out and what aspects are involved including different
possible forms of collaboration. What is intended is for more applicability of research done
by the university that will contribute to company productivity or efficiency including
transfer of technology or know-how to the industry. The authors discuss these as follows
(pp.405-406):
“A successful university and industry collaboration needs to involve a dedicated project
champion to manage the collaboration and to keep the relationship on-going at all
times. The success factors will depend largely on the strategic and tactical approaches
made by the university as one of the party or collaborators. This paper provides a
commercial approach which may be adopted by the university in propagating the
collaboration resulting in a win-win situation for both collaborators. First, the collaboration
in a strategic sense between the university and the industry can be shaped in ways such
as research, research consultancy, staff attachment, student internship, student placement,
examination of student scholastic achievement, and etc. The second stage is now known as
tactical aspect of the collaboration. The tactical aspect must address at least 3 aspects;
168
personnel, finance and facilities, and a thorough implementation plan for both parties.
Milestones must be set to ensure that the support level is optimized so that the action plan and
successes arising from the plan are constantly monitored and adjusted if necessary
University-industry collaborations (UIC) have been the staple of development in science
and technology and as such, exist through many forms of collaboration. Collaborations
can take the form of differing levels of engagement; ranging from traditional forms of
engagement such as internships, and publications of results to more holistic forms of
engagement such as IP’s (intellectual property) and research consultancies. However, the
success of a relationship between the industry and universities are subjected to open
interpretation depending on the parameters of measure. Previous research have indicated
parameters of measurement which included the increased number of publications while some
others took claim to the number of IP patents being filed for. While they may account for a
certain weight age of the overall university’s Key Performance Indicators (KPI), they may not
necessarily reflect the success of the collaboration with the industry.”
Albats, E., Bogers, M., & Podmetina, D. (2020). Companies’ human capital for
university partnerships: A micro-foundational perspective. Technological
forecasting and social change, 157, 1-15.
The authors did 10 qualitative studies on the how individual manager-level characteristics
facilitate company collaboration with strategic partners as universities. They identify how
companies’ human capital helps overcome barriers and enhance the drivers of university–
industry collaboration. They propose a two-dimensional framework consisting of companies’
human capital components and their managerial roles for university partnerships—attitudinal,
relational, and cognitive—to guide future research on human capital in the context of
university–industry strategic partnerships. These authors also used the MGT approach. They
define partnerships/collaboration in the discussion below (pp. 1-2).
“University–company partnership is mostly considered by the literature as a knowledge
transfer process (Mowery et al., 1996; Villani et al., 2017) and as a part of companies’
knowledge-sourcing strategy to achieve competitive advantage (Laursen and Salter, 2004;
West and Bogers, 2014).”
Haddad (2002, p. 29) defines a strategic partnership for technological change as “a goal-
focused collaboration involving two or more parties operating with equal influence and
mutual respect, in which they jointly plan each step of the innovation process.” Lam (2014,
p. 138) describes a strategic partnership between universities and firms from a firm
perspective as a “special organizational and career arrangement” called to “forge long-term
multi-dimensional ties and trusting relationships with selected research universities.” These
ties, according to Lam (2011, 138), take the forms of “joint projects and hybrid research units”
in order to “breakdown the cognitive and institutional barriers between the two sectors and to
stimulate active collaboration with university scientists at the bench working level.” Lam
(2011, 138) also mentions the role of learning during the process, as well as of specific,
tailored human capital in defining strategic university partnerships: “firms seek to develop a
pool of human resources, the ‘linked scientists,’ whose work roles and careers span the two
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sectors and are capable of linking Mode 1 scientific knowledge to Mode 2 industrial problem-
solving.”
TABLE 19: CATEGORY STRATEGIC COLLABORATION
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: STRATEGIC COLLABORATION)
PARTICPANT 1 (ML)
Government partnership with private groups, individuals, maybe
that’s the way
PARTICIPANT 2 (VF)
look at the big meetings we've been having not only at the school level
but at the district level for the La Sallian school network in the Phils
regarding the constant challenge in terms of what we call ‘formation’
PARTICIPANT 3 (AB)
Partnering with different universities – top schools in foreign nations
PARTICIPANT 4 (RP)
we have a tie-up for those who also wanted to go into international
exposure, a tie-up with ESCA in France
PARTICIPANT 5 (DV)
the process of working with and through people to achieve
organizational effectiveness;
top calibre universities have already established good relationships
and linkages w/ industries
C. Further Abstractions
11. BUILDING HUMAN RESOURCES/ CAPITAL:
From the Data Analysis & Coding:
Abstracted from: investing in human resources, capacity building, continuous professional
development, upskilling, human capital development, people optimization/ maximization,
people empowerment, professional competencies, developing human resources
From the Cambridge Business English Dictionary (2020):
“Employees and all of the knowledge, skills, experience, etc. that they have, which makes
them valuable to a company or economy.”
From Wikipedia.org: Human capital
“the value that the employees of a business provide through the application of skills, know-
how and expertise. Human capital is an organization's combined human capability for
solving business problems and exploiting its intellectual property. Human capital is inherent
in people and cannot be owned by an organization. Therefore, human capital can leave an
organization when people leave, and if the management has failed to provide a setting where
others can pick up their know-how. Human capital also encompasses how effectively an
organization uses its people resources as measured by creativity and innovation.”
From Investopedia.com: (Kenton, W., 2019. What is Human Capital?)
“Human capital is an intangible asset or quality not listed on a company's balance sheet. It
can be classified as the economic value of a worker's experience and skills. This includes
170
assets like education, training, intelligence, skills, health, and other things employers value
such as loyalty and punctuality.
The concept of human capital recognizes that not all labor is equal. But employers can
improve the quality of that capital by investing in employees—the education, experience,
and abilities of employees all have economic value for employers and for the economy as a
whole.
Human capital is important because it is perceived to increase productivity and thus
profitability. So the more a company invests in its employees (i.e., in their education and
training), the more productive and profitable it could be.”
From Journal Articles/ Literature:
Subramony, M., Segers, J., Chadwick, C., Shyamsunder, A. (2018) Leadership
development practice bundles and organizational performance: The mediating
role of human capital and social capital. Journal of Business Research 83,
120-129.
The article focused on how leadership development programs (LDPs) impact organizational
performance based on testing two LDP bundles: a differentiating and integrating one with
human and social capital as mediators. The definition of human capital based on this study is
given below (p.122):
“human capital is a shared organization-level construct emerging from individual-level
knowledge, skills, abilities, and other characteristics (KSAOs) through composition
processes. Specifically, emergence-enabling processes and states such as task complexity
(e.g., the extent to which the task requires individuals to coordinate efforts), shared climate,
and organizational learning systems help bundle and amplify these KSAOs to create
organization-level human capital resources (see Ployhart & Moliterno, 2011).
a macro view of human capital suggests that it is an organization level resource that can be
accumulated or depleted (Crook, Todd, Combs, Woehr, & Ketchen, 2011; Ployhart, Nyberg,
Reilly, & Maltarich, 2014).”
Albats, E., Bogers, M., & Podmetina, D. (2020). Companies’ human capital for
university partnerships: A micro-foundational perspective. Technological
forecasting and social change, 157, 1-15.
The authors of this study focus on how human capital at the micro-level impacts on the
strategic partnerships of universities and companies as most studies involve social capital. The
authors also used an MGT approach. The following is how they defined human capital (p.3):
The human capital concept is grounded in economics and frames the nature of human
labor as a resource within inter-organizational transactions, represented by individual
characteristics, such as skills and abilities, knowledge, education, experiences (Goldin, 2016;
Schultz, 1962; Smith, 1976), and personal characteristics (Becker and Tomes, 1986). Given
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the bridging role of human capital in inter-organizational relations (Hitt et al., 2007), we seek
to understand how individual characteristics enable and facilitate firm–university
partnerships.
TABLE 20: CATEGORY BUILDING HUMAN RESOURCES AND CAPITAL
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: HUMAN RESOURCES /CAPITAL)
PARTICPANT 1 (RD)
provide that kind of program that will ensure that when our…by the
time the graduates get out of here they are fully equipped not just
intellectually but also morally, emotionally, psychologically to
confront and take on the problems of Philippine society
PARTICIPANT 2 (AB)
Understand the societal environment in the Philippines. What does
the market want? If you’re offering MBA- what does the industry
need? You can provide that. Who are the people you can work with?
PARTICIPANT 3 (RP)
Making sure that the educational and operational aspect of that
education will provide them with that competency so that they can be
more effective individuals in their respective workplaces.
PARTICIPANT 4 (DV)
We are also encouraging the faculty to take the initiative to develop
themselves – so it’s not just the mandate of top management.. we are
encouraging people to invest in their development, since they will be
the one to benefit also from that. While the community or the
education sector will benefit from that development then we ourselves
will also benefit from such
PARTICIPANT 5 (JDM)
. Of course, it will also require pushing for individuals to take up
Education, to become would-be teachers in the future.
12. BUILDING INTELLECTUAL CAPITAL
From the Data Analysis & Coding:
Abstracted from the ff. categories: capacity building, building human resources, investing in
human resources, people optimizing/ maximization, people empowerment, professional
(cognitive) competencies, building human capital, investing in human capital development,
human capital development, development agenda
From the Cambridge Business English Dictionary (2020):
The value of all the knowledge and ideas of the people in an organization, a society, etc.
From businessdictionary.com
“Collective knowledge (whether or not documented) of the individuals in an organization or
society. This knowledge can be used to produce wealth, multiply output of physical assets,
gain competitive advantage, and/ or enhance value of other types of capital. Intellectual capital
is now beginning to be classified as a true capital cost because (1) investment in (and
replacement of) people is tantamount to investment in machines and plants, and (2) expenses
incurred in education and training (to maintain the shelf life of intellectual assets) are
equivalent to depreciation costs of physical assets.
From Investopedia.com: (Chen, J., 2019. What is Intellectual capital?)
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“Intellectual property is the value of a company or organization's employee knowledge,
skills, business training or any proprietary information that may provide the company with
a competitive advantage. Intellectual capital is considered an asset, and can broadly be
defined as the collection of all informational resources a company has at its disposal that can
be used to drive profits, gain new customers, create new products or otherwise improve the
business. It is the sum of employee expertise, organizational processes, and other intangibles
that contribute to a company's bottom line.
Some of the subsets of intellectual capital include human capital, information capital, brand
awareness, and instructional capital.
From Journal Articles/ Literature:
Villar, C. speech on Accreditation (with implications for investing in intellectual capital)
“Institutional Accreditation: Enhancing the Quality of Institutions”
(cited in Colinares, N., 2010, 21st c Trends, Issues, and Challenges in Philippine Education)
Recognizing the need for quality education in higher education institutions, Villar states:
“It is through our SUCs (state universities and colleges) that our young people hope to gain
access to good education at affordable costs. This makes it even more imperative for the SUCs
to maintain their quality of education…and the accrediting agency helps to ensure that our
institutions for higher learning are able to deliver the quality of education needed by our
graduates to make them competitive within our national boundaries and beyond. ..The
AACCUP’s role in ensuring that our SUCs remain competitive and relevant is very important
in the light of increasing global competitiveness. This is imperative because no country can
succeed without educating its people, education is key to sustaining growth and reducing
poverty…Education is a key investment to break the cycle of poverty and provide people with
opportunities” (pp.52-53)
Ricafort, N. “Translating Education to Sustainable Development” (former CHED
Commissioner speech cited in Colinares, N., 2010) on investing in our intellectual capital to
be able to sustain development in a globalized world:
“We are now in a highly competitive world where macro-thinking is being utilized with
information and communication technology playing key roles in both the economic
development and government functions. The scope and depth of information we gather,
affects the daily decisions we make from the simplest household chore, to the more complex
world of governance, academe and business. Indeed, technology has changed for the better
the way we work and live. This unprecedented advancement in science and technology has
brought significant changes in the landscape of higher education.
In keeping pace with these developments and challenges, higher education is required to play
a critical role to directly respond to these emerging realities. These brought about the
increasing demand for equivalency and accreditation of knowledge, skills and competencies
with the provision of life-long learning opportunities. In short, what counts now is what a
person knows and what he can do (intellectual capital). The schools where they graduated
or trained becomes a secondary element. Multi-skills and the ability to shift competencies are
the requirements of the current times” (pp.91-92). (parenthetical phrase added)
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TABLE 21: CATEGORY. BUILDING INTELLECTUAL CAPITAL PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: BUILDING INTELLECTUAL CAPITAL)
PARTICPANT 1 (RD)
One, is to provide the highest possible level of academic quality of
education to our students
PARTICIPANT 2 (RP)
I think we have to develop programs, processes and also assessment. I
think very importantly to define certain tools to make sure that we are
really evaluating whether we are really achieving our goals and that is
for the students to learn certain competencies or certain value
systems…. I think that the main consideration or rethinking now is
focusing on how to make sure that outcomes are achieved
PARTICIPANT 3 (VF)
the new programs, the latest program we have opened is on gaming
design &….it's computer games and it can open up a lot of doors for
young people who don't even have to leave the country. They can be
here, work from here, &now with the technology, in terms of
communication, it's very possible & because our young people are so
talented. They’re so creative…
PARTICIPANT 4 (ML)
To make them think critically, you would have to allow them to ask
questions. Some of the questions might be funny questions, the wrong
questions, you might even think. If you don’t make them ask, give them
a chance to ask questions, how's that? How will you shape that skill?
PARTICIPANT 5 (DV)
A great educational leader does not end studying. There is no end to
studying, there is no end to doing research then making use of the
findings of research as a potent opportunity for developing a more
relevant program in the field of education
13. VALUE- PROPOSITIONING (of Institution):
From the Data Analysis & Coding:
- employing competent & exemplary faculty, administrative staff, academics within the
institution, those with outstanding professional competencies (i.e. PhD’s) & providing/
expecting continuing professionalization and upskilling, as well as those who exhibit
achievement motivation
- introducing educational reform and innovative programs within the institution
- seeking high level of accreditation (local & global)
- pursuing strategic collaboration with other institutions, agencies, industries (local &
global)
- empowerment of stakeholders including faculty and students
From Investopedia.com (2019): refers to the value a company promises to deliver to
customers should they choose to buy their product. A value proposition can be presented as
a business or marketing statement that a company uses to summarize why a consumer
should buy a product or use a service.
From BusinessDictionary.com: Value proposition
an analysis or statement of the combination of goods and services offered by a company to
its customers in exchange for payment.
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From Journal Articles/ Literature:
Trkman, P. (2019). Value proposition of business schools. The International Journal
of Management Education (17), 1-11.
A paper investigating the implicit value proposition of business schools. It first reviews past
literature on the value of business schools and then attempts to explain additional, often
neglected, value propositions of teaching and research. The author notes that only a
profound understanding of the implicit parts of the value proposition can help guide the
transformation of existing business schools or help develop their alternatives in such a way
that achieves sustainable improvements for students, academics, and society as a whole.
(Abstract)
The general explanations of the value proposition of business schools [include] (e.g.,
improved knowledge and learning problem-solving skills) (Trkman, p.2).
“the value created for users by an offering based on technology (Chesbrough, 2010). A
remarkable value proposition focuses on jobs, pains, and gains that matter to customers and
achieves those exceedingly well (Osterwalder, Pigneur, Bernarda, & Smith, 2014). It is vital
to identify how the organization helps customers perform a specific job that alternative
offerings do not address (Demil & Lecocq, 2010). The value proposition dimension contains
a portfolio of solutions for customers and how they are offered (Clauss, 2017) (cited in
Trkman, p.3)”
TABLE 22: CATEGORY VALUE PROPOSITIONING PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: VALUE PROPOSITIONING)
PARTICPANT 1 (RD)
The University must set up a curriculum that is targeting in some way,
that has a bearing on reduction of poverty. Specifically, even if we say
we are teaching art, literature or music - we should teach it in a way
that our students see a way how to connect it, how to put an end to
poverty and corruption
PARTICIPANT 2 (CM)
I think the gift of the Jesuits is that they require you to become more
embedded, more strengthened in the basics, &more strategic and
critical minded. Yun bang marunong mag-isip…
PARTICIPANT 3 (ML)
Former DLSU President Bro. Armin Luistro said we have to stick to it
because it's supposed to be our La Sallian stamp of education. If
students are able to think for themselves, ask the right questions, even
if they don’t know everything that we wanted to tell them in the
classroom, on their own they will discover that, because they're asking
questions.
PARTICIPANT 4 (JDM)
in UP there is what we call the RGEP (Revitalized General Education
Program), which used to be the, simply the GE (Gen Education)
Program before And it is a mandate that those who would be teaching
and handling these courses are senior faculty…. they have their MA
and their PhD
PARTICIPANT 5 (DV)
the OSA also has a well-defined leadership program package for
students
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D. CORE Categories
14. VALUES-BASED
From the Data Analysis & Coding: Abstracted to a large extent from the following categories:
• Exemplars
• Achievement Mindset
• Championing Values and Christian Morality
• People empowerment
• Strategic Collaboration
From the Cambridge English Dictionary (2020): Values
“the principles that help you to decide what is right and wrong, and wrong and
how to act in various situations”;
From the Cambridge Business English Dictionary:
“the beliefs that people have about what is right, wrong and most important in life, business,
etc. which control their behavior”.
From Oxford Languages: “a person's principles or standards of behavior; one's judgment of
what is important in life”.
From Journal Articles/ Literature:
Andres, T. (1981): “A very important characteristic of values is bipolarity. This means that a
value in its deepest structure never goes alone but is accompanied by a counter-value. To
every value is a counter value. Every Filipino value has a positive polarity and a negative
polarity…The need to clarify our values is based on the belief that values are personal matters
and that they cannot be of much significance unless they penetrate our lives. Our values are
true values if we will act upon them with pattern, consistency, and repetition because they
have been freely chosen by us after consideration of the consequences of each alternative.
Furthermore, a true value is prized and cherished and publicly affirmed” (pp. 8 & 9).
Thompson, J. (2012). Transformational leadership can improve workforce
Competencies. Nursing Management - UK, 18(10), 21-24.
“Values are a means of influencing behaviors without the need to resort to formal
structures, systems, strategies, or control mechanisms”
Hofstede, G. (2001). Culture’s consequences: comparing values, behaviors, institutions
and organizations across nations.
“Values are held by individuals as well as by collectivities…A value is a broad tendency
to prefer certain states of affairs over others”. Citing Kluckhohn (1951/1967): A value is a
conception, explicit or implicit, distinctive of an individual or characteristic of a group, of the
desirable which influences the selection from available modes, means and ends of actions.
And citing Rokeach’s (1972) definition: To say that a person “has a value” is to say
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that he has an enduring belief that a specific mode of conduct or end-state of existence is
personally and socially preferable to alternative modes of conduct or end-states of existence.
Hofstede clarifies that this refers to mental programs that are unspecific but for more specific
ones, Rokeach and others use the term attitudes and beliefs. Because our values are
programmed early in our lives, they are non-rational. In fact values determine our subjective
definition of rationality. (p.30). Our values are mutually related and form value systems or
hierarchies, but these systems need not be in a state of harmony. Most people simultaneously
hold several conflicting values, such as ‘freedom’ and ‘equality’. Our internal value conflicts
are one of the sources of uncertainty in social systems. Nearly all our other mental programs
(such as attitudes and beliefs) carry a value component. Man is an evaluating animal
(Kluckhohn, 1951/1967 cited in Hofstede, 2001, p. 31).
TABLE 23: CORE CATEGORY VALUES-BASED
CATEGORY (Participant)
SAMPLE INCIDENTS (CORE CATEGORY: VALUES-BASED) Sample inductive (open) codes within each category contributory to emerging the CORE
CATEGORY 1 (P1) Exemplars: Patriotism, Inspirational, Courageous,
CATEGORY 2 (P8) Achievement mindset: achieving institutional vision-mission
CATEGORY 3 (P2) Championing Values & Morality: leadership and spirituality are Connected
CATEGORY 4 (P3) People Empowerment: providing a service to optimize people
CATEGORY 5 P4) Strategic Collaboration: forging partnerships for student’s international exposure
15. ECONOMICS-DRIVEN
From the Data Analysis & Coding: Abstracted to a large extent from the following categories
and sub-categories:
• Professional Competencies
• Global Perspective
• Building Human, Social and
Intellectual capital
• Value propositioning
• Educational Reform and
Development Agenda
• Nation Building
From the Cambridge English Dictionary (2020): Economics
“the way in which trade, industry, or money is organized, or the study of this:
the scientific study of the system by which a country’s wealth is made and used;
the study of the way in which economies work, for example, the way in which they make
money and produce and distribute goods and services.”
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From BusinessDictionary.com:
“The theories, principles, and models that deal with how the market process works. It attempts
to explain how wealth is created and distributed in communities, how people allocate
resources that are scarce and have many alternative uses, and other such matters that arise in
dealing with human wants and their satisfaction.”
From Journal Articles/ Literature
Zehnder, C., Herz, H., & Bonardi, J-P. (2017). A productive clash of cultures: Injecting
economics into leadership research. The Leadership Quarterly, 28, 65-85.
The authors argue that both fields of economics and leadership could profit from
enriching their approach with insights from the other field. They reviewed and synthesized
the economics literature on leadership in organizations and discussed how leadership scholars
in management and psychology can benefit from the detailed understanding of transactional
methods that economists have developed. They also linked the contributions in economics to
a broad set of topics including the foundations of leadership, leader emergence, and leader
effectiveness. The authors outline economics in relation to leadership below (p.67):
“Economics is based on the assumption that people's behavior is driven by their
rational desire to maximize their well-being (or utility). Which action a decision maker picks
out of a given set of alternatives is determined by three components: i) preferences, ii) beliefs,
and iii) outcomes (see e.g., Mas-Colell, Whinston, & Green, 1995). Preferences represent a
person's tastes, that is, they define what a decision maker likes or dislikes. Preferences are
typically represented by utility functions, which order outcomes in terms of implied well-
being. Beliefs represent a decision maker's expectations about behavior of other people and/or
about the relevant state of the world. Outcomes are the consequences implied by a particular
decision or a combination of decisions. The economic framework therefore suggests that
leaders can potentially shape follower behavior by influencing their preferences, their beliefs,
their outcomes, or their choice sets. Traditionally, economists have assumed that preferences
are exogenous —that is, fixed and impossible to change. Much of the existing literature that
we discuss is therefore concerned with leader activities that either affect followers' beliefs,
outcomes or choice sets. However, the traditional view is currently being challenged and
economists have started working on models in which preferences are endogenous and can
change in response to both own decisions and decisions of others.
Another important aspect of the economic approach is that decisions are always regarded as
trade-offs. Each available option, including organizational choices, has advantages and
disadvantages and therefore the determination of the optimal decision requires a cost-benefit-
analysis in which one option is always compared to another. Typically, the cost and benefits
of each alternative depend on the situation at hand. This implies that in many cases there is
no globally best alternative.”
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TABLE 24: CORE CATEGORY ECONOMICS-DRIVEN CATEGORY (Participant)
SAMPLE INCIDENTS (CORE CATEGORY: ECONOMICS-DRIVEN) Sample in-vivo or inductive (open) codes within each category contributory to emerging the CORE
CATEGORY 1 (mixed)
Professional Competency: effective communicator, problem solver, professional know-how
CATEGORY 2 (P1)/ (P7)
Global Perspective: (1) they (other Southeast Asian countries) might surpass us in terms of economic growth; (2) we have to bite the bullet where this concern about globalization has been hounding us
CATEGORY 3 (P5) Building Human and Intellectual Capital: motivate the generation that we have now - the students, to finish, and acquire the degree program, go through the rigors again of higher education;
CATEGORY 4 (P2) Value Propositioning: we need to bring it a notch higher, make a value proposition to students
CATEGORY 5 (P4) Education Reform & Development Agenda: Philippine education has a responsibility to address needs
16. NATION-BUILDING/ DEVELOPMENT-ORIENTED
From the Data Analysis & Coding: patriotism, love of country, development agenda, calling
for social responsibility and action, seeking welfare and good for nation, addressing issues of
poverty and corruption, alleviation of economic situation,
From the Philippine Development Plan (2011-2016): “the ability of a county or countries to
improve the social welfare of the people e.g. by providing social amenities like quality
education, potable water, transportation infrastructure, medical care, etc”
From Journal Articles/ Literature:
Ricafort, N. (2010). Translating Education to Sustainable Development. In 21st century
trends, issues, and challenges in Philippine education. Colinares, N. & De la Rosa, L.
(eds.) pp.91-94.
Speaking on the topic of utilizing education and specifically HEIs’ critical role
to respond strategically to current realities, the former CHED commissioner Ricafort
highlights some of the programs and policies put in place to help in bringing about the
country’s sustainable development. These statements refer to the relevance of education to
national development and progress (p.93):
“A constant need for development and progress had characterized the history of
civilization. Underdeveloped and developing countries strive for development, and even
developed countries seek further development with the aim of attaining even more and greater
progress. That has been the tale of human civilization. And we would not have it any other
way for there can be no progress without development.
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However, now, in the first decade of the 21st century and as we proceed further in this
age of advanced scientific and technological knowledge, there is an urgent need to look at the
way development has taken place and is taking place. Development and progress have come
at a price and in many cases, the price being paid is too high. The signs have been there and
it is time for us to ask if the end justifies the means or whether there are more acceptable
means available in the name of development and progress.
The Brundtland Commission of 1987 defined ‘Sustainable Development’ as ‘meeting
the needs of the present without compromising the ability of future generations to meet their
own needs’. The responsibility for sustainable development is not the sole responsibility of
just some governments, departments and agencies, certain organizations or committed
individuals. It is the responsibility of all – government, private corporations and the ordinary
person in the street. It is because of this need for full participation and effort by the citizens
of the world, that we ladies and gentlemen, are here today. And with all these development
programs at hand, no Filipino can truly say that he has no hope for employment and a better
life or a more secured future. Life-long learning and ladderized education programs are the
hope of our people. CHED and TESDA have built the ladder for our youth and our people for
them to climb on; the rest is up to each individual, depending on their respective ability and
desire to move up the ladder when they will it.”
TABLE 25: CATEGORY NATION-BUILDING & DEVELOPMENT ORIENTED PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: NATIONAL PROGRESS, NATION-
BUILDING & DEVELOPMENT ORIENTED) PARTICPANT 1 (RD)
being able to read very clearly the needs and greatest problems of
the country and what an educational institution would do to help meet
needs or problems
PARTICIPANT 2 (AB)
It is only by balancing nation-building & profit maximization that
will give us long-term growth…
PARTICIPANT 3 (CM)
a leader that has vision for the country not only for his or her own
school, but the vision of his school is also the vision of the country,
for the common good
PARTICIPANT 4 (RP)
Help the Philippine define also its identity, and at the same time
culture, norms of people so even value systems so that they’ll be able
to define the best attribute and at the same time develop these
attributes in people so that they can manage the country effectively
PARTICIPANT 5 (ML)
I was involved in a corporate foundation that…whose advocacy was
Education, primary… and it seems to be working, but that’s only for
what? 6,000 children at any one time in Metro Manila… out of so
many… it’s like a drop in the bucket.
A detailed discussion of these core categories of Value-based, Development Agenda and
Economics-driven leadership are also done earlier with the presentation of the emerged conceptual
framework and another in Part 6 which is the section on Evaluation of Internal Cohesion. This section
180
is concerned with conceptual refinement alone thus, all the linguistic terms used for the various
emerged categories were defined according to the following:
1. Based on the initial and abstracted codes emerged as grounded from the data;
2. Based on common usage as defined from various dictionaries, thesaurus and such references
or sparsely from appropriate definitions as given in relevant websites;
3. Based on usage from journal articles or publications where there is relevance especially to
either leadership or education with preference to higher education as much as possible.
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B. RESULTS AND DISCUSSION: THEORETICAL GROUNDING
PART 5: THEORETICAL GROUNDING (Validation vis a vis Theoretical Matching)
Identified Theories for Comparison & Theoretical matching:
1. IN THESIS AND DISSERTATIONS
Garcia Marasigan, M. L.(2000). Tungo sa Isang Modelo ng Maka-Kristiyano at Maka-
Filipinong Pamumuno sa Edukasyon. De La Salle University – College of Education
Doctoral Dissertation.
II. In BOOKS
1. Andres, T. D. (1981) “Filipino Values Systems Analysis” in Understanding
Filipino Values: A Management Approach New Day Publishers, Quezon City,
Philippines
2. Andres, T.D. (1989). Positive Filipino Values. Quezon City, Philippines: New
Day Publishers.
3. Jocano, F. L. (1990). Management Culture: Fine-tuning Management to Filipino
Culture. Quezon City, Philippines: PUNLAD Research House.
4. Jocano, F. L. (1999) Toward Developing A Filipino Corporate Culture: Uses of Filipino
Traditional Structures and Values in Modern Management (Revised edition). Quezon
City, Philippines: PUNLAD Research House.
III. In CASE STUDIES (JOURNAL ARTICLES /RESEARCH STUDIES)
1. Cimene, F.T. & Aladano A.N. (2013). Leadership Perspective from the Philippines: Its
Implications for Theory, Research and Practice. In J. Rajasekar, & L.-S. Beh (Eds.),
Culture and Gender in Leadership: Perspectives from the Middle East and Asia (pp.48-
63). New York, NY: Palgrave McMillan.
2. House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W. & Gupta, V. (2004). Culture, leadership and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications Inc .
Brief Description: The meta-goal of the Global Leadership and Organizational
Effectiveness (GLOBE) Research Program is to develop an empirically based theory to
describe, understand, and predict the impact of cultural variables on leadership and
organizational processes and the effectiveness of these processes.
3. Ilac, E. J. (2018) A social constructivist theory of Batad leadership in Ifugao Philippines
using the Grounded Theory Approach. Journal of Ethnographic and Qualitative
Research, 13, 1-17.
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PART 5: THEORETICAL GROUNDING: Theoretical Validation
Addressing the weaknesses and controversy concerning the use of the GT method
in generating theory, Goldkuhl and Cronholm (2010) argues that ignoring existing theory in the purely
inductivist approach of theory generation runs the risk of reinventing the wheel. They add how
researchers often build new knowledge on existing knowledge and explain that developing a theory
in isolation also means that there is a risk for noncumulative theory development. Therefore, they
believe that it is important to relate the evolving theory to established research during the process of
theorizing. Existing theories can be used as building blocks that support the empirical data forming
the new emergent theory (p.191).The authors then have added a more systematic use of pre-existing
theories in their proposed multi-grounded theory (MGT) approach which represent their enhanced
grounding perspective. An emergent theory is grounded in well-selected pre-existing theories which
serves as a different yet relevant knowledge source and warrants for its validity. Goldkuhl and
Cronholm (2010) meant “grounding” to mean “an analysis and control of the validity of the evolving
theory” (p.197).There are three grounding processes in the MGT approach which correspond to three
different kinds of validity claims, one of which is done in this section to address the theoretical
validity of the emerged conceptual framework. The theoretical validation process undertaken in this
section means that the emerged theory (conceptual framework of Filipino leadership) of the present
study is in accordance with other theoretical abstractions.This check of external congruencies (with
other theories) is expected to bring forth warrants for the emerged theory. However, aside from this,
another consequence of the constant judging and comparison with theoretical elements is that possible
modification and further development of the theory can result. Undergoing this grounding processes
will not only have validity controlling functions for the emerged theory; they will also have a
generative function concerning the contents and structure of the emerged theory. Thus, theory
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grounding implies theory generation and vice versa (p.197) . The authors claim that it is not sufficient
to ground the theory in empirical data so they include the process of theoretical matching in their
MGT approach. Grounding through theoretical matching means that the evolved theory is matched
and confronted with other existing theories, where comparison is done of the categories emerged as
well as of the theory itself. Researchers need to select pre-existing theories that have relevance or is
related in some way to the studied phenomena. In cases where an existing theory is used on a general
and abstract level to match an evolved theory, the question raised is if the evolved theory serves as a
specialization of the more general one. This process of theoretical matching implies theoretical
grounding, where referencing to external theories is done to provide theoretical warrants. Moreover,
revisions can take place when evolved categories are matched with other theories and these prove to
have more adequate categories, thus replacing previously formulated ones. External theories can be
used to interpret data or generated categories, as well as “to structure the analysis process into
different themes where existing theories or concepts might have an organizing function to the
analyzing process and the evolving theory” (Bowen, 2006 cited in Goldkuhl & Cronholm, 2010, p.
198). It is in theoretical matching that deductivism takes over and diverges from the purely inductivist
approach advocated by Glaser.
External theories may also be affected by the theoretical matching process as data from the
present study and the emerged theory may contradict what is earlier claimed by these existing
theories. The constant comparison process may evoke comments or give evidence to criticisms
leveled at existing theories. MGT’s authors then reason that theoretical matching can lead to three
types of results (p.198): adaptation of evolving theory, explicit theoretical grounding, or comments
and/or criticism toward existing theories. There are six theories referenced to in this section to
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compare the emerged theory with, which mostly led to two types of these results: explicit theoretical
grounding and comments/ critique of the existing theories.
Theoretical Matching 1: Garcia-Marasigan Dissertation-Model of Christian and Filipino
Leadership in Education (Education)
Garcia-Marasigan, L. (2000) Tungo sa Isang Modelo ng Maka-Kristiyano at
Maka-Filipinong Pamumuno sa Edukasyon. De La Salle University – College
of Education Doctoral Dissertation.
TABLE 26: GARCIA-MARASIGAN 4-PART CHRISTIAN & FILIPINO LEADERSHIP MODEL 4 AREAS 4-PART MODEL:
Beliefs or Principles (Paninindigan) Leadership according to Values (Pagpapahalaga)
Action (Pagkilos) Instructional Leadership (Pagtuturo)
Social Relations (Pakikipag-kapwa) Leadership of Stakeholders (Pamumuno sa mga
taong bumubuo sa Paaralan)
Preparation for Leadership
(Paghahanda sa Pamunuan)
Leadership in the School’s Operational systems
(Pamumuno sa pangangasiwa ng mga Sistema sa
Paaralan)
Garcia-Marasigan’s model was a result of his study conducted with 14 Christian HEI leaders
around Metro Manila where the goal was to formulate a model rather than to study the
conceptualization of leadership among these respondents. Of the four areas he came up with, the first
three as mentioned in the above table has similarities with the responses gleaned from interviews in
the present study. Since his study involved a particular sector of the Christian faith, expectedly the
area of beliefs is a solid category whereas in the present study this was reflected more strongly in
responses as coded from the majority of the participants coming from private religious-affiliated
universities. This area most strongly corresponds to a major component of the emerged theoretical
framework where Values-based was identified as a core attribute that majority of the respondents
thought what leadership is in the Philippine setting. These values are idealized as contributing to
effectiveness, however there are perceived incongruencies stated by respondents which they lament
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are mostly present in the nation’s political sector. These principles and beliefs were also expressed as
characterizations of Exemplar leadership traits or personal attributes which the participants in the
present study believe effective leaders should have, whichever sector these leaders belong to - either
political or educational. This area is also reflected in the category emerged within the present study
corresponding to Championing Morality and Values where examples of codes include: values
crusader, moral evangelist, upholding morality, moral compass, prioritizing or upholding values
education, etc. From one of Marasigan’s identified areas, there are two categories from the present
study it may align or relate to.
As for Action or Pagkilos the categories of Strategic Collaboration, Building Human or
Intellectual Capital, Educational Reform and Development Agenda, and Nation-building can all
relate to this area as these categories emerged from respondents’ statements referring to actions that
leaders take - again in whatever sector they may be in. These actions include working with or taking
action with others whether stakeholders, communities, accrediting agencies, or other HEIs so that
organizational or even national goals for education may be met and achieved.
With regard to Social Relations or the Pakikipag-kapwa area, some of the categories
mentioned above can be aligned to this as well such as: Strategic collaboration, Exemplars, People
empowerment, and Building Human capital. When respondents talk about strategic collaborations
these include leaders having partnerships or having relationships with individuals and organizations
that are usually mutually beneficial and serves the interest not just of the leader but his constituents/
stakeholders or even the greater social community. This may include teachers collaborating with
students for learning, an institution partnering with communities to offer learning or job opportunities,
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or institutions enabling students to attend leadership conferences and leadership development
programs outside of curricular programs to invest in their future and make them well-rounded
citizens.Exemplars that relate to this area include that of being compassionate, being a people-person,
motivating staff, students, followers, or being loving and having a servant attitude toward those being
led. People empowerment entails building up people, empowering and equipping them, investing in
them, enhancing skills and capacities which is a category that was eventually condensed into
‘Building Human Capital’ in the final emergent theory.
As for the fourth area which involves Preparation for leadership or paghahanda sa
pamumuno, the only category that may have relevance to this is that of People Empowerment which
subsumes such descriptions as capacity building, investing in human resources, or upskilling people
which is eventually condensed within the theoretical framework into Building human capital. This
particular area was discussed relevant mostly to giving students opportunities to participate in
leadership development programs or conferences where they can be groomed or trained in terms of
leadership skills and abilities. However, these programs are not related to leaders themselves in the
academe, instead respondents discussed the need for continuing professional development for faculty
in general, which may or may not include courses/ degrees in leadership.
With regard to his four-part model which refers to various components of educational
leadership the present study encompasses a more general conceptualization of leadership so that these
components could not be applied in parallel. The conceptualization of leadership of leaders in
Philippine HEIs include leadership outside of the academe, their responses involves concepts of
leadership in higher education, but also includes that of leading organizations including corporate/
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business, and even in the government sector or political arena. Although Garcia-Marasigan’s four
areas of leadership did not correspond fully to the categories emerged in the theoretical framework
of this study as it did not fully encompass nor capture the totality of the dimensions or properties of
these various categories, it does provide some measure of validity because of some alignment/
parallels identified, as explained earlier.
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Theoretical Matching 2: Cimene & Aladano (Education)
Cimene, F. T. & Aladano, A.N. (2013). Leadership Perspective from the Philippines: Its
Implications for Theory, Research and Practice.
The authors presented multiple perspectives on leadership based on their GT study where they
interviewed 71 leaders from various sectors in the region of Northern Mindanao. There are basically
three major perspectives that emerged from their study and they discussed each perspective at length
which was summarized in the literature review. Some of these discussions are also presented here for
ready reference and immediate clarity to the reader. The figure below shows these multiple
perspectives from Cimene & Aladano’s (2013) study :
. One of Cimene & Aladano’s emerged perspective is that Leadership is an art (2013, p.53).
They cited various reasons given by respondents to support this perspective of leadership. These
include: the challenge of rallying support for a vision then utilizing ingrained values and beliefs to
achieve organizational improvement, thus requiring leaders to be strategic; studying external
circumstances and internal tasks, persons involved and available resources to orchestrate strategies;
FIGURE 14:: MULTIPLE LEADERSHIP PERSPECTIVES
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recognizing how the values of paternalism and familism influence coordination and control within
organizations then building strong kin-like relations to foster belongingness, cooperation and loyalty
is an art. To deal with financial constraints and limited resources respondents had to engage in
networking which was also perceived as an art because there are no hard and fast rules for tapping
other organizations to share resources (p.54). Moreover, it is considered an art to successfully practice
the skills of communication and establishing smooth interpersonal relations, as we Filipinos highly
regard the value of pakikisama whether in formal or informal contexts. Leaders who are skillful at
these and get along well with staff, adjusting to their personalities, foster loyalty and cooperation.
This in turn result to staff achieving optimum performance as they go beyond what their duties and
responsibilities call for, which leads to leadership and corporate success. Building smooth relations
within the organization, strategically addressing budgetary constraints, navigating through the
cultural values that influence people and using it positively to attain organizational goals and
objectives, according to the respondents make leadership an art. From this researcher’s point of view
though, these are actually competencies and skills which can be mastered through leadership training
and experience. Hence, these reasons/ factors that respondents attribute to leadership being an art in
Cimene and Aladano’s study can be more appropriately classified under Leadership as ability
(competency or skill). In the present study some of these factors were expressed such as dealing with
budgetary constraints, and building smooth interpersonal relations, however these were categorized
as either professional competencies, capacity building/ investing in human resources or human
capital development. This is why it was difficult to place an emerged category from this present
study under the perspective of Leadership as Art, so that instead of these competencies the categories
of values and exemplars were classified in this perspective as it was better to view art in leadership
as dealing more with utilizing values and ideal leadership traits to achieve goals. The chart below
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details how the emerged categories from this present study are classified according to each
perspective as proposed by Cimene and Aladano (2013):
LEADERSHIP AS ART LEADERSHIP AS PROCESS LEADERSHIP AS ABILITY
Shaping Values / Traits (Personhood)
Development Agenda Professional Competencies
Exemplars Nation building Strategic Collaboration
Education Reform People Empowerment
Institutional Identification and Valuing/ Differentiation
Achievement motive/mindset
Global perspective-taking
As Cimene and Aladano’s study on leadership with multiple perspectives proposed were
discussed at length in the review of related literature (Chapter 2), the perspectives are just illustrated
in the colored diagram earlier. For clarity and brevity, a chart to classify the present study’s categories
as aligned to each perspective was created. Some of the categories and sub-categories emerged in
the present study were easily aligned and classified according to the multiple perspectives cited by
Cimene and Aladano, as similarity of description or label can immediately be seen. Some of the
categories could actually be classified under two perspectives simultaneously, however the more
heavily inclined or clearer a category’s properties/ definitions aligned with a perspective then it was
just classified under that perspective. For example, strategic collaboration could also fall under
leadership as process since collaboration is a process as it may take time to establish especially if
there are a considerable number of parties involved and depending on the complexities of the
undertaking. However, it can be more readily aligned with Leadership as ability because one cannot
TABLE 27: LEADERSHIP PERSPECTIVES WITH EMERGED CATEGORIES CLASSIFIED IN EACH
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get a process of collaboration going unless one already has imbibed the skill to collaborate, hence this
particular category is primarily classified under Leadership as ability (competency or skill).
Leadership as ability relates to the ability in obtaining the trust, loyalty and cooperation of
employees/ staff which happens when they have a clear understanding of the vision where their
participation is valued and appreciated, as evidenced by generous compensation packages and
professional advancement or any other reward they value which satisfies their needs. Once again,
establishing positive relations is a crucial ability, where staff know the leader cares about them so
that they willingly partner, collaborate, then develop shared values and are bonded for a common
cause. It is also an ability to inspire people especially when they are already self-directed and
motivated individuals. Lastly, another important ability for leaders to have is to be able to create a
corporate culture of continuous learning where people are enjoined to face constant demand for
change, doing so reflectively and strategically, which contributes to being a learning organization
(p.57). Agreeably, these are all important skills and competencies that leaders must have – it just
worthy to note that cultural values such as personalism and familism continue to play significantly
into how leaders are expected to act and relate to their staff or employees.
The perspective of leadership as process based on the authors’ discussion involves the
exemplars of integrity, love for people and love for God, commitment, having discipline,
accountability, being reflective, creativity and treating employees with importance, love, respect,
recognition, dignity, and giving financial security which Filipinos generally crave. They have
classified these under the perspective of leadership as process because according to them it is a
process to establish integrity and leadership is a “continuous learning process” (p.58). They also
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continue to discuss strategizing for the future and embedded learning or continuously learning even
while on the job as part of this perspective. To have these elements classified under this perspective
is a bit confusing as most of what was discussed were actually leadership traits, as well as some
competencies – for example, creativity and being strategic. There was also redundancy as continuous
learning was already discussed under the perspective of leadership as ability. Therefore, in classifying
the present study’s emerged categories, these authors’ concept of their perspectives were not strictly
followed. In other words, even if Cimene and Aladano describe leadership as process was comprised
mostly of exemplars rather than processes itself, liberty was taken to classify the emerged categories
according to what process universally means – for example, nation building and education reform
are processes that leaders engage in based on the responses of leaders in this present study. As a final
word in relation to this study, the authors also mention Andres (1985, as cited in Cimene & Aladano,
2013) who has implied that “leadership in the Philippines must be indigenized” to take into account
the two subcultures of the organization and the community where employees are from, noting that
“Filipinos have a rich Eastern and Western heritage that influences their mental models of
leadership”, thus expectedly an indigenized model integrates both (p.60).
This GT study cuts across professions and leadership levels although most respondents belong
to the public sector, which differentiates it with the present one in terms of both the number and type
of respondents. It was also concerned with presenting a model, which is a simplified schematic form
of an existing or future state/ situation (Verbrugge, n.d.) , whereas the present study is concerned
with presenting a conceptual framework thus, is based on existing theories to which one can add his
own concepts/ constructs or variables which are relevant and then proceed to explore or test the
relationship between these (Nikitina, 2015). As mentioned before in Chapter 2, the intention of the
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present study is not to produce a generalized result but to contribute to the formation of a body of
knowledge on Philippine leadership as reference, or for comparative purposes. What the present study
has gathered from Cimene and Aladano’s model is the three-part classification which was utilized as
suited to the classification of categories – however, using very different labels/ terminologies. The
three-part classification of the present study is presented in the next sub-section or Part 6 on the
evaluation of internal cohesion of the emerged conceptual framework.
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Theoretical Matching 3: BATAD Leadership Process Model (Ilac, 2018) (Community)
Ilac, E. J. (2018). A social constructivist theory of Batad leadership in Ifugao
Philippines using the Grounded Theory Approach.
The Batads are a marginalized ethnic community found in the hinterlands of Ifugao
province who were never Islamized nor encroached upon by American or other foreign invaders until
the mid-20th century. They satisfied Ilac’s purpose to do a social-constructivist GT study with a
sample population to discover an indigenous leadership model. Ilac (2018) highlights the importance
of doing this as there are around 15% of Filipinos who identify being part of an indigenous group
which total 112 ethno-linguistic groups as based on statistics by the National Commission on
Indigenous Peoples of the Philippines (NCIP). From these statistics he cited that there are 61% in the
Mindanao region, harboring the majority, but Ilac chose a community in Luzon where only 33% or
nearly half of these people groups reside. Citing various studies and researchers, Ilac agrees in
positing that there is a need to respect a country’s historical, societal, and cultural background to study
leadership, thereby it is challenging to propose a uniform view of leadership that applies to every
Asian nation. He contends that even the Philippines “may have its own independent framework in
conceptualizing leadership that is different from other Asian countries” (p.2). He argues that although
there are existing literature on leadership in the Philippines these are mainly in the disciplines of:
psychology, business, sociology and anthropology, employing prescriptive models and competency
theories based on foreign studies and research. He maintains that “to have a better grasp of the
Filipino conceptualization of leadership, research must stress characteristics of the Filipino
specifically” (p.2). Citing Roces (1994, in Ilac, 2018) who suggested to “source data where the
Filipino identity resides, with the peasants, the masses, or the tribal Filipinos who were least
influenced by the colonial culture” in order to have a better understanding of the Filipino mindset,
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Ilac proceeded to study the indigenous culture of the Batads. He emerged a leadership process model
based on 15 leader and follower respondents, and this was matched with the emerged framework of
the present study as part of the theoretical grounding process in MGT, as seen in the diagram below:
It is important to note though that since indigenous peoples, important as they are, still
represent only 15% of the entire population, this leadership model cannot be over-generalized to apply
to the 85% or majority of Filipinos, nor even to the rest of the country’s different ethno-linguistic
people groups. By his own explanation that the premise is context-specific, “the resultant model is
FIGURE 15: THEORIZED LEADERSHIP PROCESS MODEL - BATAD
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implicitly atypical and contextual” thus, needs to be checked “vis-à-vis current literature in order to
validate the research contribution” (p.14). The same holds true for this present study as it only
involves leader respondents from selected HEIs which are mostly situated in the National Capital
Region (NCR). The emerged conceptual framework of the present study similarly cannot be over-
generalized and be applied to how leaders conceptualize leadership within the Philippine setting.
As Ilac’s proposed leadership model is a process model – with the dynamics of key factors
such as personal traits/ characteristics, a collective consciousness, the need to preserve culture
(guardianship), social tasks and roles, influence of the family, and outcomes as perceived by the
public, affecting the exercise of leadership – there are expected differences with the emerged
conceptual framework of this present study. Highlighting process which is concerned with how
leadership happens or is practiced, is essentially different from how leadership is conceptualized –
since it is possible to have a set of concepts/ideas or even beliefs, yet practice or exercise it to the
contrary. Countless examples from both ancient and modern texts expose this as being the nature of
man, so that there are disparities and incongruencies between a person’s dearly held beliefs (moral,
religious, cultural) and how these are acted out or are exercised in their lives. Perhaps a great irony
relevant to this is how for centuries the Philippines has been the only Christian nation in all of Asia,
yet consistently figures in the list as one of the most corrupt. Recently, it was widely publicized that
the Philippines has fallen 14 notches (the worst since 2012), in the list of the least corrupt nations as
reported by Transparency International, a global corruption watchdog (Ramos, 2020). This is in fact
part of Project GLOBE’s premise so that they formulated measures for both practices and values at
the organizational and societal level where the researchers attempted to find if there were significant
differences between these two based on responses from middle-managers. These measures were
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applied per country/ society and disparities in the cultural as well as organizational values held and
what was practiced was noted (House, et. al, 2004).
Ilac (2018) organized the above mentioned factors into a leadership process sequence with
three major phases: 1) leadership precursors; 2) leadership agency; and 3) leadership value, which
can also be categorized as traits/ characteristics (with communality or a collective awareness of
public welfare as guiding factor), actions (with strong family influence) and outcomes/ evaluation
of society. In brief, the theorized model shows how leadership occurs or is practiced within the Batad
community where the leader must first have the ideal traits of a leader as perceived by the people,
then it is expected that he takes action for the welfare of the community where these actions and
decisions are strongly influenced by family ties and relations, and finally the outcome of his actions
is evaluated by the community so that to sustain leadership he must have a positive impact upon the
majority. The cultural values of familism, paternalism, personalism, and small-group centeredness
(communities are in the context of sitios or small barangays) as identified by Jocano (1990, 1999)
and Andres (1981, 1989) were shown to continue to play significant influence in both the
conceptualization and practice of leadership within this indigenous community, even evidenced by
such labels as communality, collective, family influence, and cultural preservation, used in the
emerged model. Thus, the core category of a values-based leadership in the present study’s emerged
conceptual framework is validated by Ilac’s study, though the present study with HEI leaders are
quite different from his respondents who are an indigenous people group largely unexposed to
western civilization till recently.
To theoretically match with the present study, these labels were analyzed as having a match
specifically with leadership precursors or traits matching the categories of Exemplars, Championing
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Values and Morality, Achievement motive, and possibly Professional Competencies as Batad
leaders are expected to have skills to lead. The only category that does not find a match within this
phase is that of having a Global/ Macro-perspective although Batad’s present leaders did express that
they would like to have their next generation leaders to have more exposure to the outside world and
accrue knowledge (2018, p.11). As for leadership actions, this phase in the process sequence model
matches categories in the present study such as: Development Agenda/ Building human and
intellectual capital, Strategic Collaboration, People Empowerment, Nation-building, and
Institutional Differentiation. In terms of leadership outcomes or impact on the community, all of
the leader respondents in the present study have expressed that the aim of leadership whether in the
area of education, business, or politics is to strive for national progress and development. Thus, impact
of leadership is seen when there are tangible contributions to the community such as scholarships for
students, poverty-alleviation projects, providing more relevant and accessible business education, or
having leadership development programs as extra-curricular activities. These are seen as contributing
to national progress and development even if the actions undertaken are just within a particular
community - whether that is an educational community, a neighborhood community, or a business
community. This conceptualization of leadership as making significant contributions to the nation’s
growth especially in the socio-economic upliftment of every Filipino was strongly expressed by
leaders interviewed for this study. Perhaps the most concise, poignant and compelling expression of
this is a motto a HEI adopted: “Our country, our business”.
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Theoretical Matching 4: Management by Values (Andres, 1981) (Corporate)
Filipino Values: A Management Approach New Day Publishers, Quezon City,
Philippines
Andres (1981), as mentioned in Chapter 2 has advocated for a management approach using
values endemic to the Filipino culture. He termed this management approach, which was founded on
the value clarification theory, as Management by Values (MBV), defining it as “a planning and
results-oriented strategy” wherein management clarifies its value goals to employees or participants
who are simultaneously given the opportunity to clarify their personal values and to examine whether
these are compatible with those of management” (p.34). Andres expounds that MBV emphasizes the
value systems members of the organization/ company have and points out that before management
systems should be implemented, the values of every implementor within the system must be clarified
and harmonized with organizational value goals. Although Andres discusses management rather than
leadership, there are leadership concepts to be found within his discussion of Filipino managers. This
is what is most relevant to the present study and will be thus be focused on. It is just worthy to note
that the emerged theoretical/ conceptual framework of leadership in this study substantiates how in
similar fashion Philippine HEI leaders conceptualize leadership as deeply woven with Filipino values.
Andres (1989) maintains that management can largely benefit from understanding people’s
behaviors in organizations as these are mostly imbibed from their cultures. He states that having
knowledge of Filipino cultural values “can enable management to exercise control over its
employees” (p.162). He proposes understanding and using these cultural values to steer employees
to attainment of organizational goals and corporate objectives. Moreover, he underscores how our
cultural value systems strongly influence Filipino employees to the point that these respond to
incentives, such as compensation and benefits, only when his cultural beliefs and values are not
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violated (p.163). For example, Filipinos value their dignity and self-esteem (amor propio) so that a
superior should be extra careful in dealing with him so as not to put him to shame (mapahiya) or give
offense, otherwise the very sensitive Filipino employee will get hurt and take it personally. In his
discussion of management, Andres proposes three specific Filipino values that the formation of
professional managers can be based on (p.161):
1. Loyalty (katapatan) - involves loyalty to the company and its objectives
2. Knowledge and competence (kaalaman at kahusayan) – traits that are always
appreciated
3. Stability (katatagan) – important for companies to prosper and a winning attitude is
what companies look for
Of these three values, knowledge and competence figures in the present study’s emerged
conceptual framework. A category that pertains to this is Professional competency and the
intentional formation of leaders (managers) aligns with People empowerment, both of which are
further abstracted and condensed in the emerged theory as Building human and intellectual capital
which lends toward the core categories of both Development-Oriented and Economics-driven
leadership.
In an earlier publication, Andres (1981) describes two kinds of leaders: one who “uses
authority and compels grudging obedience by his followers” and another who “inspires, persuades,
and sets an example” claiming that the latter is what befits leadership and is more acceptable in the
Philippine setting (p.80). In a sub-section on Leadership by Filipino values within the book, he cites
familism (or kinship), m, and small-group centeredness as Filipino values that must be considered by
those in leadership in this setting. He specifies how “wealth and the size of a man’s family and kinship
group are the primary determinants of leadership” and observes that Filipinos “seek the superficial
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realities rather than the internal qualifications for leadership” (p.78). According to Andres, familism
is “best understood in terms of inter-generational reciprocal assistance among members” which
provides a psychological sense of security to Filipinos enabling him to overcome challenges in his
environment because he knows that there will always be family or relatives who will be willing to
help in times of need (p. 68). Because of this value orientation, a Filipino who finds himself employed
in a formal organization that is complex and impersonal and where his internal security is threatened,
responds initially by not being more competent at work, but by establishing kinship- like relations
with superiors and workmates to simulate a less threatening situation in the workplace (p.68). Thus,
the boss oftentimes is seen as a father-figure, asked to stand as a godfather in weddings or baptisms.
It is safe to conclude then that to the Filipino a leader to be considered as such has to have this same
sense of kinship or be able to establish it with those he leads.
Andres (1989) adds how Filipinos identify leadership with benevolence and this is due to the
value of personalism, where “focus is not so much on what a person does as who he is; not so much
on what a person knows as whom he knows and who knows him; not so much on the objective reality
of things as on the way things are actually perceived” (p.78). He explains that since to a Filipino
everything he does is “personalized in terms of kin-like relationships”, a superior is perceived in this
manner so that in formal organizations there is “a strong sense of personal loyalty not to the
organization but to the superiors (or leaders)” and “commitment is not to the goals but to the
incumbent officers” which then leads to values and attitudes such as “lagay, lakad, utang-na-loob,
pakikisama, etc.” (p.69).
As for small-group centeredness (or tayo-tayo/ sila-sila), Andres (1989) asserts that Filipinos
finds “big identity with small groups”, and that the behavior of a Filipino follower is purposeful from
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a subjective point of view which he orders based on his self-image, the kind of person he is, and how
he wants to be perceived by others, thus his choice of a leader is influenced by the status symbol of
the person or the group (p.79). He describes the Filipino as a “defensive follower” and chooses to
follow a leader he likes. All these values of familism, personalism, and small group-centeredness
affect how Filipinos conceptualize leadership thus Andres strongly advocated that for management
to be effective in the Philippines, the cultural values of the Filipino must be taken into account. This
then validates the emerged conceptual framework where values are a major component found from
the collective responses eventually abstracted into the term Value-based concept of leadership.
An important theoretical framework Andres (1981) proposed which is relevant to how
Filipinos conceptualize leadership is the Filipino hierarchy of needs as seen in the diagram below
(p.52):
PAGKABAYANI
BEING A HERO
need to be esteemed
and revered
SOCIAL MOBILITY
need to climb the socio-economic level
SOCIAL ACCEPTANCE
need to be accepted in a bigger group
RECIPROCITY
need to be reciprocated
FAMILISM
the need to belong
FIGURE 16: THE FILIPINO HIERARCHY OF NEEDS (Andres, 1981)
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This hierarchy, similar to Maslow’s as it ranks the needs from the most basic to the highest
level in order, is unique to the Filipino in that it illustrates that the most important and at the apex is
the Filipinos’ need to be esteemed and revered (Pagkabayani). The implication is that for Filipinos,
whether leaders or not, our greatest need is to be valued as a person. We aspire to be heroes, to be
thought of highly and seek social approval. Little wonder that millions of our overseas workers
(OFWs) are called “mga bayani ng bayan” or that we totally esteem our medical and other front-
liners amidst the ongoing pandemic, honoring them as heroes more than even local politicians.
According to Andres, this corresponds to the value of hiya which “in the broadest sense refers to
self-esteem” and includes “the values of ‘honor’, ‘dignity’, and ‘pride’, adding that it is ‘one of the
most important concepts in the social psychology of the Filipino because in it are found almost all of
the aspects of the Filipino value and motivation’(p.51). At this level “what is most important is the
Filipino’s image as a person per se and his achievements. He expects to be respected and to be
esteemed” (p.52). This corresponds to the present study’s emerged conceptual framework as leader-
respondents from HEIs consistently expressed the importance of leadership as being inspirational,
service-oriented, community-involved, taking on social responsibilities, working for the common
good, valuing and building up people, helping the poor, fighting corruption, being loving and
compassionate, and one, in fact, specifically mentioned ‘courageous leadership’ and being heroic. All
these were either categorized as Exemplars or being a role-model, or as Championing morality and
values, as well as relevant to People Empowerment which includes capacity building, investing in/
developing human resources, equipping people, upskilling them or encouraging them to better
themselves. These categories that were abstracted as Building human and intellectual capital or as
Persuasive Value Propositions of the Institution or Individual which led to the core category of a
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Values-based concept of leadership (see emergent conceptual framework), are then validated based
on this hierarchy of Filipino needs.
The hierarchy also illustrates and validates another component of the core category in the
emerged conceptual framework as it shows how the second highest need of the Filipino is that of
Social Mobility or the need to climb up the socio-economic level. Andres states that once the need
for social acceptance is satisfied, the need to have better finances with the goal of climbing up the
social ladder arises especially as social class is based on economic factors. He explains that those who
need the most help are low-paid workers so Filipinos are motivated to work to achieve this goal of
upward socio-economic mobility (p.51). One observable indicator of this is the number of Filipinos
who have gone overseas for ‘greener pastures’, 2.2 million OFWs according to the latest statistics
(Philippine Statistics Authority, 2020). This particular need has emerged in the conceptual framework
presented in this study as a major component of the core category, with all leader-respondents
expressing their over-arching concern that leadership in the Philippine setting involves taking action
and addressing the flagrant issue of poverty or alleviating the dire economic circumstances of the
common Filipino. Especially if one is a leader in the ‘noble’ sector of Education, then there is
agreement among respondents that as educators we have the moral impetus or we are morally bound
to be socially responsible, to raise social awareness, and to take substantive action to help raise the
socio-economic status of every one of our fellow Filipino. Such emphatic statements as:
“Before I die, I would like to see my country free from corruption, free from poverty… and proud –
a proud country, prosperous” or
“school is not just academic. I have to be responsive to societal needs” or
“higher education institutions have to sit down really, CHED for instance, has to really sit down,
and make some hard decisions – CHED (Commission on Higher Education) and DEP-ED
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(Department of Education) – What do we do with this extra year that’s needed? Otherwise, we’ll
always be the poor cousin!”
are just some of the responses reflective of this hierarchical need at the second highest level and
corresponds strongly to categories such as Nationalism/ Nation-building, Education Reform
contributing toward and further condensed in the core categories as that of Development-oriented
and Economics-driven conceptualization of leadership.
The rest of the needs in the hierarchy such as familism, reciprocation, and social acceptance
as discussed by Andres, bear the Filipino values such as utang-na-loob (for reciprocity or value where
for any service, favor, or treatment given one is expected to return this or reciprocate), and pakikisama
(for social acceptance). These combined values affect Filipinos’ worldviews, including how they see
themselves, their fellowmen, their work, their managers and leaders. Management by Values (MBV)
present logical and well-founded arguments for its application in the local context to increase
corporate effectiveness and achieve the long-term goals of the organization.
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Theoretical Matching 5: Management by Culture (Jocano, 1990) (Corporate)
Management Culture: Fine-tuning Management to Filipino Culture. Quezon City,
Philippines: PUNLAD Research House.
Toward Developing A Filipino Corporate Culture: Uses of Filipino Traditional
Structures and Values in Modern Management (Revised edition). Quezon City,
Philippines: PUNLAD Research House (1999).
Another Filipino who was a prolific writer on Philippine culture is well-known anthropologist
F. Landa Jocano, who just like Andres advocated for management Philippine-style for organizations/
corporations operating within the Philippine context. Jocano, on the other hand, termed his approach
to management as Management by Culture (1990) , writing at least two books to expound on and
discuss it. Similar to Andres, he cites the cultural values of paternalism, personalism, and familism to
undergird the new leadership paradigm he espouses to maneuver organizations to corporate success.
Jocano (1999) maintains that “effective managers are those who manage not only by objectives but
by culture”; further asserting that “management by culture is the key to managerial leadership and
sustained corporate growth in a rapidly changing business environment” (p.167). He persuasively
writes that if we take a closer look at Filipino leaders who were successful, notably they were not
exceptionally gifted, rather they invested time and effort to learn not just the business, but more so
the people who they showed malasakit or abiding concern for – this made them exemplary. He adds
that having a thorough understanding of and respect for people’s cultural backgrounds affecting their
behaviors has been found to consequently lead to effective managerial leadership. He shares that
Filipinos’ hierarchy of needs may have similarities with Anglo-Americans but how we label them
and rank or place significance on each of them is different - with Filipinos emphasizing group and
social needs while Anglo-Americans on individual needs (p.156). Jocano further explains that the
undercurrent in the importance given to social relations are “deep-seated moral obligations to satisfy
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the basic needs of the group”, thus it is clear that Filipinos are group-oriented or collectivist in nature
(p.157). He further explains that isolation from the collectivity is unthinkable for Filipinos, and
belongingness to a group is strongly embedded in the culture and aspired to (1990, p. 30).
Jocano (1990) discussed three core elements of social organization on which Filipinos base
how they organize ideas, define needs, interpret experiences, pass judgments, and guide behavior,
whether in formal (such as the office or school) or informal environments (such as the community).
These are the following: Paternalism, Personalism, and Familism (p. 31, see Figure below):
Although Andres (1981) discusses the same value-orientations, he classifies
paternalism under the umbrella of familism/ kinship (p.69), Jocano differentiates as seen in the above
diagram, where paternalism is a core element on its own separate from familism. According to him,
paternalism is ‘concerned leadership’ rather than authoritarian, dictatorial or coercive, where even
PATERNALISM
FAMILISM PERSONALISM
FILIPINO SOCIAL ORGANIZATION
FIGURE 17 : SOCIAL FRAMEWORK OF FILIPINO SOCIETY
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though there is centralized authority there is unanimous acceptance that this is the ‘right way to lead’
being the ‘moral base of leadership and followership’ (1990, p.34). In the vernacular he terms it maka-
magulang na pagpansin (elderly concern), so that leaders are expected to act as responsible elders,
be morally upright as well as compassionate and hardly ever repress those they lead. Jocano describes
paternalistic leaders as follows (p.35):
“They are morally concerned individuals whose primary interest
is the good of the group, like a good father. They may be strict and dis-
ciplinarian but they abide by the rule of consultation, persuasion, and
consensus. They lead, they do not coerce; they coordinate, they do not
impose; they inspire, they do not repress. They exercise authority by
example.” (italics added)
He recommends being paternalistic to enhance managerial communication and
maintains that this can be redefined as a corporate value where responsibility over workers/
employees does not just involve overseeing job performance, but additionally having over-all concern
for the well-being of workers and their families so that paternalism will hence be construed as
leadership by example. This conceptualization of leadership is coded in such categories as People
Empowerment, Championing values and Christian morality, Strategic collaboration, and
Exemplars (role-model traits) within the present study.
Personalism meanwhile refers to “the degree of emphasis Filipinos give to
interpersonal relations or to face-to-face encounters”, this includes sharing burdens or feeling morally
obligated to help others in trouble and expecting personalized service, indicating how one innately
desires to be counted as part of a group or collectivity (1990, p. 31). Jocano calls this “groupism” and
sees this exemplified in such practices as damayan (involvement in times of crises), bayanihan (group
voluntary cooperation to accomplish tasks) as well as in sharing with and concern for the welfare of
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others; specifically he advocates that to be successful leaders show personal touch and to solve
problems effectively one must sustain good interpersonal relations. Jocano translates personalism as
makapansariling pagmamasid (personalized care), further defined as being concerned about
fellowmen as one is for himself so that when they are suffering one looks at how they can be helped
as though the problem were yours. For Jocano this can also mean “do unto others what you would
want others to do unto you”, which is why Filipinos expect personalized service or to be sought when
kin/ relatives are in dire need because there is a “culturally defined moral obligation to kinsmen” (p.
33). Although this is often criticized as encouraging dependency, Jocano contends that it
(personalism) is rather a source of moral actions because to trust family or near-kin to help you is to
have hope (asa) so that if you are a person who can be depended on you are appreciated (maaasahan).
Asa (having hope) is “an ideal most Filipinos expect fellow Filipinos to observe (p.33). This
essentially captures the demand for having personal concern, especially in familial relationships so
that dependency (asa) does not connote irresponsibility, rather it is the virtue of hope and trust in
close relations, having assurance that there will always be someone to turn to in times of need. He
adds that “it is also a belief, a reliance on the goodness of humanity in every person” and that it (asa)
“implies moral responsibility to reciprocate the assistance given” reflected in the value of utang-na-
loob or debt of gratitude (p.34). This personalized care or concern for others and the common
expectation among Filipinos to help fellowmen in need, troubled or suffering, reflects why political
leaders such as Robredo with his “tsinelas” brand of servant leadership (see more in Chapter 2) or
former President Magsaysay who is famously known as the ‘champion of the masses’, were widely
popular and still idolized. The importance of concern for others, helping needy fellowmen,
undertaking moral obligations to be of assistance when necessary as indicators of personalism are
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coded within this present study under the categories of Exemplars, People Empowerment, and
Championing values and Christian morality.
As for familism, which was also extensively discussed in Andres’ proposed theoretical
framework of management by values (MBV), Jocano (1990) similarly explains that for the Filipino
the family is the center of his concern so that both individual and group behaviors reinforce a highly
personalistic emphasis on social interaction with particularistic inclinations. This value still pertains
to concern for people especially to one’s kinship and family, which Jocano terms as makamag-anak
na pananaw (looking at people as members of one’s own family). It involves equal treatment or an
‘egalitarian spirit’ prevailing in the family where there should be no favorites among children/
siblings to avoid conflict and embodies the expectation that manager-leaders are like guardians with
employees as wards. Thus, egalitarianism or equality and cooperation should ideally prevail in
orchestrating, implementing and achieving corporate goals and objectives. This cultural value should
imbue the group with “ a spirit of collective concern and sentiment as though the organization is one
big family”, where leaders attend equally to the needs of their followers “as parents are expected to
do at home”, being their moral obligation to do so, and providing labor/ employees with a “strong
sense of belongingness” strengthening team spirit and collaboration within the organization (p.36).
Jocano (1990) advocates using this value of familism to “create a psychological contract between
management and labor” and to foster a “protective bond” among team members so that concern for
each other’s well-being goes beyond mere occupational or professional relations (p.36). This value
validates the categories of People empowerment, Strategic collaboration and leadership traits
defined in Exemplars within the present study.
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These three core elements of Paternalism, Personalism and Familism are encoded within the
theoretical framework proposed by Jocano (1990) in his proposed model of Gabay leadership, a core
concept of his Management by Culture (p.64, see Figure below). He definitively stated: “Management
is Leadership”, adding that “it is the ability to make people do things because they love to do it, to
follow because they want to and to act because they believe in it” (p.63).
He believed that the Filipino concept of gabay (meaning ‘guide’) is useful in
describing effective leadership within the Philippine context as Filipinos expect leaders to behave
like guides rather than as ‘imperious autocrats’, an expectation deeply rooted in our highly
personalized, collectivist nature, traditional values, as well as given our historical-cultural
background (p.63). He maintains that a good manager-leader must utilize these internalized values in
FIGURE 18: Dominant Elements of GABAY Leadership (Jocano, 1990)
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motivating, communicating, and leading people, thus contextualizing management practices in
familiar grounds where leaders are generally elders and models of good behavior for the group. As
gabay or guides, managers need to be competent and are expected to “behave as models of what the
company stands for and what it aims to do” (p.63). They are looked up to as authority figures and
guides “from whom employees can seek counsel or guidance and whose moral leadership they cannot
question” (p.64).
Although there seems to be stringent requirements for a gabay approach to leadership, Jocano
(1990) enthuses that it is actually not, saying it may only be a matter of delegation. The leader just
has to genuinely convey as needed such attention, care and concern, since after all leading involves
motivating, deciding, developing and communicating with people. In order to build employees’
confidence in him, the leader has to personally attend to the needs of his people - behaving as an elder
concerned for the welfare of those he leads. If he does this, matching his skills with employee
perceptions and expectations, he can proceed to develop their work habits and increasingly deepen
their commitment to the company. When manager-leaders meet people in their own terms then they
can more easily communicate and guide people to accept his own and those of the company.
Jocano (1990) enumerates these actions which he believes will help in building confidence in
leadership and enhancing identity, pride, and commitment, these include: making the company vision
clear, reflecting this vision in the management style, being visible and getting involved in the job,
communicating openly, creating excitement for excellence, sharing honor with employees, and
providing opportunities for personal and career development. Jocano (1990) also lists the following
as helpful for the gabay approach to people management (p.65):
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• Be consistent
• Be persistent, and
• Be firm.
• Be fair
• Be just
In its over-all structure, Jocano’s gabay approach to leadership within the Philippine
setting, takes into considerable account cultural factors such as traditional values, system of social
organization, and accepted norms for effective leadership. This validates a core category in the
present study - that of a values-based conceptualization of leadership among selected HEI leaders in
the Philippine setting. Both Jocano and Andres, although they each have different terms for their
theoretical frameworks for management, essentially propose that cultural values play a significant
role and influence how leadership is perceived and is conceptualized within a particular context. They
concur on the foundational concept of leading effectively by harnessing deeply embedded cultural
values and employing these appropriately to achieve organizational goals. In Jocano’s words:
“Managing by culture gives due recognition to, and respect for the influence of culture on behavior
and tells the manager (leader) how to use the people’s patterned ways of thinking, believing, feeling,
and doing things to enhance corporate success” (p.67). Leader-respondents in the present study
expressed these cultural values either in a straightforward manner:
“We want to be conscious about the big gap between the rich and the poor…and bridge the
gap” (social responsibility);
“We bring in the faith dimension that young people are entrusted to us for us to help them
become the best they can be in every respect” (moral responsibility);
“a leader should always be looking after the common good” (collectivist/ paternalism);
“a leader has to be a good role model” (paternalism, guide)
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or in subtle ways:
“I don’t want to be a wet blanket when people are excited about the possibilities…but I’ve
seen it happen too many times…” (on new political leadership and the need for integrity in leadership)
“Research is so myopic. It really gets to be very individualistic.” (on being more
community involved/ indicating preference for collectivism)
However, they expressed it, these HEI leaders showed that in the Philippine context, the
collectivist nature and innate values of familism, personalism, and paternalism do play a significant
role in their concepts of leadership. This validates the core category of a values-driven
conceptualization of leadership which is different for example to a concept of leader-ship as art or
leadership as phenomenon.
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Theoretical Matching 6: Project GLOBE’s Culturally Endorsed Leadership Theory (CLT)
(Corporate)
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W. & Gupta, V. (2004). Culture,
leadership and organizations: The GLOBE study of 62 societies. Founded in 1991 by Robert House, Project GLOBE (Global Leadership and Organizational
Behavior Effectiveness) is a multi-phase, multi-method and multi-sample research project conducted
worldwide with 170 country co-investigators (or CCI’s/ social scientists) involving 17,000 middle
managers in 825 organizations across 62 cultures (in Phase 1 expanding to 950 organizations in Phase
2) to examine the inter-relationships between culture, societal effectiveness and leadership in
organizations. Aside from the questionnaire responses that were taken from these middle managers
from three industries (telecommunications, financial services and food processing), information
about culture and leadership was also collected using focus group meetings, media analyses,
unobtrusive measures, and archival data.
Based on Project Globe’s findings nine cultural dimensions were identified and briefly
described here for reference (also in Chapter 2):
1. Performance orientation - degree to which a collective encourages and rewards
group members for performance improvement and excellence;
2. Assertiveness - degree to which individuals are assertive, confrontational and aggressive
in their relationships with others;
3. Future orientation - extent to which individuals engage in future-oriented behaviors
such as delaying gratification, planning, and investing in the future;
4. Humane orientation - degree to which a collective encourages and rewards individuals
for being fair, altruistic, generous, caring and kind to others;
5. Institutional collectivism - degree to which organizational and societal institutional
practices encourage and reward collective distribution of resources and collective action;
6. In-group collectivism - degree to which individuals express pride, loyalty, and
cohesiveness in their organizations or families;
7. Gender egalitarianism - degree to which a collective minimizes gender inequality;
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8. Power distance - extent to which the community accepts and endorses authority, power
differences, and status privileges;
9. Uncertainty avoidance-extent to which a society, organization, or group relies on social
norms, rules, and procedures to alleviate unpredictability of future events.
Country scores were identified as to the present existence of the culture dimension (“as is”
scores/ practices) and the values as to what the country aspires to be (“should be” scores/ values) for
each of the cultural dimensions. The researchers were able to clearly confirm how cultural values and
practices correlate to societal achievement including how societies generate and distribute wealth and
look after people’s welfare. Thus, high performance societies are better off economically with higher
levels of human development, compared to lower performance oriented societies. Knowledge and
understanding of these cultural influences, the differences between what is ideal (or values aspired
to) with what is existing practice, enable organizational leaders either to implement changes or create
work environments that are responsive to all stakeholders and gear the organization more effectively
toward competitiveness and success. The table below shows these cultural dimensions including
examples of extremes on both ends (House et. al, 2002, pp.5-6):
TABLE 28 : GLOBE CULTURAL DIMENSIONS WITH EXTREMES
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Project GLOBE researchers also grouped societies according to regional clusters to
create meaning around societal views of both culture and leadership, with each cluster having
characteristics that are specific to their region, language, religion, history and a shared cultural
understanding. This regional clustering was also shown in Chapter 2, it is presented here in this
figure:
From this circular diagram, one can see the Philippines clustered in the region of
Southern Asia with other countries such as: Indonesia, Malaysia, India, Thailand and Iran,
FIGURE 19 : Regional Clustering (Adapted from House, 2004)
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meaning these are the societies we are most similar to as based on the cultural dimension scores
gathered from the research study. Notably we share proximity with most of these countries
geographically except for Iran which is usually viewed as part of the M iddle East. In another table
the cultural dimensions of societies are shown with classification of each societal cluster according
to their being high score or low score within that dimension:
Note that the Southern Asia cluster, to which the Philippines belong is classified as
high scoring in only one cultural dimension: in-group collectivism (or the degree to which
individuals express pride, loyalty, and cohesiveness in their organizations or families). Southern Asia
as a cluster only has a significant score in this particular cultural dimension. This result validates
much of the literature on Philippine culture being a family-oriented culture (Jocano, 1990; Andres,
1981), where often the needs and welfare of the family precedes the needs and goals of organizations
so that leaders in the Philippine setting are expected to behave in ways such that families or close-
TABLE 29: Society clusters according to High or Low Scores in Cultural Dimensions
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relations have primacy rather than individuals (e.g. familism, paternalism), and for leaders to create
family-like relations or familial environments within the organization for him to be effective and
successful. A more detailed analysis of the Philippines culture-wise based on Project GLOBE’s
research findings is discussed below. The cultural dimensions in which we have high or low scores
are significant in understanding how cultural values (or aspirations) and practices affect Filipinos’
perceptions of leaders and what leadership attributes are more acceptable than others in the Philippine
context.
Shown in the diagram below are the country results/scores for the Philippines in
each dimension:
FIGURE 20 : COUNTRY RESULTS ON CULTURAL DIMENSIONS (House, et.al., 2004)
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According to House et. al. (2004), the scores in these cultural dimensions can predict which
leadership attributes are desirable for a particular society/ culture. From the above diagram of scores
for each cultural dimension, we can see scores representing cultural practice (purple) and cultural
value (in green). For each dimension there are differences between these scores, in some dimensions
the difference is more, than in other dimensions. In the Philippines for example, the cultural
dimensions of power distance, performance orientation and future orientation show large gaps
between how society values that particular dimension (or ‘what should be’) to what is being done in
actuality or practice (‘what is’). These disparities/ incongruencies should be a concern because it
means that what is culturally valued is either not being implemented/ practiced or is not being
exercised to the degree that it is valued (as in the case of performance orientation and future
orientation), and vice-versa what is not culturally valued is actually what is being practiced or
implemented (as in the case of power distance). It was mentioned earlier that high scores in the
cultural dimension of performance orientation has a bearing on a society’s economic well-being and
human development, therefore to ‘close the gap’ between what is (practice) and what should be
(value) with regard to this dimension is imperative if a society intends to achieve over-all social
development and progress. The same with future-orientation, if a country wishes to keep up or
advance in this age of rapid change and shifting global circumstances, then to be future-orientated is
a logical advantage. To value this cultural dimension will not suffice, it is in the practice of it that a
country can leverage their human, social, and technological capital to intentionally innovate, create
opportunities, and spur growth to continuously benefit their society.
It is not surprising that results of the Project GLOBE study in terms of the cultural dimensions
which have the least differences in score for the Philippines are those of: institutional collectivism,
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in-group collectivism and humane orientation. The Philippines continues to uphold its collectivistic
and socially-oriented nature as a people, and Filipinos will continue to uphold the supremacy of the
family in its culture. As for the dimension of humane orientation, Filipinos have also been long-
known for warmth and hospitality (The Manila Times, 2019; Filipino culture provide warm
hospitality to all, par.1, n.d.). Thus, the description of being fair, altruistic, generous, and caring as
defined in this cultural dimension merely reflect the positive and praise-worthy traits of Filipinos. In
relation to leadership, these traits/ characteristics have been found by earlier mentioned studies
(Cimene & Aladano, 2013; Ilac, 2018; Jocano, 1990; Andres, 1989) to be more desirable for leaders
especially as they are expected to be role models or examples to those they lead.
These cultural dimensions are discussed with some weight in this section as there is a
significant relationship between a society’s scores in particular dimensions and what desirable traits
they expect from a leader. House et. al (2002) have stated that “cross-cultural literature has generally
stressed a strong connection between culture and leadership styles” (p.3). Findings of their study
indicated that there are many leadership behaviors that are similar across societies, so that even with
cultural differences there are leadership attributes that were seen as effective or ineffective
universally. The study revealed six global leadership dimensions as shown in the table below with
corresponding behaviors/ characteristics:
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In phase 2 of the Project GLOBE study, the relationships between societal culture, organizational
culture, and leadership dimensions of the culturally endorsed leadership theory (CLT) were tested.
In the foreword of Project GLOBE’s book detailing methods and findings of the study, House states
the primary question of their research: “How is culture related to societal, organizational, and
leadership effectiveness?” (2004, p. xv). House et. al (2002) based their theoretical model on an
integration of the implicit leadership theory (ILT) (Lord & Maher, 1991), the value/ belief theory of
culture (Hofstede,1980), implicit motivation theory (McClelland, 1985), and the structural contingent
theory of organizational form and effectiveness (Donaldson,1993; Hickson, Hinings, McMillan, &
Schwitter, 1974) (p.8). Project GLOBE’s integrated theory shows how societal culture, organizational
culture, and leadership are significantly inter-related so that both organizational and societal cultural
values and practices are predictive of leadership attributes and behaviors seen desirable or effective
by employees and a society. Project GLOBE researchers developed leadership scales to measure the
TABLE 30: 6 GLOBAL LEADERSHIP DIMENSIONS (Project GLOBE)
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shared implicit leadership beliefs (ILTs) held by individuals in a culture. Thus, these scales are called
culturally endorsed implicit leadership theory (CLT) dimensions and these six global dimensions
of leadership are shown in the table above.
On the other hand, the following table shows each societal cluster and the leadership
dimensions/ profile for each cluster (ordered from most to least desirable):
The Philippines belongs to the Southern Asia cluster which shows that the first or most
desirable leadership attribute is Self-protective, however this cluster ordering does not hold true for
our specific Filipino culture. From the country-specific data & report, it was revealed that the primary
leadership dimension that Filipinos see as contributing to outstanding or effective leadership is the
Charismatic dimension. This was described as :
Charismatic/ Value-based leadership: reflects the ability to inspire,
motivate, and expect high performance outcomes from others based
TABLE 31: Leadership Dimension Profile per Societal Cluster
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on firmly held core values. It includes the following six primary leadership dimensions: (a)
visionary, (b) inspirational, (c) self-sacrifice, (d) integrity,
(e) decisive and (f) performance oriented. (House et. al, 2004, p. 675).
This description from the Project Globe culturally-endorsed leadership theory fully validates
the emerged conceptual framework of the present study as a core category of the framework is
precisely labelled as Values-based leadership. This core category was abstracted through the gradual
iterative process of constant comparison and reflection on the responses of the HEI leaders
interviewed for this study. This result also coincides with the Filipino hierarchy of needs as theorized
by Andres (1981) where the Filipinos’ highest need is to be esteemed and revered which the author
terms as pagkabayani (being heroic). This validates why leaders who are self-sacrificial, visionary,
inspirational and morally upright are seen as outstanding leaders in the Philippines. Jocano (1990)
and Ilac (2018) both depict this leadership dimension in the paternalistic value and behaviors seen
or expected in Filipino leaders where these are morally concerned individuals who look after public
good/ welfare, inspire others and lead by example or by being role models in the group. This result is
also cross-validated in Ellamil’s largely-sampled 2010 study (Ilac, 2011) where most employees
preferred leaders who are makatao or person-centered, has compassion and looks after their welfare,
but at the same time competent on the job. The same holds true for the tsinelas servant leadership
style advocated by the Robredos (2017) where integrity, self-sacrifice and competent performance is
key to outstanding leadership. The categories in the emerged conceptual framework validated by the
Project GLOBE study for this particular leadership dimension (Charismatic/ Value-based) include:
Achievement motive, Exemplars, and Championing Values and Christian Morality. The more
detailed results of Project GLOBE’s study specific to the Philippines is shown in the diagram below
where other leadership dimensions are ordered based on scores:
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The second leadership dimension looked upon as effective/ outstanding within the Philippine
setting is Team-oriented which emphasizes effective team-building and implementation of a
common purpose or goal among team-members. This CLT leadership dimension includes 5 primary
leadership subscales: (a) collaborative team orientation, (b) team integrator, (c) diplomatic, (d)
malevolent (reverse scored), and (e) administratively competent (House, et. al, 2004, p. 675). This
dimension corroborates categories in the emerged conceptual framework of this present study such
as Strategic collaboration, Professional competencies, and even People empowerment where
leader respondents build their teams of faculty/ staff and collaborate with communities or industries
to grow, invest in, and develop people. This dimension is consistent with the Filipino cultural value
of familism/kinship and pakikipag-kapwa (relating with others), strongly reflecting his collectivistic
nature. Jocano (1990) defines kapwa as “being equal in terms with others, as in being members of the
same organization, peer group, nation or race” which emphasizes the high premium of relationships
FIGURE 21 : LEADERSHIP DIMENSION SCORES FOR THE PHILIPPINES
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and importance of group relations rather than assertion of an individual’s rights and obligations
(p.38). This unity of ‘self’ with ‘other selves’ that kapwa emphasizes is the moral basis of
relationships, however perception of status is another thing. Though some have higher social status
there must be equal treatment for they are kapwa tao (or fellow human beings) (p.39). It is also
interesting to note that in the national language (Filipino) there is no term for gender as ‘he’ or ‘she’
in English which Jocano asserts as indicative of Filipinos’ perception of themselves as not being
“individuals isolated from other members of the group” (p.38). He underscores the value of kapwa
which “can be used to provide the proper cultural environment for sustained teamwork” (p.55). He
also highlights groupism as seen in the practice of bayanihan or group cooperation where there is a
voluntary coming together to accomplish tasks (p.32), as well as familism which is a principle of
group spirit and involves equal treatment among family members to avoid conflict. These cultural
values can be applied in organizations to foster a spirit of cooperation, collective concern, harmony,
and a sense of belongingness among team members so that they view themselves as being one big
family (p.36). Because these are deeply-ingrained values in the Filipino psyche, it is understandable
why a leader who is team-orientated is highly esteemed in the Philippines as the Project Globe study
reveals. Andres (1981) similarly depicts an effective leader in management within the Philippines in
the following manner (p.80):
“A leader must know how to work with other people. He must command the
admiration and respect of the Filipino followers in order to get their trust, loyalty,
and responsiveness. Furthermore, he must be able to organize them that they achieve
their maximum potential under his guidance. Genuine friendliness and outgoing
concern for others are two qualities Filipino subordinates look for in a
leader. They need a leader who has time for a smile; a friendly chat; and shows
sincere interest in their lives, hopes and dreams. He builds a sense of comradeship
with them without losing their respect for him.”
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Team-orientation as a leadership dimension also aligns with the Filipino hierarchy of needs
proposed by Andres (1981) where the third highest need is social acceptance so the Filipino aims to
cultivate goodwill and preserve good social relations because they are “investments for future
economic, religious, social, and political gains” (p.51). The value of pakikisama figures in this
dimension as it involves yielding to the group’s or leader’s decisions so that there is conformity and
cooperation among all. This dimension also matches the guiding principle of communality as found
in Ilac’s leadership process model among the Batads; to the area of pakikipag-kapwa (social relations)
in Garcia-Marasigan’s concept of Christian leadership in the Philippines; is fundamental to Robredos’
governance model which includes partnerships; aside from being an essential aspect of the
management models proposed by Andres (Management by Values, 1981) and Jocano (Management
by Culture, 1990).
The third leadership dimension considered by Filipinos as contributing to outstanding
leadership and effectiveness in the global study is Humane-oriented, which according to House, et.
al (2004) reflects supportive and considerate leadership, but also includes compassion and generosity.
This CLT leadership dimension includes two primary leadership subscales labelled (a) modesty and
(b) humane oriented (p.675). Humane orientation is defined in Project GLOBE’s cultural dimensions
as the degree to which an organization or society encourages and rewards individuals for being fair,
altruistic, friendly, generous, caring, and kind to others (House et al., 1999 cited in House et.al., 2004).
This cultural dimension is “manifested in the way people treat one another and in the social programs
institutionalized within each society” (p. 569). Because of the Filipino’s need to be esteemed
(Andres,1981) and the thematic trio of sensitivity, reciprocity, and collectivity in Philippine culture
(Jocano, 1990), there is no mystery in the Filipinos’ desire for and admiration of a leader who is
humane. Andres puts this cultural value succinctly in the statement: “No word is uttered, not an act
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is done, especially if it concerns a fellow human being, without thought of how others will be affected
by it” (1981, p.50). Jocano (1990) comments how the sensitivity of the Filipino is considered by some
to be a weakness but he argues that this is actually Filipinos’ major source of psychological strength,
as we are also known to be a resilient people. He essays poetically that Filipinos “like their
mythological bamboo…have the ability to bow down when the storm is raging, only to rise when the
tempest is over to reach out, once more, for the warmth of the morning sun” (p.28). This is reinforced
by the cultural principle of reciprocity, where social and moral obligations are expected to be repaid,
adding that this leads to social acceptance and the strengthening of social relationships. Reciprocity
is also a basic moral link to collectivity, which is founded on the importance of the group so that the
emphasis to get along well or harmoniously with others, avoiding conflict or hurting their feelings
which again relates to social acceptance. Isolation and independence from the collective is
unthinkable, thus belonging to a group is an ideal most Filipinos aspire to. These cultural values and
characteristics classify the Philippines as a humane-oriented society as evidenced in its ranking with
least difference in scores between value and practices in this particular cultural dimension. This means
that humane-ness is both culturally valued and practiced, and score with very little difference in
Project GLOBE’s study so it also matches and is predictive of the kind of leader we see as desirable
or effective. The study found that the cultural value scales predicted the CLT leadership dimensions
better than the cultural practices scales. More specifically, findings revealed how the cultural value
of in-group collectivism were positively associated with charismatic/ value-based and team-oriented
leadership but negatively associated with self-protective leadership (House, et.al, 2004). These results
are consistent with the country scores and data from the Philippines. We highly score in both in-group
and institutional collectivism which predicted our preference for leaders who are charismatic/ value-
based and are team oriented. Our preference for humane-oriented leaders match the ranking in score
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for the cultural dimension of humane-orientation being third-ranked in both cultural and leadership
dimensions. Preference for humane-oriented leaders is evident in the study of Ellamil (labelled as
‘makatao’, Ilac, 2010); in the ideal paternal/ father-figure authorities of an indigenous community -
the Batads (Ilac, 2018); as well as that found in Jocano’s proffered Gabay (guide) leadership model
where the head is an elder or role model looking after the welfare of many and where followers can
seek wise counsel from. Even a recent business blog of Globe Telecom (a major telecommunications
service in the Philippines) where the top 5 must-have qualities of a business leader was featured,
empathy (pagmamalasakit) was the first and servant leadership (pakikisama) was included among
these ideal leadership qualities in the Philippine setting (Globe.com.ph/blog, 2018). The ideal
humane leader whose character includes fairness, generosity, friendliness, caring, kind to others, and
modesty, may even account for the ascendancy of populist presidents in recent years including Joseph
Estrada and the incumbent president Duterte, who are both seen as identifying with the masses who
are generally poor. Although these leaders may not display all the identified traits within the humane-
oriented leadership dimension in its totality, their perceived images as being maka-masa (or pro-poor/
pro-masses) can be argued as having contributed to their attaining political power. Take for example
what the heads of survey companies Social Weather Station (SWS) and Pulse Asia surveys, Mahar
Mangahas and Ana Maria Tabunda say (Paris, 2019). They explained how Duterte’s brand as a
populist leader contributed much to maintaining good ratings among the country’s poor. Mangahas
says that although there is blatant disregard for human rights in the President’s declared war against
drugs, “what will always come first for classes D and E are ‘bread and butter’ issues. And as long as
Duterte delivers in that aspect, one can expect satisfaction among the poor to remain high” (par. 4).
Additionally, Tabunda explained that the poor see empathy and authenticity in President Duterte, “He
sounds like their neighborhood siga (tough guy) with a dirty mouth but with a pusong mamon (soft
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heart),” she described (par.5). Tony La Viña, former dean of the Ateneo School of Government,
concurs: “He ran [in the elections] as a populist and he continues to rule as a populist. People like
him kasi aksyon kaagad (act fast), even if it seems unreasonable” (par. 6). According to the Philippine
Statistics Authority (PSA) in April 2019 there were approximately 21% of the population or 21
million Filipinos who were living in poverty based on income per capita. These survey companies
include in the socio-economic classes D and E those who work as public transportation drivers, public
school teachers, market vendors, security guards, fishermen, and farmers, constituting about
14,500,000 households across the country.
As for Estrada, a sociologist who is an assistant professor in at the University of Chicago, did
a grassroots study (instead of top-down) of the former president’s appeal to the masses. Garrido
(2017 as cited in Gaulkin, 2018) found that Estrada (whose slogan was ‘Erap para sa mahirap’) was
more approachable and was viewed as genuine by the poor. He earned their admiration through his
sincerity and acted in ways that helped overcome the ‘stigma of poverty’ in his interactions with poor
voters as well as effectively helping them overcome wariness of politicians (par 8 & 9). At one point,
Garrido shares how Estrada used his hands and fingers while eating with supporters. Garrido, whose
research appeared in the American Journal of Sociology in November 2017, explained that Estrada’s
acts of consideration for the poor were not remarkable in themselves. Garrido adds: “This is how
people should treat people. But they are remarkable in a context when people are not being treated
this way on a regular basis. These acts forge a kind of bond that you can almost describe in terms of
love” (par.9). What Estrada and Duterte apparently have in common, when they were elected and
came into power, was their appeal to the poor masses and this is observed to stem from leadership
qualities defined to be within the bounds of humane-oriented leadership such as: concern for others,
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caring, generosity, compassion, and modesty. Over-all the leadership dimension Philippine results
validate the emerged conceptual framework. A diagram of Project GLOBE’s conceptual model and
which aspects of it correspond to the present study is shown below:
The elements in Project GLOBE’s conceptual model which correspond to the emerged
framework of the present study include: societal cultural values and practices, actual leader attributes
and behaviors (person & praxis of the leader in this study), leader acceptance and effectiveness
which respondents in this study describe and discuss - reflecting each of their culturally-endorsed
implicit leadership theory (CLT or what they deem are leader traits/ characteristics contributing to
effective leadership), which in turn are influenced by societal cultural values. The same cultural
FIGURE 22: Project GLOBE CONCEPTUAL MODEL & ASPECTS CORRESPONDING TO PRESENT STUDY
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values predict what traits are desirable for a particular society, thus preferred CLTs differentiate
societies one from another. Cultural values also determine what set of practices or praxis a leader
chooses to engage in which determine his effectiveness and acceptance. Leaders who are effective
and align their person (attributes) with the cultural values of a society are more accepted than those
who do not. Potency of leadership is related to leader effectiveness and acceptance as conceptualized
by HEI leaders in the present study. Charismatic/ value-based leaders who can deliver economic
progress and sustain a development agenda are looked upon as effective and are widely accepted in
the Philippine setting.
Summary of Theoretical Grounding Results: To summarize this section on theoretical matching/
grounding, the extant theories with which the emerged conceptual framework in the present study
were matched with are detailed in the following comparative diagrams (see below/ next page):
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The table below provides a brief and concise summary of al the extant theories utilized for the explicit
process of theoretical grounding:
THEORIES for Theoretical Grounding/ Matching (Sector where study was conducted/ Methodology)
AUTHORS/ Year
Model of Christian and Filipino Leadership in Education: 4 Part Model (Education- Case Study)
Garcia-Marasigan, 2000
Multiple Leadership Perspectives: Leadership as Art, Process, Ability (Education – Grounded Theory)
Cimene & Aladano, 2013
Management by Values (Hierarchy of needs) Familism, Personalism Small-group centeredness (Industry - Anthropology)
Andres, T.Q., 1981/ 1989
Management by Culture: Paternalism, Personalism, Familism GABAY leadership model (Industry – Anthropology)
Jocano, 1990, 1999
BATAD Leadership Process Model (Indigenous Community – Constructivist Grounded Theory)
Ilac, E.J., 2018
Culturally Endorsed Leadership Theory (CLT, Project GLOBE) (Industry – Multi-method: Qualitative/Quantitative)
House, et.al, 2004
TABLE 32: SUMMARY OF THEORIES FOR THEORETICAL GROUNDING
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Based on the theoretical matching done with these six theories/ models, the core category of
Values-based leadership within the emerged conceptual framework was more highly validated as
there was a match found for a number of categories in all of these. The core categories of
Development Agenda and Economics-driven leadership is supported mainly in the Management
by Values (MBV) model prescribed by Andres (1981) and the Management by Culture by Jocano
(1990). In the MBV model, this is particularly embedded in the Filipino hierarchy of needs where
social mobility or the need to climb socio-economic levels is second highest. In Management by
Culture, this is embedded within the Gabay leadership where the leader-guide is source of “guidance,
direction, decisions, and assistance” in fulfilling the follower’s dreams (p.65) which for most
Filipinos includes economic betterment and attaining a higher social status in life. There is also some
congruence seen with the CLT leadership theory of Project GLOBE in that leadership dimensions
culturally endorsed in the Philippines point to leaders who are self-sacrificial, fair, have integrity, are
team-oriented, generous, compassionate, and caring, implying a concern for the collective and thus,
are expected to work not for self-interest but for the welfare and good of the majority, where if the
majority is in poverty then leaders are expected to pave the way to a better life (which necessarily
involves the economy). This is why it is postulated here that this may be the reason for the rise of
populist leaders in the country in recent years. This point on the relevance of a development agenda
and economics to leadership is addressed some more in the next section (Part 6) on evaluation of
internal cohesion.
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C. RESULTS AND DISCUSSION: INTERNAL GROUNDING
PART 6: EVALUATION OF THEORETICAL COHESION (Validation vis a vis evaluation of
internal cohesion and congruence)
Cultural values determine how potent the praxis of leadership will be and which qualities and
characteristics a leader displays referring to the area of his personhood. “Having strong values is
important in any leadership role” (Martin, n.d., p.5) and expressing values clearly is the most
important aspect of value-based leadership. If a leader displays characteristics that are acceptable to
the culture and aligns to its values then the leader will be seen as effective (Project GLOBE, House,
et. al., 2004). As cultural values determine the set of practices and actions a leader does or undertakes,
referring to his praxis, so values are predictive as to whether these practices will serve the group/
institution/ country in a beneficial and effective way or not. Therefore, values determine how potent
or powerful the leader will be. If values are utilized to maximize or build up constituencies then the
leader is perceived as effective & successful and the potency of values are seen. A study (Sidani &
Rowe, 2018) focusing on the reconceptualization of authentic leadership shows the importance of
follower perceptions on reception of a person as a leader: They reason: “The overlap between leaders'
and followers' value systems leads to impressions of authenticity, even in cases in which there are no
clear universal moral standards. An authentic person's behavior cannot be labeled as ‘leadership’
unless it is embraced by a follower who grants moral legitimacy to the leader” (abstract). The person
of the leader in which his cultural values are embedded were clearly identified by respondents in this
study to be integral to conceptualizing leadership in the Philippine setting. The person of the leader
is also essential as contributing to the building up of the human, intellectual, and social capital of the
nation. Clearly, based on a number of studies and literature reviewed, the Filipino favors a
charismatic/ value-based leader, aligning with his primary need of being heroic and reflecting this in
the kind of leader he sees as outstanding – one who sees the collective as family, and works for their
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welfare and the common good. The present study’s alignment with the findings of Project GLOBE is
more extensively discussed and diagrammed in the section on Theoretical Grounding (matching) or
Part 5.
With regard to development agenda and economics, if the leader is seen as contributing to the
socio-economic progress & development of the group/ community/ country then he is perceived as
effective & successful. Whether he uses the potency of leadership for self-interest or for public/
institutional-organizational welfare will depend on the values he espouses. Achieving economic
upliftment, a better quality of life, higher social status, or progress in terms of economics, factors
toward sustained development, thus a more potent leadership. This is because it will answer a deep
hierarchical need of most Filipinos to attain a higher socio-economic status for himself & his family
based on Andres’ (1981) Filipino hierarchy of needs. Since the Filipino’s highest need is to be heroic
(pagka-bayani), according to the cultural hierarchy Andres proposed, then it is logical to expect that
an ideal leader will strive to do what is best for the collective rather than for the individual. A leader
who is heroic and self-sacrificing is aligned to the findings of Project GLOBE’s study (2004) where
it was revealed that Filipinos perceive Charismatic and Value-based leaders as outstanding and
effective. This same finding is seen in the studies done with an indigenous tribe, the Batads of Ifugao
province (Ilac, 2018), in the anthropological studies of Jocano (1990, 1999), and organizational
cultures studied by Andres (1981, 1989) and (Ellamil, 2010). To attain to and provide for a better life
for all Filipinos is expected to be the priority of any leader in the Philippine setting, whether in the
educational, industrial or political sector. The rise of populist national leaders in recent times seem to
reflect this need of the poor masses to have a leader who identifies with them and has compassion
regarding their situation so that they will be alleviated from the miseries of poverty. This may also be
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traced to the country’s cultural-historical roots having suffered from a colonial past of many centuries
where the ruling class belonged mostly to the elite and the bourgeoisie, which was also postulated
by Andres (1981).
The acute need for socio-economic progress, national development, and betterment seems to
be the driver for putting such populist, paternalistic/ charismatic leaders in power, thus a
development agenda and economics-driven concept of leadership are identified as core. All of the
categories classified under the personhood of the leader contributes toward this core category. For
example, having an achievement motive/ mindset was shown to lend to success in entrepreneurship
or to obtaining corporate visions, goals and objectives. Having an achievement motive predisposes an
individual to act in ways that aligns to this frame of mind as shown in a study of achievement motives
in relation to entrepreneurship orientations among college students (Heydari, et.al., 2013).
The same with the category of professional competencies and skills, and having outstanding
personal traits (exemplars) expected of leaders such as being caring, fearless or courageous –
contribute to having and expanding the nation’s valuable and skilled intellectual, human and social
capital. At the same time, leaders with global perspectives participate in and act on the need for global
competitiveness, rising to the various challenges posed by the new information/ knowledge economy.
This category under personhood of the leader is extremely relevant and related to the core categories
of a development agenda and economics-driven leadership. All these categories under Personhood
are relevant to the 3 (abstracted) sub-categories of: building human, and intellectual capital,
persuasive individual and institutional value-propositioning, as well as investing in national progress
and development or nation-building. However, personhood is in a major way aligned with building
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human and intellectual capital as shown in the theorised conceptual framework diagram (p.141).
Developing leaders who have global perspectives, achievement motives/ mindsets, and professional
competencies are definitely integral to building human and all such capital based on an economic and
development framework or perspective. Moreover, leaders with exemplary traits and having global
perspectives are imbued with motivation to engage in persuasive value-propositioning to achieve
vision-mission and goals for himself as individual and for the institution where he belongs. A better
qualified and highly competent individual or faculty/ staff is able to offer better value to the customer/
student which lends to better opportunities for enhancing social, human and intellectual capital, and
can eventually lead to solid and sustained economic development and prosperity for the nation. A
concrete example to establish this is De La Salle University’s (DLSU) continued collaboration and
partnership with industry to empower youth and develop leaders. DLSU student organizations
participated in the recently concluded Pilipinas Shell ‘Shell’s Young Leadership Program’, where
young leaders from 15 different student organizations from top universities in the country were
trained intensively for 8 months to strengthen leadership skills at the university level (Hilario, Manila
Bulletin Tech news, 2020). The CEO and President of Pilipinas Shell company Cesar Romero
commented:
“The main intent of the program is to encourage students and academic institutions to
provide adequate focus on leadership, on extracurricular activities, and out-of-
classroom learning experiences in order to help shape and develop graduates that are
more competitive in the workforce (par. 4).”
In this program, the students were engaged under the tutelage of some of Shell’s senior leaders .
They went through capability building workshops and mentorship sessions covering a wide
range of organizational skills such as branding, internal relations, strategic planning,
communications, sustainability, and nation-building (par.5).
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All the sub-categories abstracted also contribute to the potency of values and the driver of
economics for effective leadership. Championing values and morality upholds the cultural values of
Filipinos, as majority identify as Christians. It is a well-known fact that most Filipinos attribute their
resilience in the face of national disasters and emergencies to their faith. This can also be traced to
historical roots of religion brought by colonization and cultural values such as bahala na or fatalism
(Andres, 1981). This trait of resilience is nothing but good especially for continuing in the path of
national progress and development. The Filipino hardly loses hope, thus he will always strive to rise
again with even seemingly insurmountable odds. Andres addresses this characteristic noting the
popular expression: “the Filipino is as pliant as a bamboo” (1981, p.11). He explains that a bamboo
is a symbol of flexibility, endurance and harmony with nature, bending with the wind and outlasting
the storm. Because it bends, the bamboo is able to withstand natural forces such as wind and rain. In
the same way, Filipinos goes along with things, and bends to fate rather than stand against it – thus,
he is flexible and enduring. Further, Andres (1981) describes:
“The Filipino is pliant like the bamboo….His resiliency helps to
maintain his good-naturedness, and good sense and ability to achieve
a measure of recovery and progress under the most discouraging barriers.
Resiliency made the Filipino people such a hardy and indomitable race
that they survived the soft and insidious corruption and patent
inadequacy of his colonizers and neo-colonizers” (p.12).
His resilient character enables the Filipino to continue to rise, develop and progress
despite numerous life challenges and difficulties to attend to the need for socio-economic
advancement not only of himself but his entire family. The recently popular lingo “sana all” describe
how Filipinos think collectively and wishes for the common good rather than just his own. OFWs
epitomize this resiliency and innate desire of Filipinos to provide for the needs of their family. They
continue to face the many challenges of working overseas because of the economic and social benefits
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this may eventually bring to their families. A local news publication (Pilipino Star Ngayon) shared
six challenges OFWs face, foremost of which is intense longing for family (pangungulila), yet many
continue to work overseas just to provide for their loved ones. The article reads (Dizon, 2019, par. 15
& 16): (*Translation supplied)
“Hindi biro ang lahat ng ginagawa ng mga mahal nating OFW—ang
bawat pakikipagsapalaran ay laging may kasamang hirap at pagsubok.
(*All that our beloved OFWs do are not a joke – every risk they take involve hardships and
suffering)
“Pero para sa ikagaganda ng buhay ng kani-kanilang pamilya, handa silang. ituloy
ang laban. Maliban dito, malaki rin ang naitutulong ng mga OFW sa ekonomiya ng
bansa, dala ng mga remittances na dumarating”
(*For the betterment of each of their families’ lives, they are prepared to keep fighting.
Besides, OFWs contribute much to the economy, due to the remittances sent).
Institutional identity and valuing shows a Filipino’s strong commitment to and pride with the
institutions he belongs to that adhere to his cultural values and align with his faith. When the
institution shows malasakit or concern for him and advocates for his welfare then the Filipino, who
values utang-na-loob, will remain grateful and loyal to serve in that place, sometimes even going
beyond what his duties and responsibilities call for (Andres, 1981). Endurance and longevity in
professional service can only translate to enhancement of human and intellectual capital as institutions
invest in its people especially those loyal and long-serving, thus continuing to lend to better economic
situations for all. As institutions and organizations practice empowerment of the people it employs
then it will certainly contribute to sustained economic development and validation of cultural values
such as pakikisama or harmonious relations. Andres (1981) elaborates that an analysis of Filipino
values reveals that “attachment and fidelity to family, country, God and benefactors are all forms of
the ethical value of loyalty (a variety of justice)” so that companies who are honest and give the
worker what is due result to gaining his utang-na-loob making him render “fidelity, adherence, and
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service due to the feeling of a special bond of relationship and gratitude” (p.63). This in turn leads to
enriched strategic collaborations which again relates to cultural values such as bayanihan or voluntary
cooperation. The more collaborative and cooperative people are, the more institutions and
organizations are strengthened and progress. This is one way institutional differentiation happens
through the display of cultural values in positive ways influencing work environments and social
relationships, again adding to expanded social, human, and intellectual capital.
Once again citing DLSU, take for example the university’s initiative to house medical/
healthcare workers during this time of strict quarantine amidst the pandemic. The Safe Shelter
program started by accommodating homeless families in partnership with Divine Word Missionaries’
KAin, LIgo NG ayos (KALINGA) program in March 2020, then extended to housing medical front-
liners of Philippine General Hospital in April (Baquillas, Manila Standard, 2020, par. 2). The
university opened its doors to care for and provide shelter to healthcare workers who were given
comfortable accommodations with a care package (personal care products), hot meals, fast wireless
internet, laundry facilities including the assistance of volunteers or ‘backliners’ and even occasional
entertainment to buoy their spirits. The writer asks why this took place and suggests that it must be
the spirit of ‘bayanihan’ ingrained in Filipinos which she defines as a “custom of group work, where
every person completes a task to contribute to the common good. It is synonymous with ‘pagtulong’
(help) or ‘pagdamay’ (aid) and is built on mutual help and concern, the backbone of accomplishing
tasks, and surviving disasters in the Philippines” (par.8). She further elucidates how encouraging it
was to witness an overflow of kindness and compassion across the nation, so typical of Filipinos. Yet
another program that highlights Filipino values as exemplified by the university is DLSU’s alignment
of its institutional mission to address the current crisis via adopting a care-centered model for online
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learning specifically by the Dasmariñas branch (DLSU-D). In his memorandum to the community
(June 1, 2020), Vice-Chancellor Dr. Marcos Saez emphasized the university’s commitment to explore
all resources at its disposal to bring the same brand of La Sallian education using technology as a
platform for growth and development. He further wrote:
“De La Salle University-Dasmarinas advocates a technology-driven
and care-centered teaching-learning experience aimed at challenging
students to understand the world and authentically respond to its needs.
This is achieved by creating a flexible, reflective, and collaborative
space, whether online or onsite, that will help unleash the students’
Animo - innate talents, skills, and compassion for others - and develop
the attributes that the University envisions its graduates to exhibit,”
(Memorandum Office of the Vice-Chancellor for Academics, 2020)
These institutional initiatives and moves that align with Filipino cultural values and utilizes
its positive aspects adds to DLSU’s differentiation and unique value-propositions as a higher
education provider. The potency of harnessing cultural values in positive ways, can induce and
emerge meaningful educational reforms that are unified instead of fragmented, where majority of the
constituents can participate in and contribute to, leading to increased ownership of planned and
implemented changes. This would then substantiate and validate any development agenda - whether
involving the education, corporate or political sectors. Unity and harmony through the positive
interaction of culture and capital investments (human, social, and intellectual) can only result to
achieving a progressive economy, ensuring a sustained better life-quality for all Filipinos.
Andres (1981) discussed the relation of Filipinos’ choice of a leader to his economic state,
pointing out three basic values that motivate and largely control his behaviors namely: social
acceptance by people of high social status, who can potentially offer financial aid, economic security;
the ability to meet ordinary material needs through one’s family or group; and social mobility or
advancement up the social scale to another class or higher positions (p.63). These values indicate that
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Filipinos are situationally-minded or oriented, and can easily vacillate. Further described by Andres
as being led by circumstances rather than principles, the Filipino is alert to opportunities, and indulges
in a kind of situation ethics and is able to shift gears easily. His pliancy, compared earlier to a bamboo,
applies to how he relates to leaders: “He may denounce and decry a political leader, but in a face-to-
face encounter with the same person, and at the realization that there is some chance of benefitting
from him, he fawns upon him” (1989, p.12). He also added how Filipinos are fond of religious
activities, as seen in any traditional calendar marked with feasts of the saints, yet is mostly enamored
with material pursuits (evidenced in the hierarchical needs). He cites the late Manila mayor Arsenio
Lacson’s depiction: “We Filipinos like a cadillac way of life in a carretela economy” (p.12).
Andres (1989) posits how our poor economic conditions may be attributed to Filipinos’
negative self-concept. He cites Dr. Ricardo Soler, a noted Filipino psychiatrist who wrote how the
negativism in the Filipino national personality in turn “creates a crisis of national identity and a crisis
of national self-confidence…Self-abnegation is considered by Filipinos to be a form of honesty”
(p.7). Dr. Soler further states how Filipinos are uncomfortable with their own merits and cannot quite
accept his own sense of worth. This negativism is reflected in the tendency to identify with underdogs.
Andres underscores how the major cause of negativism in Filipinos’ consciousness is due to the
inferiority complex imposed by our colonizers upon us, which deceived us, eroded our self-
confidence, and “shook the positiveness of our value system” (p.9). More than two decades later, one
of the respondents in the present study has echoed this need for the clarification of a Filipino identity.
He said:
“I think the Philippines is in the process of not only transitioning in terms
of economic criterion, but also in terms of defining itself as a people. And
I think that’s important – to define what the Filipino is, what are the things
that are important to the Filipino, to the Philippine society, and at the same
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time enable the people to respond appropriately based on that character
and on that need. Again, based on an understanding of what is needed by
the country…Also, developing paradigms that will address concerns that
factors in poverty issues because substantially, most of our people are poor.”
The Filipinos’ pre-occupation with bettering his lot in life does play an integral part in his
choice of leaders. As previously mentioned, the rise of populist strongmen worldwide share the
particular commonality of being a “serious backlash against the highly inegalitarian impact of
neoliberal economic policy marked by deregulation and open markets” (Aytaç and Önis, 2014 as
cited in McCoy, 2017) and public concerns over the social costs of globalization (p.8) The emergence
of these demagogues, including the Philippines’ Rodrigo Duterte, was brought about by the promise
of prosperity colliding with huge disparities in wealth, power, education and status (Mishra, 2016 as
cited in McCoy, 2017). With the current health and economic crisis brought about by the corona virus
(Covid-19), these disparities have become even more evident, with the forced lockdowns on a global
scale inevitably making it necessary to speed up transitions to a digital economy. This has exposed a
huge chasm in terms of access to connectivity and revealed increasingly widening socio-economic
gaps across the globe with many left behind on the digital uptake. The United Nations conference on
Trade and Development (UNCTAD, 2020) has noted that this has significant implications for
development that cannot be ignored. UNCTAD’s technology and logistics director, Shamika
Sirimanne comments (par.4): “We need to ensure that we do not leave those who are less digitally
equipped even further behind in a post-coronavirus world”. Kapoor and Yadav (2020) agree, saying
how indeed upon closer inspection it is evident that the most vulnerable sections of society are usually
the most affected. They significantly deepen the discussion with observations on how levels of
societal inequalities are intricately related with pandemics. The authors contend that inequality “is
not simply a tool that creates differential impact across society during pandemics and further
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exacerbates the gap”, but may also be the reason behind such outbreaks - basing this hypothesis on
historical trends showing that pandemics are more likely to occur in times of growth inequality
(par.2). Citing the historian Peter Turchin, the authors argue that this theory has been tested with
strong statistical associations found between the level of global connectedness, levels of inequality in
society and pandemics through history. The role and injustices of inequality does not end at this point
unfortunately, as this has repercussions to people’s behavior during lockdowns, to the percentage of
job losses and unemployment, to the drop-out rate in the education of children and youth, to access
to healthcare, medical aid, and vaccines, and of course to number of lives lost, so that future
generations of the poor will be even poorer - the pandemic leaving in its wake more inequality
worldwide. The losses the pandemic brings are more permanent for the poor as these various effects
widen and cement the gap across income levels, thus a leader’s pursuit of a development agenda
counts for his impact on them. More concerning are the effects of these social transformations that
are not limited to the poor alone as gaping disparities can bring about and create social unrest or
discontentment among peoples. Kapoor and Yadav (2020) expound further (par. 17 & 18):
“Over the long run, these sentiments can materialise in the form
of political upheavals and emergence of populist leaders who can
tap into the adverse sentiment of the masses with the status quo.
The effects of inequality on pandemics are, thus, quite perilous
for societies and go way beyond the immediate health risks.”
Because of these long-term and far-reaching effects, the authors propose that discussions
around and responses in terms of policies with regard to the pandemic should not have a narrow focus
on economic revival. This is not to say that these are unimportant, but that there must be recognition
of the fact that economic revival of global economies will have overarching implications on the fate
of the world’s poor – where in the Philippines there are about 17 percent or nearly 18 million Filipinos
(PSA, 2020 based on 2018 estimates). This poverty rate is expected to rise in the aftermath of this
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pandemic. World bank senior economist Rong Qian was quoted as saying that the poverty rate can
rise up to 3.3 percentage points in 2020 (Valencia, The Philippine Star, par. 3), raising that number
to more than 20 million Filipinos instead.
Leadership in relation to the economy and a development agenda is vital as it is evident that
the very lives of fellow Filipinos is on the line, not just presently but for generations to come. This is
one reason why the researcher has gone through the above lengthy discussion, mainly to illustrate the
interweaving or intersecting of various domains/ disciplines that affect our everyday lives such as
politics, health, psychology, education, economics, etc., which in turn affect our behavior/ actions,
perceptions, world views, and conceptualizations of phenomena such as leadership.
The increasing body of research concerning the economics perspectives of leadership (which
the articles reviewed in the journal and the journal issue itself gives evidence to) suggest that
leadership scholars and economists alike find these to be worthy contributions to the field of
leadership. Citing the article of Garretsen, et. al. (2020) as well as the review of Zehnder, et. al.
(2017) evidences how there are already a number of leadership studies conducted utilizing an
economics perspective. These serve to validate and gain theoretical warrants for the emerged core
category of an economics-driven leadership framework. Since it has also been shown that all the
various emerged categories interact, relate, and influence each other in substantial ways (supported
by findings of several studies cited), then it validates the internal cohesion of the emerged conceptual
frame work of the present study.
As MGT’s authors Goldkuhl and Cronholm (2010) advocate diagrammatic conceptualizations for
better understanding, a conceptual framework diagram is provided below:
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In addition to the above discussions, the following illustration of the roots of the Filipino
based on the work of Andres (1981) also serve to validate the internal cohesion of the conceptual
framework in this present study. The illustration shows how Filipinos have an American mind which
result to his pragmatism and can relate to the categories within the leaders’ personhood such as
having an achievement motive and being professionally competent. The Filipino has a Spanish-
Christian heart which can account for exemplars as well as the various leadership praxis identified,
with categories such as championing values and morality, people empowerment, and strategic
collaboration. The Filipino has Chinese-Malay roots which displays itself in his ready adjustment to
new situations and a desire to be pleasant, agreeable, and nice (p.5). Our passion for education and
self-improvement can be traced to Confucian philosophy including the importance of ethics and
FIGURE 29: LEADERSHIP CONCEPTUAL FRAMEWORK – FILIPINO LEADERSHIP CONCEPTUALIZATION
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honor. This aligns as well with exemplars and the value of ‘sageliness’, thus our regard for the
importance of education and the worldview that economic prosperity and national development
cannot happen without it. Dr. Clarita Carillo (2017), Vice-Rector for Academic Affairs, University
of Santo Tomas, Manila articulated well how highly Filipinos value education:
“At the macro-level, higher education remains key to economic
growth and national development, spurred by research and innovation;
hence the desired emphasis on science, technology, engineering,
agriculture, and mathematics. At the micro-level, higher education
is an investment not only for the individual, but for the basic social
unit (the family). An immediate return on investment becomes
necessary as employment opportunities are culturally synonymous
with affording education for core and extended families” (par.7).
These descriptions match with the categories of education reform/ development agenda and
investing for national progress and development or nation-building, classified under leadership
praxis. HEI leaders’ conceptualization of leadership as being values-based, development agenda
and economics-driven are classified as potencies as these are the drivers for leadership in the
Philippine setting. These categories are traceable and show strong connections to our historical-
cultural roots as Filipinos. This is why the comparison with the compendium of cultural
characteristics and values, as discussed by Andres, was included in this evaluation of the conceptual
framework’s internal cohesion.
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(Ref: Andres, 1981, p.4)
American MIND (Pragmatic/ Realist)
Spanish Christian HEART (Greco-Roman)
Chinese Malay
ROOTS
PERSONHOOD (Endogenous) Achievement motive Global perspective
PERSONHOOD (Exogenous) Exemplars Professional Competencies
PRAXIS Champions Values and Morality Strategic Collaboration People Empowerment Inst’l Differentiating/ Identification & Valuing Educ Reform &Devt Agenda
POTENCY *VALUE-BASED *DEVT AGENDA & ECONOMICS
ROOTS OF THE FILIPINO
Conceptualization of LEADERSHIP among leaders in Philippine HEIs
THE FILIPINO A Compendium of Cultures
FIGURE 30: Historical – Cultural Roots of the FILIPINO and Conceptualization of Leadership
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CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
“Leadership is one of the most observed and least understood phenomena on earth.”
James McGregor Burns (1978, p.2)
Leadership is a broad and complex phenomenon that over centuries has not been wholly
understood till the present. As evidence, scores of articles, studies, books, stories, newspaper reports,
programs, including artforms such as poetry, films, videos and even games have been created to
understand, analyze, interpret, judge, develop, train, raise up, or educate leaders. Newton (2016)
recounts that its evolution has spawned a succession of theories from the Great Man and Traits theory
of the 19th century to the Shared and Complexity theories of the 21st. The earliest ones focused on
character, personality, and behaviors of successful leaders, but in more recent times these theories
focused more on what leaders actually do (p.8). The present study dealt with the conceptualization of
leadership among educational leaders in the Philippine setting which involved eight higher education
leaders randomly selected from both public and private HEIs having fulfilled a set of criteria, with
both males and females represented.
In this final chapter, a summary of the results of the study is presented with brief explanations
of emerged core categories, how these relate to each other, how they were classified, and the
conceptual framework of leadership theorized from responses among educational leaders in selected
Philippine HEIs. Multi-grounded theory (MGT) was the more novel approach applied in theorizing
the conceptual framework, with the classic GT method of induction used mainly in the initial phase
of emerging categories and subcategories. Additional explicit grounding processes (i.e. empirical,
theoretical and internal), were applied to generate the theory with more rigor and for stronger
validation. Recommendations as to what further studies relevant to the area of leadership and related
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disciplines can be potentially carried out in the Philippine setting are discussed. Implications for
practice and theory building aside from further research are also included in the following discussions.
The use of the MGT approach is a primary contribution of this study, at least within the
researcher’s educational context, as this is a method not as widely used as classic GT or other
divergent methods are, such as the Straussian and Constructivist approaches. Although divergent, all
of these are still considered as being within the ‘family’ of GT methodology. The use of MGT for a
doctoral research/ study is in fact a first for the department to which the researcher belongs. Aside
from this, the present study’s contribution to the qualitative literature on leadership studies in the
Philippines remains salient, as most of the relevant and recent studies still mention the dearth of
materials/ books on the topic and the need for more of these types of studies within the Philippine
setting (Ilac, 2018; Labor, 2017; Cimene & Aladano, 2013).The present study serves to validate
various studies previously done on leadership, but presents the conceptualization of leadership
specifically from the perspective of educational leaders, whereas previously mentioned studies, were
mainly from a corporate, political/ administrative or community/ ethnographic point of view.
Understanding how the education sector conceptualizes leadership is important since education has
always been recognized as a harbinger of national progress and development.
Summary of Results
Based on the emerged conceptual framework of the present study with its different related
categories – how educational leaders view and conceptualize leadership were shown to be identical
or similar with those of other sectors - such as those in industry (Ellamil, 2010), in indigenous
communities (Ilac, 2018), and in the rural barangays or communities (Ramirez & Talisayon, 1995;
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Jocano, 1969, 1988/1989). These results verify how pagkatao or the person of the leader (classified
as personhood) is foremost in the Filipinos’ conception of leadership so that charismatic leaders are
perceived to be effective and outstanding. This finding is widely supported by various studies and
literature in the field, including those mentioned in earlier chapters, as well as cited by credible
authorities in Philippine culture including the late Filipino anthropologist F. Landa Jocano (1990,
1999), and leading organizational culture/ HR expert Dr. Tomas Quintin Andres (1981, 1989), who
both wrote extensively on Philippine cultural values and the person of the Filipino. Similarly, Project
GLOBE, to-date the most extensive study done on the relationships between culture, leadership and
organizations as it involved 62 societies over a span of 10 years, reveal the same findings on
Philippine culture. The study which “redefined scholarly understanding of how culture and leadership
vary by national culture” (globeproject.com, par. 4), reinforce with empirical data that Filipinos find
Charismatic/ Value-based leadership to be most effective, with the Team-oriented and Humane-
oriented leadership dimensions scoring as next highest consecutively. These three dimensions of
leadership within the nine dimensions that were identified and presented in this seminal ground-
breaking study, correspond closely to Filipino cultural values which are collectivistic and family-
oriented in nature. Furthermore, this preference for leadership that is makatao (or humane) is
underscored by the hierarchical needs of the Filipinos as theorized by Andres (1981), topmost of
which is pagkabayani (or being heroic), someone who looks after the welfare of others. In fact, this
also corresponds to the cultural value of paternalism where an effective leader is seen as one who
stands as a ‘father-figure’ among the staff, employees, or members of the organization. Specifically,
exemplar traits (an emerged category) such as integrity, courage, being heroic, spiritual, and
patriotic, encapsulate some characteristics respondents identified as imperatives for leaders to have.
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From this and other categories the present study has emerged the core category of values-based
leadership in the conceptual framework.
The other core categories in the emerged framework of a development agenda and
economics-driven leadership was derived similarly from the conceptual refinement process.
Categories such as: achievement motives and global perspectives (classified under personhood); and
people empowerment, strategic collaboration, institutional differentiation, educational reform
(classified under praxis), all accrue to the interrelated subcategories of: persuasive individual and
institutional value-propositioning, and investing in national progress, nation-building, and
development agenda. The practical realities in the Philippine context, where poverty is widespread
is thought to contribute to this, as all of the leader-respondents in the study have mentioned how
education must necessarily address this persistent problem in our society. The fact that we are a
people-oriented (as opposed to task or performance oriented), humane, family-centred, and
collectivist society is already predictive of our view of leaders as those who will help eradicate social
ills – the two most pervasive of which are (as one leader-respondent emphatically declared) -
corruption and poverty!
In fact, way back in the late 60’s, well-known historian and educator Renato Constantino
(1967, as cited in Alfiler & Nicolas, 1997) had stressed the need to define the qualities of a Filipino
leader based on his analysis of the state of Philippine society, stating that the country is “beset with
the ills of poverty, cultural stagnation and political backwardness…one where mass vision is blinded
by myths, where illusion is taken for reality, where what the people think they want is not what they
really need” (p.96). Fast forward to the 21st century and this description seems to be even more
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amplified with the inevitable increase in population (roughly 110 million based on PSA current
statistics), together with all of the political and social upheavals that has since then transpired and are
still happening today.
Notwithstanding the era of dictatorship which lasted two decades leaving an indelible mark
upon Philippine history and society, the ill effects of which are still being countered to this day.
Leadership has definitely played a flagrant and principal role in the turn of historical events in the
country with rippling damaging effects across all domains and sectors of society, especially the
economy. The same holds true for Education, which at present is still grappling with the same issues
it has borne since colonial times, and again political leadership has to shoulder much of the blame.
Former Secretary of Education (2010-2016) and De La Salle brother, Armin Luistro characterized
the state of Philippine education (cited in Colinares, 2010), still applicable to present day: “I do not
think that it will be a mistake or it would be fairly easy to claim that Philippine education is in
crisis…Philippine education is not in a crisis. The better description of the state of Philippine
education is that it is in a chronic illness” (p.118). Thus, highlighting its state as being in a recurrent
crisis. The litany of woes confronting Philippine education has been largely attributed to leadership
as based on a World Bank study: first, there was no broad political support for real reform and second,
a weak institutional environment for change such that there is lack of integrated leadership crippling
the ability of policy makers to act strategically across the sub-sectors (Colinares, 2010, p.122). With
the current global health and economic crisis brought about by the pandemic, these woes have
worsened and exacerbated as students, teachers, and parents, struggle to cope with the migration to
digital platforms in education. The Department of Education (DEPed) is constantly in the news these
days with media actively documenting all that education stakeholders are going through as they deal
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with the social and educational transformations happening at all levels, not only within Philippine
society, but across the world.
Social weather stations (SWS) & Pulse Asia’s popularity ratings of the incumbent president
continue to be positive (as of this writing), but this was analysed as due to the government’s being
able to address basic issues such as the prices of basic goods and commodities, and employment.
Surveys analysis shows that the steepest drops in the president’s approval ratings occurred when
inflation rates reached record highs, such as the one in 2018 when the Philippines recorded its highest
inflation rate in 9 years (Paris, 2019, par. 15). However, with the dismal state of the nation’s economy
at present – with an ongoing ‘technical recession’ and the rate of unemployment at an all-time high
(45.5% or 27.3 million jobless according to SWS survey, July 2020) as caused by the pandemic – the
political leadership may actually be undergoing a test of stability, even as economic conditions
remain bleak. These SWS’s are tangible and direct evidences of how majority of the population
perceive the leader’s effectiveness as related to the nation’s economic state. In other words, the
Filipino looks at the state of the economy as the president’s report card, with his approval hinging on
it being able to stay in the black instead of bordering or worse getting stuck in the red.
Further contribution of the study
With all of the leader-respondents in this study uniformly concerned for building the nation’s
intellectual and human capital as well as investing in nation-building, (emerged sub-categories
classified under praxis after abstraction), the development agenda and economics-driven core
categories emerged as part of the conceptual framework in this study. The core categories of a
development agenda and economics-driven leadership has been validated with current studies and
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pertinent literature. It has been shown that fairly recently, significant increase in and considerable
attention is being paid to leadership studies linking particularly the two fields (of leadership and
economics), by both leadership scholars and economists alike.
Other studies done in the Philippine context were reviewed to inform the present study for
gaps in the literature without intent to seek for a priori concepts (the initial review of related literature
during the proposal stage was exploratory, a more in-depth review was done after the categories have
been emerged). The final review done after the conceptual framework has been drawn, was done in
order to utilize literature for additional relevant data, and proceed with MGT’s requirement to
theoretically match these categories with those found in extant theories. From the literature review
and matching process, it was found that the significant contribution of this present study is with regard
to the core category of the potency of economics and a development agenda in relation to leadership
- being perceived as crucial factors for leader effectiveness.
Thus far, from the compilation of local research studies read or perused for this present study,
none has established nor recognized the palpable role of economics in leader preference or its
significance in the Filipino’s conceptualization of leadership. Perhaps, the closest data that relates to
this is Andres’ (1981) theory of the Filipino hierarchy of needs where he asserts that the second
highest need of the Filipino is for social mobility or to attain to a higher social and economic state.
The relationship of leadership to economics has also been universally overlooked in the past, and
scholars only now admit this (Garretsen, et. al., 2020; Zehnder, et.al., 2017). Therefore, it can be
safely concluded that this similar state (having a dearth of studies) applies to local leadership studies
which links these two, except for those earlier studies cited by Alfiler and Nicolas (1997, pp. 101,
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110, 116), where the socio-economic backgrounds of Filipino leaders have been surveyed to present
a picture of leaders’ demographics revealing that most political leaders in the past belonged to the
ruling elite, which was perceived to be beneficial for the country as constituents thought that this was
a deterrent for politicos to be dipping into public coffers or may curb widespread corruption since the
leader was already wealthy. This, however, seems not proven to be true.
After various categories were emerged in this study, these were classified according to the
following: personhood, praxis, and potencies of leadership. Personhood involves the person and
character of the leader, with two sub-classifications: exogenous and endogenous features.
Endogenous is from within or having an internal cause so these include the categories of Achievement
motive and Global perspective which are both internal in origin. Exogenous, on the other hand, relate
to or develop from external causes or is external to the person. These include the following categories:
Exemplars and Professional Competencies. The second set of classification for categories is Praxis,
which refer to the actions, exercise or practices of leadership. These include the categories of:
Championing morality and values, People Empowerment, Strategic Collaboration, Institutional
Differentiating, Institutional Identification and Valuing, Educational Reform, and Development
Agenda. Lastly, the classification set of Potency referring to the affective drivers or rationale for
leader preference/ choice or acceptance, which include (as earlier mentioned) the core categories of :
Values-based, Development agenda, and Economics-driven. Detailed definitions and discussions
of these categories and how they relate are found in the previous chapter, Chapter 4 on Results and
Discussion. There are 3 subcategories which were abstracted from the above-mentioned categories,
these are: Building human and intellectual capital, Persuasive Individual and Institutional Value
Propositioning, and Investing in National Progress and/or Nation-building. Building human and
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intellectual capital relate to Personhood of the leader, Persuasive Individual and Institutional Value
Propositioning relates to the Praxis of Leadership, while Investing in National Progress and/or
Nation-building relates to Potencies of Leadership. These are the totality of categories and
subcategories emerged within the conceptual framework of Filipino leadership for this present study.
Implication for practice
A strong implication of the present study’s results would be its instigation for re-thinking how
to design leadership development programs that incorporates the positive dimensions of our cultural
values in 21st century realities, and reinforcing these through the courses and training programs
offered by HEIs. HEIs may also consider integrating leadership development in all courses rather
than as a program on its own or as an extra-curricular one. Specifically, if the literature and recent
studies show that a makatao or compassionate/ humane leader is seen as effective, then HEIs should
ensure that leadership programs/ courses deal with this side of leadership – in other words dealing
not just with the skills needed, but also with the attitude, values, and internal/ endogenous aspects of
leadership. This actually coincides with recent universal conversations about leadership with the rise
of books such as: Compassionate Leadership (Hopkinson, 2014), Emotional Intelligence for the
Modern Leader (Connors, 2020) and even an edition of Harvard Business Review Guide dedicated
to emotional intelligence (2017). In terms of skills or competencies the study could serve as a starting
point to look at how to better equip future leaders to be more knowledgeable or competent not only
in their specific fields, but armed also with an in-depth understanding of how economics plays a role
in their leadership and vice versa. This may be used to help address how leaders can develop and
sustain organizations or industries that are economically efficient, able to sustain development, and
are successful, particularly in the rapidly changing landscape across business, media, science and
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technology and other sectors in the 21st century. If a leader is not agile, strategic, and globally
competitive enough, it is highly possible that they would be unable to maintain their businesses’
profitability and can immediately lose gains in very fluid economic environments. It is imperative
with global scenarios that are in constant flux, that would-be leaders be adept in forecasting, strategic
planning, analysing, innovating and even disrupting current conditions, systems and technologies in
order to keep pace, if not ahead of an increasingly globalized world. For example, the jobs that people
hold today and the courses that prepared them for it may not even exist in the next decade. This is a
future scenario that is viewed as likely to happen with the quantum leaps in technology, volatile
environmental conditions, and the likely possibility of future pandemics happening again. It is
imperative that leaders study emerging global trends in education and different sectors, but
importantly trends in education.
These scenarios, together with widening economic and social disparities as effects, undeniably
provide glimpses of days to come and can be expected to even accelerate changes in the world as we
know it. Therefore, if we wish to successfully navigate highly challenging times and thrive, then
leaders or would-be leaders especially in education, should be prepared for these with an urgency,
even now, not just to adapt to these changes but to envision and intentionally design it. With
reflexivity, intentional purpose, and design, education can help lead and craft a world that aligns with
its values rather than just be swept along by advances in technology.
Moreover with regard to practice, the implication is that educational leaders are decision-
makers in terms of the courses, programs, and trainings being offered by their respective institutions
– including those that pertain to leadership development of students. Their conceptualization of
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leadership therefore, may have a bearing on the choices of course offerings or leadership development
programs that their institutions make available. Bill Gates, philanthropist and founder of Microsoft,
in his short video introduction of the top 10 finalists for the Global Teacher Prize in 2018 (one was
Filipino) mentioned: “When you think about what drives progress and improvement in the world,
education is like a master switch. One that opens up all sorts of opportunities for individuals and
societies” (Talking Education, 2018). Overall, education is considered an important sector of any
society or economy, thus understanding how representatives from this sector conceptualize leadership
will contribute to the aggregation of knowledge regarding Filipinos as leaders and its application or
practice can help in producing more effective leaders not just in the education sector itself, but in
other sectors of Philippine society as well .
Implications for Theory-building
Implications for theory-building based on the utilization of the MGT approach include the
following: the application of more rigorous grounding processes for both internal and external
validation is proven to be necessary to arrive at theoretically-tight results and conclusions; a more
explicit theoretical matching process with related extant theories strengthens validity, thus must be
engaged in thoroughly; an a priori review of related literature and extant theories does not have to
bias the researcher and result to forcing, instead it can contribute to the emergence and validation of
categories – preconceptions and biases can be constrained with data sensitizing principles as
suggested by Thornberg (2012, see Appendix). Finally, internal cohesion between and among
categories, subcategories, and core categories is another essential indicator of the validity of the
theory. It must be engaged in more in-depth and exhaustively for a more solid argument of the
theory’s credibility and validation.
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Recommendations
A notable category emerged relevant to this is that of leaders’ having a global perspective,
which has not been identified in most extant local leadership studies reviewed, except for Valdez,
et.al., (2017), which in their study was identified as global citizenship. Valdez, et. al.’s study done
earlier only serves to validate this particular category emerged in the present one. Thus, this can be
an added and significant contribution that the present study also made. Ricafort (as cited in Colinares,
2010) recognized this when she said: “It is not sufficient for future leaders to be well-prepared only
in the academic and technical fields but to be prepared also to think and act with global leadership
qualities” (p.5) [see Global Mindset inventory, p. 148].Thus, it is highly recommended that leadership
programs/ courses should incorporate this aspect in their aim, design, and contents. A comparative
study of educational systems globally, their organizational structures, operations, including the
economics of their organization, should be a standard feature of leadership courses in education. Also,
integration of courses/study of emerging global trends in education is so much more relevant now,
given the recent compulsory migration of educational systems to digital platforms worldwide due to
the pandemic.
The results of this study where educational leaders’ conception of effective leadership
(whether academic or political) is seen as linked to the nation’s economy is an impetus then to review
whether the leadership development programs we provide our students with, actually factor this in its
design, outcomes, and contents. If not, then that would be the strongest recommendation from this
study. The design of such leadership programs/ courses should include not only ingraining a global
perspective among potential leaders, but also as mentioned earlier, an understanding of economics
and the role it plays in leadership.
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Recommendations for further research
Additional recommendations for further studies can include research into followers’
conceptions including students and other stakeholders as the present study involved educational
leaders alone. There are also other key sectors that are interesting to study within the Philippine
context with regard to their conceptualizations of leadership, such as media, the health sector,
information technology, and other sciences. Comparative studies on leadership across these various
sub-groups may be conducted to add to existing literature. Since the present study was concerned
specifically with conceptualizing leadership, it would be additionally important to research how these
concepts are practiced in reality, then compare these practices to the concepts emerged. A recent
study by the present dean of the DLSU College of Education, Dr. Raymund Sison entitled
“Simulchieving Forward” (2018) using classic GT actually dealt with this.
Project GLOBE did a comparison of values and practices among cultures and organizations,
but these were mostly self-reported responses in the form of survey questionnaires, which may not
have totally precluded some bias. This large-scale study was also done in the area of enterprise/
industries thus, there are other sectors that may still need representation in the area of leadership
studies, such as non-government organizations or charitable institutions, for example, and those
mentioned earlier. More research into leadership emergence and how this process/ phenomenon
evolve over time is also lacking in the local context. Also, the global seismic shifts that are currently
happening is an impetus to do more research on how leadership should be exercised in the context of
increasing digital organizational networks and platforms, which influence how employees, followers,
students or other constituencies engage with each other and with leaders themselves, as this in turn
can affect performance and achievement. How leaders address the digital divide and connectivity
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issues to make education more accessible, may also be relevant as more and more schools, including
HEIs migrate to online learning. Additional recommended topics would be how leaders make
decisions as to what students should learn in this global age, how these should be delivered within
online platforms, and how they address assessments issues - may also be timely to research on and
study. Another important topic for research could be how leaders address and handle crisis, as we
see more and more disasters and crises, either man-made or natural, occurring across the globe where
leadership plays an important role as to the impact and consequences of these on entire populations.
From an education perspective, this could include how administrators and educational leaders handle
events that could negatively impact their institutions such as what has happened in this pandemic,
which brought closure to many schools and colleges, especially private ones not just locally but
worldwide. Finally, since it has been found that there are no substantial research studies done yet
with regard to leadership and economics, and how they significantly relate to each other, this is an
area of study recommended with three specific topics that are central (Garretsen, et. al., 2020):
conceptualization, context, and causality. The present study may be extended in this aspect since the
emergence of the field of economics in relation to leadership, as shown in the theorized conceptual
framework, is relatively new. Further research linking economics and leadership could draw out
more of the significance of each field to the other, adding knowledge to both and understanding their
relationship more in depth particularly with regard to leadership effectiveness and emergence as
Zehnder, et. al., (2017) had recommended.
Former CHED commissioner Nona Ricafort quoted how a sage once said: “Whether we are
conscious or not, education is the force that will, more than any other, shape the world’s future”
(Colinares, 2010, p. 3), which underscores how every educational institution has a great and noble
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mission to carry out in this global century. Higher education institutions definitely impact society and
the significance of its contribution to national progress and development is without question immense
as many authors, scholars, even policy-makers concur (Colinares, 2010; Luz, 2011; Valisno, 2012).
One such is former senator and UP president Edgardo Angara (cited in Colinares, 2010) who
pronounced the following when the world was just recovering from a global economic crises more
than a decade ago:
“Few would disagree that education and training are among
the most significant investments a society can make for its own
development. As the world slowly recovers from the financial crisis,
the key to restoring long-term growth is our ability to innovate, which
requires massive human capital development. By investing smart,
governments can buffer the downturn, accelerate recovery, and
lay the foundation for strong and sustainable growth” (p. 281).
Many of the leader-respondents in the present study have articulated that what is essential for
leaders to have, particularly to successfully govern this country is ’will-for-action’, something that
others in the literature have also pointed out (Luistro as cited in Colinares, 2010; Cruz as cited in
Colinares, 2010; Luz, 2011). How leaders conceptualize and think about leadership, inclusive of the
influence of cultural values, then the consequent actions and practices they take in line with this, will
vastly matter – Why? Because it counts toward the fulfilment of not just a nation’s aspirations for
itself, but for the entire citizenry of nations as we have become more and more inter-connected, our
lives more and more intertwined and inter-dependent through the process of globalization. Project
GLOBE’s expansive study continues to this day (Phase 4) with grants from various governments -
indicative of its importance and the notable contribution this work makes toward the effectiveness of
organizations and industries. Also, their research findings benefit both individual leaders and
corporate leadership with expectedly positive effects toward national/ societal progress and
development with the information and insight their studies offer.
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Remembering chaos theory as proposed by Lorenz (1993), where it says that there are certain
systems that are quite sensitive so that even minute changes may result to a completely different way
the system behaves, or where a minor difference at the start of a process can make a major change in
it as time progresses – leads us to an understanding that minor changes in the field of leadership, and
more importantly educational leadership at present, may eventually lead to monumental changes in
time, proving this theory right. Reflecting on and re-thinking leadership in general and educational
leadership in particular, with consequences to its practice is just outright necessary, especially in the
current situation where Filipinos as a nation, together with other nations are undergoing these massive
and unprecedented transformations in systems and processes within the social, economic,
educational, religious, political, and other major societal spheres. It is inevitable, according to chaos
theory, that the effects of these unprecedented transformations on humanity, to also be unparalleled,
with repercussions globally even to succeeding generations. Leadership, as history gives evidence
to, is a potent and strategic force that will determine which way we will ultimately go and what we
as humans will end up eventually becoming.
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CODING PROCESS: PARTICIPANT 1 (DLSU)
CATEGORY: ACHIEVEMENT MOTIVE
IN VIVO CODES
(Incidents)
INDUCTIVE
CODES
PATTERN CODES THEORY
Condense
Having a clear vision and
mission
Clarity of vision-
mission
V/M-Focused Achievement
Motive
Have a very clear vision-
mission
Very clear vision
mission
V/M-Focused
Have to be an effective leader Effective leader Purposive
Have to be clear about what La
Salle stands for, our objectives,
what we are trying to do as an
org
Clear role, identity,
organizational
objectives, purpose
Mission-focused
Purpose-driven
Goal-centric
Must accept, fully submit to
the vision-mission
Ownership of
vision-mission
Purpose-driven
Goal-centric
V/M ownership
Doing the right things for the
institution
Doing right things
for institution
Purpose-driven/
Goal centric
people are conscious of the
vision-mission
Consciousness of
Vision-Mission
Purpose-driven,
Goal-centric
Work towards the vision
mission of the institution
Achieve
institutional V-M
Achiever, Purpose-
driven ,V/M focused
One has to be very clear what
the Educ’l vision-mission of
his organization is
Clarity of
organizational
vision-mission
V/M-Focused
very clear we have a two-fold
mission
Clarity of institutns
two-fold mission
Mission-Focused
Purpose-driven
As a Catholic educ’l institution
this is more specific
Specificity of V-M
as a Catholic
institution
V/M-focused
Purpose-driven
Involves 2 things: one a very
clear vision and the dual
mission of academic
excellence & values formation
Clarity of vision
and duality of
mission
V/M-grounded,
Purpose-driven
Mission-focused
They have to say we believe in
this mission
Imbuing belief in
the mission
Purpose-driven
V/M Ownership
Totally committed/
Being committed to the V-M
Committed V/M Ownership
There are 2 biggest problems
HEIs must address
Two biggest
problems of HEIs
Purpose-driven
Goal-centric
what an educational institution
would do to help meet needs or
problems
Meeting needs/
Solving problems
Purposive
Problem solver
283
Able to read very clearly the
needs & greatest problems of
Clarity seeing
needs & problems
Mission-focused
Targeting in some way… has
some bearing on reduction of
poverty
Targeted mission
Meet needs/probs
Purposive.
Problem solving
For a Filipino leader to be
considered great he/ she must
be able to provide that kind of
direction & leadership
Providing direction
and leadership
Visionary guide
Goal-centric
Must be really very, very
aware what the country’s
greatest problems, needs are
Awareness of
country’s greatest
needs, problems
Social Awareness
Purpose-driven,
Must be able to provide that
kind of program that will
ensure that our grads – they
are fully equipped
Equipping
graduates
Purpose-driven
Mission-focused
Visionary
Our graduates will be
committed to that kind of role
Ensuring
commitment of
graduates
Purpose-driven
Mission-focused
To put an end to the problems
that bedevil this country
Ending country’s
problems
Purpose driven
Mission-focused
Before I die, I would like to see
my country…
Clarity of purpose/
Purpose driven
Purpose-driven
Mission-focused
Before I leave this world, I
would like to see my country
Clear vision
Clear Purpose
Vision focus
Purpose-driven
It is a herculean task but it can
be done
Purpose-driven.
Task achievement
Achievement focus
Massive transformation can
happen
Can-do attitude,
positive
Positive mindset &
attitude
In 10 years it can be
done…..All things can be
done.
Can-do attitude,
positive,
Positive mindset &
attitude
A program to turn things
around in 10 years - it can be
done. I haven't lost hope
Hopeful, can-do,
positive
Positive mindset &
attitude
CATEGORY: PROFESSIONAL COMPETENCY
IN VIVO
(Incidents)
INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
(Category)
be able to communicate to
his followers
Ability to
communicate
Good communicator Prof Competency:
Problem solver
Intentional/Mindful
284
Has to be an effective leader Effective leader Effectivity/Competence
Have always been very
conscious of that (Leader is
different from Manager)
Conscious
knowledge/
Conscious doing
Intentional/
Mindfulness
Be able to distinguish the
forest from the trees
Big picture focus/
Mindful
Mindfulness/Cognitive
Competence
Not be involved in details &
minutiae
Big picture focus
Collaborative
Competent, Confident,
Committed (3 of 5 C’s)
Desirable/ Valued
traits
Professionalism
Competence
In Higher Educ it is more
the knowledge the technical
skill
Cognitive
Competence
Professional skills
Knowhow/Competence
Leaders must be effective in
addressing these problems
Effectiveness in
addressing probs
Competence
Problem solver
Must teach in a way that our
students see a way how to
connect it -end poverty &
corruption
Intentionality in
teaching/
Problem Solving
Professional
Competence/
Problem Solver
Intentional
Look for ways & means to
address the 2 biggest
problems of the country
Problem solver/
Intentionality
Solutions-minded
Competency
Problem solver
Intentional
I will have to address their
biggest problems there
Addressing
problems
Problem solver
Purposive/ Intentional
fully equipped not just
intellectually….to confront
& take on the problems
Full equipping
Address Problems
Professional
competence/
Problem solving
Put an end to the problems Resolve problems Problem solver
Why have we followed
behind (other nations)
Resolve problems
Address problems
Problem Solver
Intentional
Be able to communicate this
to his/ her followers
Ability to
communicate
Professional
competence
gear the whole educational
institution & programs
towards that
Meet needs
Solve problems
Problem solving
Prof’l competence.
Purposive
CATEGORY: PEOPLE BUILDER /OPTIMIZER & COLLABORATOR (EMPOWERMENT)
IN VIVO CODES
(Incidents)
INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
(Category)
Delegates to his people Delegates
Trusts people
People optimizer
Collaborative
People
Empowerment
Concerned Concern for
others
People person People builder/
optimizer &
collaborator
285
For common good Welfare of others People person/
service oriented
ways to make it easier for people
to get a handle on
Makes it easier
for people
Collaborative
Service-oriented
Not only for yourself but to
inspire this to the whole
community
Community
concerned/
Inspirational
Community-oriented
Inspirational
Collaborative
useless if I haven’t done this,
helped faculty embrace this
Faculty support Supportive
Collaborative
In some cases the leader has it,
but he is not able to inspire it in
his followers
Must be
Inspirational
Inspirational
Be able to inspire Inspirational Inspirational
Concern is how does he inspire
everybody to work
Inspiring Inspiring
Collaborative
Provide highest level of acad
quality of Education
Quality education
provider
Capacity builder
People optimizer
I still have to find a people
naturally endowed as we are
Recognizing
human resources
People optimizer
Human resources
development
They still give the CHIMES*
awards – the Lorenzo Tañada
CHIMES Awards
Giving
recognition
Valuing people
People optimizer
dual mission of academic
excellence& values formation
Imbuing
excellence &
values
People optimizer &
builder
Fully equipped not just
intellectually…
Fully equipping
students
Equipper
Capacity builder
CATEGORY: CHAMPIONING GOSPEL VALUES & CHRISTIAN MORALITY
IN VIVO CODES
(Incidents)
INDUCTIVE
CODES
PATTERN
CODES
THEORY
CONDENSE
Equally important is value –
formation
Upholding values Values crusader Champions values
& morality
Mission to impart right values to
our students
Imparting values Formation
conscious/discipler
More specific the Gospel values Imparting Gospel
values
Valuing formation
More specifically La Sallian
values ..the 5Cs (Christian)
Upholding
Christian values
Values formation
I personally during my term,
introduced CHIMES* Common
Good, Honesty, Integrity,
Specifying values
to uphold
Upholding &
recognition of
values in action
286
Meritocracy, Excellence,
Service
Sadly, I don’t see it around
anymore
Sad about eroding
values
Need for values
recognition
We give this (CHIMES Award)
to faculty & students who we
feel epitomize the values
Recognition of
meritorious service
& laudable values
Recognition of
service
Mission of academic excellence
& values formation
Prioritizing Values
formation
Prioritizing values
the more important academic
quality of an institution is its
ability to give a strong sense of
morals/ values formation
Importance of
giving strong sense
of morality &
values
Strong sense of
morality & values
In the lower grades…morals/
values formation are more
important really
Priority of morals
& values in the
lower grades
Prioritizing morals
It has been in this area, in the
values, moral formation of our
young that we have failed &
therefore if we want to change
this…go to roots
Recognizing failure
in values formation
wanting to change
Values formation
priority
It is our widespread failure to
practice Christian values &
virtues
Recognizing failure
in practice of
beliefs
Aligning values &
practice
It is the moral education that is
more important
Importance of
moral education
Upholding moral
education
They believe it is a moral issue
– connected with corruption
Connecting
morality with
corruption
Devaluing
Resisting
corruption
It’s my commitment to a moral
compass or leadership needed to
fight corruption. And poverty
the same thing
Moral compass of a
leader to fight
corruption and
poverty
Moral compass/
moral evangelist
(Grads) Fully equipped not just
intellectually , but also morally,
emotionally, psychologically…
Full equipping
includes. Moral,
emotional &
psychological
Moral, Emotional
&psychological
equipment
This university called for the
resignation of…(corruption)
Acting on moral
beliefs
Practicing &
upholding beliefs
Now, who is the most despised
person in the country?...the
politician (referring to corrupt)
Politicians despised
for corruption/
Morality Expected
in public office
Upholding moral
values
See my country free from
corruption, free from poverty
Corruption-free
Poverty-free
Morality
Concern for the
poor
287
CATEGORY: INSTITUTIONAL IDENTIFICATION, DIFFERENTIATING & VALUING
IN VIVO CODES
(Incidents)
INDUCTIVE
CODES
PATTERN
CODES
THEORY
CONDENSE
As a Catholic educational
institution…
Catholic identification Institutional
identification
Institutional
Identification/
differentiation &
valuing
I have been with La Salle all
my life- just about
Life-long DLSU
commitment
Institutional
identification
Have to be clear what La Salle
stands for
Clear identity &
mission alignment
Institutional
identity/ value
As Chairman of CHED Role identification Identity
For me, for us in La Salle… Identifying with… Identification
More specifically the La
Sallian values
Clear identification &
alignment
Institutional
Identification/
values
For me as a La Sallian
educator…
Identification with
institution
Institutional
Identification
De La Salle is a higher
education institution…
Identifying/
Positioning Institution
Institutional
Identification
When La Salle takes a very
strong stand on this…
Identification with,
alignment/agreement
on position
Institutional
identification &
differentiation
For De La Salle leadership to
be considered great…
Institutional
leadership value/
legacy
Institutional
differentiation/
value
-that our graduates will be
committed to that kind of role
identification of
students with
institution
Institutional
identity &
differentiation
CATEGORY: EDUCATIONAL REFORM & DEVELOPMENT AGENDA
IN VIVO CODES
(Incidents)
INDUCTIVE CODES
PATTERN
CODES
THEORY
CONDENSE
You may be a good leader but
if you are irrelevant to Phil
needs today -so it’s a question
of relevance
Must be relevant to
Philippine needs
Current contextual
relevance
Educational
Reform &
Development
Agenda/
Our biggest problems today is
the 2-headed monster:
corruption & poverty, massive
corruption & massive
poverty…the 2 biggest
problems HEIs must address
Identification of
Philippine problems
that must be addressed
Call for social
responsibility &
action
288
Corruption is the number one
cause of poverty
Relating corruption &
poverty
Need for social
responsibility &
Action
the University to be relevant,
it must look for ways & means
to address the two biggest
problems of the country
Relevance based on
addressing country’s
pressing needs
Social
Responsibility &
Action needed
I think LaSalle, we have to
keep ‘brainwashing’ our
students, so that when they get
out they’re super patriotic
Imbue patriotism Patriotism
we have failed & therefore if
we want to change this we
have got to go to the roots and
transform
Effecting Change at
the roots
Purpose-driven,
Transformation
agenda
gear the whole educational
institution & programs towards
that (country’s needs)
Contributing/ Respon-
ding to social needs
Education for
National Dev’t/
Social Action
Even if we say we are teaching
art, literature or music – teach
it in a way that students see
how to connect it (to society’s
problems)
Bridging education and
societal problems
Education for
National Dev’t
(Graduates) fully equipped ..to
confront & take on the
problems of Phil society
Respond to nation’s
problems
Education for
National Dev’t
our graduates will not try to
change the Phils unless they
are concerned with the
problems of the country, unless
sufficiently patriotic
Effect change out of
concern for country’s
problems
Imbuing patriotism
Social
responsibility
‘Common good’ includes
patriotism
Address social needs
as part of Patriotism
Social
responsibility &
Action/Patriotism
When they (students) get out of
here they are super patriotic.
Talagang mahal ang bayan
(Truly loves our nation)
Patriotism/
Love of country
Social
responsibility &
Action/ Love of
country/Patriot
to put an end to the problems
that bedevil this country
Contribute to resolve
social problems
Call for social
action
Why have we followed behind
(countries)… even Vietnam is
catching up w/ us & in 5 years
they might surpass us in terms
of economic growth
Concern for national
development inclusive
of economic growth
Call for social
action & reform/
Global perspective
289
We are still considered a
developing country. People
still look down on us...There is
no reason for that. We are
endowed w/many things-
natural resources, human
resources
Rationale for national
development agenda &
Education’s possible
contribution with
human resources
National
development
agenda/
Development of
human resources
In many ways we are better, &
yet in many ways why is our
country relatively poor?
Recognition of
possibilities &
problem to address
(poverty)
National
Development
agenda in Educ/
Global perspective
IN VIVO CODES
(Incidents)
INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
(Category)
Global Perspective
If I were an educational leader in
the U.S. or in Western Europe or
a more affluent country…to be a
great leader there I will have to
address their biggest problems
there…
Must serve to
address biggest
problems in
context
Contextual
relevance, able to
see beyond local
context – global
perspective
Global perspective
The U.S. president is worst they
ever had…President has done
more harm than any single
president in U.S. history
Worst president
in the U.S.
There are effective
and ineffective
leaders – based on
global comparisons
Global comparisons
I still feel bad when I travel
because we are still considered a
developing country
Uncomfortable
when traveling
due to country
status
Global comparison/
sees dichotomy &
gap between
developing &
developed nations
People still look down on us,
they patronize us, there is no
reason for that
Experience of
discrimination
Insight on treatment
received from others
Global comparisons
still have to find a people who
are naturally endowed as we are
We are a naturally
endowed peoples
– see unique
attribute in
comparison to
Pride in national
identity, global
comparison &
perspective
followed behind Japan, Korea,
HK, Malaysia, even Vietnam is
catching up – may surpass us in
economic growth
Knows country
status compared
to Asian
neighbors
Able to take a global
perspective and
compare
In many ways we are better/
Why is our country relatively
poor?
Looking at cause
of poverty in
Global comparison,
perspectives
290
relation to other
nations
can be proud of our race and our
country
Wants to have
pride in race and
country/
patriotism
Sees nation in
comparison to other
nations, global
comparison &
perspective
IN VIVO CODES
(Incidents)
INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
(Category)
Exemplars
be able to inspire, accept, fully
submit to the vision-mission
Inspires others Inspirational Exemplar
Doing the right things for the
institution
Does the right
things
Ability to distinguish
right things & does
them
Exemplar
lifetime service/ have to be an
effective leader
Life of service Servanthood Exemplar
e inspire everybody to work
towards the vision-mission of
the
Inspires everyone
toward V-M
Inspirational Exemplar
Competent, Confident,
Committed, and I think yes, the
last one is Concerned
Committed,
Concerned
Servanthood Exemplars
CHIMES awards: Common
good, Honesty, Integrity,
Meritocracy, Excellence, Service
C-H-I-M-E-S Exemplars Exemplars
inspire the whole community Inspires
community
Inspirational Exemplar
La Salle took a very strong stand
- My commitment to a moral
compass
Strong moral
compass
Moral Exemplar
Common good includes
patriotism
Patriotism Patriotic Exemplar
in La Salle we need to keep
'brainwashing' our students - so
that when they get out of here
they are super patriotic
Students to be
super patriotic
Patriotic Exemplar
I would like to see my country-
We can be proud of our race and
our country
Proud of race and
country
Patriotic Exemplar
291
IN VIVO CODES
(Incidents)
INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
(Category)
Strategic
Collaboration
Each company can adopt one
public school - collaborate &
help
Companies
adopting public
schools
Social responsibility,
Dev’t focus,
collaboration
Strategic
collaboration
Make sure enough classrooms,
textbooks. Company X & Y if
we can do that…
Corporate/
Business input to
address lack
Corporate social
responsibility,
Collaborate to meet
needs in education
Strategic
collaboration
if we can get a President
committed to educational
leadership…
Government and
education
leadership to work
together and
commit to action
Collaboration of
govt and education
sector/ political will
& commit to action
– dev’t focus,
national progress
Dev’t agenda, nation
building, strategic
collaboration
truly enlightened
leadership…Congress that will
allocate money
Need for leadership
prioritizing
education
Prioritize education
in national budget
Dev’t agenda, nation
building, strategic
collaboration
If GK only gets a little more
support from government in
terms of
Government
support for GK
Government &
organizations must
work together
Dev’t agenda, nation
building, strategic
collaboration
funding, in 10 years we can put
an end to poverty- at least
relatively poor
Funding of NGOs
who help to end
poverty, working
together to end
poverty
Government & other
organizations must
partner &
collaborate
Dev’t agenda, nation
building, strategic
collaboration
292
CODING PROCESS: PARTICIPANT 2 (DEAN, ATENEO GSB)
CATEGORY: EXEMPLARS
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
An influence process Influence process Influencing/ Influencer Exemplars
Works towards a
vision, must provide
vision as articulated
by group
Visionary
Effective
communicator
Achiever,
Exemplar
Competency
Outstanding Critical
Thinking Skills,
person full of hope
Critical thinking,
cognitive
competency,
Hopeful
Cognitive competency,
Exemplar
For him there is a
world of possibilities
Possibility minded Positive worldview
Achievement mindset
A better leader is full
of hope& great
possibilities
Hopefulness,
optimism,
possibility minded
Positive worldview,
Positive attitude
Optimistic
Often a religious
person has great
possibilities, doing
great things for God
Possibility-
Minded, Religious,
Courageous
Positive Mindset/
Attitude, Courage,
Spirituality
How you look at a
person - one of
indifference or
compassion
Compassionate Relational competency,
compassion
If you are indifferent
to people, you can say
"doomed to failure"
Indifference leads
to Failure/ Need to
build up
people, concerned
with others
Concerned for People/
Exemplar,
Compassionate means
treating others with a
positive loving
attitude
Loving, Positive,
Compassionate
Relational
competency/loves
people
Exemplar
like the concept 'win-
win', and where
there's respect for
others
Win-win attitude/
Respect for others
Respect
Mutual achievement
How the person looks
at himself - in Fear or
Faith and freedom
Courageous, Faith
in Self/ positive
self-esteem
Winner Mindset/
Attitude (Exemplar)
If there is fear, he
can't be a good leader
Fearlessness,
Courage
Winner Mindset/
Attitude (Exemplar)
293
Heroic leadership (by
Lowney)
Heroic Leader as Hero
self-awareness - this
strength is necessary
Self-Aware Competency/ Exemplar
has love: a positive,
loving attitude dealing
with others
Loving attitude Love others/ Exemplar
has heroic ambitions Heroic, ambitious Hero – Exemplar
The kind of leader
you want also
(fearless, ambitious,
heroic)
Not live in fear
Fearless, Heroic,
Ambitious,
Courageous
Courage, Hero
Exemplars
love, positive loving
attitude, ingenuity -
that's where it will be
different
Loving, Positive
attitude, ingenuity
Making a
difference
Differentiating
(Institution leaders
w/this character),Value
proposition, People
skills/ Exemplar
Differentiation/Value
Proposition/
Exemplars/
Human cap devt
Strength of character
needed to pursue the
goals you have
Integrity (Strength
of Character)/
pursuit of goals
Achievement mindset/
Character - Exemplar
you have to respect
the student
Respect for
student, respectful
Respect, empower –
Exemplar
This is where love
comes in, respecting
other people
Love, Respect for
others
Love & Respect for
people - Exemplars
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Win-win Achievement Motive
works towards a
vision you have/must
provide vision.
as articulated by
group
Vision-focus,
Effective
Communicator
Achiever,
Exemplar/ Competency
Achievement
Has possibility for
doing great things
Possibility-minded.
Doing great things
Possibility mindset/
Achiever-Doer
has will for action
especially in this
country
Pro-active, Doer
Will for Action
Purposive, Achiever
Action-taker
The leader needs to
work at attaining
private victory before
Internal victory,
achiever
Achievement mindset,
Goal-oriented,
Purposeful
294
you move.
into public victory
Has ambitions beyond
the Self
Goal-driven/
Ambitions beyond
the Self.
Expansive Goals/
Macro Perspective
Achievement mindset/
Macro perspective,
Purpose-driven
Strength of character
needed to pursue the
goals you have
Integrity (Strength
of Character)/
pursuit of goals
Achievement mindset,
Exemplar
Both of you become
winners
Winner mindset/
Collaborative
People builder/
Exemplar/ Achievement
mindset
has heroic ambitions Heroic, ambitious Exemplar/ Achievement
mindset
Provide a good vision
where everyone can
rally & believe it
Visionary/ Future
oriented
Rally people to
believe (Buy in)
Inspirational/
Motivator/ Purpose
driven/
Achievement mindset
set the time-table for
it, set targets for
everyone
Goal-centered/
Results-driven/
Outcome focused/.
Mission-minded
Achievement mindset/
purpose driven
they believe it can be
done
Positive 'can do'
belief & attitude/
Persistent
Achievement mindset
Strength of character
needed to pursue the
goals you have
Integrity (Strength
of Character)/
pursuit of goals
Achievement mindset/
Exemplar
Action is very, very
important
Action oriented
leadership
Responsive, Achiever
Exemplars
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Professional
Competency
be a good planner and
implementer - a
combination
Good Planner &
Implementer
Prof competency
Outstanding critical
thinking skills/ person
full of hope
Critical Thinking/
Cognitive
Competency/
Hopeful
Cognitive Competency/
Exemplar
Professional
Competency
A leadership
framework from
Pillars of Success Leaders can be a
success or not
Effective Leadership/
Prof Competency
295
Lowney: Heroic
Leadership.
4 Pillars of Success
self-awareness - this
strength is necessary
Self -Aware Exemplar/ Competency Professional
Competency
Has ingenuity Ingenious Cognitive competency Professional
competency
these are the things I
find relevant. It's more
experiential….
later on after the
experience, I read
Validates/
Supplements
experience
with Reading
Being a reader,
experiential
Professional
competency
having self-awareness
of managing an HEI
as opposed to Basic
Ed or
corporations
Self-Awareness
managing HEI/
Institutional
identity (HEI)
identifying with HEIs/
self-aware
Prof competency
There must be a set of
strengths to manage
an organization
strengths/ skills/
abilities
Competencies Prof competencies
more than respond I
believe it's important
to shape the
environment
Proactive/
Intentional/
Builder/ act for
devt
Achievement, Purpose-
driven/ Competence
(Pro Active)/ invest in
devt
Prof competencies
requires a certain
strength - there are
other strengths like
in strategic planning
strategic planning/
competence
Ability to plan
strategically/ cognitive
competence
Prof competencies
each individual has
their own weaknesses
know weakness/
In-competencies
Self-awareness of
limitations
Prof competencies
one must accept it and
do something about it
- is really part of self-
awareness
do something
about weakness/
Self Aware
Self-awareness/
cognitive competence
Prof competencies
Strategy to survive the
changing environment
will reflect ingenuity
Strategy to survive
fluid environment,
Strategic,
Ingenuity
Strategic-Analytic/
Proactive/ Competence
Prof competencies
responding to the
needs to be globally
competitive as a
business school
Social
Responsiveness,
Global
competitiveness
Global competitiveness/
competency/ capacity
building
Prof competencies
not just talk about the
gap, but how to bridge
the gap
Problem solving,
being strategic,
Bridging the gap
Will for action, Doer/
Action-taker, Strategic
plan
Prof competencies
296
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Global Perspective/
Mindset
Worldview how a
leader looks at
external environment
Worldview counts/
Macro Perspective
Importance of
Worldview
Positive Worldview/
Macro-Global
perspective
can look at the world
as full of limitations
Limited worldview
is undesirable
Importance of
Worldview
Positive Worldview/
Macro-Global
perspective
A better leader is full
of hope & great
possibilities
Hopefulness/
Optimism.
Possibility-minded
Worldview/ Mindset/
Positive Attitude
Positive Worldview/
Macro perspective/
Exemplar
have ambitions
beyond the Self
Goal-driven/
Ambitions beyond
the Self.
Expansive Goals/
Macro Perspective
Achievement mindset/
Macro perspective
Achievement mindset/
Purpose-driven/.
Macro perspective
based on the type of
program you're
running - how
globally competitive it
is, how relevant
Macro// Global
Perspective,
competitiveness,
relevance s,
building human
resource
Global perspective,
Contextual relevance/
developing human
resources
Global perspective,
Contextual relevance/
developing human
resources
Started about the
Philippines and also
the Asia-Pacific
region
development
concerns,
expansive mindset
Nation-building &
national + regional devt.
Macro perspective
Development Agenda.
Global - Macro
perspective
yet can't limit
ourselves to these/
seeking international
accreditation,
partnering with
different universities -
top schools in foreign
nations
Meet Int'l
standards,
Strategic
partnerships,
competitiveness
Global competitiveness/
Macro-perspective/
Collaboration, capacity
building
Macro-Perspective/
Strategic
Collaboration,
We will gain
accreditation by
different management
dev't agencies
Int'l accreditation,
strategic
partnerships
Competencies/ capacity
building/ differentiating
Prof
Competency/Strategic
Collaboration/
Institutional identity &
differentiation, Macro-
perspective
responding to the
needs to be globally
competitive as a
business school
Social
Responsiveness,
Global
competitiveness
Global competitiveness/
competency/ capacity
building
Global/ Macro-
perspective/
Development Agenda/
Prof competencies
297
but it must be
Relevant, when we
talk about onus of
global
competitiveness
Social relevance,
global
competitiveness,
economic
aspirations
Contextual Relevance,
Macro-Global
perspective, Economic
agenda
Macro-Global
perspective,
Development Agenda,
Nation-building
to be globally
competitive,
accredited
internationally
globally
competitiveness,
reaching
international
standards &
getting
accreditation
Global perspective,
Institutional
differentiation, value
propositioning
Global perspective,
Institutional
differentiation, value
propositioning
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
People
Empowerment
like the concept 'win-
win', and where
there's respect for
others
Win-win attitude/
Respect for others
People builder/
Exemplar
People empower-er
Both of you become
winners
Winner mindset/
Collaborative
People builder/
Exemplar/ Achievement
mindset
People empowerment
(if) my attitude is you
have to follow me
because I have the
best
intentions, best
knowledge - then
you'll have problems
Autocratic
leadership is
undesirable/
Democratic &
Collaborative more
desirable/ Allow
people's input
People empowerment/
collaboration/
partnership
People empowerment/
collaboration
you have to respect
the student
Respect for student People builder-
empower-er/ People
skills/ Exemplar
People empowerment/
Exemplar
Mulat diwa programs
started - literally
means 'giving
consciousness'
Community
Involvement,
Social awareness/
Giving
consciousness
Social consciousness &
responsibility/ People
empowerment/
Investing human cap
Social responsibility/
Human cap devt/
Nation-building/
People empowerment
should try to integrate
this (social action
programs) not just in
our course and all
other courses
Integration of.
Social concern &
action/ offering
resources
Social responsibility,
course integration to
empower people
Education Reform &
Innovation, People
empowerment Human
cap devt/ Devt agenda/
Nation building
298
we need to bring it a
notch higher, make a
value proposition to
students
Strategic, Value
propositioning,
higher goals/
Achieve higher
goals, build student
capacity
Value proposition, build
capacity differentiating/
Achievement of goals
Value proposition,
People empowerment,
Dev't Agenda,
Institutional
differentiation/
Achievement Motive
Not only for profit but
for Formation-
building
Formation
building, capacity
building, Value
proposition beyond
profit
People builder,
developing human
resources, institutional
difference
Human cap devt,
People Empowerment
Championing values,
Institutional Identity &
Differentiation
challenge and
opportunity to
develop new program
new program
development,
capacity building
people empowerment,
investing in human
resources/ program
innovation & devt
Devt agenda/ investing
in human cap/ Educ
reform/ People
empowerment
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Strategic
Collaboration
Vision- output of a
bigger group
Influencer,
Collaborator
Influencing process,
strategic collaboration
Strategic
collaboration/
Exemplar
(if) my attitude is you
have to follow me
because I have the
best
intentions, best
knowledge - then
you'll have problems
Autocratic
leadership is
undesirable/
Democratic &
Collaborative more
desirable/ Allow
people's input
People empowerment/
collaboration/
partnership
People empowerment/
Strategic collaboration
What does the
industry need? You
can provide that. Who
are the
people you can work
with?
Responsiveness,
Strategic,
Collaborative
partnerships,
supplier (feeder)
Market responsiveness,
Industrial partnerships
Strategic
Collaboration,
Development Agenda/
Prof Competency
As far as companies
where our students are
working
Market-driven/
Industry
Partnership
Strategic Collaboration,
Industrial partnerships
Strategic
Collaboration,
Development Agenda,
Human cap devt
(Associations) are
important for us
Importance of
partnerships
Strategic Collaboration,
Industrial partnerships
Strategic
Collaboration,
Development Agenda/
299
Important
partnerships/ grad
students are aware
Partnership/
Collaborative,
adding value to
students
Strategic Collaboration,
Industrial partnerships
Strategic
Collaboration, Human
cap devt
yet can't limit
ourselves to these/
seeking international
accreditation,
partnering with
different universities -
top schools in foreign
nations
Meet Int'l
standards,
Strategic
partnerships,
competitiveness
Global competitiveness/
Macro-perspective/
Collaboration, capacity
building
Macro-Perspective/
Strategic
Collaboration,
We will gain
accreditation by
different management
dev't agencies
Int'l accreditation,
strategic
partnerships
Competencies/ capacity
building/ differentiating
Prof
Competency/Strategic
Collaboration/
Institutional identity &
differentiation, Macro-
perspective
partnerships wit one
of top MBA schools
in France (ESCA)
partnerships with
other educ'l
institutions
overseas
institutional
partnerships
Strategic
collaborations/
Institutional
differentiation &
valuing
IN VIVO CODES INDUCTIVE
CODES
PATTERN
CODES
THEORY CONDENSE
Championing Values &
Morality
Leadership &
Spirituality have a
connection
Spirituality
connected to
Leadership
Spirituality &
Values
Spirituality/ Championing
Morality & Values
Both are a way of
being & acting
Integrity (Unity of
being & acting)
Upholding Values Championing Morality &
Values
Leader of integrity -
way of being & seeing
others align
Integrity Upholding Values Championing Morality &
Values
Actions align with
being and seeing
Integrity Upholding Values Championing Morality &
Values
Often a religious
person has great
possibilities doing
great things for God
Possibility-
Minded, Religious,
Courageous
Positive Mindset/
Courage/ Attitude
(Exemplar)
Positive Worldview/
Spirituality/ Championing
Values/ Courage
Exemplar
300
Not only for profit but
for Formation-
building
Formation
building, capacity
building, Value
proposition beyond
profit
People builder,
developing human
resources,
institutional
difference, giving
importance to
formation
Human cap devt,
Empowerment
Championing values,
Institutional Identity &
Differentiation
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Institutional
differentiation &
valuing
love, positive loving
attitude, ingenuity -
that's where it will
be different
Loving, Positive
attitude, ingenuity
Differentiating
(Institution leaders w/
this character),Value
proposition, People
skills/ Exemplar
Differentiation/Value
Proposition/ Exemplars/.
Human cap devt
for our students to
understand, and it's
part of the
differentiation
Institutional
alignment
(students)/
differentiating
Institutional identity/
differentiating
Institutional
identification/
differentiation, value
proposition
what makes us
different, What we
want to be conscious
about is the big gap
between the rich and
(the poor)
Social
consciousness,
Bridging the
economic gap
Social consciousness
& responsibility/
building human
resources/
Differentiating
Social responsibility/
building human cap devt/
Devt Agenda Institutional
Differentiation
we need to bring it a
notch higher, make a
value proposition to
students
Strategic, Value
propositioning,
higher goals/
Achieve higher
goals, build
student capacity
Value proposition,
build capacity
differentiating
Value proposition, People
empowerment, Dev't
Agenda, Institutional
differentiation
Not only for profit
but for Formation-
building
Formation
building, capacity
building, Value
proposition
beyond profit
People builder,
developing human
resources, institutional
difference, giving
importance to
formation
Human cap devt,
Empowerment
Championing values,
Institutional Identity &
Differentiation
What we did was to
spin that. We
converted this to our
slogan:
Inspiring, Goal/
Results-driven,
love of country/
patriotism
Investing in national
progress, Educational
innovation & reform/
Differentiating/ Dev't
Educational innovation &
reform/ Differentiating/
Dev't Agenda, Nation
building
301
"Our country, Our
business"
Agenda, Nation
building
similar masters
programs with AIM
benchmarking
with outstanding
institutions
devt focus/
institutional
benchmarking
Devt agenda/ Educ
reform/ institutional
differentiation & valuing
modified AIM
program in areas of
improvement
modification &
improvement of
graduate programs
program devt/
improvement/investing
in human resources
Human & intellectual cap
investment/ Devt Agenda/
Institutional
differentiation & valuing
programs connected
to nation-building
connecting
academe with
national
development
devt focus, macro-
perspective,
Devt agenda/ Educ
reform/ institutional
differentiation & valuing/
Nation-building
partnerships wit one
of top MBA schools
in France (ESCA)
partnerships with
other educ'l
institutions
overseas
institutional
partnerships
Strategic collaborations/
Institutional
differentiation & valuing
masters with
overseas classes
components
masters with
opportunities to
study overseas
globally competitive
masteral programs
global perspective,
institutional
differentiation & valuing
Accreditation
overseas/
institutional &
program
accreditation
obtaining
international
accreditation
working toward global
standards/ institutional
devt
global perspective/
institutional
differentiation & valuing
Accredited by
European agency
obtaining
international
accreditation
working toward global
standards/ institutional
devt
global perspective/
institutional
differentiation & valuing
part of response to
recession
response to
economic situation
strategic response/
economic
considerations
institutional
differentiation & valuing,
strategic leadership
(Exemplar)/ Economic
drivers of Education
new ways of
marketing programs
novel marketing
ideas
economic
considerations
Institutional
differentiation & valuing,
strategic leadership
(Exemplar)/ Economic
drivers of Education
beyond expected
intake for new
accredited programs
goal-oriented/
success in
marketing
strategic success/
economic
considerations
Institutional
differentiation & valuing,
strategic leadership
(Exemplar)/ Economic
drivers of Education
from 120 to 150 to
350 students
jump/ increase in
number of
students
strategic success/
economic
considerations
Institutional
differentiation & valuing,
strategic leadership
302
(Exemplar)/ Economic
drivers of Education
Challenge to make
operations
sustainable
Sustaining
operations through
economic
recession
Economic
sustainability of
institution/ Economics
of education
Institutional
differentiation & valuing,
Economic drivers of
Education
to be globally
competitive,
accredited
internationally
globally
competitiveness,
reaching
international
standards &
getting
accreditation
Global perspective,
Institutional
differentiation, value
propositioning
Global perspective,
Institutional
differentiation, value
propositioning
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Development
Agenda & Nation
building
(identify strengths)
'social, eco-political
situation in the
world, and country
where you exist bec
how can you respond
to demands
Relevant
responsiveness
based on socio,
eco-political
situation/ Social -
Environmental
awareness
Social
awareness/Responsiveness/
Development Agenda
Social responsibility/
Development
Agenda
Started about the
Philippines and also
the Asia-Pacific
region
development
concerns,
expansive mindset
Nation-building & national
+ regional devt.
Macro perspective
Development
Agenda.
Global - Macro
perspective
be able to understand
the societal
environment in the
Philippines
Understands social
environment/
Social awareness/
consciousness
Social awareness/
analytical/
Development
Agenda, Social
awareness
be able to understand
the societal
environment in the
Philippines
Understands social
environment/
Social awareness/
consciousness
Social awareness/
analytical/
Development
Agenda, Social
awareness
What does the
market want?
Informed, Pro-
active, Market-
driven
Strategic-analytical/
Development focus
Development
Agenda, Nation-
building
What does the
industry need? You
can provide that.
Responsiveness,
Strategic,
Collaborative
Market responsiveness,
Industrial partnerships
Strategic
Collaboration,
Development
303
Who are the
people you can work
with?
partnerships,
supplier (feeder)
Agenda/ Prof
Competency
They can Invest
money in new
programs that will
address the needs.
of the market
Strategic
investments, New
programs,
Building human
resource, Mutually
beneficial
partnerships
Human Capital,
investment, Strategic
collaboration &
partnerships, Program
Innovation
Education Reform &
Innovation/ Dev't
Agenda, Building
Human Capital
the needs of the
Education sector
needs to be
understood
Sectoral analysis
& understanding,
strategic
responsiveness,
Market-driven
Strategic analysis,
responsiveness,
competency
Prof Competency,
Development
Agenda, Building
Human capital
Depends on what
you're managing,
could be an IT
school.
Strategic,
Analytic, Critical
Thinker
Professional Competency/
Developing human
resources
Professional
Competency/ Devt
agenda, human cap
devt
Hopefully, they
(school) will Grow
because some of the
strategic plans for
the students
Strategic plans,
Relevant to
student & industry
needs, Investing
in students,
capacity building
Market relevance,
strategic, human resources
devt, capacity building
Development
Agenda/ Human cap
devt/ Nation-building
Are these relevant in
response to the needs
of society?
Relevant
responsiveness to
social needs/
Social awareness
Contextual Relevance/
Social Responsibility &
awareness
Development
Agenda/ Human cap
investment/ Nation
building
It is only by
balancing nation-
building & profit-
maximation will give
long term growth
Balancing Nation-
building & Profit
maximization/
Outcome/ Results-
driven/ Growth
focus
Purpose-driven, Goal
oriented, Nation building,
strategic focus
Purpose driven,
Development
Agenda, Nation
building
As far as companies
where our students
are working
Market-driven/
Industry
Partnership
Strategic Collaboration,
Industrial partnerships
Strategic
Collaboration,
Development
Agenda, Human cap
devt
responding to the
needs to be globally
competitive as a
business school
Social
Responsiveness,
Global
competitiveness
Global competitiveness/
competency/ capacity
building
Global/ Macro-
perspective/
Development
Agenda/ Prof
competencies
304
Because School is
not just academic
Going beyond
academics/ Social
consciousness
& responsibility/
Value of schools
Call for Social
Responsibility/ Dev’t focus
Value beyond academics,
educ’l innovation
Social
Responsibility/
Nation-building/
Devt agenda, Inst'l
Valuing, Educ
Reform
have to consider the
social environment
Analyze
Environment/
Social awareness
Call for Social Awareness,
Responsibility &Concern
Social
Responsibility, Devt
Agenda
Mulat diwa
programs started -
literally means
'giving
consciousness'
Community
Involvement,
Social awareness/
Giving
consciousness/
innovative prog
Social consciousness &
responsibility/ People
empowerment Investing
human cap/ Innovating
educ’l programs
Social responsibility/
Human cap devt/
Devt agenda People
empowerment/
Educ Reform
our resources (web/
library) there's a
great number of
sources of info to
provide this kind of
assessment
Social
responsibility,
Bridging the
economic gap,
Social responsibility,
investing in human
resources/ capacity
building
Social responsibility,
Human Cap Devt/
Dev't Agenda,
Nation-building
should try to
integrate this (social
action) not just in
our course but also
in other courses
Integration of.
Social concern &
action/ offering
resources, Multi-
disciplinary
integration
Social responsibility,
course integration to
empower people, educ’l
innovation
Education Reform &
Innovation, People
empowerment
Human cap devt/
Devt agenda/ Nation
building
but it must be
Relevant, when we
talk about onus of
global
competitiveness
Social relevance,
global
competitiveness,
economic
aspirations
Contextual Relevance,
Macro-Global perspective,
Economic agenda
Macro-Global
perspective,
Development
Agenda, Nation-
building
not just talk about
the gap, but how to
bridge the gap
Problem solving,
being strategic,
Bridging the gap
Will for action, Doer/
Action-taker, Strategic
plan
Prof Competence,
Dev't Agenda/
Nation building
we need to bring it a
notch higher, make a
value proposition to
students
Strategic, Value
propositioning,
higher goals/
Achieve higher
goals, build
student capacity
Value proposition, build
capacity differentiation
Value proposition,
People
empowerment, Dev't
Agenda, Institutional
differentiation
What we did was to
spin that. We
converted this to our
slogan:
Inspiring, Goal/
Results-driven,
love of country/
patriotism
Investing in national
progress, Educational
innovation & reform/
Differentiating/ Dev't
Agenda, Nation building
Educational
innovation & reform/
Differentiating/ Dev't
Agenda, Nation
building
305
"Our country, Our
business"
Since big chunk of
engagement is in the
classes, we'll put it
in.
Responsiveness,
Engagement w/
Students,
integrating in
program &
courses
Social responsibility,
integration, investing in
human resources
human cap devt
Development
Agenda/ Nation
building/ Education
Reform & Innovation
programs connected
to nation-building
connecting
academe with
national
development
devt focus, macro-
perspective,
Devt agenda/ Educ
reform/ institutional
differentiation &
valuing/ Nation-
building
not everyone allowed
to get masters, must
be college grads
requirement for
access to graduate
studies
accessing graduate
education
Investing in human
cap devt/ Devt
Agenda
modified AIM
program in areas of
improvement
modification &
improvement of
graduate programs
program devt/
improvement/investing in
human resources, Educ
innovation & reform
Human & intellectual
cap investment/
Institutional
differentiation &
valuing, Educ reform
& innovation
306
CODING PROCESS: PARTICIPANT 3 (REGISTRAR, ATENEO GSB)
CATEGORY: EXEMPLARS
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Exemplars
Leadership of the
Self…a leader must
be a leader unto
himself
Self-leadership, a
leader unto
himself, Self-
discipline
Self-discipline /Self
leadership
Prof Competence/
Exemplar trait
he knows what he
wants to be, what he
wants to do
knows what he
wants to be/to do,
Achiever/
Intentional,
Vision-focused,
Purposive
Achiever/ Intentional Achievement Mindset/
Exemplar trait
looks into his values
and principles because
Looks into own
values and
principles,
Integrity
Values/ Integrity Exemplar traits
the most important
thing about the leader
is you cannot be a
leader if you are not a
leader unto yourself
a leader unto
yourself/ must lead
self, Self-
leadership/
Self-leadership Prof'l Competence/
Exemplar trait
Concomitant to this
(relationships) are all
the difficulties, the
challenges, but also
the inspiration, that
one goes with it.
leadership has
difficulties,
&challenges, must
inspire/
inspirational
Intentional/
Inspirational/ Influencer
competencies/
exemplar traits
very important and
critical that a leader
has to have all this
(desirable traits)
critical attributes
and traits,
Intentional/ Strategic/
Proactive
Exemplar traits
Educational leaders
must be exemplars or
models
Leaders are
exemplars or
models
Inspirational/ Role
models
Exemplars
Models of values,
models of character,
so that they in fact can
impart to the students
Models of values,
models of
character to
impart/
Inspirational/
Disciples students
beyond academics
Inspirational/ Disciples
students beyond
academics
Champions values/
Exemplar
307
So educational leaders
or educational
leadership has to be
role models. I think
they have to be role
models.
role-modelling,
necessary to be
role-models
Leader-Exemplars Leader-Exemplars
I think that's
important for an
educational leader to
walk the talk.
importance of
'walking the talk'//
Proactive/ Lives
out values
Exemplar/ Proactive Exemplars
It goes back to what
the charism or what
the gifts, the Jesuits
have
leadership has
charism & gifts
(e.g. Jesuits),
Giftedness
Giftedness Exemplar
traits/Institutional
Identity,
differentiating,Valuing
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Achievement Motive
he knows what he
wants to be, what he
wants to do
knows what he
wants to be/to do,
Achiever/
Intentional,
Vision-focused,
Purposive
Achiever/ Intentional Achievement Mindset/
Exemplar trait
I like to always look
at high-fetched
models
Leadership is both an
inspiration and also a
perspiration.
modelling,
inspiration &
perspiration,
strategic
Inspirational/ Proactive/
Strategic Achiever
Achievement motive/
/Competence
It inspires but at the
same time you have to
perspire in order to
achieve it
inspirational,
background
difficulties/
challenges
(perspiration),
putting in the hard
work
Achiever/ Professional
competence/ Integrity
Achievement motive/
Prof'l competence/
Exemplar
there are a lot of
challenges that each
individual has to go
through, in so far as
leadership is
concerned
a challenging role,
a process
Achiever/ Ability to
overcome/ competence/
being empowered
Achievement motive/
Prof competencies/
People Empowerment
308
and they can do the
things that they can do
in the best way they
can
help people do
what they can do
in the best way
possible
Intentional/
empowering people/
developing competence,
achieve
Intentional/
empowering people/
Prof competence,
achievement motive
mould them in a way
that they should be so
that they can become
Moulding students
to become,
Strategic/ Intentional/
Enabler, empowerment,
achieve all they can
People
empowerment/Dev't
agenda/ Nation-
building, Achievement
motive
Leadership should be
visionary, strategic,
looking at the big
picture
Leaders are
visionary,
strategic, looks at
big picture
Visionary/ Strategic to
achieve/ Macro
perspective
Competence/
Achievement motive/
Macro-Global
perspective
a leader that has a
vision for the country
not only for his or her
own school
has a vision
beyond own
school, includes a
vision for country,
strategic
Visionary/ Strategy to
achieve/ Macro-Global
perspective
Achievement Motive/
Macro-Global
perspective/ Dev't
Agenda/
Nation-building
the vision of the
school is also the
vision of the country
Alignment and
Unity in Vision of
Institution &
Country
Vision to achieve/
Nationalism
Achievement Motive/
Dev't Agenda/ Nation-
building/
Macro perspective
you get into the act
with a lot of strategic
and critical judgment
strategic and
critical judgments
before acting,
achiever
Strategy to achieve/
Intentional/ Proactive/
Critical Judgment
Professional
competencies/
Achievement motive
then the student
becomes more
productive.
more productive
students/
Goal-oriented,
Achiever/ strategy to
achieve/ developing
human resources,
reform for nat'l devt
Goal-oriented,
Achievement motive/
strategic/ developing
human resources,
reform for nat'l devt
That's why in Ateneo
we have been
increasing the number
of years in the. Basic
Education - Ateneo
has always
championed that.
increased number
of years in basic
education/
champion for
quality basic
education/ achiever
Strategy to achieve/
Goal-oriented, Reform
for Nat'l Devt/ increase
competence, inst'l
differentiation,
champion quality educ,
develop human
resources
Nation-building/ Dev't
Agenda/ Educ
Reform/ Institutional
Identity,
differentiating,
Valuing/ Achievement
motive
What is the purpose of
Education?
Education has
purpose
Strategic, Goal of
Education, purposive
Achievement motive
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
309
Global perspective
Leadership should be
visionary, strategic,
looking at the big
picture
Leaders are visionary,
strategic, looks at big
picture
Visionary/ Strategic to
achieve/ Macro
perspective
Competence/
Achiever/ Macro-
Global perspective
A leader in a HEI
should not be always
looking inward but
what the country
needs. I think that's
something very
important
Outward-looking,
concern for country &
its needs to respond/
social consciousness
Macro-Global
perspective/ Social
consciousness
Macro-Global
perspective/ Dev't
Agenda/ Nation
building
a leader that has a
vision for the country
not only for his or
her own school
has a vision beyond
own school, includes
a vision for country,
strategic
Visionary/ Strategic/
Macro-Global
perspective
Achievement
Mindset/ Macro-
Global perspective/
Dev't Agenda/
Nation-building
the vision of the
school is also the
vision of the country
Alignment and Unity
in Vision of
Institution & Country
Vision to achieve/
Nationalism
Achievement
Mindset/ Dev't
Agenda/ Nation-
building/
Macro perspective
but in relation to the
greater system out
there - the greater
community, the
greater country
beyond and greater
than internal
institutional
development is
community &
national development,
Systemic Thinking
Macro-Global
perspective/ Systemic
Thinking
Dev't Agenda/
Nation-building/
Macro- perspective/
Strategic partnerships
A leader in a HEI
should always be
looking after the
common good or the
country as a whole
Social consciousness
& responsibility/
Nationalism/Strategic/
Strategic/ Macro-
perspective/
Nationalism/ Social
responsibility
Dev't Agenda/
Nation-building/
Macro-Global
perspective
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Professional
Competencies
Leadership of the
Self…a leader must
be a leader unto
himself
Self- leadership, a
leader unto
himself, Self -
discipline/
Self-discipline/Self
leadership
Prof Competence/
Exemplar trait
310
the most important
thing about the
leader is you cannot
be a leader if you are
not a leader unto
yourself
a leader unto
yourself/ must
lead self, Self-
leadership/
Self-leadership Prof Competence/
Exemplar trait
you cannot give unto
others what you do
not have
Self-knowledge,
personal
development, self-
initiative
Self-awareness/ Prof
Competence
Self-awareness/ Prof
Competence
A leader does not
become a leader
until he knows who
he is…. his total
human-ness
know who one is,
one's total human-
ness
Self-awareness/ Self-
leadership
Cognitive competence
Prof Competence
A leader is a leader
of others
leads others/ able
to lead others,
Influencer, People
person
Social competence/
Influencer
Professional competence/
to provide some kind
of mirror to these
people about who
they can be and what
they can become
a mirror to people/
reflector,
maximizes people,
empowering
people to be all
they can be/
partner with
people
People builder/
Empowering/
Investing in human
resource
Prof Competence/ People-
empowerment/ Human cap
devt
I like to always look
at high-fetched
models
Leadership is both
an inspiration and
also a perspiration.
modelling,
inspiration &
perspiration to
acquire skills,
strategic
Inspirational/
Proactive/ Strategic
Achiever/ need skills
Achievement motive/ Prof
Competence
It inspires but at the
same time you have
to perspire in order
to achieve it
inspirational,
background
difficulties/
challenges
(perspiration),
putting in the hard
work
Achiever/
Professional
competence/ Integrity
Achievement motive/
Prof competence/
Exemplar
there are a lot of
challenges that each
individual has to go
through, in so far as
leadership is
concerned
a challenging role,
a process
Achiever/ Ability to
overcome/
competence/ being
empowered
Achiever/ Prof
competencies/ People
Empowerment
311
easily or actually,
leadership is
relationships.
Relationships w/
one's self and
relationships with
others
importance of
relationships,
relate w/Self &
others
Interpersonal/
Intrapersonal
competence
Prof competence/
Partnerships with people
Concomitant to this
(relationships) are
all the difficulties,
the challenges, but
also the inspiration,
that one goes with it.
leadership has
difficulties,
&challenges, must
inspire/
inspirational
Intentional/
Inspirational/
Influencer/
Interpersonal & Social
competence
Prof competencies/
exemplar traits
To provide a service
to people so that
they can become the
total persons they
can be
Education is a
service to
maximize/
optimize people/
enabler
empowering people/
developing
competence, capacity
building
Prof competence/ People
empowerment, Devt
Agenda
and they can do the
things that they can
do in the best way
they can
help people do
what they can do
in the best way
possible
Intentional/
empowering people/
developing
competence, achieve
Prof competence/ People
empowerment,
Achievement motive
Leadership should
be visionary,
strategic, looking at
the big picture
Leaders are
visionary,
strategic, looks at
big picture
Visionary/ Strategic to
achieve/ Macro
perspective
Competence/ Achiever/
Macro-Global perspective
I think it should
match what the
country needs.
Matches country's
needs (Visioning
and Mission)
Intentional/ Strategic/
Proactive
Competence/ Dev't
Agenda/ Nation-building
The problem with
the Phils, we all like
to say a lot of things
a problem about
just talking about
things/ need to
act/Intentional/
Strategic/ Will to
act (ability)
Intentional/ Strategic/ Prof Competencies
We all like to talk
but we lack action.
Mostly talk, lack
action, must be
Strategic/
Proactive/Doer
Action-taker Prof Competencies
not only in terms of
how he builds the
school to develop
the capacity of the
students
school
development
involves
developing
student capacities,
Enabler/
Enabler/ Proactive/
Intentional/ Prof
competence,
developing human
resources
Prof competence/People
empowerment/ Dev't
Agenda/
Nation-building/
312
Proactive/
Intentional/
But not getting into
the act that is
so…lacking in
critical judgment
well-thought of
actions, well-
judged steps,
judicious exercise
Strategic/ Intentional/
Proactive
Prof Competence
you get into the act
with a lot of
strategic and critical
judgment
strategic and
critical judgments
before acting,
achiever
Strategic/ Intentional/
Proactive/ Critical
Judgment
Professional
competencies/
Achievement motive
knowing the
priorities, what are
the areas to pursue,
knows areas of
priorities and
pursuit, strategic
Strategic/ Intentional/
Proactive
Prof'l Competence/ Dev't
Agenda
what kind of
education and
programs you would
like to put in…to
offer
well-thought out
& planned
programs &
delivery,
Strategic/ Proactive/
Nationalism
Prof'l Competence/ Dev't
Agenda
so that it will
actually match what
the country needs
Matching
country's needs,
Strategic/ knows
essential things,
Strategic/ Intentional/
Proactive,
Nationalism/
Prof'l Competence/ Dev't
Agenda/ Nation-building
Ateneo has always
been a champion for
improving basic
education because
Ateneo believes in
the fundamentals
champions basic
education
improvement,
Strategic/ Goal-
oriented, Reform for
Nat'l Devt/ increase
competencies,
institutional
differentiation,
empowering people
Prof Competence/ Dev't
Agenda/ Nation-building,
Educ Reform/
People Empowerment
Inst'l Identity,
differentiating, Valuing
then the student
becomes more
productive.
more productive
students/
Goal-oriented,
Achiever/ strategic/
developing human
resources, reform for
nat'l devt
Prof'l Competencies/ Dev't
Agenda/ Nation-building,
People
Empowerment/
Achievement motive
That is what are the
gifts of the
Jesuits?....the gift of
the Jesuits is that
they require you to
become more
embedded,
embedded-ness,
strengthened in
basics, well-
grounded,
solid foundations/
well-grounded, solid
foundations
Competencies, People-
empowerment/Institutional
Identity, differentiating,
Valuing
more strengthened in
the basics.
building solid
foundations/ /
Goal oriented/
strengthened
abilities
capacity building/
Goal oriented/ Strong
foundations in basic
competencies
Prof'l competence/ People
empowerment/ Educ
Reform/ /Dev't agenda/
313
(Require you to be)
more strategic and
critical-minded.
strategic, critical-
minded
Strategic/ Cognitive
competence
Prof competence/ People-
empowerment
One who knows how
to think. A leader
who knows how to
think
critical thinking
ability
Cognitive competence Prof competence/ Dev't
Agenda
because …one of the
major concerns is
that we have a lot of
leaders….you know
blah, blah, blah (full
of talk)
all talk, no action Takes action/ ability
or will for action for
national development
Prof Competence/ Dev't
Agenda
a lot of talk but does
not think
all talk, no
thought given to
things, lacks
critical thinking (
should be a
Critical Thinker-
ability)/ Strategic
Cognitive
competence/
Strategic/ Critical
Thinker
Prof competence/ Strategic
what we need is a
leader (na nag-iisip)
who thinks
critically-minded
leader needed
Cognitive-
Professional
competence
Prof competence, Dev't
Agenda, Nation-building
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
People
Empowerment
to provide some kind
of mirror to these
people about who
they can be and what
they can become
a mirror to people/
reflector,
maximizes people,
empowering
people to be all
they can be/
partner with people
People builder/
Empowering/ Investing
in human resource
Prof Competence/
People-
empowerment/ Human
cap devt
you provide some
kind of a slide for
these people
people guidance,
people optimizer,
reflector,
collaborate with
people,
Influencer/ Intentional/
empower people/ work
& partner
Influencer/ Intentional/
empower people/ work
& partner
people to see where
they're supposed to go
show people the
way
guide people people empowerment/
Human cap devt
314
help them develop
and understand who
they are as persons
develop and
understand people
invest in human
resources
people empowerment/
Human cap devt
there are a lot of
challenges that each
individual has to go
through, in so far as
leadership is
concerned
a challenging role,
a process
Achiever/ Ability to
overcome/ competence/
being empowered
Achievement motive/
Prof competencies/
People Empowerment
To provide a service
to people so that they
can become the total
persons they can be
Education is a
service to
maximize/
optimize people/
enabler
empowering people/
developing competence
capacity building
Prof competence/
People empowerment,
Devt Agenda
and they can do the
things that they can do
in the best way they
can
help people do
what they can do
in the best way
possible
Intentional/
empowering people/
developing competence,
achieve
Prof competence/
People empowerment,
Achievement motive
mould them in a way
that they should be so
that they can become
Moulding students
to become,
Strategic/ Intentional/
Enabler, empowerment,
achiever
People
empowerment/Dev't
agenda/ Nation-
building, Achievement
motive
can become good
citizens or become
productive citizens,
good citizens are
productive citizens
Proactive/ developing
human resources,
empowering,
People
empowerment/Dev't
agenda/ Nation-
building
attain their total
personhood
Students' self-
actualization/
helping total
person/
Leader-Exemplars/
Enabler, Optimizer,
Empowerment
People
empowerment/Dev't
agenda/ Nation-
building
After all, an
educational
institution, a higher
educational institution
at that, is a capacity
builder
capacity building Capacity-builder/
competencies/
empowering,
developing human
resources
Dev't Agenda/ Prof
competence/ People
Empowerment
It is building
capacity…therefore
that leader should be a
capacity builder
capacity builder/
enabler
Empowering, investing
in human cap
People empowerment/
Devt Agenda/ Nation-
building
not only in terms of
how he builds the
school to develop the
capacity of the
students
school dev’t
involves
developing student
capacities,
Enabler/ Proactive/
Intentional/ Prof
competence, developing
human resources
Prof
competence/People
empowerment/ Dev't
Agenda/
Nation-building/
315
Enabler/ Proactive/
Intentional/
Ateneo has always
been a champion for
improving basic
education because
Ateneo believes in the
fundamentals
champions basic
education
improvement,
Strategic/ Goal-
oriented, Reform for
Nat'l Devt/ increase
competencies,
institutional
differentiation,
empowering people
Prof Competence/
Dev't Agenda/ Nation-
building, Educ
Reform/
People Empowerment
Institutional Identity,
differentiating,
Valuing
then the student
becomes more
productive.
more productive
students/
Goal-oriented,
Achiever/ strategic/
developing human
resources, reform for
National devt
Prof Competencies/
Dev't Agenda/ Nation-
building, People
Empowerment/
Achievement motive
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Strategic
Collaboration
easily or actually,
leadership is
relationships.
Relationships w/ one's
self and relationships
with others
importance of
relationships,
relate w/Self &
others
Interpersonal-social/
Intrapersonal
competence
Prof competence/
Partnerships w/
people/ Collaboration
It's for the common
good
Concern for others/
Others oriented/
Work for good of
others
Nationalism/ Partner w/
others/ Social
responsibility
Nation-building /
Dev't Agenda/
Collaboration
but in relation to the
greater system out
there - the greater
community, the
greater country
beyond and greater
than internal
institutional
development is
community &
national
development,
Systemic Thinking
Macro-Global
perspective/ Systemic
Thinking, Community
partnerships
Dev't Agenda/ Nation-
building/ Macro-
perspective/
Strategic partnerships
& collaboration
316
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Championing Values
& Morality
looks into his values
and principles because
Looks into own
values and
principles,
Integrity
Values/ Integrity Exemplar traits/
Championing values
Models of values,
models of character,
so that they in fact can
impart to the students
Models of values,
models of
character to
impart/
Inspirational/
Disciples students
beyond academics
Inspirational/ Disciples
students beyond
academics
Champions values/
Exemplar
It goes back to what
the charism or what
the gifts, the Jesuits
have
leadership has
charism & gifts
(e.g. Jesuits),
Giftedness, leaders
have values
Leaders have values and
gifts
Exemplar traits/
/Christian values &
gifts/ Institutional
Identity,
differentiating,
Valuing
IN VIVO
CODES
INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Institutional Identity,
Differentiating and
Valuing
ATENEO for the
greater part
already
recognized even
before the
President came
into the
presidency
Foresight
(ability),
Visionary/
Proactive/
Ateneo's
difference
Visionary/ Proactive/
Intentional/
Nationalism/Differentiating
Nation-building/ Dev't
Agenda/ Institutional
Identity,
differentiating, Valuing
Ateneo has
already been part
and parcel of all
these activities
Ateneo's
activities part
of/ contributing
to reform,
Visionary/ Proactive/
Strategic/ Nationalism,
Reform for Nat'l Devt
Dev't Agenda/ Nation-
building/ Educ Reform/
Institutional
l Identity, differentiating,
Valuing
that's why Ateneo
has always been
gets into the act,
achiever,
action-taker,
Strategic/ Intentional/
Proactive
Dev't Agenda/ Nation
building/ Institutional
Identity,
317
getting into the
act
differentiating, Valuing/
Achievement motive
Dev't Agenda/
Nation building/
Institutional
Identity,
differentiating,
Valuing/
Achievement
motive
champions basic
education
improvement,
Strategic/ Goal-oriented,
Reform for Nat'l Devt/
increase competencies,
institutional differentiation,
empowering people
Prof'l Competence/ Dev't
Agenda/ Nation-building,
Educ Reform/
People Empowerment
Inst'l Identity,
differentiating, Valuing
That's why in
Ateneo we have
been increasing
the number of
years in the.
Basic Education -
Ateneo has
always
championed that.
increased
number of years
in basic
education/
champion for
quality basic
education/
achiever
Strategic/ Goal-oriented,
Reform for Nat'l Devt/
increase competence, inst'l
differentiation, empower
develop human resources
Nation-building/ Dev't
Agenda/ Educ Reform/
Institutional Identity,
differentiating, Valuing/
Achievement motive
It goes back to
what the charism
or what the gifts,
the Jesuits have
leadership has
charism & gifts
(e.g. Jesuits),
leaders have
values,
Giftedness
Leaders have values and
gifts
Exemplar traits/ /Christian
values & gifts/
Institutional Identity,
differentiating, Valuing
That is what are
the gifts of the
Jesuits?....the gift
of the Jesuits is
that they require
you to become
more embedded,
embedded-ness,
strengthened in
basics, well-
grounded,
solid
foundations/
well-grounded, solid
foundations
Competencies, People-
empowerment/Institutional
Identity, differentiating,
Valuing
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
Development
Agenda & Nation
building/
Educ Reform
To provide a
service to people
so that they can
become the total
Education is a service to
maximize/ optimize
people/ enabler
empowering people/
developing
competence capacity
building
Prof competence/
People
empowerment, Devt
Agenda
318
persons they can
be
mould them in a
way that they
should be so that
they can become
Moulding students to
become,
Strategic/ Intentional/
Enabler,
empowerment,
achiever
People
empowerment/Dev't
agenda/ Nation-
building,
Achievement motive
can become good
citizens or become
productive citizens,
good citizens are
productive citizens
Proactive/ developing
human resources,
empowering,
People
empowerment/Dev't
agenda/ Nation-
building
attain their total
personhood
Students' self-
actualization/ helping
total person/
Leader-Exemplars/
Enabler, Optimizer,
Empowerment
People
empowerment/Dev't
agenda/ Nation-
building
I think it should
match what the
country needs.
Matches country's needs
(Visioning and Mission)
Intentional/ Strategic/
Proactive
Competence/ Dev't
Agenda/ Nation-
building
A leader in a HEI
should not be
always looking
inward but what
the country needs. I
think that's
something very
important
Outward-looking,
concern for country &
its needs to respond/
social consciousness
Macro-Global
perspective/ Social
consciousness
Macro-Global
perspective/ Dev't
Agenda/ Nation
building
It's for the common
good
Concern for others/
Others oriented/ Work
for good of others
Nationalism/ Partner
w/ others/ Social
responsibility
Nation-building /
Dev't Agenda/
Collaboration
A leader in a HEI
should always be
looking after the
common good or
the country as a
whole
Social consciousness &
responsibility/
Nationalism/Strategic/
Strategic/ Macro-
perspective/
Nationalism/ Social
responsibility
Dev't Agenda/
Nation-building/
Macro-Global
perspective
a leader that has a
vision for the
country not only
for his or her own
school
has a vision beyond own
school, includes a vision
for country, strategic
Visionary/ Strategic/
Macro-Global
perspective
Achievement
Mindset/ Macro-
Global perspective/
Dev't Agenda/
Nation-building
the vision of the
school is also the
vision of the
country
Alignment and Unity in
Vision of Institution &
Country
Vision to achieve/
Nationalism
Achievement
Mindset/ Dev't
Agenda/ Nation-
building/
Macro perspective
319
for the common
good
Works for common
good, attainment of
national and institutional
vision
Nationalism/ Macro-
Global perspective,
investing in human cap
Nation-
building/Dev't
Agenda/.
Be more involved
in the affairs of the
country, what
happens to the
country
country-involvement,
social awareness/
responsibility/
Intentional/ Strategic/
Proactive/
Intentional/ Strategic/
Proactive/Nationalism/
Social responsibility
Nation-building/
Dev't Agenda
After all, an
educational
institution, a higher
educational
institution at that,
is a capacity
builder
capacity building Capacity-builder/
competencies/
empowering,
developing human
resources
Dev't Agenda/ Prof
competence/ People
Empowerment
It is building
capacity…therefore
that leader should
be a capacity
builder
capacity builder/ enabler Empowering, investing
in human cap
People
empowerment/ Devt
Agenda/ Nation-
building
not only in terms of
how he builds the
school to develop
the capacity of the
students
school development
involves developing
student capacities,
Enabler/ Proactive/
Intentional/
Enabler/ Proactive/
Intentional/ Prof'l
competence,
developing human
resources
Prof'l
competence/People
empowerment/ Dev't
Agenda/
Nation-building/
but in relation to
the greater system
out there - the
greater community,
the greater country
beyond and greater than
internal institutional
development is
community & national
development, Systemic
Thinking
Macro-Global
perspective/ Systemic
Thinking, community
partnerships
Dev't Agenda/
Nation-building/
Macro- perspective/
Strategic
partnerships
Ateneo has already
been part and
parcel of all these
activities
Ateneo's activities part
of/ contributing to
reform,
Visionary/ Proactive/
Strategic/ Nationalism,
Reform for Nat'l Devt
Dev't Agenda/
Nation-building/
Educ Reform/
Institutional
Identity,
differentiating,
Valuing
even before any
reform-minded
President
Ateneo beforehand has a
reform agenda
Visionary/ Proactive/
Strategic/ Nationalism,
Reform for Nat'l Devt
Visionary/ Strategic/
Devt Agenda/ Educ
Reform
we have already
recognized that a
long, long time ago
Foresight of necessary
reform
Visionary/ Proactive/
Nationalism,Reform
for Nat'l Devt
Visionary/ Proactive/
Nation-building/
Educ Reform
320
that's why Ateneo
has always been
getting into the act
gets into the act,
achiever, action-taker,
Strategic/ Intentional/
Proactive
Dev't Agenda/
Nation building/
Institutional Identity,
differentiating,
Valuing/
Achievement motive
knowing the
priorities, what are
the areas to pursue,
knows areas of priorities
and pursuit, strategic
Strategic/ Intentional/
Proactive
Prof'l Competence/
Dev't Agenda
what kind of
education and
programs you
would like to put
in…to offer
well-thought out &
planned programs &
delivery,
Strategic/ Proactive/
Nationalism
Prof'l Competence/
Dev't Agenda
so that it will
actually match
what the country
needs
Matching country's
needs, Strategic/ knows
essential things,
Strategic/ Intentional/
Proactive, Nationalism/
Prof'l Competence/
Dev't Agenda/
Nation-building
Ateneo has always
been a champion
for improving basic
education because
Ateneo believes in
the fundamentals
champions basic Educ
improvement,
Strategic/ Goal-
oriented, Reform for
Nat'l Devt/ increase
competencies,
institutional
differentiation,
empowering people
Prof Competence/
Dev't Agenda/
Nation-building,
Educ Reform/
People
Empowerment Inst'l
Identity,
differentiating,
Valuing
then the student
becomes more
productive.
more productive
students/
Goal-oriented,
Achiever/ strategic/
developing human
resources, reform for
nat'l devt
Prof Competencies/
Dev't Agenda/
Nation-building,
People
Empowerment/
Achievement motive
That's why in
Ateneo we have
been increasing the
number of years in
the. Basic
Education - Ateneo
has always
championed that.
increased number of
years in basic education/
champion for quality
basic education/
achiever
Strategic/ Goal-
oriented, Reform for
Nat'l Devt/ increase
competence, inst'l
differentiation,
empower, develop
human resources
Nation-building/
Dev't Agenda/ Educ
Reform/ Institutional
Identity,
differentiating,
Valuing/
Achievement motive
more strengthened
in the basics.
building solid
foundations/ / Goal
oriented/ strengthened
abilities
capacity building/ Goal
oriented/ Strong
foundations in basic
competencies
Prof'l competence/
Educ Reform/ /Dev't
agenda/
321
One who knows
how to think. A
leader who knows
how to think
critical thinking ability
(for effective leadership)
Cognitive competence Prof competence/
Dev't Agenda
because …one of
the major concerns
is that we have a
lot of
leaders….you
know blah, blah,
blah (full of talk)
all talk, no action Takes action/ ability or
will for action for
national dev't
Prof competence/
Dev't Agenda
what we need is a
leader (na nag-
iisip) who thinks
critically-minded leader
needed
Cognitive-Professional
competence
Prof'l competence,
Dev't Agenda,
Nation-building
322
CODING PROCESS: PARTICIPANT 4 (CURRICULUM COORDINATOR, ATENEO GSB)
CATEGORY: EXEMPLARS
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Exemplars
Basically first
understanding
yourself, your
giftedness as a person,
your
Self-
understanding,
one's giftedness
Self-awareness (ability),
cognitive competence,
EQ, gifted
Gifted
Prof competence
moving them
(community/people)
forward into a much
better future
Move people to
better futures,
mover, builder
Lead to progress
Strategic/ Empowering/
Achiever
Empowerment/
Achievement
motive/Partnerships,
Exemplar
equip them with
competences and
capabilities
Equipping with
competencies and
capabilities
developing human
resources, capability
building, helping people
achieve, equipper/
builder
Empowerment/ Dev't
Agenda, Nation-
building/ Achievement
motive, Exemplar
a way of serving a
community
Community
service &
involvement/ heart
to serve
developing
communities,
partnering, developing
human resources,
service-oriented
Empowerment/ Dev't
Agenda, Nation-
building/ Partnerships,
Exemplar (servant
leadership)
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Achievement Motive
moving them
(community/people)
forward into a much
better future
Move people to
better futures,
mover, builder,
lead to progress
Strategic/ Empowering/
Achiever
Empowerment/
Competence/
Achievement
motivation/Partnerships,
Exemplar
making sure you
provide the necessary
structure so various
stakeholders in
community
providing needed
structures to
stakeholders,
Structure provision to
stakeholders, Strategic/
Empowering
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement
motivation
particularly students
& faculty will
understand their
giftedness as persons,
hone it, develop it
honing/
developing
people's (students
& faculty's)
giftedness
people optimizing,
developing human
resources, helping people
achieve
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement
motivation
323
aside from making
them understand their
giftedness
make people
understand their
giftedness
developing/ maximizing
people, helping them
achieve, honing gifts &
abilities
Empowerment/
Competence/
Achievement motive
equip them with
competences and
capabilities
Equipping with
competencies
and capabilities
developing human
resources, capability
building, helping people
achieve, equipper/
builder
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motive,
Exemplar
they can respond to
the needs of society
where they desire to
live or operate
as valuable
individuals
responding to
social needs &
operating within
as valuable
people,
Community
involvement/ Social
responsibility,
empowering people
Empowerment/ Dev't
Agenda, Nation-
building/ Achievement
motive/Partnerships
in terms of a more
effective person and
wife,
being effective in
role in society
Effectiveness in society,
productive contribution
to society,
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motive
or a more expansive
expression of the Self
widen horizons
of Self
Self-expression, Broader
perspective, expand
horizons, achieve, be
empowered
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motive
such as choice of
their professional
fields of endeavor
Expanding self
thru choice of
professional field
taken,
Strategic, purposive or
goal-focus, achiever,
competencies
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motive
providing capabilities
to people who are
already in the
frontlines
equipping for
frontline
capabilities,
Capacity-building/
developing human
resources, competencies
Dev't Agenda, Nation-
building/ Competence/
Achievement
motivation
giving them more
competency
building
competency,
building
capacity,
Goal-centered/ Purposive
human resource
development
Dev't Agenda, Nation-
building/ Competence/
Achievement
motivation
making sure that the
educational &
operational aspects
ensuring
effective
educational &
operational
aspects,
Strategic, Goal-driven,
human resource dev't,
competencies,
achievement motive
Dev't Agenda, Nation-
building/ Competence/
Achievement
motivation
will provide them
that competency
equipping,
building
competency,
Strategic/ Goal-oriented/
Capacity building,
developing human
resources, achievement
motive
Dev't Agenda, Nation-
building/ Competence/
Achievement
motivation
324
so that they can be
more effective
individuals
Effectiveness as
individuals
Competent, Capacity
building, human resource
development,
achievement motive,
empowering people
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement
motivation
so that they can
manage country
effectively
can manage
country
effectively/
effective country
management
(leadership)
Strategic / Nationalism Competence/ Dev't
Agenda, Nation-
building/
Achievement motive
address the poverty
challenge
addressing
poverty
Goal-oriented/ Social
Responsibility, Nat'l
Devt & Progress,
Empower people thru
Education
Competence, Dev't
agenda/Nation-building
Educ Innovation &
Reform, Empowerment,
Achievement motive
making sure that the
intended purpose of
education is being
met
Meeting intended
purpose of
education
Strategic/ Purposive/
Achiever/ Developing
Human resources
Dev't agenda/ Prof'l
competence, Educ
Reform/ Achievement
motive
in Ateneo, making
sure that the purpose
of education really
serves the nation
Ateneo ensuring
their educational
purpose serves
nation
Contextual Relevance/
Strategic/
Nationalism/Contributing
to national dev't/
institutional difference &
participation in dev't
Dev't agenda/ Nation-
building/ Achievement
motive/ Institutional
differentiation &
valuing
to make sure that we
are really evaluating
whether we are really
achieving our goals
ensure evaluation
of goal
achievement,
validation, achieving
goals, strategic,
purposive, contributing
to national dev't,
concretizing needed
reform
Educ Reform & Innov,
Dev't Agenda,
Competencies/
Achievement Motive
for students to learn
certain competencies
students must
learn
competencies
Goal-driven/ develop
human resources,
achieving institutional
goals-reforming educ,
helping students achieve
competency
Educ Reform & Innov,
Dev't Agenda,
Competencies/
Achievement Motive
because process may
or may not produce
the desired outcome
Process does not
guarantee
outcomes
Goal-driven/ Strategic/
national dev't focus/
guarantee outcomes or
achieve goals
Educ Reform & Innov,
Dev't Agenda,
Competencies/
Achievement Motive
the main
consideration or
rethinking now is
Re-
consideration/
Re-thinking of
reform being done now,
achieving goals for
national dev't rethinking
educ to impart relevant
Educ Reform & Innov,
Dev't Agenda,
Competencies/
Achievement Motive
325
focusing on how to
make sure
Education
happening now
competencies,
developing human
resources
make sure that
outcomes are
achieved, more than
Ensuring
outcomes are
achieved,
Goal-driven, Achieving
goals, students gain
competencies, instituting
reform contributing to
national dev't,
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
Achievement Motive
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Global Perspective
Also, we have a tie-up
for those who also
wanted to go into
international exposure
tie-ups/
partnerships for
students'
international
exposure
forging tie-ups/
partnerships for
international exposure/
invest in human
&intellectual capital
Global view/ Strategic
partnership/ Educ
Innov/ Human &
intellectual capital
tie-up with ESCA
(School of
Management) - a
school in France to
offer an MBA degree
partnered with
management
school in France
for an MBA
partnered with
management school in
France for an MBA
Global view/ Strategic
partnership/ Educ
Innov/ Human &
intellectual capital
I think not only in the
Philippines….(but) I
think globally
Global tie-ups/
partnerships
Global perspective Broader-Global
perspective/ Macro
view
I think the way we
look at Educ now
generally is following
how people in the
global setting is
looking or rethinking
education
influence/
following of
global trends in
rethinking
Philippine
education
Philippine education
mostly influenced by
global trends
Global perspective/
Educ Innovations
possible to open HEIs
to global standards of
quality education
possibility for
HEIs to attain
global quality
standards
attain global quality
education
Global perspective/
Dev't Agenda/ Educ
Reform
very important look
into responsibility
again of education &
its various
stakeholders towards
environment
importance of
looking into
Education's &
stakeholders'
responsibility
toward
environment,
Goal-driven/ Strategic,
Social responsibility
Macro-perspective/
Dev't Agenda/ Educ
Reform,
Nation-building
326
make those concepts
of globalization, of
commitment to the
environment, of good
corporate leadership
more operational
Operationalize (in
curriculum)
globalization,
commitment to
environment,
good corporate
leadership
Current priority areas,
Strategic/ Goal-driven
Global perspective,
Dev't Agenda, Nation-
building, Values
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Professional
Competence
first understanding
yourself, your
giftedness as a
person, your
competency
Self-
understanding,
one's giftedness,
Self-awareness (ability),
cognitive competence, EQ
Prof competencies,
exemplar
understanding needs
present in societies,
communities, groups
of people
understanding
social needs,
social awareness Prof competencies
matching needs with
what you can offer
based on your
competency, your
capabilities
match social
needs with own
competencies &
capabilities,
social responsibility,
responding to social needs
Prof competencies
in this matching
process, be able to
draw a future
scenario
future planning
with this
matching process,
Goal-oriented,
Future planning, strategic
Prof competencies
understanding
yourself, the needs
of the community of
people
understand self &
community needs
Self & social awareness Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
moving them
(community/people)
forward into a much
better future
Move people to
better futures,
mover, builder,
lead to progress
Strategic/ Empowering/
Achiever
Empowerment/
Competence/
Achievement
motivation/Partnerships,
Exemplar
making sure you
provide the
necessary structure
so various
providing needed
structures to
stakeholders,
Structure provision to
stakeholders, Strategic/
Empowering
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
327
stakeholders in
community
particularly students
& faculty will
understand their
giftedness as
persons,
hone it, develop it
honing/
developing
people's (students
& faculty's)
giftedness
people optimizing,
developing human
resources, helping people
achieve
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
at the same time
show them also the
needs of the society
so that you can
equip them
showing social
needs to equip
people,
equipping people, Broader
perspective/ Social
awareness, developing
human resources,
collaboration w/ others
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Partnerships/
aside from making
them understand
their giftedness
make people
understand their
giftedness
developing/ maximizing
people, helping them
achieve, honing gifts &
abilities
Empowerment/
Competence/
Achievement motive
equip them with
competencies and
capabilities
Equipping with
competencies and
capabilities
developing human
resources, capability
building, helping people
achieve, equipper/ builder
developing human
resources, capability
building, helping people
achieve, equipper/
builder
they can respond to
the needs of society
where they desire to
live or operate
as valuable
individuals
responding to
social needs &
operating within
as valuable
people,
Community involvement/
Social responsibility,
empowering people
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement
motivation/Partnerships
in terms of a more
effective person and
wife,
being effective in
role in society
Effectiveness in society,
productive contribution to
society,
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
or a more expansive
expression of the
Self
widen horizons of
Self
Self-expression, Broader
perspective, expand
horizons, achieve, be
empowered
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
such as choice of
their professional
fields of endeavor
Expanding self
thru choice of
professional field
taken,
Strategic, purposive or
goal-focus, achiever,
competencies
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
a way of serving a
community
Community
service &
involvement/
heart to serve
empowerment/ developing
communities, partnering,
developing human
resources, service-oriented
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
328
providing
capabilities to
people who are
already in the
frontlines
equipping for
frontline
capabilities,
Capacity-building/
developing human
resources, competencies
Dev't Agenda, Nation-
building/ Competence/
Achievement motivation
they are mainly
running industries
Front liners
mainly run
industries,
Contextual relevance/
Strategic client targets
Dev't Agenda, Nation-
building/ Competence/
already mainly into
work, into
respective
workplaces
working people
are the target
clients,
Strategic, Purposive/ Goal-
driven, developing human
resources
Dev't Agenda, Nation-
building/ Competence/
giving them more
competence
building
competency,
building capacity,
Goal-centered/ Purposive
human resource
development
Dev't Agenda, Nation-
building/ Competence/
Achievement motivation
making sure that the
educational &
operational aspects
ensuring effective
educational &
operational
aspects,
Strategic, Goal-driven,
human resource dev't,
competencies, achievement
motive
Dev't Agenda, Nation-
building/ Competence/
Achievement motivation
will provide them
that competency
equipping,
building
competency,
Strategic/ Goal-oriented/
Capacity building,
developing human
resources, achievement
motive
Dev't Agenda, Nation-
building/ Competence/
Achievement motivation
so that they can be
more effective
individuals
Effectiveness as
individuals
Competent, Capacity
building, human resource
development, achievement
motive, empowering
people
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
an understanding of
current Philippine
realities
Understanding
Phippine realities
now, Contextual
understanding,
Social awareness
& responsiveness/
Contextual understanding,
Social awareness &
responsiveness/
Competence/ Dev't
Agenda, Nation-
building/
that they'll be able to
define the best
attributes in people
to identify best
attributes in
(Filipinos)
people,
Strategic /Goal-oriented,
cultural identity &
attributes
Competence/ Dev't
Agenda, Nation-
building/
Achievement motivation
so that they can
manage country
effectively
can manage
country
effectively/
effective country
management
(leadership)
Strategic / Nationalism Development agenda/
Nation-building
329
enable people to
respond
appropriately based
on that character
Enabling people
(Filipinos) to
respond
appropriately
based on
character
culturally based social
responsiveness,
contributing to national
dev't based on cultural
identity, contextual
relevance,
Empowerment/
Competence/ Dev't
Agenda/ Nation-building
based on that
(country's)
need….based on
what is needed by
the country
Matching to
country needs/
societal needs,
Social responsibility,
responsiveness to social
needs, developing human
resources
Empowerment/
Competence/ Dev't
Agenda/ Nation-building
developing
paradigms that will
address concerns
that factors in
poverty issues
developing
paradigms to
address poverty
issues,
Nationalism/ Strategic
Contextual Relevance/
Social responsibility,
empowering people,
contributing to national
dev't
Empowerment/
Competence/ Dev't
Agenda/ Nation-building
we should develop
more models that
are into
entrepreneurship or
small &
medium enterprises
development of
Models of
Entrepreneurship
for SMEs
context-based response,
developing relevant
programs, contributing to
National dev't,, developing
competencies
Dev't agenda/Nation-
building Educ
Innovation & Reform,
Competence
that's the MBA
standard program
has MBA
standard program
MBA's regular offering &
standardization
Institutional
differentiating/ Prof
competence
We have MBA for
those in the middle
and top positions.
We have the middle
manager's program -
MBAs for middle
managers,
Strategic/,
purposive
MBAs for middle
managers, Strategic/,
purposive
Educ Innovations/ Inst'l
Identity, Differentiating,
Valuing/ Prof
Competence
that program is not
accelerated
has Accelerated
program,
Strategic/
purposive
has Accelerated program,
Strategic/ purposive
Educ Innovations/ Inst'l
Identity, Differentiating,
Valuing/ Prof
Competence
We have already
those who are
captain of their
businesses who do
not have much time
to undertake further
studies
MBAs for
business owners
with hardly time
for studies,
Strategic/
purposive
MBAs for business owners
with hardly time for
studies, Strategic/
purposive
Educ Innovations/ Inst'l
Identity, Differentiating,
Valuing/ Prof
Competence
so we have most in
the accelerated
MBA Ateneo-Regis
program
Most MBA
students in
accelerated
Ateneo-Regis
Most MBA students in
accelerated Ateneo-Regis
program, Strategic,
purposive
Educ Innovations/ Inst'l
Identity, Differentiating,
Valuing/ Prof
Competence
330
program,
Strategic,
purposive
We also cater to
those running health
facilities - whether
it's a big or small
facilities
Catering to a diff
market segment
(Health
businesses),
strategic,
purposive
Catering to a diff market
segment (Health
businesses), strategic,
purposive
Educ Innovations/ Inst'l
Identity, Differentiating,
Valuing/ Prof
Competence
We have the MBA
in Health
has MBA in
Health, strategic,
purposive
has MBA in Health,
strategic, purposive
Educ Innovations/ Inst'l
Identity, Differentiating,
Valuing/ Prof
Competence
recently we went
into a Masters in
Entrepreneurship
another program
founded: MA in
Entrepreneurship,
strategic,
purposive,
responsiveness to
market
another program founded:
MA in Entrepreneurship,
strategic, purposive,
responsiveness to market
Educ Innovations/ Inst'l
Identity, Differentiating,
Valuing/ Prof
Competence / Building
Human & Intellectual
Capital
We also have a lot
of continuing
programs, very
much a part of the
graduate programs
many continuing
(education)
programs, part of
grad programs,
positioning,
strategic,
purposive,
market-driven
many continuing
(education) programs, part
of grad programs,
positioning, strategic,
purposive, market-driven
Identity/ Differentiating/
Educ Innovation/ Prof
competencies
We have the Center
for Continuing
Education that offers
non-degree
programs to various
clients
has Center for
continuing
education offering
non-degree
programs for
clients
has Center for continuing
education offering non-
degree programs for clients
Identity/ Differentiating/
Educ Innovation/ Prof
competencies
some of these
programs are really
catering to
entrepreneurs, to
those who are into
small & medium
enterprises -
retailing and other
types of business
programs catering
to specific market
segment,
Strategic/ Goal-
driven/ Market-
driven
programs catering to
specific market segment,
Strategic/ Goal-driven/
Market-driven
Identity/ Differentiating/
Educ Innovation/ Prof
competencies
Our curriculum is
basically more
responsiveness to
practitioners/
Market driven/
responsiveness to
practitioners/ Market
driven/ Strategic/ Purposive
Identity/ Differentiating/
Educ Innovation/ Prof
competencies/
331
…responsive to
practitioners
Strategic/
Purposive
our curriculum,
there is very limited
preparatory courses
but our courses are
mainly- core &
integrative courses
limited prep
courses, mainly
core & integrative
courses, Strategic/
Purposive/
Innovations/
Market-driven
limited prep courses,
mainly core & integrative
courses, Strategic/
Purposive/ Innovations/
Market-driven
Identity/ Differentiating/
Educ Innovation/ Prof
competencies
that really respond
to those that are
really …on the
trenches, or those
who are really on
the frontlines
responding to
needs of those in
the frontlines/
trenches,
Strategic/
Purposive/
Market-driven
responding to needs of
those in the frontlines/
trenches, Strategic/
Purposive/ Market-driven
Identity/ Differentiating/
Educ Innovation/ Prof
competencies
because foremost
educational
processes…even
now -more emphasis
on processes
(than outcomes)
Education now
emphasizes
processes than
outcomes, must
be more Strategic
(faulty strategy)
Education now emphasizes
processes than outcomes,
must be more Strategic
(faulty strategy)
Prof competence, Educ
Reform, Dev't Agenda
people are very
particular about
Full-time & Part-
time faculty
engagement
particular on Full-
time & Part-time
faculty hiring
need Strategic/ broader
perspective/need to
prioritize what's more
important like faculty
competencies
Prof competence, Educ
Reform, Dev't Agenda
instead of faculty
interaction with
students
Must focus more
on faculty
interaction with
students
Faculty-student interactions
more important/ faculty
competency/
Prof competence, Educ
Reform, Dev't Agenda
Accreditation bodies
are very particular
with processes
Accreditation
bodies very
particular with
processes
Strategic/ purposive/Need
to focus on more important
priorities like teacher
competence/
Prof competence, Educ
Reform, Dev't Agenda
If you have this
program (then) less
emphasis on
outcomes
accreditation less
emphasis on
outcomes,
need to be more Strategic,
focus on outcomes &
needed competencies
Prof competence, Educ
Reform, Dev't Agenda
movement now in
Philippine
education…and
Leadership is mainly
to emphasize on
outcomes
move to
emphasize
outcomes in
Philippine Educ
& Leadership
now,
strategic, purposive,
contextual & timely
relevance
Prof competence, Educ
Reform, Dev't Agenda
332
making sure that the
intended purpose of
education is being
met
Meeting intended
purpose of
education
Strategic/ Purposive/
Achiever/ Developing
Human resources
Prof competence/ Devt
Agenda & Educ Reform/
Achievement motive
very importantly to
define certain tools
must define
needed tools
Purposive/ strategic/
operationalizing reform/
concrete measures
to make sure that we
are really evaluating
whether we are
really achieving our
goals
ensure evaluation
of goal
achievement,
validation, achieving goals,
strategic, purposive,
contributing to national
dev't, concretizing needed
reform
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
Achievement Motive
for students to learn
certain competencies
students must
learn
competencies
Goal-driven/ develop
human resources, achieving
institutional goals-
reforming educ, helping
students achieve
competency
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
Achievement Motive
because process may
or may not produce
the desired outcome
Process does not
guarantee
outcomes
Goal-driven/ Strategic/
national dev't focus/
guarantee outcomes or
achieve goals
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
Achievement Motive
the main
consideration or
rethinking now is
focusing on how to
make sure
Re-consideration/
Re-thinking of
Education
happening now
reform being done now,
achieving goals for national
dev't rethinking educ to
impart relevant
competencies, developing
human resources
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
Achievement Motive
make sure that
outcomes are
achieved, more than
Ensuring
outcomes are
achieved,
Goal-driven, Achieving
goals, students gain
competencies, instituting
reform contributing to
national dev't,
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
Achievement Motive
more than just fine-
tuning or re-
engineering
processes
beyond fine-
tuning or re-
engineering
processes (in
Education)
developing human
resources w/ relevant
competencies, achievement
motive, reform for national
dev't
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
not only in HEIs but
in the respective
curriculums
Improve
curriculum
design,
implementation &
delivery
Educational reform,
strategic, contribute to
National dev't, continuous
dev't of competencies
Dev't Agenda/ Prof
competence/ Educ
reform & innovation
making sure it's
really built in, taught
and assessed
Priority areas
must be Built in,
Operationalize educ goals
for reform, institutional
values, & achieve org'l
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
333
taught & assessed
in Curriculum
mission, add to
competencies, contribute to
Nat'l devt
because the
limitations of those
in HEIs is at times
they are focused
again on the courses,
subjects
narrow focus,
tunnel vision,
blindsided,
avoid myopic view in
Higher Educ, contribute to
national devt thru human
resource dev't
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
they forget to build
these important
things…the
underlying things
that should be taught
strongly
oversight of
important areas to
address & include
in curriculum
contribute to national devt
thru human resource dev't
& investing in relevant
quality education
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
basic ethical
disposition towards
how to manage
resources, people,
processes, those
things
ethical
dispositions in
responsibility
areas like
resources, people,
processes
Owning, valuing areas of
responsibility/ social
responsibility
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
basically for
globalization,
environment,
governance, then
ethics
integrating
priority areas/
specific
responsibility
areas,
Strategic/ Global
perspective/ Integrity-
Ethics, social
consciousness &
responsibility
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Championing
Values & Christian
Morality
make those concepts
of globalization, of
commitment to the
environment, of
good corporate
leadership more
operational
Operationalize (in
curriculum)
globalization,
commitment to
environment, good
corporate leadership
Current priority areas,
Strategic/ Goal-driven
Global perspective,
Dev't Agenda, Nation-
building, Values
making sure that the
students have these
values
Students valuing/
prioritizing current
responsibility areas
Values formation,
Goal-driven,
developing human
resources
Dev't Agenda/
Championing Values-
Ethics/ Empowerment
334
because the
limitations of those
in HEIs is at times
they are focused
again on the courses,
subjects
narrow focus, tunnel
vision, blindsided,
avoid myopic view in
Higher Educ, contribute
to national dev’t thru
human resource dev't
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
they forget to build
these important
things…the
underlying things
that should be taught
strongly
oversight of important
areas to address &
include in curriculum
contribute to national
devt thru human
resource dev't &
investing in relevant
quality education
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
basic ethical
disposition towards
how to manage
resources, people,
processes, those
things
ethical dispositions in
responsibility areas
like resources, people,
processes
Owning, valuing areas
of responsibility/ social
responsibility
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
basically for
globalization,
environment,
governance, then
ethics
integrating priority
areas/ specific
responsibility areas,
Strategic/ Global
perspective/ Integrity-
Ethics, social
consciousness &
responsibility
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
People Empowerment
provide a quality of
life to the people, to
the communities
where these people
are situated in,
benevolence
Address people's
quality of life, be
involved with
communities
Social responsibility,
community
involvement
Empowerment/ Dev't
Agenda, Nation-
building/
understanding
yourself, the needs
of the community of
people
understand self &
community needs
Self & social
awareness
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
moving them
(community/people)
forward into a much
better future
Move people to better
futures, mover,
builder, lead to
progress
Strategic/ Empowering/
Achiever
Empowerment/
Competence/
Achievement
motivation/Partnerships,
Exemplar
335
making sure you
provide the
necessary structure
so various
stakeholders in
community
providing needed
structures to
stakeholders,
Structure provision to
stakeholders, Strategic/
Empowering
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
particularly students
& faculty will
understand their
giftedness as
persons,
hone it, develop it
honing/ developing
people's (students &
faculty's) giftedness
people optimizing,
developing human
resources, helping
people achieve
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
at the same time
show them also the
needs of the society
so that you can
equip them
showing social needs
to equip people,
equipping people,
Broader perspective/
Social awareness,
developing human
resources,
collaboration w/ others
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Partnerships/
aside from making
them understand
their giftedness
make people
understand their
giftedness
developing/
maximizing people,
helping them achieve,
honing gifts & abilities
Empowerment/
Competence/
Achievement motive
equip them with
competences and
capabilities
Equipping with
competencies and
capabilities
developing human
resources, capability
building, helping
people achieve,
equipper/ builder
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
they can respond to
the needs of society
where they desire to
live or operate
as valuable
individuals
responding to social
needs & operating
within as valuable
people,
Community
involvement/ Social
responsibility,
empowering people
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
in terms of a more
effective person and
wife,
being effective in role
in society
Effectiveness in
society, productive
contribution to society,
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
or a more expansive
expression of the
Self
widen horizons of
Self
Self-expression,
Broader perspective,
expand horizons,
achieve, be empowered
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
such as choice of
their professional
fields of endeavor
Expanding self thru
choice of professional
field taken,
Strategic, purposive or
goal-focus, achiever,
competencies
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
336
a way of serving a
community
Community service &
involvement/ heart to
serve
empowerment/
developing
communities,
partnering, developing
human resources,
service-oriented
Empowerment/ Dev't
Agenda, Nation-
building/ Partnerships,
Exemplar
so that they can be
more effective
individuals
Effectiveness as
individuals
Competent, Capacity
building, human
resource development,
achievement motive,
empowering people
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
enable people to
respond
appropriately based
on that character
Enabling people
(Filipinos) to respond
appropriately based
on character
culturally based social
responsiveness,
contributing to national
dev't based on cultural
identity, contextual
relevance,
empowerment
Empowerment/
Competence/ Dev't
Agenda/ Nation-building
based on that
(country's)
need….based on
what is needed by
the country
Matching to country
needs/ societal needs,
Social responsibility,
responsiveness to
social needs,
developing human
resources
Empowerment/
Competence/ Dev't
Agenda/ Nation-building
developing
paradigms that will
address concerns
that factors in
poverty issues
developing paradigms
to address poverty
issues,
Nationalism/ Strategic
Contextual Relevance/
Social responsibility,
empowering people,
contributing to national
dev't
Empowerment/
Competence/ Dev't
Agenda/ Nation-building
substantially most of
our people are poor
Majority of Filipinos
are poor,
Respond to empower
Social Awareness/
Responsibility
Empowerment/ Dev't
Agenda/ Nation-building
that's the
responsibility
unique to Philippine
education - to
address the
Philippine education
has responsibility to
address needs,
Strategic/ Purposive/
Social Responsibility,
Contribute to Nat'l
Development &
Progress, Empower
people thru Education
Dev't agenda/Nation-
building Educ
Innovation & Reform,
Empowerment
address the poverty
challenge
addressing poverty Goal-oriented/
Responsive/ Social
Responsibility,
Contribute to Nat'l
Development &
Progress, Empower
people thru Education
Competence, Dev't
agenda/Nation-building
Educ Innovation &
Reform, Empowerment,
Achievement motive
337
making sure that the
students have these
values
Students valuing/
prioritizing current
responsibility areas
Values formation,
Goal-driven,
developing human
resources
Dev't Agenda/
Championing Values-
Ethics/ Empowerment
because the
limitations of those
in HEIs is at times
they are focused
again on the courses,
subjects
narrow focus, tunnel
vision, blindsided,
avoid myopic view in
Higher Education,
contribute to national
devt thru human
resource dev't
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
they forget to build
these important
things…the
underlying things
that should be taught
strongly
oversight of important
areas to address &
include in curriculum
contribute to national
devt thru human
resource dev't &
investing in relevant
quality education
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
basic ethical
disposition towards
how to manage
resources, people,
processes, those
things
ethical dispositions in
responsibility areas
like resources, people,
processes
Owning, valuing areas
of responsibility/ social
responsibility
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
basically for
globalization,
environment,
governance, then
ethics
integrating priority
areas/ specific
responsibility areas,
Strategic/ Global
perspective/ Integrity-
Ethics, social
consciousness &
responsibility
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Strategic Collaboration
moving them
(community/people)
forward into a much
better future
Move people to better
futures, mover,
builder, lead to
progress
Strategic/ Empowering/
partnering,
collaborating, Achiever
Empowerment/
Competence/
Achievement
motivation/Partnerships/
Collaboration, Exemplar
at the same time
show them also the
needs of the society
so that you can
equip them
showing social needs
to equip people,
equipping people,
Broader perspective/
Social awareness,
developing human
resources,
collaboration w/ others
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Partnerships &
Collaboration
338
they can respond to
the needs of society
where they desire to
live or operate
as valuable
individuals
responding to social
needs & operating
within as valuable
people,
Community
involvement/ Social
responsibility,
empowering people
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement
motivation/Partnerships
& Collaboration
a way of serving a
community
Community service &
involvement/ heart to
serve
empowerment/
developing
communities,
partnering, developing
human resources,
service-oriented
Empowerment/ Dev't
Agenda, Nation-
building/ Partnerships,
Exemplar
Also, we have a tie-
up for those who
also wanted to go
into international
exposure
tie-ups/ partnerships
for students'
international exposure
forging tie-ups/
partnerships for
international exposure/
invest in human
&intellectual capital
Global view/ Strategic
partnership/ Educ Innov/
Human & intellectual
capital
tie-up with ESCA
(School of
Management) - a
school in France to
offer an MBA
degree
partnered with
management school in
France for an MBA
partnered with
management school in
France for an MBA
Global view/ Strategic
partnership/ Educ Innov/
Human & intellectual
capital
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Institutional
Identification,
Differentiation &
Valuing
In business- if you
are in the business
of HE in business,
in Higher Ed
specializing in
business, contextual
relevance
identifying as a business
HEI, differentiating
context
Institutional Identity &
Differentiation
our MBA programs,
traditional MBA
programs are
segmented
segmentation of
MBA programs,
strategic, purposive,
innovating programs
Educ Innovations/ Inst'l
Identity,
Differentiating,
Valuing/
MBA for those who
are quite new in
business, at least
those who have 2-
yr work experience
MBAs for those with
2 yr work experience,
Strategic/ Purposive
MBAs for those with 2
yr work experience,
Strategic/ Purposive
Educ Innovations/ Inst'l
Identity,
Differentiating,
Valuing/
339
that's the MBA
standard program
has MBA standard
program
MBA's regular offering
& standardization
Institutional
differentiating/ Prof
competence
We have MBA for
those in the middle
and top positions.
We have the middle
manager's program
MBAs for middle
managers, Strategic/,
purposive
MBAs for middle
managers, Strategic/,
purposive
Educ Innovations/ Inst'l
Identity,
Differentiating,
Valuing/ Prof
Competence
that program is not
accelerated
has Accelerated
program, Strategic/
purposive
has Accelerated program,
Strategic/ purposive
Educ Innovations/ Inst'l
Identity,
Differentiating,
Valuing/ Prof
Competence
We have already
those who are
captain of their
businesses who do
not have much time
to undertake further
studies
MBAs for business
owners with hardly
time for studies,
Strategic/ purposive
MBAs for business
owners with hardly time
for studies, Strategic/
purposive
Educ Innovations/ Inst'l
Identity,
Differentiating,
Valuing/ Prof
Competence
so we have most in
the accelerated
MBA Ateneo-Regis
program
Most MBA students
in accelerated
Ateneo-Regis
program, Strategic,
purposive
Most MBA students in
accelerated Ateneo-Regis
program, Strategic,
purposive
Educ Innovations/ Inst'l
Identity,
Differentiating,
Valuing/ Prof
Competence
We also cater to
those running health
facilities - whether
it's a big or small
facilities
Catering to a diff
market segment
(Health businesses),
strategic, purposive
Catering to a diff market
segment (Health
businesses), strategic,
purposive
Educ Innovations/ Inst'l
Identity,
Differentiating,
Valuing/ Prof
Competence
We have the MBA
in Health
has MBA in Health,
strategic, purposive
has MBA in Health,
strategic, purposive
Educ Innovations/ Inst'l
Identity,
Differentiating,
Valuing/ Prof
Competence
recently we went
into a Masters in
Entrepreneurship
another program
founded: MA in
Entrepreneurship,
strategic, purposive,
responsiveness to
market
another program
founded: MA in
Entrepreneurship,
strategic, purposive,
responsiveness to market
Educ Innovations/ Inst'l
Identity,
Differentiating,
Valuing/ Prof
Competence
We also have a lot
of continuing
programs, very
much a part of the
graduate programs
many continuing
(education) programs,
part of grad
programs,
positioning, strategic,
many continuing
(education) programs,
part of grad programs,
positioning, strategic,
purposive, market-driven
Identity/
Differentiating/ Educ
Innovation/ Prof
competencies
340
purposive, market-
driven
We have the Center
for Continuing
Education that
offers non-degree
programs to various
clients
has Center for
continuing education
offering non-degree
programs for clients
has Center for continuing
education offering non-
degree programs for
clients
Identity/
Differentiating/ Educ
Innovation/ Prof
competencies
some of these
programs are really
catering to
entrepreneurs, to
those who are into
small & medium
enterprises -
retailing and other
types of business
programs catering to
specific market
segment, Strategic/
Goal-driven/ Market-
driven
programs catering to
specific market segment,
Strategic/ Goal-driven/
Market-driven
Identity/
Differentiating/ Educ
Innovation/ Prof
competencies
Our curriculum is
basically more
…responsive to
practitioners
responsiveness to
practitioners/ Market
driven/ Strategic/
Purposive
responsiveness to
practitioners/ Market
driven/ Strategic/
Purposive
Identity/
Differentiating/ Educ
Innovation/ Prof
competencies/
our curriculum,
there is very limited
preparatory courses
but our courses are
mainly- core &
integrative courses
limited prep courses,
mainly core &
integrative courses,
Strategic/ Purposive/
Innovations/ Market-
driven
limited prep courses,
mainly core &
integrative courses,
Strategic/ Purposive/
Innovations/ Market-
driven
Identity/
Differentiating/ Educ
Innovation/ Prof
competencies
that really respond
to those that are
really …on the
trenches, or those
who are really on
the frontlines
responding to needs
of those in the
frontlines/ trenches,
Strategic/ Purposive/
Market-driven
responding to needs of
those in the frontlines/
trenches, Strategic/
Purposive/ Market-
driven
Identity/
Differentiating/ Educ
Innovation/ Prof
competencies
in Ateneo, making
sure that the
purpose of
education really
serves the nation
Ateneo ensuring their
educational purpose
serves nation
Contextual Relevance/
Strategic/
Nationalism/Contributing
to national dev't/
institutional difference &
participation in dev't
Dev't agenda/ Nation-
building/ Achievement
motive/ Institutional
differentiation &
valuing
we have to develop
programs,
processes,, and also
assessment
must develop
programs, processes
and assessment,
strategic, purposive,
developing human
resources, focus on
important areas
Education Reform&
Innovation/ Dev't
agenda/ Inst'l
Differentiation &
Valuing
341
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Development Agenda
& Nation building/
Educ Reform
provide a quality of
life to the people, to
the communities
where these people
are situated in,
benevolence
Address people's
quality of life, be
involved with
communities
Social responsibility,
community involvement
Empowerment/ Dev't
Agenda, Nation-
building/
understanding
yourself, the needs
of the community of
people
understand self &
community needs
Self & social awareness Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
moving them
(community/people)
forward into a much
better future
Move people to
better futures,
mover, builder, lead
to progress
Strategic/ Empowering/
Achiever
Empowerment/
Achievement
motivation/Partnerships,
Exemplar/ Dev’t Agenda
making sure you
provide the
necessary structure
so various
stakeholders in
community
providing needed
structures to
stakeholders,
Structure provision to
stakeholders, Strategic/
Empowering
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
particularly students
& faculty will
understand their
giftedness as
persons,
hone it, develop it
honing/ developing
people's (students &
faculty's) giftedness
people optimizing,
developing human
resources, helping people
achieve
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
at the same time
show them also the
needs of the society
so that you can
equip them
showing social
needs to equip
people,
equipping people,
Broader perspective/
Social awareness,
developing human
resources, collaboration
w/ others
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Partnerships/
equip them with
competences and
capabilities
Equipping with
competencies and
capabilities
developing human
resources, capability
building, helping people
achieve, equipper/
builder
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
they can respond to
the needs of society
where they desire to
live or operate
responding to social
needs & operating
within as valuable
people,
Community involvement/
Social responsibility,
empowering people
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
342
as valuable
individuals
in terms of a more
effective person and
wife,
being effective in
role in society
Effectiveness in society,
productive contribution
to society,
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
or a more expansive
expression of the
Self
widen horizons of
Self
Self-expression, Broader
perspective, expand
horizons, achieve, be
empowered
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
such as choice of
their professional
fields of endeavor
Expanding self
through choice of
professional field
taken,
Strategic, purposive or
goal-focus, achiever,
competencies
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
a way of serving a
community
Community service
& involvement/
heart to serve
empowerment/
developing communities,
partnering, developing
human resources,
service-oriented
Empowerment/ Dev't
Agenda, Nation-
building/ Partnerships,
Exemplar
so that they can be
more effective
individuals
Effectiveness as
individuals
Competent, Capacity
building, human resource
development,
achievement motive,
empowering people
Empowerment/ Dev't
Agenda, Nation-
building/ Competence/
Achievement motivation
enable people to
respond
appropriately based
on that character
Enabling people
(Filipinos) to
respond
appropriately based
on character
culturally based social
responsiveness,
contributing to national
dev't based on cultural
identity, contextual
relevance, empowerment
Empowerment/
Competence/ Dev't
Agenda/ Nation-building
based on that
(country's)
need….based on
what is needed by
the country
Matching to country
needs/ societal
needs,
Social responsibility,
responsiveness to social
needs, developing human
resources
Empowerment/
Competence/ Dev't
Agenda/ Nation-building
developing
paradigms that will
address concerns
that factors in
poverty issues
developing
paradigms to
address poverty
issues,
Nationalism/ Strategic
Contextual Relevance/
Social responsibility,
empowering people,
contributing to national
dev't
Empowerment/
Competence/ Dev't
Agenda/ Nation-building
substantially most of
our people are poor
Majority of
Filipinos are poor,
Respond to empower
Social Awareness/
Responsibility
Empowerment/ Dev't
Agenda/ Nation-building
that's the
responsibility
Philippine
education has
Strategic/ Purposive/
Social Responsibility,
Dev't agenda/Nation-
building Educ
343
unique to Philippine
education - to
address the
responsibility to
address needs,
Contribute to Nat'l
Development & Progress,
Empower people thru
Education
Innovation & Reform,
Empowerment
address the poverty
challenge
addressing poverty Goal-oriented/
Responsive/ Social
Responsibility,
Contribute to Nat'l
Development & Progress,
Empower people thru
Education
Competence, Dev't
agenda/Nation-building
Educ Innovation &
Reform, Empowerment,
Achievement motive
making sure that the
students have these
values
Students valuing/
prioritizing current
responsibility areas
Values formation, Goal-
driven, developing
human resources
Dev't Agenda/
Championing Values-
Ethics/ Empowerment
because the
limitations of those
in HEIs is at times
they are focused
again on the courses,
subjects
narrow focus,
tunnel vision,
blindsided,
avoid myopic view in
Higher Educ, contribute
to national devt thru
human resource dev't
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
they forget to build
these important
things…the
underlying things
that should be taught
strongly
oversight of
important areas to
address & include
in curriculum
contribute to national
devt thru human resource
dev't & investing in
relevant quality
education
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
basic ethical
disposition towards
how to manage
resources, people,
processes, those
things
ethical dispositions
in responsibility
areas like resources,
people, processes
Owning, valuing areas of
responsibility/ social
responsibility
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
basically for
globalization,
environment,
governance, then
ethics
integrating priority
areas/ specific
responsibility areas,
Strategic/ Global
perspective/ Integrity-
Ethics, social
consciousness &
responsibility
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
providing
capabilities to
people who are
already in the
frontlines
equipping for
frontline
capabilities,
Capacity-building/
developing human
resources, competencies
Dev't Agenda, Nation-
building/ Competence/
Achievement motivation
they are mainly
running industries
Front liners mainly
run industries,
Contextual relevance/
Strategic client targets
Dev't Agenda, Nation-
building/ Competence/
344
already mainly into
work, into
respective
workplaces
working people are
the target clients,
Strategic, Purposive/
Goal-driven, developing
human resources
Dev't Agenda, Nation-
building/ Competence/
giving them more
competence
building
competency,
building capacity,
Goal-centered/ Purposive
human resource
development
Dev't Agenda, Nation-
building/ Competence/
Achievement motivation
making sure that the
educational &
operational aspects
ensuring effective
educational &
operational aspects,
Strategic, Goal-driven,
human resource dev't,
competencies,
achievement motive
Dev't Agenda, Nation-
building/ Competence/
Achievement motivation
will provide them
that competency
equipping, building
competency,
Strategic/ Goal-oriented/
Capacity building,
developing human
resources, achievement
motive
Dev't Agenda, Nation-
building/ Competence/
Achievement motivation
an understanding of
current Philippine
realities
Understanding
Philippine realities
now, Contextual
understanding,
Social awareness &
responsiveness/
Contextual
understanding, Social
awareness &
responsiveness/
Competence/ Dev't
Agenda, Nation-
building/
helping the
Philippines define
its identity
Defining Philippine
(Filipino) identity,
Nationalism/
Strategic
Nationalism/ Strategic Development agenda/
Nation-bulding
at the same time
culture, norms of
people even value
systems
Identify culture,
norms, value
systems
Cultural identity, values, Development agenda/
Nation-bulding
that they'll be able to
define the best
attributes in people
to identify best
attributes in
(Filipinos) people,
Strategic /Goal-oriented,
cultural identity &
attributes
Competence/ Dev't
Agenda, Nation-
building/
so that they can
manage country
effectively
can manage country
effectively/
effective country
management
(leadership?)
Strategic / Nationalism Competence/ Dev't
Agenda, Nation-
building/
Achievement motive
Philippines is in the
process of
transitioning not
only in economic
criterion
(economics)
Undergoing
national
transformation not
only in economics,
Social awareness/
consciousness,
Development agenda/
Nation-bulding
345
also in terms of
defining itself as a
people
Defining itself as a
people / Defining
what a Filipino is,
Nationalism/ Cultural
identity/ Strategic /
Contextual Relevance
Development agenda/
Nation-bulding
that's important - to
define what the
Filipino is
Importance of Self-
identity as a Nation,
Nationalism
Cultural identity/
Strategic / Contextual
Relevance/
Development agenda/
Nation-bulding
what are the things
that are important to
the Filipino, to
Philippine society
Define what is
important for the
Filipino, for the
Philippines,
Cultural identity,
understanding self,
contextual relevance,
nationalism, strategic
Development agenda/
Nation-building
we should develop
more models that
are into
entrepreneurship or
small &
medium enterprises
development of
Models of
Entrepreneurship
for SMEs
context-based response,
developing relevant
programs, contributing to
National dev't,,
developing competencies
Dev't agenda/Nation-
building Educ
Innovation & Reform,
Competence
rather than
developing models
that are just
patterned after
Europe or U.S.
match country
needs to develop
models/ eschew
irrelevant models/.
develop relevant
models,
Contextual Relevance,
Strategic, developing
relevant programs,
contributing to National
dev't,,
Dev't agenda/Nation-
building Educ
Innovation & Reform
mainly catering to
corporate situations
specific to corporate
or business
situations,
Contextual Relevance/
Responsiveness
Dev't agenda/Nation-
building Educ
Innovation & Reform
that's the
responsibility
unique to Philippine
education - to
address the
Philippine
education has
responsibility to
address needs,
Strategic/ Purposive/
Social Responsibility,
Contribute to Nat'l
Development & Progress,
Empower people thru
Education
Dev't agenda/Nation-
building Educ
Innovation & Reform,
Empowerment
address the poverty
challenge
addressing poverty Goal-oriented/
Responsive/ Social
Responsibility,
Contribute to Nat'l
Development & Progress,
Empower people thru
Education
Competence, Dev't
agenda/Nation-building
Educ Innovation &
Reform, Empowerment,
Achievement motive
Basically what we
need is an
…education that is
outcome-based
Need for outcomes
based education,
Reform needed,
Strategic, Intentional
rethinking of Phil
education
Education Reform/ Dev't
Agenda/
because foremost
educational
processes…even
now -more emphasis
Education now
emphasizes
processes than
outcomes, must be
Education now
emphasizes processes
than outcomes, must be
Prof competence, Educ
Reform, Dev't Agenda
346
on processes
(than outcomes)
more Strategic
(faulty strategy)
more Strategic (faulty
strategy)
people are very
particular about
Full-time & Part-
time faculty
engagement
particular on Full-
time & Part-time
faculty hiring
need Strategic/ broader
perspective/need to
prioritize what's more
important like faculty
competencies
Prof competence, Educ
Reform, Dev't Agenda
instead of faculty
interaction with
students
Must focus more on
faculty interaction
with students
Faculty-student
interactions more
important/ faculty
competency/
Prof competence, Educ
Reform, Dev't Agenda
Accreditation bodies
are very particular
with processes
Accreditation
bodies very
particular with
processes
Strategic/
purposive/Need to focus
on more important
priorities like teacher
competence/
Prof competence, Educ
Reform, Dev't Agenda
If you have this
program (then) less
emphasis on
outcomes
accreditation less
emphasis on
outcomes,
need to be more
Strategic, focus on
outcomes & needed
competencies
Prof competence, Educ
Reform, Dev't Agenda
movement now in
Philippine
education…and
Leadership is mainly
to emphasize on
outcomes
move to emphasize
outcomes in
Philippine Educ &
Leadership now,
strategic, purposive,
contextual & timely
relevance
Prof competence, Educ
Reform, Dev't Agenda
making sure that the
intended purpose of
education is being
met
Meeting intended
purpose of
education
Strategic/ Purposive/
Achiever/ Developing
Human resources
Prof competence/ Devt
Agenda & Educ Reform/
Achievement motive
in Ateneo, making
sure that the purpose
of education really
serves the nation
Ateneo ensuring
their educational
purpose serves
nation
Contextual Relevance/
Strategic/
Nationalism/Contributing
to national dev't/
institutional difference &
participation in dev't
Dev't agenda/ Nation-
building/ Achievement
motive/ Institutional
differentiation & valuing
we have to develop
programs,
processes,, and also
assessment
must develop
programs, processes
and assessment,
strategic, purposive,
developing human
resources, focus on
important areas
Education Reform&
Innovation/ Dev't
agenda/ Inst'l
Differentiation &
Valuing
very importantly to
define certain tools
must define needed
tools
Purposive/ strategic/
operationalizing reform/
concrete measures
Educ Reform & Innov,
Dev't Agenda,
Competencies
to make sure that we
are really evaluating
ensure evaluation of
goal achievement,
validation, achieving
goals, strategic,
Educ Reform &
Innovation, Dev't
347
whether we are
really achieving our
goals
purposive, contributing to
national dev't,
concretizing needed
reform
Agenda, Competencies/
Achievement Motive
for students to learn
certain competencies
students must learn
competencies
Goal-driven/ develop
human resources,
achieving institutional
goals-reforming educ,
helping students achieve
competency
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
Achievement Motive
because process may
or may not produce
the desired outcome
Process does not
guarantee outcomes
Goal-driven/ Strategic/
national dev't focus/
guarantee outcomes or
achieve goals
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
Achievement Motive
the main
consideration or
rethinking now is
focusing on how to
make sure
Re-consideration/
Re-thinking of
Education
happening now
reform being done now,
achieving goals for
national dev't rethinking
education to impart
relevant competencies,
developing human
resources
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
Achievement Motive
make sure that
outcomes are
achieved, more than
Ensuring outcomes
are achieved,
Goal-driven, Achieving
goals, students gain
competencies, instituting
reform contributing to
national dev't,
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
Achievement Motive
more than just fine-
tuning or re-
engineering
processes
beyond fine-tuning
or re-engineering
processes (in
Education)
developing human
resources w/ relevant
competencies,
achievement motive,
reform for national dev't
Educ Reform &
Innovation, Dev't
Agenda, Competencies/
possible to open
HEIs to global
standards of quality
education
possibility for HEIs
to attain global
quality standards
attain global quality
education
Global perspective/ Dev't
Agenda/ Education
Reform
very important look
into responsibility
again of education
& its various
stakeholders
towards
environment
importance of
looking into
Education's &
stakeholders'
responsibility
toward
environment,
Goal-driven/ Strategic,
Social responsibility
Macro-perspective/ Dev't
Agenda/ Education
Reform,
Nation-building
good citizenship
particularly in the
Philippines
good citizenship for
national progress &
development
purposive, strategic,
developing human
resources
Dev't-agenda/ Nation-
building,
348
that is relevant, Relevant to context, Contextual Relevance/ Development agenda/
Nation-building
make those concepts
of globalization, of
commitment to the
environment, of
good corporate
leadership more
operational
Operationalize (in
curriculum)
globalization,
commitment to
environment,
good corporate
leadership
Current priority areas,
(areas of value/
importance), Strategic/
Goal-driven
Global perspective, Dev't
Agenda, Nation-
building, Values
not only in HEIs but
in the respective
curriculums
Improve curriculum
design,
implementation &
delivery
Educational reform,
strategic, contribute to
National dev't,
continuous dev't of
competencies
Dev't Agenda/ Prof'l
competence/ Educ
reform & innovation
making sure it's
really built in, taught
and assessed
Priority areas must
be Built in, taught
& assessed in
Curriculum
Operationalize education
goals for reform,
institutional values, &
achieve org'l mission,
add to competencies,
contribute to Nat'l devt
Dev't Agenda/ Prof'l
competence/ Educ
reform & innovation
making sure that the
students have these
values
Students valuing/
prioritizing current
responsibility areas
Values formation,
Goal-driven,
developing human
resources
Dev't Agenda/
Championing Values-
Ethics/ Empowerment
because the
limitations of those
in HEIs is at times
they are focused
again on the courses,
subjects
narrow focus, tunnel
vision, blindsided,
avoid myopic view in
Higher Educ, contribute
to national devt thru
human resource dev't
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
they forget to build
these important
things…the
underlying things
that should be taught
strongly
oversight of important
areas to address &
include in curriculum
contribute to national
devt thru human
resource dev't &
investing in relevant
quality education
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
basic ethical
disposition towards
how to manage
resources, people,
processes, those
things
ethical dispositions in
responsibility areas
like resources, people,
processes
Owning, valuing areas
of responsibility/ social
responsibility
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
basically for
globalization,
environment,
integrating priority
areas/ specific
responsibility areas,
Strategic/ Global
perspective/ Integrity-
Ethics, social
Dev't Agenda/ Prof
competence/ Values-
Ethics/ Empowerment
349
governance, then
ethics
consciousness &
responsibility
CODING PROCESS: PARTICIPANT 5 (ASSOCIATE DEAN, UP - MANILA)
CATEGORY: EXEMPLARS
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Exemplars
requires leadership
traits, skills &
knowledge
requires traits &
competencies
Traits (exemplars)/
Cognitive Competence
Exemplars/ Prof
Competency
leading/ leadership
by example
leading by example Inspirational, role-
modelling
Exemplars/ Prof
Competency
a good type of
leadership
there are good types of
leaders
following good role
models, leadership
exemplars
Exemplars
must be an open-
minded person
open-mindedness Being open to ideas,
people
Exemplar trait
meaning you are
constantly exposed
to criticism & so
therefore if you take
this part of the job,
it's easy for you to
move on
must be able to
withstand, bear
criticism & move on
Ability to move on/
overcome
criticism/Resilience/
competence/ pushing
forward/ progressing
Exemplar/ Prof
competency
I usually adhere to
rules
adhering to rules Exemplar/ Discipline/
Prof Competence/
Prof competency/
Exemplar
I usually show
authority & show
respect to those in
authority
showing authority,
respecting authority/
respectful
Relational -Prof
competence/ Exemplar
(Trait-respectful)
Prof competency/
Exemplar
you are able to show
leadership traits,
characteristics &
skills
traits, characteristics,
skills
Prof competencies
(skills),Exemplars
(trait & characteristics)
Prof Competence/
Exemplars
be on the front line. Teachers/ Leaders are
front liners
Front lining as an
attitude & skill
Prof Competence/
Exemplar
You have to be
creative
Creativity needed/
Cognitive competence
competence/
(creativity)
Prof Competence/
Exemplar
If you really want to
be…respected and
given due honor to
to be respected,
honored as a leader in
Higher Educ
Leader deserve respect
& honor
Prof competence/
Exemplars
350
be a leader in higher
education
but the degree of
…their capacity &
capability to
motivate
but lacking capacity/
capability to motivate
Inspirational/
capacities/ capability/
skills
Inspirational - Exemplar/
Prof Competence
the generation that
we have now, the
students to finish
(their degree)
next generation needs
motivation to finish
Motivational (Traits)/
develop human
resources
Exemplar// Human cap
devt/ Devt Agenda
it's not just purely
how broad our
knowledge is of the
field you've been
teaching
transmitting
knowledge is not
enough
beyond knowledge,
need
character/motivational,
capacity building
Exemplar/ People
building/ Human cap
devt/
Devt Agenda
you must have that
nurturing character
as a faculty
teachers must have
nurturing character
Nurturing
(Trait)/Relational
competence/ Capacity
building
Exemplar// Human cap
devt/ Devt Agenda
For me, if you're
faculty and you
don’t have those,
compassion to really
motivate your
students,
must have compassion
to motivate students
Compassionate/
Motivational
Exemplar
you just -for
purposes
because…you just
teach them then
throw away
do not just teach then
forget about students
Relational-
Inspirational/
Exemplar/ Prof
Competence
and you move on to
the next class, it's
nothing...
moving on to next
class mechanically (no
compassion)
Must have
Compassion,
Relational,
Exemplar/ Prof
Competence
you're halfway
through to become
an academic leader
not fully an academic
leader (if not able to
motivate students
Inspirational/
Motivational
Relational
Exemplar/ Prof
Competence
Not just accomplish
the task but also go
beyond
extra mile, zealous,
hardworking
Inspirational/,
achiever, dedication
Exemplar/ Achievement
motive/ Prof competency
There is hope, Hopeful to fulfil
desire/ Positive
Possibility to achieve/
Hopefulness
Achievement motive/
Exemplar
351
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
Achievement Motive
leading staff to
accomplishing the
task
accomplishing tasks
with staff
Goal oriented/
purposive, achiever
Purpose-driven,
Achievement motive
be able to move on
and carry the task
that is expected of
you
Carrying our tasks
expected of you
Goal-oriented/ Mission-
focus/ Achiever/
Competence/
Responsible
Prof competency/
Achievement mindset
also motivating my
members of my
team
motivating team
members
Inspirational/
Motivational/
Achievement motive
Prof competency/
Exemplar/ Achievement
motive
not just to
accomplish the task
or the goal
assigned to us
going beyond
accomplishing tasks &
assigned goals
Goal oriented, extra-
miler/ achiever
Achievement motive/
Prof competency
but also go beyond extra mile, zealous,
hardworking
Inspirational/, achiever,
dedication
Exemplar/ Achievement
motive/ Prof
competency
when you talk of
leadership it's
really taking on the
lead
taking the lead,
proactive/ purposive/
achiever
Competence/Goal
oriented/ Achievement
motive
Prof competency/
Achievement motive
be one of them, be
part of the task that
they have to do
being one, participating
in tasks, collaborate
competence/Goal-
oriented/ collaboration
Prof competence,
achievement motive
not purely
delegating or
assigning
being one of the team/
collaborating/ prudent
delegation
Team
player/purposive/collab
orative/ achieve as team
Prof
competency/Achieveme
nt/ Collaboration/
Human Cap dev’t
in some instances
in the past, I really
had to do it myself
doing it by herself
(first), hard work
competence, achieve
goals
Prof competence,
achievement motive
then 'show it to me'
(ask others to show
to her how to do it)
demonstrating what to
do then letting others do
the same,
lead by example,
teaching others
skill devt/ competence/
capacity building
Prof competence,
achievement motive
practical
presentation,
practical exam
practical presentation,
seeing if others can do
it too, check, evaluation
skill evaluation/
capacity building/
achieve goals
Prof competence,
achievement motive
or the oral
presentation - that
you have to be
there
oral presentations /
performance
assessment
competencies, skill
dev’t & evaluation
Prof competence,
achievement motive
352
effective,
successful
dispensation of
leadership
responsibilities&
duties
effectiveness & success
in leadership,
responsibilities.
& duties done
effectively
effective skills/
competence/ goal-
centric/set to achieve
Prof competence/
achievement motive
that's my running
project now in the
college. My slogan
..every classroom
should be an audio
visual room
has running project: AV
in every room
Goal-oriented/
Strategic, achievement
motive
Achievement motive
Human cap devt/
Devt Agenda
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
Global/ Macro-
perspective
therefore you are
expected to attend
seminars,
international
conferences,
expected to attend
seminars-conferences
for PD, int'l exposure
continuing Prof devt,
capacity building
Prof competence/
Institutional Difference/
Macro perspective
..publish your work
in a refereed, peer-
refereed journals,
& international
encouraged to publish
works, add to literature
in field, exposure to
international prof devt
required competence,
continuous devt/
capacity building
Prof competence/
Institutional Difference/
Macro perspective
We're not just here
to be teaching,
purposes beyond
academics/ teaching
Macro perspective/
Social responsibility
Macro Perspective/
Devt Agenda/ Nation
building/ Empowerment
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
Professional
Competency
assuming an
administration
position requires
leadership traits,
skills & knowledge
requires traits &
competencies
Traits (exemplars)/
Cognitive Competence
Exemplars/ Prof
Competency
leadership is really
leading….leading
my staff to
accomplishing tasks
with staff
leading teams, moving
teams to goals,
achieving goals with
Prof competency,
Achievement motive,
Strategic Collaboration
353
accomplishing the
task
team members,
collaboration
leading/ leadership
by example
leading by example Inspirational, role-
modelling
Exemplars/ Prof
Competency
if you have good
communication
skills... essential
for leadership
good communication
skills are essential for
leadership
Communication skills Prof competency
meaning you are
constantly exposed
to criticism & so
therefore
leadership exposes one
to constant criticism
Able to overcome
criticisms/
Competency/
Resilience
Exemplar/ Prof
competency
if you take this part
of the job, it's easy
for you to move on
must be able to
withstand, bear
criticism & move on
Ability to move on/
competence/ pushing
forward/ progressing/
Prof competency
be able to move on
and carry the task
that is expected of
you
Carrying our tasks
expected of you
Goal-oriented/ Mission-
focus/ Achiever/
Competence/
Responsible
Prof competency/
Achievement motive
also motivating my
members of my
team
motivating team
members
Inspirational/
Motivational/
Achievement motive
Prof competency/
Exemplar/ Achievement
motive
not just to
accomplish the task
or the goal
assigned to us
going beyond
accomplishing tasks &
assigned goals
Goal oriented, extra-
miler/ achiever
Achievement motive/
Prof competency
but also go beyond extra mile, zealous,
hardworking
Inspirational/, achiever,
dedication
Achievement motive/
Prof competency
Leadership is also
like a…increasing
self-esteem in
individuals I work
with
increasing team
members' self-esteem
Relational competence/
Motivational/ People
builder-empowerment
People builder,
empowerment/ Prof
competency
based on my
experience also
based on my
personality as a
person
experienced leader,
basing on own
leadership experience,
personality-based
Competence.
Self-Awareness
Prof competency, traits
I usually adhere to
rules
adhering to rules Exemplar/ Discipline/
Prof Competence/
Prof competency/
Exemplar
I usually show
authority & show
respect to those in
authority
showing authority,
respecting authority/
respectful
Relational-Prof
competence/ Exemplar
(Trait-respectful)
Prof competency/
Exemplar
354
when you talk of
leadership it's
really taking on the
lead
taking the lead,
proactive/ purposive/
achiever
Competence/Goal
oriented/ Achievement
motive
Prof competency/
Achievement motive
It's really showing
them
when…members of
the team are at a
loss
showing how when
team at a loss (what to
do)
Competence/ Goal
oriented/ capacity
builder
Prof competency/
you know, how to
accomplish the task
even in all other
aspects
how to accomplish task/
skill in all aspects
Competence/
accomplish task
Prof competency/
be one of them, be
part of the task that
they have to do
being one, participating
in tasks, collaborate
competence/Goal-
oriented/ collaboration
Prof competency/
Achievement motive/
Strategic collaboration
not purely
delegating or
assigning
being one of the team/
collaborating/ prudent
delegation
Team
player/purposive/collab
orative/ achieve as team
Prof
competency/Achieveme
nt/ Collaboration/
Human Cap dev’t
in some instances
in the past, I really
had to do it myself
doing it by herself
(first), hard work
competence, achieve
goals
Prof competence,
achievement motive
then 'show it to me'
(ask others to show
to her how to do it)
demonstrating what to
do then letting others do
the same,
lead by example,
teaching others
skill devt/ competence/
capacity building
Prof competence,
achievement motive
practical
presentation,
practical exam
practical presentation,
seeing if others can do
it too, check, evaluation
skill evaluation/
capacity building/
achieve goals
Prof competence,
achievement motive
or the oral
presentation - that
you have to be
there
oral presentations /
performance
assessment
competencies, skill
dev’t & evaluation
Prof competence,
achievement motive
you are able to
show leadership
traits,
characteristics &
skills
traits, characteristics,
skills
Prof competencies
(skills),Exemplars (trait
& characteristics)
Prof Competence/
Exemplars
there are different
approaches now in
education
recognizing different
educational approaches
Strategic, analytical,
competence
Professional
competence
because in UP it's
really more of
transmitting
more of transmitting
knowledge,
Intentional/ Cognitive-
competence/
competencies & skills
Prof Competence
355
knowledge,
students just listen
They listen
…absorb
absorb info,
transmission
…the stand in La
Salle, it's more of
a…they (students)
are brought into the
process of learning
In DLSU student active
participation in
learning/
collaborative education,
reform, capacity
building/
differentiating
Prof competence,
human cap dev’t, Educ
reform/
Institutional
differentiation
it's not just totally
(the faculty), the
responsibility is
delegated
delegation of learning/
developing human
resources
Competencies /
Capacity building
Prof Competence/
Human cap devt/ Devt
Agenda
leadership in the
educational system,
it goes beyond
purely info and
knowledge to your
students
going beyond
information &
knowledge,/ developing
human resources
Capacity building/
People builder
Empowerment/ Prof
competence, Human
cap devt/.
Devt agenda
you also have those
traits like
management
Management Traits Competence Prof Competence
you consider your
students members
of the group
Teams, group members,
collaboration
Relational-competence/
collaboration
Prof Competence
have to lead them,
motivate them,
show them how to
do these things
leadership, motivation,
skill acquisition
capacity building,
developing human
resources
Prof competence,
Human cap devt
in the academe, the
same manner. I
have to lead myself
to do this
in academe, have to
lead self to teach
Self-leadership/ Self-
discipline
Prof competencies
be on the front line. Teachers/ Leaders are
front liners
Front lining as an
attitude & skill
Prof Competence/
Exemplar
You have to be
creative
Creativity needed/
Cognitive competence
competence/
(creativity)
Prof Competence/
Exemplar
You have to think
of new programs,
creating new programs competence/ dev't
agenda
Prof Competence, Educ
Reform, Devt Agenda
except there's a
difference (with
management)
difference between
management &
leadership
different competencies Prof competencies
If you really want
to be…respected
and given due
to be respected,
honored as a leader in
Higher Educ
Leader deserve respect
& honor
Prof competence/
Exemplars
356
honor to be a leader
in higher education
require
accomplishments
on your own
requires
accomplishments to
earn respect, achiever
Goal oriented/
competence,
achievement motive
Prof competence
require you to have
from a Bachelor of
Science to a.
doctoral degree
required from a
Bachelor to a doctoral
degree
required skills/
competence
Prof competence
Higher Ed …also
require a more
stringent
qualifications from
the faculty
Faculty qualifications in
Higher Educ more
stringent
Qualifications,
competencies
Prof competence/ Dev’t
Agenda
Our
department…we
have our own
internal policy
department has own
policy
Policy requirements,
Required competence
Prof competencies
we will only hire
those with a
masteral degree,
who have really
acquired it
only hires masteral
graduates, graduated
already
Required competence Prof competencies
In the past…we
have taken on
lectures….who
were still finishing
..w/ their masteral
program…
still finishing masters Required competence Prof competencies
unfortunately, they
were never able to
finish it
needs to have finished/
completed degree
Required competence/ Professional
competence
they were caught
up with the
requirements of
UP, on the policy
up & out
Can’t maintain faculty
status in UP if not able
to fulfil requirements,
policy compliance
Required competence/ Professional
competence
been teaching for
the past 5 years,
you are to finish
your MA program,
otherwise you
would be out of the
academe
required to finish an
MA if teaching for past
5 years otherwise will
not be contracted
Required competence/ Professional
competence
for those with PhD
program, for you to
moving up ranks qualifications/
competence
Professional
competence
357
move up the next
rank,
begin by instructor,
assistant professor,
associate professor,
& full professor
from lowest to highest
rank at professor levels
faculty rankings,
qualifications
Professional
competence
across & within
these categories,
you have
subcategories -
Assistant professor
1, 2, 3, 4, 5
subcategories within
levels (government
system of ranking)
faculty rankings,
qualifications
Professional
competence
You only get to
move up the next
rank or step if you
have published..
I'm speaking for
those with a
doctoral degree
required to publish -
those with doctorates
required competence,
ranking, qualifications
Prof'l competence, Devt
agenda
it's very, very strict
in the sense that
they don't want you
to be stagnant
very strict, continuous
professional
development
competence,
faculty/staff dev’t,
continuous
improvement
Professional
competence, human cap
devt/
Devt agenda
that's one very
clear requirement
for you to stay in
the university
maintaining university
teaching position, status
maintenance
required competence,
qualifications,
Professional
competence, Devt
Agenda
it's also research
oriented, research-
based
research-oriented
university
competence,
faculty/staff dev’t,
capacity building/
differentiating
Prof competence/
Institutional
differentiation/
Dev’t Agenda/ Building
intellectual capital
because if you are
required to publish,
it's on the
assumption that
you involve
yourself in any
type of research
Research involvement/
publication
skills & competence in
research, required
competence
Professional
competence
especially for those
moving up from
Associate Professor
to Professor level
publication requirement
specially to move from
Associate to Full
professor
required competence,
qualifications, rankings
Prof competence, Dev’t
agenda
It is a mandate that
those who would
be teaching and
senior faculty
responsibilities,
faculty competence,
strategic, capacity
building
Prof competence/
Institutional
differentiation, devt
358
handling these
courses are senior
faculty
institutional strategy,
competence
agenda/. Intellectual
capital
On the assumption
that they have their
MA and their PhD.
required competencies,
qualifications
Strategic, competence,
capacity building
Prof competence/
Institutional
differentiation, devt
agenda
on the minimum
assumption that
they are able to -
weave it in and out
of the several
degree courses or
specializations
being taught in GE
useful qualifications for
teaching various
courses or
specializations,
efficiency in faculty
utilization
competence/ Faculty
efficiency/quals/ UP
difference
Prof competence/
Institutional difference/
Devt Agenda
We don’t
encourage very,
very junior faculty
like fresh grads
experienced faculty
more desirable/
preferred
competencies, quals Professional
competence
As much as
possible, …simply
because …a very
high degree needed
for that faculty
high degrees required
for faculty
competence/ capacity
building/ requirements
Professional
competence/
Intellectual capital
all things being
equal, the system
has been
encouraging
encouraged to get
faculty with MA
degrees or PhD's
competence/ capacity
building/ requirements
Professional
competence,
Institutional difference
all the different
colleges to have
those with MA, if
not those with PhD
Hiring faculty with post
grad degrees
Strategic, required
competence,
Institutional
differentiation/
Prof competence,
Institutional
differentiation/
Devt Agenda
expected that you
continue
enhancement of
your knowledge,
expectations include
continued PD
continuing Prof devt,
capacity building
Prof competence/
Institutional Difference/
Devt Agenda/ Building
Intellectual capital
therefore you are
expected to attend
seminars,
international
conferences
expected to attend
seminars-conferences
for PD
continuing Prof devt,
capacity building
Prof competence/
Institutional Difference/
Devt Agenda
..publish your work
in a refereed, peer-
refereed journals,
& international
encouraged to publish
works, add to literature
in field
required competence,
continuous devt/
capacity building
Prof competence/
Institutional Difference/
Devt Agenda
359
it's still three:
teaching, research,
and extension
academe involves:
teaching, research &
extension
Role inclusions/
Competencies
Prof competence, Devt
Agenda
this is just ..my
observation there
are so many faculty
who are very
learned, very
brilliant
many teachers are
learned & brilliant
Cognitive competence Professional
competence
but the degree of
…their capacity &
capability to
motivate
but lacking capacity/
capability to motivate
Inspirational/
capacities/ capability/
skills
Inspirational -
Exemplar/ Prof'l
Competence
I've seen less &
less of these faculty
to be motivating
decrease in
motivational teachers
lack competence, not
motivational,
Prof competence,
see thinking that
soon they will
eventually over run
you,
students will over run
teachers (in future)
Strategic/ Competence/
capacity building
Prof Competence/
Human cap devt
they will replace
you - this young
generation
next generation replace
present teachers
competence, empower
next generation,
capacity building
Prof Competence/
Human cap devt
you should be
responsible of
bringing up a new
set of young,
dynamic…idealisti
c to begin with
when you're young
you tend to be
idealistic
responsibility to raise
dynamic, idealistic next
gen, youth tending to be
idealistic
Empowering next
generation,
motivational
Prof Competence/
Empowerment/ Devt
agenda
who could take
care, & who are so
conscious &
concerned of.
their own nation,
for nation building
raise youth concerned
with nation, nation-
building
empowerment,
capacity& nation-
building
Prof Competence/
Empowerment/
Nation-building/ Devt
Agenda
you just -for
purposes
because…you just
teach them then
throw away
do not just teach then
forget about students
Relational-
Inspirational/
Exemplar/ Prof
Competence
and you move on
to the next class,
it's nothing...
moving on to next class
mechanically (no
compassion)
Compassion,
Relational,
Exemplar/ Prof
Competence
360
you're halfway
through to become
an academic leader
not fully an academic
leader (if not able to
motivate students
Inspirational/
Motivational Relational
Exemplar/ Prof
Competence
Leadership also
comes what do you
call this?
Dispensation of
Leadership
Dispensation of
Leadership
competence/ Ability Professional
competence
effective,
successful
dispensation of
leadership
responsibilities&
duties
effectiveness & success
in leadership,
responsibilities.
& duties done
effectively
effective skills/
competence/ goal-
centric/set to achieve
Prof'l competence/
achievement motive
also your facilities,
you can't just be as
creative, just
motivated.
need for facilities aside
from creativity &
motivation
Competence (acquire
budget for facilities),
develop traits
(creativity, motivation)
Prof Competence,
Exemplar traits
enjoining every
faculty member to
look for themselves
motivating faculty to
continue professional
development
Continuous
professional devt
Professional
competence
apply for grants, so
that they will
continue to attend
all sorts
of…seminars,
conferences,
related &
seemingly not
related to field of
interest
motivating for
continuous PD in field
Continuous
professional devt
Prof competence/ Devt
agenda
for particularly
leadership
concerns, I myself
was sent to some
kind of leadership
training for
planning &
organization
leadership training in
planning &
organization/
continuous PD
continuous
development of
competence, Strategic
putting a more,
better structure in
the College
continuous PD to
implement better
organizational structure
Goal-oriented/
Strategic/ Competence
there are
continuing
activities and
events that faculty
encouraged to
participate in
continuing PD
continuous
development of
competencies,
capacity building
361
members are
enjoined to
participate
motivating faculty
to continue
professional
development
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
Championing values
and morality
make sure instilling
values & morals in
life basically
ensure instilling values
& morals, value
formation/ integrity
concerned with Values
& Morals
Championing Values &
Morals
tie that up with the
faith where I come
from,
result of faith (beliefs)
coming from Values/
Beliefs
Championing values
In the classroom
it's not just purely
your concern of
teaching or
transferring
beyond teaching or
transfer of info/
empowering,
developing human
resources
beyond skills or
competencies/
Importance of
character/ values & of
empowering people
Empowerment/
Championing Values/
Devt agenda
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
Strategic collaboration
leadership is really
leading….leading
my staff to
accomplishing the
task
accomplishing tasks
with staff
leading teams, moving
teams to goals,
achieving goals with
team members,
collaboration
Prof competency,
Achievement motive,
Strategic Collaboration
be one of them, be
part of the task that
they have to do
being one, participating
in tasks, collaborate
competence/Goal-
oriented/ collaboration
Prof competency/
Achievement motive/
Strategic collaboration
not purely
delegating or
assigning
being one of the team/
collaborating/ prudent
delegation
Team
player/purposive/collab
orative/ achieve as team
Prof
competency/Achieveme
nt/ Collaboration/
Human Cap devt
together with other
universities &
colleges within
Metro Manila
&outside
involve with other HEIs
whether urban or rural
Strategic/ Capacity
building/ Student
empowerment,
partnerships
Empowerment/ Devt
Agenda/ Nation
building/ Collaboration
362
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
People Empowerment
Leadership is also
like a…increasing
self-esteem in
individuals I work
with
increasing team
members' self-esteem
Relational competence/
Motivational/ People
builder-empowerment
People builder,
empowerment/ Prof
competency
the generation that
we have now, the
students to finish
(their degree)
next generation needs
motivation to finish
Motivational (Traits)/
develop human
resources
Exemplar/
Empowerment/ Devt
Agenda
acquire the degree
program, go
through the rigors
again of higher
education
acquire degrees and go
through rigors of
Higher Education
Achieve goals,
competence, capacity
building, empower
Achievement motive,
Empowerment/ Devt
Agenda
intensifying
programs for
students
leadership programs for
students intensified
Goal oriented/
Strategic/
empowerment
Empowerment/ Devt
Agenda/ Nation
building
had student
leadership
conferences
leadership conferences
held
Goal oriented/
Strategic/
empowerment
Empowerment/ Devt
Agenda/ Nation
building
Chancellor wanted
other colleges to
follow suit with
what CAS started
drive to have other
colleges follow
leadership programs of
CAS
Strategic/ Capacity
building/ Student
empowerment
Empowerment/ Devt
Agenda// Nation
building/ Identity. with
College
I knew other
colleges have
student leadership
other colleges also have
student leadership
programs
Strategic/ Capacity
building/ Student
empowerment
Empowerment/ Devt
Agenda/ Nation
building
should also extend
to attending
leadership
conferences
attend leadership
conferences with other
HEIs
Strategic/ Capacity
building/ Student
empowerment
Empowerment/ Devt
Agenda/ Nation
building
together with other
universities &
colleges within
Metro Manila &
outside
involve with other HEIs
whether urban or rural
Strategic/ Capacity
building/ Student
empowerment,
partnerships
Empowerment/ Devt
Agenda/ Nation
building/ Collaboration
In the classroom
it's not just purely
your concern of
teaching or
transferring
beyond teaching or
transfer of info/
empowering,
developing human
resources
beyond skills or
competencies/
Importance of
character/ values & of
empowering people
Empowerment/
Championing Values/
Devt agenda
363
It's plain & simple,
you lead & as
many as you can
train up more
leaders
Leadership is plain &
simple. Lead & train
more leaders
Strategic/
Empowerment
Empowerment/ Devt
Agenda
We're not just here
to be teaching,
purposes beyond
academics/ teaching
Macro perspective/
Social responsibility
Macro-perspective/
Devt Agenda/ Nation
building/ Empowerment
you should be
responsible of
bringing up a new
set of young,
dynamic…idealisti
c to begin with
when you're young
you tend to be
idealistic
responsibility to raise
dynamic, idealistic next
gen, youth tending to be
idealistic
Empowering next
generation,
motivational
Prof Competence/
Empowerment/ Devt
agenda
who could take
care, & who are so
conscious &
concerned of.
their own nation,
for nation building
raise youth concerned
with nation, nation-
building
empowerment,
capacity& nation-
building
Prof Competence/
Empowerment/
Nation-building/ Devt
Agenda
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
Institutional
Identification/
Differentiating &
Valuing
bring it into a
different realm, the
venue or niche,
environment
difference with basic ed
(meaning same
principles apply)/
contextual fit &
relevance
Institution / Context is
different
Institutional difference
…the stand in La
Salle, it's more of
a…they (students)
are brought into the
process of learning
In DLSU student active
participation in
learning/
collaborative education,
reform, capacity
building/
differentiating
Prof competence,
human cap devt, Educ
reform/
Institutional
differentiation
UP is part of higher
education.
UP is an HEI Identification as HEI Institutional identity &
differentiation
364
it's also research
oriented, research-
based
research-oriented
university
competence,
faculty/staff
development, capacity
building/ differentiating
Prof competence/
Institutional
differentiation/
Devt Agenda/ Building
intellectual capital
Also in UP, there is
what we call the
RGEP, simply GE
(Gen Ed) before
Revitalized program
offered in UP
Education program
revitalization, reform,
differentiation
Education reform/
Institutional identity &
differentiation/
Devt Agenda
It is a mandate that
those who would
be teaching and
handling these
courses are senior
faculty
senior faculty
responsibilities,
institutional strategy,
competence
faculty competence,
strategic, capacity
building
Prof competence/
Institutional
differentiation, devt
agenda/.developing
Intellectual capital
On the assumption
that they have their
MA and their PhD.
required competencies,
qualifications
Strategic, competence,
capacity building
Prof competence/
Institutional difference/
Devt Agenda
on the minimum
assumption that
they are able to -
weave it in and out
of the several
degree courses or
specializations
being taught in GE
useful qualifications for
teaching various
courses or
specializations,
efficiency in faculty
utilization
competence/ Faculty
efficiency/quals/ UP
difference
Prof competence/
Institutional difference/
Devt Agenda
all things being
equal, the system
has been
encouraging
encouraged to get
faculty with MA
degrees or PhD's
competence/ capacity
building/ requirements
Professional
competence,
Institutional difference
all the different
colleges to have
those with MA, if
not those with PhD
Hiring faculty with post
grad degrees
Strategic, required
competence,
Institutional
differentiation/
Prof competence,
Institutional
differentiation/
Devt Agenda
expected that you
continue
enhancement of
your knowledge,
expectations include
continued PD
continuing Prof devt,
capacity building
Prof competence/
Institutional Difference/
Devt Agenda/ Building
Intellectual capital
therefore you are
expected to attend
seminars,
international
conferences
expected to attend
seminars-conferences
for PD
continuing Prof devt,
capacity building
Prof competence/
Institutional Difference/
Devt Agenda
..publish your work
in a refereed, peer-
encouraged to publish
works, add to literature
in field
required competence,
continuous devt/
capacity building
Prof competence/
Institutional Difference/
Devt Agenda
365
refereed journals,
& international
we in UP hire
instructor level
faculty members,
new faculty
members
UP still hires instructor
level faculty (new)
Institutional difference Institutional difference
therefore, one of
the advocacy of UP
Education is for
nationalism
UP Education
advocates for
nationalism
Community
involvement/Social
awareness, Institutional
identity &
differentiation
Devt Agenda/ Nation
building/ Instl Identity
& Differentiation
As a higher
education
(institution) & if
you talk about
leadership, UP
should lead all the
members of UP
UP as an HEI should
lead members/
stakeholders of UP
Identifying with UP,
HEI institution
Institutional identity,
differentiation
as faculty members
are concerned,
there is still
ongoing in UP- the
mandate
there is a mandate for
faculty (professional
dev't)
competence/ dev't
focus/ institutional
differentiation
Prof Competence/
Institutional
Differentiation
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
Development Agenda
& Nation building/
Education Reform
In the classroom
it's not just purely
your concern of
teaching or
transferring
beyond teaching or
transfer of info/
empowering,
developing human
resources
beyond skills or
competencies/Importan
ce of character/ values
& of empowering
people
Empowerment/
Championing Values/
Devt agenda
…the stand in La
Salle, it's more of
a…they (students)
are brought into the
process of learning
In DLSU student active
participation in
learning/
collaborative education,
reform, capacity
building/
differentiating
Prof competence,
human cap devt, Educ
reform/
Institutional
differentiation
it's not just totally
(the faculty), the
responsibility is
delegated
delegation of learning/
developing human
resources
Competencies /
Capacity building
Prof competence,
human cap devt, Educ
reform/
366
Institutional
differentiation
leadership in the
educational system,
it goes beyond
purely info and
knowledge to your
students
going beyond
information &
knowledge,/ developing
human resources
Capacity building/
People builder
Empowerment/ Prof
competence, Human
cap devt/.
Devt agenda
You have to think
of new programs,
creating new programs competence/ dev't
agenda
Prof Competence, Educ
Reform, Devt Agenda
you must also have
extension - the
third facet in the
university
participate in extension
(community extension)
Community
involvement/Social
awareness
Devt Agenda/ Nation
building/ Devt Agenda
where we can be
involved physically
& …mentally to do
extension work
involves both physical
& mental work
Community
involvement/Social
awareness
Devt Agenda/ Nation
building/ Devt Agenda
therefore, one of
the advocacy of UP
Education is for
nationalism
UP Education
advocates for
nationalism
Community
involvement/Social
awareness, Institutional
identity &
differentiation
Devt Agenda/ Nation
building/ Instl Identity
& Differentiation
All the students &
the faculty should
be, you know, fully
socially aware
Full social awareness of
stakeholders
socially aware
stakeholders
Nationalism, Nation-
building/ Devt Agenda
of the situation in
the community &
in society
aware of community &
society
Social awareness Nation-building/ Devt
Agenda
so therefore first-
hand experience,
like experiences in
learning
opportunity for first-
hand experience in
community
involvement
Community
Involvement. Social
awareness
Nation-building/ Devt
Agenda
you go out to a
community to be a
part of…bring
students to the
community, do
some projects for
the community
going out to
communities,
community exposure,
community building
projects
Community
Involvement, Social
responsiveness
Nation-building/ Devt
Agenda
it's still three:
teaching, research,
and extension
academe involves:
teaching, research &
extension
Role inclusions/
Competencies
Prof competence, Devt
Agenda
367
the generation that
we have now, the
students to finish
next generation needs
motivation to finish
Motivational (Traits)/
develop human
resources
Exemplar//
Empowerment/ Devt
Agenda
acquire the degree
program, go
through the rigors
again of higher
education
acquire degrees and go
through rigours of
higher education
Achieve goals,
competence, capacity
building, empower
Achievement motive,
Empowerment/ Devt
Agenda
it's not just purely
how broad our
knowledge is of the
field you've been
teaching
transmitting knowledge
is not enough
beyond knowledge,
need
character/motivational,
capacity building
Exemplar/ People
building/ Human cap
devt/
Devt Agenda
they will replace
you - this young
generation
next generation replace
present teachers
competence, empower
next generation,
capacity building
Prof Competence/
Human cap devt
you should be
responsible of
bringing up a new
set of young,
dynamic…idealisti
c to begin with
responsibility to raise
dynamic, idealistic next
gen
raising idealistic &
dynamic youth, human
cap devt, empower
youth
Prof Competence/Devt
Agenda/ Empowerment
who could take
care, & who are so
conscious &
concerned of.
their own nation,
for nation building
raise youth concerned
with nation, nation-
building
empowerment,
capacity& nation-
building
Prof Competence/
Empowerment
Nation-building/ Devt
Agenda
I believe so I've
heard it, I've read
it.
Heard & Read about
Rethinking Education
Awareness of Educ
Reform
Educ Reform/ Devt
Agenda
It begins with a
budget.
budget to get ball
rolling
Budget allocation
needed/ Goal
Educ Reform/ Devt
Agenda
You also want to
go high-tech,
complete with all
these experimental
gadgets that you
need, laboratories
are well provided
for
get high-tech, need
gadgets, labs,/ provision
for technology-
access to tech, facility
improvement,
equipment acquisition
Strategy, Goals,
Improve facilities,
Access to Tech
Human cap devt/
investment/ Devt
Agenda
Classrooms should
be an audio-visual
room
AV rooms needed Strategic/ Goals/
Access to tech/ facility
devt/ capacity
building
Invest in Human Cap/
Devt Agenda/
368
that's my running
project now in the
college. My slogan
..every classroom
should be an audio
visual room
has running project: AV
in every room
Goal-oriented/
Strategic, achievement
motive
Achievement motive
Human cap devt/
Devt Agenda
By re-stating the
newly elected
President saying
that there will be a
higher budget
allocation now,
allocated to
Philippine
education
with allocation of
higher budget to
Philippine education
development focus/
developing human
resources, contributing
to national dev't
Devt Agenda/ Nation-
building
I hope this will be
carried on
hopeful to see budget
plans materialize
Development focus/
possibility mindset
Devt Agenda/ Nation-
building
I don't know
whether it's gonna
be a setback or not
ambivalence about 2
more additional years in
Basic Education
Critical analysis, Dev't
focus
Devt Agenda/ Nation-
building
They will add two
more years to
…high school
education? that's a
heavy, heavy
statement
Adding years to Basic
Education is serious
matter
Critical analysis, Dev't
focus
Devt Agenda/ Nation-
building
because it will
require a lot of
things
Requires much to
reform Education (add
years)
Goal oriented/
Strategic/ Dev't focus,
Devt Agenda/ Educ
Reform
..facilities out in
the provinces, in
the municipalities,
all the way down to
the barangay level
problem of lacking
facilities in rural areas -
in all levels
Strategic analysis/
Devt focus/
Devt Agenda/ Educ
Reform
do you have
enough teachers?
need for teachers Goal oriented/
Strategic/ Critical
analysis
Devt Agenda/ Educ
Reform
do you have
enough facilities?
And the rooms, the
books
Need for facilities,
rooms, books
Strategic/ Macro
perspective
Devt Agenda/ Educ
Reform
you will be talking
of student-teacher
ratio, student-book
ratio etc
consider student-
teacher ratio, student-
book ratio
Strategic/ Macro
perspective
Devt Agenda/ Educ
Reform
369
it will also require
pushing for
individuals to take
up Education, to
become would-be
teachers in the
future.
need more Education
students, to become
future teachers
Goal oriented/
Strategic/ Achievement
motive/ Devt focus
Devt Agenda/ Educ
Reform
If that is the pattern
that they will
follow
there is a pattern to
follow
Strategic, purposive,
Devt focus
Devt Agenda/ Educ
Reform
I think it's hopeful
on one end, but
there are
apprehensions on
one end
Hopeful but
apprehensive
Critical analyzing,
Strategic, Dev't focus
Devt Agenda/ Educ
Reform
If you really look
at ait clearly in
terms of budgetary
issues
there are budgetary
issues
Strategic, Dev't focus,
achievement motive
Devt Agenda/ Educ
Reform
intensifying
programs for
students
leadership programs for
students intensified
Goal oriented/
Strategic/
empowerment
Empowerment/ Devt
Agenda/ Nation
building
had student
leadership
conferences
leadership conferences
held
Goal oriented/
Strategic/
empowerment
Empowerment/ Devt
Agenda/ Nation
building
Chancellor wanted
other colleges to
follow suit with
what CAS started
drive to have other
colleges follow
leadership programs of
CAS
Strategic/ Capacity
building/ Student
empowerment
Empowerment/ Devt
Agenda// Nation
building/ Identity. with
College
I knew other
colleges have
student leadership
other colleges also have
student leadership
programs
Strategic/ Capacity
building/ Student
empowerment
Empowerment/ Devt
Agenda/ Nation
building
should also extend
to attending
leadership
conferences
attend leadership
conferences with other
HEIs
Strategic/ Capacity
building/ Student
empowerment
Empowerment/ Devt
Agenda/ Nation
building
together with other
universities &
colleges within
Metro Manila &
outside
involve with other HEIs
whether urban or rural
Strategic/ Capacity
building/ Student
empowerment,
partnerships
Empowerment/ Devt
Agenda/ Nation
building/ Collaboration
I hope in terms of
Leadership,.. much
weight should be
given to doing
extension work
hoping for much weight
given to extension work
(community)
Strategic/ Community
involvement/ Social
responsibility
Devt Agenda
370
I believe if we
really want to (this
is outreach to
community)
Community outreach
can be given more
weight if we want to
Will for Action/
Community
Involvement
Devt Agenda/ Nation
building
bringing students
& as many faculty
involved doing
community
more community
involvement for both
faculty & students
Community
Involvement
Devt Agenda/ Nation
building
Research is so
myopic. It really
gets to be
individualistic
Research is myopic &
gets individualistic
Community
Involvement need
increased Social
awareness/ Social
responsibility
Devt Agenda/ Nation
building
I don't like that
kind of a leadership
thing (referring to
research).
Does not like (myopic/
individualistic) research
& the kind of leadership
that pushes this
Relational competence/
social responsiveness
Devt Agenda/ Nation
building
It's plain & simple,
you lead & as
many as you can
train up more
leaders
Leadership is plain &
simple. Lead & train
more leaders
Strategic/
Empowerment
Empowerment/ Devt
Agenda
and how do you do
that in the context
of the academe?
how to do leadership
training in academe
Ability to train leaders
(competence)
Devt Agenda
have to bring out
there & see what
you have there out
in society
bring people for
community exposure &
awareness
Community
involvement, social
awareness
Devt Agenda/ Nation
building
As a behavioral
scientist, a social
scientist,
coming from a social/
behavioral science
perspective
Different perspective/
lens, social awareness
Devt Agenda/ Nation
building
I would rather go
more for more
weight to be given
to doing extension
work than doing
research
prefers extension work
than research
Strategic/ Community
Involvement
Devt Agenda/ Nation
building
to address the
needs of the
community, to
make other
faculty…
to address social needs Strategic/
Collaborative/ Social
responsibility
Devt Agenda/ Nation
building
sad to say there are
a lot of faculty
also, not even fully
many faculty lacking
social awareness
Social awareness Devt Agenda/ Nation
building
371
aware of what's
really going on in
the society
You just walk
around and you'll
be surprised
(faculty's lack of
what's happening
in society)
surprising to find
faculty lacking in social
awareness
increased faculty social
awareness, social
responsibility
Devt Agenda/ Nation
building
as members of the
higher education,
academe,
institution- what do
we do about it?
concerned for
addressing/ responding
to community / social
needs
Goal-oriented/
Strategic/ Social
responsiveness &
awareness
Devt Agenda/ Nation
building
We're not just here
to be teaching,
purposes beyond
academics/ teaching
Macro perspective/
Social responsibility
Macro-perspective/
Devt Agenda/ Nation
building/ Empowerment
we're supposed to
be also here
crafting some
policies, some laws
need for crafting
policies & laws
Prof
competence/Strategic/
National development
Devt Agenda/ Nation
building
focused towards
improving - hard to
say and quite
difficult to achieve
focusing on improving
quality of life of every
Filipino - a difficult
goal to achieve
Development focus/
nation-building/
empowerment
Devt Agenda/ Nation
building
the quality of life
of every Filipino,
in this land.
Concern for quality of
Life
Development focus/
nation-building/
empowerment
Devt Agenda/ Nation
building
toward addressing
the problems
experienced by our
fellow men
address problems of
fellow men
Nationalism/Goal-
oriented/ Strategic,
social responsibility
Devt Agenda/ Nation
building
372
CODING PROCESS: PARTICIPANT 6 (DEAN, COLLEGE OF EDUCATION – PNU)
CATEGORY: Exemplars
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Exemplars
know each & every
person in the org
knowing persons
within the org
people person,
relational, social
competence
Exemplar/ Prof
competence
have passion,
commitment and
dedication
passion, commitment,
dedication/ Zeal
Depth of commitment/
personal investment
Exemplars
quantifying works
without qualifying
do not make great
educ'l leaders
quality of work is
more important as a
leader
Excellence in work/
Goal-oriented/
competence
Prof Competence/
Exemplars
more to what is
expected of you
going beyond
expectations
Goal-oriented/ Extra-
miler/ Achiever
Achievement motive
Exemplar/ Prof
competence/
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Achievement Motive
Working…to
achieve
organizational
effectiveness
Achieving
organizational
effectiveness
Achiever, Goal –
oriented
Achiever, Mission-
minded, Purposive,
Goal-centric,
Responsiveness
Meeting required
expectations
Meet expectations Achiever/
Responsiveness
Attaining desired
results &outcomes
Attain results &
outcomes
Achievement motive
Goal-oriented
Concerned with
making things done
Make things done Goal-centric
Achieve educational
goals & objectives
Achieve goals &
objectives
Goal-centric
Provide strategic
direction
Provide strategic
direction
Strategic guide
Philosophy is
translated into the
Mission &provides
strategic direction
Translation into
Mission and provide
strategic direction
Mission-minded/
Purpose-driven/
Strategic guide
Meets expectations
as defined by
Meet expectations Achiever/ Purpose-
driven
373
philosophical
underpinnings
Provide graduates
that would meet
demands of
industries
Meet industry
demands
Achiever/ Purpose-
driven/
Responsiveness
Carry out goals of
Higher Education
Carry out goals Goal-centric
How education is
meeting the
educational goals of
the Philippines
Meet educational
goals
Goal-centric/ Purpose
driven/
Responsiveness
Achieving the goals
of Education
Achieve goals Goal-centric/ Achiever
Speak of the goals
of Education- Look
at NEDA”s def of
goals
Speak of & look at
Goals
Goal-centric
Look at every inch
& detail of society’s
expectations
Look at society’s
expectations/ Meet
expectation
Purpose-driven/
Achiever
Benchmark w/what
seem to be standards
Benchmarking Achiever/ Purpose-
driven/ Quality
conscious
Not just the mandate
of top management
Beyond Management
mandate
Achiever/ Extra-miler
Programs to
Develop Leadership
potentials of
students
Student Leadership
Dev’t programs
Achiever/ Purpose-
driven
OSA (Ofc of
Student Affairs) has
a well -defined
leadership program
package
Well defined
leadership program
package
Achiever/ Purpose-
driven
does not end
studying and doing
research
continuous study and
research
Continuous Prof devt,
reaching goals
Prof competence,
Achievement motive
IN VIV0 CODES
(Incidents)
INDUCTIVE
CODES
(Open)
PATTERN CODES THEORY CONDENSE
(Category)
Global Perspective
374
deliberate & thorough
understanding all
aspects of an educ'l
institution
deliberate & thorough
understanding all
aspects
Cognitive
competence/ Macro
perspective
Prof competence, Global
perspective
Relationship of the
educational institution
to the total
Environment
Relates to public &
private sectors, total
environmental
perspective
Strategic relations,
macro-perspective,
competence
Global perspective, Prof
competence
difference is in the
depth & breadth of
leading
leadership is more
expansive
expansive
competencies,
macro perspective
Prof competence, Global
perspective
really understand the
governing philosophy
understand
institution's
philosophy
Cognitive
competence, macro
perspective
Prof competence, Global
perspective
Philosophy translated
into mission & provide
strategic direction
Translation into
Mission & provide
strategic direction
Operationalization/
Cognitive
Competence/ macro
perspective
Prof competence, Global
perspective
look at the social,
economic, political
orientations
look at external
environment
Goal oriented/
Strategic/
competence, macro
perspective
Devt Agenda
Achievement motive,
Global perspective
Not only educationally
qualified but know the
system in general the
socio, economic, the
political, moral,
technological systems
knows systems in
general
Systemic Thinking/
Cognitive
Competence/ Macro
perspective
Prof Competence/ Global
perspective
know linkages,
interrelationships
between & among
systems
knows linkages &
interrelationships
Macro perspective/
Dev’t focus /Social
awareness/
Cognitive
competence
Global perspective/
Dev’t agenda/ /Prof
competencies
due consideration as to
relevance in the
context of Philippine
development process
relevance to Phil
development process
Contextual
Relevance/ devt
focus
Global perspective/
Dev't agenda/. Nation-
building
establishes linkages in
both local, national,
international, global
establishes linkages at
every level
Strategic alliances/
Global view/
Collaborative
partnerships
Strategic collaboration,
Global perspective
375
IN VIV0 CODES
(Incidents)
INDUCTIVE
CODES
(Open)
PATTERN CODES THEORY CONDENSE
(Category)
Professional
Competency
to achieve
organizational
effectiveness
achieve org goals,
org'l success
Achievement
motive, goal-
oriented
Achievement mindset/
Prof competence/
meeting required
expectations
meet expectations Goal-oriented/
Strategic/
competence
Prof competence/
Achievement mindset
attaining desired
results & outcomes
attain results &
outcomes
Goal oriented,
purposive,
achievement motive
Achievement mindset/
Prof competence/
involves both Admin
& Management
administration &
management
admin and
management
competencies
Prof competencies
have to be
knowledgeable
Knowledgeable competent, skilled Professional
Competencies
Management is taking
care of the
organization
taking care of org Maintenance of org Professional
Competencies,
developing human
resources
Management is more
concerned in making
things done
make things done achieve goals,
accomplish tasks
Goal-driven,
Achievement mindset/
Prof Competence
achieving educational
goals and objectives
Achieve goals &
objectives
Goal-centered,
purposive
Achievement mindset/
Prof competence/
deliberate & thorough
understanding all
aspects of an educ'l
institution
deliberate & thorough
understanding all
aspects
Cognitive
competence/ Macro
perspective
Prof competence, macro
perspective
aspects a leader must
understand
variety of aspects to
understand
Cognitive
Competencies
Prof competence/
Strategic
Relationship of the
educational institution
to the total
Environment
Relates to public &
private sectors
Relational
competence,
Strategic relations
Macro perspective, Prof
competence (strategic)
providing strategic
direction
provide strategic
direction
Strategic/ cognitive
competence
Purposive, Achievement
motive, Prof competence
difference is in the
depth & breadth of
leading
leadership is more
expansive
expansive
competencies
Prof competence, macro
perspective
376
really understand the
governing philosophy
understand
institution's
philosophy
Cognitive
competence
Prof competence, macro
perspective
Philosophy translated
into mission & provide
strategic direction
Translation into
Mission & provide
strategic direction
Operationalization/
Cognitive
Competence/
Strategic
Prof competence, macro
perspective
Vision translated into
specific goals and
objectives
vision translation into
goals & objectives
Cognitive
competence/ Skilled
professional/
competencies
Prof competence/
Achievement motive,
macro perspective
Goals & objectives
translated into
programs &
undertakings
goals & objectives
into deliverable
programs
Goal oriented/
competence/
Development focus
Prof Competence/ Dev't
agenda
meet expectations as
defined by
philosophical
underpinnings
meet expectations
Goal oriented,
competence, achieve
goals
Prof competence/
Achievement motive,
macro perspective
very particular about
educational quals
strict educational
quals, Qualifications
bias
Qualifications,
Cognitive
Competence
Professional Competence
Not only educationally
qualified but know the
system in general the
socio, economic, the
political, moral,
technological systems
knows systems in
general
Systemic Thinking/
Cognitive
Competence
Prof Competence
know the systems
operating in a
development process
knowing systems in a
development process
Dev't focus,
cognitive
competence
Dev't agenda,
Professional competence
know linkages,
interrelationships
between & among
systems
knowing linkages &
interrelationships
Macro perspective/
Dev’t focus /Social
awareness/
Cognitive
competence
Global perspective/ Dev;t
agenda/ /Prof
competencies
quantifying works
without qualifying do
not make great educ'l
leaders
quality of work is
more important as a
leader
Excellence in work/
Goal-oriented/
competence
Prof Competence/
Exemplars
Looks at every detail
of society's
expectations
Looks at society's
expectations
competence /
Purpose-driven
Achievement motive/
Prof competence/
does not end studying
and doing research
continuous study and
research
Continuous Prof
devt
Professional competence
/ Purpose-driven
377
more to what is
expected of you
going beyond
expectations
Goal-oriented/
Extra-miler/
Achiever
Achievement motive/
Prof competence/
encouraging faculty to
pursue degree
programs
Continuous PD Competencies/ prof
devt/ capacity
building
Prof Competencies/ Dev't
agenda/ human cap devt
beyond PhDs, pursue
post-doctoral studies
here & abroad
Continuous PD Competencies/ prof
devt/ capacity
building
Prof Competencies/
Dev't agenda
encouraging faculty to
take initiative to
develop themselves
initiative for self-
development
Competence/
Initiative-Proactive/
Developing
human resources
Prof Competence/
Human cap devt/ Devt
Agenda
invest in professional
development
Investing in PD Investing in human
resource/ capacity
building. Prof devt
Prof Competence/ Dev't
agenda/ human cap devt
Faculty spend on their
own to attend
leadership trainings
abroad
Continuous PD Competencies/ prof
devt/ capacity
building
Professional
Competence/ Dev't
agenda/ Nation-building
IN VIV0 CODES
(Incidents)
INDUCTIVE
CODES
(Descriptive)
PATTERN CODES THEORY CONDENSE
(Category)
People
Empowerment
the process of working
with and through
people
collaboration,
partnership,
teamwork, capacity
building
Collaborating,
partnerships,
investing in human
cap devt,
empowerment
strategic collaboration,
people builder,
empowerment,
process of working
with & through
Educational
stakeholders
work with & through
teams/ stakeholders
Goal oriented,
Collaborative
Strategic collaboration,
empowerment
Look at the perspective
of industries/ provide
graduates that meet
demands
perspective taking
from industries,
meeting demands
partner with
industry/ collaborate,
achieve goals
empowerment / Strategic
collaboration/ Devt
Agenda
makes use of research
findings as potent
opportunity to develop
more relevant
programs in Education
research for
developing more
relevant education
programs
competence, educ'l
innovation, capacity
building, investing
in human resources,
empowerment
Dev't agenda/
empowerment/. Educ
reform & innovation
378
encouraging faculty to
pursue degree
programs
Continuous PD Competencies/ prof
devt/ capacity
building
Prof'l Competencies/
Dev't agenda/
empowerment
beyond PhDs, pursue
post-doctoral studies
here & abroad
Continuous PD Competencies/ prof
devt/ capacity
building
Prof'l Competencies/
Dev't agenda,
empowerment
encouraging faculty to
take initiative to
develop themselves
initiative for self-
development
Competence/
Initiative-Proactive/
Developing
human resources
Empowerment/ Prof
competence/ Devt
Agenda
invest in professional
development
Investing in PD Investing in human
resource/ capacity
building. Prof devt
Prof Competence/
Empowerment/ Dev't
agenda
integrating Leadership
in all academic
disciplines
Integration in various
academic disciplines
Academic
Integration,
investing in human
cap devt
empowerment/ Educ
Reform/ Devt agenda
programs to develop
leadership potential of
students via extra-
curricular activities
leadership programs
for students
Extra-curricular
Integration, human
cap devt
empowerment Devt
agenda
well defined leadership
programs for students
well-defined
leadership programs
Institutional
difference/ valuing,
developing human
resources, capacity
building
Empowerment/ Educ
Reform/ Devt agenda
IN VIV0 CODES
(Incidents)
INDUCTIVE
CODES
(Open)
PATTERN CODES THEORY CONDENSE
(Category)
Strategic Collaboration
the process of working
with and through
people
collaboration,
partnership,
teamwork, capacity
building
Collaborating,
partnerships,
investing in human
cap devt,
empowerment
strategic collaboration,
people builder,
empowerment,
process of working
with & through
Educational
stakeholders
work with & through
teams/ stakeholders
Goal oriented,
Collaborative
Strategic collaboration,
empowerment
Look at the perspective
of industries/ provide
perspective taking
from industries,
meeting demands
partner with
industry/ collaborate,
achieve goals
empowerment / Strategic
collaboration/ Devt
Agenda
379
graduates that meet
demands
Education as partner of
the government in
achieving the goals of
Education
partnering with Govt
to meet Education
goals
collaboration, goal-
driven, capacity
building, invest in.
human resources
Strategic collaborations,
human cap devt, Devt
agenda// Nation-building
establishes linkages in
both local, national,
international, global
establishes linkages at
every level
Strategic alliances/
Global view/
Collaborative
partnerships
Strategic collaboration,
Global perspective
strengthen partnership
with industries
partners with
industries
Strategic alliances/
Collaborative
partnerships
Strategic collaborations,
Devt agenda// Nation-
building
establish good
relationships &
linkages with
industries
good relations & links
with industries
Strategic alliances/
Collaborative
partner/ Dev't focus
Strategic collaborations,
Devt agenda// Nation-
building
strengthen relationship
with the DepEd
strong relations with
govt agencies & other
institution
strategic alliances/
partners with Govt
Strategic collaborations,
Devt agenda// Nation-
building
IN VIV0 CODES
(Incidents)
INDUCTIVE
CODES
(Open)
PATTERN CODES THEORY CONDENSE
(Category)
Championing Values &
Christian morality
quantifying works
without qualifying do
not make great educ'l
leaders
quality of work is
more important as a
leader, prioritizing
quality & value
Excellence in work/
value-laden/
competence
Prof Competence/
Exemplars/ Values
know each & every
person in the org
knowing persons
within the org/ making
sure they know each
one
people person,
relational, social
competence, valuing
people not just their
work
Exemplar, Values
have passion,
commitment and
dedication
passion, commitment,
dedication/ Zeal
Depth of
commitment/
personal investment
Exemplars/ Values
380
IN VIV0 CODES
(Incidents)
INDUCTIVE
CODES
(Open)
PATTERN CODES THEORY CONDENSE
(Category)
Institutional
Identification,
Differentiation &
Valuing
We are very particular
about educational
qualifications
strict educational
quals, Qualifications
bias
Qualifications,
Cognitive
Competence/ PNU
difference
Professional Competence/
Institutional differentiation
& valuing
see if PNU can make
really a difference, in
terms of quality Basic
Education
contribution to
Quality Education
(Basic Ed)/ making a
difference in
education
Educ devt, reform &
innovation, Devt
focus. PNU
difference
Educ reform & innovation/
Dev't agenda/ Nation-
building, Institutional
difference & valuing
we are doing
something really to
respond to
the demand of
restoring the quality of
Education
respond to the demand
of restoring the quality
of Education
Dev't focus/ Social
responsibility/
Nationalism/
Investing in human
resources, human
cap devt
Devt agenda/ Nation
building
Management has been
encouraging the
faculty to pursue more
degree programs
Continuous pursuit of
degrees, PD
Competencies/ prof
devt/ capacity
building
Prof Competencies/ Dev't
agenda/ empowerment/
Institutional difference
we also have programs
to develop the
leadership, the OSA
also has a well-defined
leadership program
package for students
well defined
leadership programs
for students
Institutional
difference/ valuing,
developing human
resources, capacity
building
Empowerment/ Educ
Reform/ Devt agenda/
Institutional difference
CATEGORY: EDUCATIONAL REFORM & DEVELOPMENT AGENDA
IN VIV0 CODES
(Incidents)
INDUCTIVE
CODES
(Open)
PATTERN CODES THEORY CONDENSE
(Category)
Development Agenda,
Nation building &
Education Reform
Where is Education
coming in? (speaking
Focus on Philippine
Education goals
Relevant to
Philippine Education
Concern for progress and
development in Phil
381
of the goals of Educ in
the Philippines)
Education & the country
as a whole
Operating in what we
call a development
process
Operating in a
development process
Relevant to
Philippine
development
In the context of the
Philippine
Development process
Relevant to Philippine
Dev’t process
Relevant to
Philippine Dev’t
How education is
meeting the
educational goals of
the Philippines
Meet educational
goals of the nation
Contributing to
National
Development
Use of the findings of
research as a potent
opportunity for
developing programs
in field of Education
Research as
opportunity for
Development in
Education
Relevant to
Philippine
Educational Dev’t
Standards in the
context of Educational
Dev’t
Concern for Standards
in Educ Development
Relevant to
Philippine
Development
can make really a
difference in terms of
quality Basic
Education
Making a difference in
quality of Education
Restoration of
Quality Education
Restoring the quality
of Education
Restoring quality
Education
Restoration of
Quality Education
Problem in terms of
budget
Concern on Budget
Allocation
Economic concern
for Education
Goals & objectives
translated into
programs &
undertakings
goals & objectives
into deliverable
programs
Goal oriented/
competence/
Development focus
Prof Competence/
Development agenda
Look at the perspective
of industries/ provide
graduates that meet
demands
perspective taking
from industries,
meeting demands
partner with
industry/ collaborate,
achieve goals
empowerment / Strategic
collaboration/
Development Agenda
look at the social,
economic, political
orientations
look at external
environment
Goal oriented/
Strategic/
competence, macro
perspective
Devt Agenda
Achievement motive,
Global perspective
concrete programs &
undertakings to carry
out goals of HEIs
carry out the goals Goal-centered/
purposive/
competencies, HEI
devt
Achievement motive/
Devt Agenda & Nation
building
382
educational quals not
enough but look at
works - how Education
is meeting
development goals of
the Philippines
how Educ is meeting
national dev't goals
Goal-oriented/
Development focus/
Nationalism
Achievement motive/
Devt Agenda/ Nation
building
Education as partner of
the government in
achieving the goals of
Education
partnering with Govt
to meet Education
goals
collaboration, goal-
driven, capacity
building, invest in.
human resources
Strategic collaborations,
human cap devt, Devt
agenda// Nation-building
where is Education
coming in?
importance of
Education sector
Development focus Development agenda
know the systems
operating in a
development process
knowing systems in a
development process
Dev't focus,
competence
Dev't agenda,
Professional competence
know linkages,
interrelationships
between & among
systems
knows linkages &
interrelationships
Macro perspective/
Dev’t focus /Social
awareness/
Cognitive
competence
Global perspective/ Dev;t
agenda/ /Prof
competencies
due consideration as to
relevance in the
context of Philippine
development process
relevance to Phil
development process
Contextual
Relevance/
development focus
Global perspective/
Dev't agenda/. Nation-
building
makes use of research
findings as potent
opportunity to develop
more relevant
programs in Education
research for
developing more
relevant education
programs
competence, educ'l
innovation, capacity
building, investing
in human resources,
empowerment
Dev't agenda/
empowerment/. Educ
reform & innovation
always benchmarks
with standards in the
context of Educational
development
Benchmark with
standards, Quality
conscious
Dev't focus,
Achiever, sets goals,
Strategic
Devt agenda, Educ devt
and reform & innovation,
Achievement motive
strengthen partnership
with industries
partners with
industries
Strategic alliances/
Collaborative
partnerships
Strategic collaborations,
Devt agenda// Nation-
building
establish good
relationships &
linkages with
industries
good relations & links
with industries
Strategic alliances/
Collaborative
partner/ Dev't focus
Strategic collaborations,
Devt agenda// Nation-
building
strengthen relationship
with the DepEd
strong relations with
govt agencies & other
institutions
strategic alliances/
partners with Govt
Strategic collaborations,
Devt agenda// Nation-
building
make a difference in
the quality of
education (Basic)
contribution to
Quality Education
(Basic Ed)/ making a
Educ devt, reform &
innovation, Devt
Educ reform &
innovation/ Dev't agenda/
Nation-building,
383
difference in
education
focus/ PNU
difference
Institutional difference &
valuing
respond to the demand
of restoring the quality
of Education
restore the quality of
education
Dev't focus/ Social
responsibility/
Nationalism/
Investing in human
resources, human
capital development
Devt agenda/ Nation
building
encouraging faculty to
pursue degree
programs
Continuous PD Competencies/ prof
development/
capacity building
Prof'l Competencies/
Dev't agenda/
empowerment/
Institutional difference
beyond PhDs, pursue
post-doctoral studies
here & abroad
Continuous PD Competencies/ prof
devt/ capacity
building
Prof'l Competencies/
Dev't agenda,
empowerment
problems in terms of
budget
budget constraints (for
PD)
Investing in human
resource/ capacity
building
dev't agenda
encouraging faculty to
take initiative to
develop themselves
initiative for self-
development
Competence/
Initiative-Proactive/
Developing
human resources
Empowerment/ Prof
competence/ Devt
Agenda
invest in professional
development
Investing in PD Investing in human
resource/ capacity
building. Prof devt
Prof Competence/
Empowerment/ Dev't
agenda
Community/
Education sector will
benefit from faculty
development
Faculty devt benefits
other sectors, societal
benefits
Social responsibility,
community devt,
capacity building,
Dev't agenda/ Nation
building
Faculty spend on their
own to attend
leadership trainings
abroad
Continuous PD Competencies/ prof
devt/ capacity
building
Professional
Competence/ Dev't
agenda/ Nation-building
integrating Leadership
in all academic
disciplines
Integration in various
academic disciplines
Academic
Integration,
investing in human
capital development
empowerment/ Educ
Reform/ Devt agenda
programs to develop
leadership potential of
students via extra
curricular activities
leadership programs
for students
Extra-curricular
Integration, human
capital development
empowerment Devt
agenda
well defined leadership
programs for students
well-defined
leadership programs
to empower
Institutional
difference/ valuing,
developing human
resources, capacity
building
Empowerment/ Educ
Reform/ Devt agenda/
Institutional difference
384
CODING PROCESS: PARTICIPANT 7 (DEPT CHAIRPERSON, DLSU - MANILA)
CATEGORY: EXEMPLARS
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Exemplars
a conglomeration of
ability as well as
attitude, attributes &
attitudinal stance
mix of ability, attitude,
attributes & stance
Ability (Skill) and
Attitude
(Disposition/Mindset)/
Cognitive &
Psychological
competencies
Prof competence/
Exemplars
Towards the vision
with enthusiasm &
alacrity
move others with
enthusiasm & zeal/
passion
Goal oriented/ Vision
catalyst, emotional
investment
Exemplars/ Prof
competence
person who has that
charisma even to
move people with
diverse interests and
backgrounds and
experiences
has charisma to move
diverse peoples &
groups
Charismatic
personality
Exemplar
there's more focus,
more nurturing
focus &. Nurturing
needed
Nurturing character Exemplar
make decisions in a
rational way, who
can be very creative,
logical decision-
making & creativity
(students)
Good social relations/
Student-centeredness
Prof competence/
Exemplars
I've seen how some
people were able to
move them
Move students/
motivate/ inspire
Inspirational /
Charismatic
personality
Exemplar
I want to use that
word again - the
Charisma
Charisma needed Charismatic
personality
Exemplar
You must have
somebody with
charisma, somebody
who they can look
up to
Charisma useful to
motivate & inspire
Inspirational /
Charismatic
personality
Exemplar
here in La Salle we
have pictures of
different people who
have achieved
Uni recognition of
Achievers
Inspirational/
Achievement
motivation/
Recognizing &
Valuing achievers/
Differentiation
Exemplar/ Achievement
motive
385
Usually, based on
some award that was
given
Achievement is not
necessarily from an
award given
Goal-centered/ true
achievement is ability
to move students/
being inspirational,
motivational
Exemplar/ Achievement
motive
the teacher who is
really the achiever is
the one who is
followed by the
students
the real achiever has
student followership
Followership of
students/ Motivational-
Inspirational/
Good relations
Exemplar
leader in HE.. the
usual person that
come to mind is the
President of the
University, some
administrators
a leader is usually
thought of as one in
position but not
necessarily
Not positional
leadership but
inspirational
leadership
Exemplar
for me, it's the
teacher who's able to
move his students to
the right direction
a leader is able to
move students to the
right direction, a guide
leaders guide, motivate
to right direction/
Mover/ Inspirational
Exemplar/
Prof competence
If the Phil President
is able to do that by
example, the way (a
colleague) was able
to do it by example
Political leaders
should lead by
example
Inspirational/
Exemplar
Exemplar
then there's going to
be a lot of hope
there
leaders by example
give us hope/ make us
hopeful
Inspirational,
motivator, exemplars
Exemplar
I'm in the right
business being in
Education
Pride in being an
educator
Inspirational/
Identification w/
vocation
Exemplar
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Achievement Motive
the way he also set
to get to that desired
end goal
how he gets to the
desired goals/
outcomes
Goal-oriented Achievement motive
toward that one
vision. It's always
about the vision
toward a vision,
focused on the vision
Vision focused/
purposive
Achievement motive
386
we have to harness
that energy, put it in
the right direction
harnessing students'
energy, putting in right
direction
Goal-driven/
Purposive/ strategic/
good relations
Achievement motive/
Prof competence
so many things can
distract the young
mind from
developing good
habits of thinking
good thinking habits
needed by the young
Goal- oriented/
Intentional/ Strategic
Achievement motive/
Prof competence
here in La Salle we
have pictures of
different people who
have achieved
Uni recognition of
Achievers
Inspirational/
Achievement
motivation/
Recognizing &
Valuing achievers/
Differentiation
Exemplar/ Achievement
motive
Usually, based on
some award that was
given
Achievement is not
necessarily from an
award given
Goal-centered/ true
achievement is ability
to move students/
being inspirational,
motivational
Exemplar/ Achievement
motive
we have this ITEO
evaluations…in the
beginning the
ratings were quite
low on the average
assessment of
progress, started with
low ratings/ time
needed to master
delivery/ program &
delivery change
competencies/ Goal-
centered/ reform &
innovation/ investing
in human resources
Prof competence/
Achievement mindset/
Educ reform &
innovation/ human cap
development
As the years went
by, it was
progressively
getting higher so
slow gains but gains
nevertheless
gains achieved though
it was slow
achieving goals,
increasing
competencies
Prof competence/
Achievement motive/
Education reform &
innovation/ human cap
development
we're trying our best
to continue at it
maintaining progress,
continuing to work
achieving set goals
Goal oriented Human
resource dev’t,
competencies
Achievement motive/
human cap devt/.
Prof competence
former DLSU
President ..said we
have to stick to it
focus, persistence,
sticking to achieve
goals
achievement
motivation/ purposive/
persistence/ V-M
focus
Achievement motive/
human cap devt/.
foremost of which
…is the need to
compete globally.
global competitiveness
is priority
Goal oriented/ Broad
perspective
Achievement motive/
Global perspective/ Devt
Agenda
get people to think
more creatively for
solutions that might
help us more
quickly
creativity needed/
solutions for nation's
progress &
development
Cognitive competence,
Dev't focus, Achieve
progress
Prof competence, Dev't
agenda, Achievement
motive
387
CHED and DEPED
-What do we do
with this extra year
that's needed?
Otherwise, we'll
always be the poor
cousin.
sort out lack of
number of years to
advance in nation-
building
efforts
Strategic/ Goal-
orientation/
Development focus
Achievement Motive/
Devt Agenda/ Nation-
building
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Global Perspective
A leader in an
educational
institution who does
not see beyond his
nose is not a leader
must see beyond own
walls
Broader perspective Macro perspective
not just by the
students in his
university or his
institution
not just institutional
needs
Nationalism/ Dev't
focus/ broader
perspective/
Devt Agenda/ Nation
building/ Macro
perspective
foremost of which
…is the need to
compete globally.
global competitiveness
is priority
Goal oriented/ Broad
perspective
Achievement motive/
Global perspective/ Devt
Agenda
We have a big
problem because the
number of years of
education we have
…is less by a year at
least
problem as we lack a
year in basic education
Broader perspective/
Development focus
Human cap devt/
Development Agenda,
Global perspective
If I were an
educational leader at
this present time…I
could of course
choose to just focus
on my own
university
choosing what to focus
on - whether own
institution, be internal-
looking
need for broader
perspective
Macro-global
perspective
on the other (hand),
you have the desire
to compete,
global competitiveness
is needed
Global
competitiveness/
competence
Global perspective/
Professional competence
where this concern
about globalization
has been hounding
us
Concern for
globalization needs to
be addressed
Global perspective/
Strategic/ Purposive
Global perspective/
Development Agenda
388
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Strategic Collaboration
a strategy that(Pres)
talked about…w/c is
partnership, private-
Gov't partnership w/
private groups,
individuals maybe
that's the way
strategic partnerships
between government
& private companies/
organizations
Strategic partnerships,
Dev't agenda, Social
responsibility
Strategic collaboration,
Devt Agenda Nation-
building
we're trying our best
to continue at it
maintaining progress,
continuing to work
achieving set goals/
collaborative
Goal oriented Human
resource devt,
competencies,
continuing to
collaborate to attain
education goals
Achievement motive/
human cap devt/.
Prof competence/
Strategic collaboration
we better do our
share in getting the
country out of - a
conundrum,
chicken & egg kind
of thing
doing share of/
contributing to
national progress &
development
Collaborate/ Devt
focus/ Nationalism
Strategic collaboration/
Devt Agenda/ Nation
building
Being proud of
doing work for our
fair share of salary,
contributing to work
of devt, collaboration
Development focus,
Collaborating for
progress
Devt Agenda,/ Nation-
building/ Strategic
collaboration
the ones who are
gung-ho about
helping out in doing
our share
helping ang doing fair
share for progress
contributing and
participating for
national devt
Devt Agenda,/ Nation-
building/ Strategic
collaboration
CED has a lot of
programs that are
directed towards
helping
marginalized groups
Education dept
programs helping
marginalized groups
Social Awareness/
Responsibility/
Community
Involvement &
Collaboration for
development
Strategic collaboration/
Development agenda
on the one hand, you
can also say well
that too is
Education, when
you teach people
how to manage
small amount of
funds for a project
Education can include
teaching how to
manage funds for
projects
Capacity Building/
Investing in human
resources/
collaboration with
communities
Capacity Building/
Investing in human
resources/ collaboration
with communities
We saw how many
people got together
when "Ondoy'
calamities galvanize
people, unites for
supporting devastated
Social Awareness/
Responsibility/
Community
Strategic collaboration
Devt Agenda/ Nation
building
389
happened, and that
was really a
phenomenon
communities/
collaboration of
peoples
Involvement
Collaboration for
community devt
I was involved with
a corporate
foundation...whose
advocacy was
Education, primary
involved in private
corporate foundation
for an (primary)
Education advocacy/
partnering for
economic progress
thru Education
Development focus,
Community
involvement/
Social
Responsiveness/
Collaboration for
progress
Strategic collaboration/
Devt Agenda/ Nation
building
The managers would
say "ok, let me take
care of 2, 3, 4
children, so what?
choosing to donate for
children's education &
welfare/ giving to
communities
Community
Involvement/ Social
responsibility/
collaboration for
progress, investing in
human cap devt
Strategic collaboration/
Devt Agenda/ Nation
building
HE institutions have
to sit down really,
CHED for instance,
has to really sit
down, and make
some hard decisions
HEIs & gov't have to
sit down to make hard
decisions/ HEIs and
CHED have to work
things out
Strategic/ Take Action
for Devt/ Education
partners/
Strategic Collaboration/
Development Agenda,
Education Reform/
Nation building
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Championing Values &
Christian Morality
Leadership in Basic
Ed has to do a lot
with formation
Formation is foremost
in Basic Ed
Formative is priority,
Prioritizing formation
Championing values &
morality
. You have also the
concerns ..of the
church and pro-life
people
church and pro-life
people concerns
Moral concerns,
Morality
Christian morality, moral
values
they are also very
valid concerns and
so how to walk the
tight rope now? It's a
lot of hope …
valid concerns
regarding population
control - walk
tightrope, be balanced,
hopeful
Morality, valid moral
concerns, balancing
with practical needs &
development
Christian morality,
Development agenda
390
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Professional
Competency
Define as a
competency
a competency Skill / Competency/
Behavior
Prof competence
a conglomeration of
ability as well as
attitude, attributes
& attitudinal stance
mix of ability,
attitude, attributes &
stance
Ability (Skill) and
Attitude
(Disposition/Mindset)
Cognitive &
Psychological
competencies
Prof competence/
Exemplars
gets a person with a
vision able to share
that vision with
others
a person with a vision
able to share vision
with others
Visionary/ Relational
competence
Goal oriented/ Vision
catalyst
Achievement motive/
Prof competence
and move them go
towards that vision
within
move others to go
toward the vision
within
Relational
competence/Inspirational
Exemplars/ Prof
competence
kind of a
competency within
the context of
competency in the
context of education
Educational competence Professional
competencies
getting within the
business of
teaching :&
learning
Teaching & leaning
competencies
Education competencies Prof competencies
understanding the
developmental
needs of individuals
& understanding
developmental needs
Cognitive competence Professional
competencies
very close level
between teacher &
student
closer relations
between teacher &
student
Relational Competence Professional
competencies
personal
relationships have
to be there
personal relationships
needed
Relational competence Professional
competencies
for the mentoring to
be truly effective
effective mentoring
comes from personal
relations
Effective Mentorship Professional
competencies
because the roles
are more parent-
like in Basic Ed
more parent-like role
in Basic Ed
Relational Competence Professional
competencies
Start treating
students as adults
who can think
critically
treat as adults thinking
critically
Relational Competence/
Socially adept
Prof competence
391
make decisions in a
rational way, who
can be very
creative,
logical decision-
making & creativity
(students)
Good social relations/
Student-centeredness
Prof competence/
Exemplars
we have to harness
that energy, put it
in the right
direction
harnessing students'
energy, putting in
right direction
Goal-driven/ Purposive/
strategic/ good relations
Achievement motive/
Prof competence
so many things can
distract the young
mind from
developing good
habits of thinking
good thinking habits
needed by the young
Goal- oriented/
Intentional/ Strategic
Achievement motive/
Prof competence
Some have
developed more to
a level of maturity
even more mature
than other faculty
There are more mature
students than faculty
Maturity/ competence Prof Competencies
You have to
recognize that
energy
recognize students'
energy
Cognitive Competence/
Professional Comp/
Analyst
Prof competence
easy to look at
students as being
frivolous & not
being serious
having interests that
are not macro
enough for us
misconceptions about
students happen
Professional comp
needed/ Student
empowerment
Prof competence/
Human cap
development
for me, it's the
teacher who's able
to move his
students to the right
direction
a leader is able to
move students to the
right direction, a guide
leaders guide, motivate to
right direction/ Mover/
Inspirational
Exemplar/ Prof
competence
a lot of challenges
because we have
big classes
class size matters in
transformational
learning
competence to handle
classes
Prof competencies
easy to just talk &
try to say what you
know
traditional teaching is
easy (lecture type)
competence not just in
lecturing
Prof competencies
somehow some
amount of it will be
transferred to
students
going beyond just
transmitting
knowledge needed
teaching competence/
Capacity-building/
Investing. in human
resources
Prof competencies/
Human cap
development
To make them
think
critically…have to
Critical thinking
involves asking
questions
Purposive/ Intentional/
Critical thinking/
Prof competencies/
Empowerment
392
allow them to ask
questions
Capacity building/
Empowerment
Some of the
questions might be
funny questions,
the wrong questions
you might think
Entertain questions no
matter what you think
Cognitive competence/
Critical Thinker/ Capacity
building/ Empowerment
Prof competencies/
Empowerment
If you don't make
them ask, give them
a chance to ask
questions…how
will you shape that
skill?
Shaping cognitive,
critical thinking skills
by allowing asking
questions
Cognitive competence/
Critical Thinker/ Capacity
building/ Empowerment
Prof competencies/
Empowerment
if you have 40-50
students & have
subject matter that
needs to be
covered, how now?
challenges to building
up students' thinking
skills
Goal oriented, Strategic,
competence
Prof competencies/
Human cap devt
many teachers
would say.. Ok I'm
student-centered, I
get them to
think…to ask
questions
teachers claim
student-centeredness
where students
allowed to think, to
ask questions
Prof competence/ invest
in human resources
Prof competence/
Empowerment
there was a lot of
worry about it
because of
considerations I
talked about
Considerations in
implementing new
pedagogical methods/
new way of teaching-
learning
Capacity building,
investing in human
resources, competencies
involved
Professional
competence/ human
cap development
People were saying
'I'm comfortable w/
the way I've been
teaching. I've been
getting good
ratings'
staying in Comfort
zone in teaching
need for Continuous Prof
Development
Prof competence/
Human cap
development
Why do I have to
change the way I've
been doing it?
resistance to change increase competence/
institutional devt, prof
development
Prof competence/ Educ
reform & innovation/
Human cap
development
it took us about 6
years (to settle)
acceptance of change
in educational delivery
institutional reform/ prof
devt/ investing in.
human resources
Prof competence/
Human cap
development
we could see how it
affected the
effectiveness of
teaching
Teaching
effectiveness
increased
Prof competence/ invest
in human resources
Prof competence/
Human cap devt
393
we have this ITEO
evaluations…in the
beginning the
ratings were quite
low on the average
assessment of
progress, started with
low ratings/ time
needed to master
delivery/ program &
delivery change
competencies/ Goal-
centered/ reform &
innovation/ investing in
human resources
Prof competence/
Achievement motive
Educ reform &
innovation/ human cap
development
As the years went
by, it was
progressively
getting higher so
slow gains but
gains nevertheless
gains achieved though
it was slow
achieving goals,
increasing competencies
Prof competence/
Achievement motive/
Educ reform &
innovation/ human cap
development
pretty good
indication of how
things have been
like using that kind
of pedagogy
indicators in the use of
innovative pedagogy
competencies, invest in
human resources
Prof competence,
human cap
development
we're trying our
best to continue at
it
maintaining progress,
continuing to work
achieving set goals/
collaborative
Goal oriented Human
resource development,
competencies, continuing
to collaborate to attain
education goals
Achievement motive/
human cap devt/.
Prof competence/
Strategic collaboration
If students are able
to think for
themselves, ask the
right questions,
even if they don't
know everything
we wanted to tell
them
Critical thinking &
analysis, asking
questions important to
hone
Cognitive competence/
Critical Thinking &
Analysis paramount,
capacity building, human
resource development
Prof competence,
human cap
development
on their own they
will discover that,
because they're
asking questions
independence in
thinking, discovery on
their own, asking
questions equips
students to learn on
their own
Cognitive competence/
Critical Thinker,
encouraging independent
learning/ study, capacity
building
Prof competence,
human cap
development
one who has…a
very good sense of
what is needed by
the country
good sense,
analysis/understanding
of country's needs
Cognitive competence/
Critical thinker/Social
awareness
Prof competence/
Nation-building
able to move the
HEIs here
move HEIs as needed Inspirational/ Strategic/
Purposive/ Will to action
Prof competence/ Devt
Agenda/ Nation
building
when we are pitted
against somebody
a disadvantage when
one wants to pursue
grad studies
Competencies/
competitiveness/ educ'l
change needed
Prof competence/
Human cap
394
who also wants to
go into grad studies
development /
Education reform
so you better do a
good job of it
do a good job of
delivering education
Professional competence/
social responsibility/
Development focus
Prof competence/
Development Agenda/
Nation building
on the other (hand),
you have the desire
to compete,
global
competitiveness is
needed
Global competitiveness/
competence
Global perspective/
Professional
competence
get people to think
more creatively for
solutions that might
help us more
quickly
creativity needed/
solutions for nation's
progress & dev't
Cognitive competence,
Dev't focus, Achieve
progress
Prof competence, Dev't
agenda, Achievement
motive
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
Development Agenda
& Nation building/
Education Reform
somehow some
amount of it will be
transferred to
students
going beyond just
transmitting knowledge
needed
teaching competence/
Capacity-building/
Investing. in human
resources/ Human cap
development
Prof competencies/
Development Agenda
if you have 40-50
students & have
subject matter that
needs to be
covered, how now?
challenges to building
up students' thinking
skills
Goal oriented, Strategic,
competence, Human
cap development
Prof competencies/
Development Agenda
What we did here
in La Salle was
very courageous
must be courageous to
institute educ'l reforms
& innovation
Institutional
differentiation, V-M
focus, purposive
Institutional
Identity/differentiation,
Education reform &
innovation/
Development Agenda
to put in a
pedagogical
framework
which…they call
transformational
Instituting
transformational
education
Educational change/
Institutional
development & V-M
focus
Institutional
Identity/differentiation,
Education reform &
innovation/
Development Agenda
To put in that kind
of framework in all
GE courses, across
all Colleges, that
La Salle did
putting a new
framework across all
GE courses across all
colleges investing in
Development focus/
Educational change/
investing in human
resources
Development Agenda/
Education reform &
innovation
395
Educational reform &
innovation
there was a lot of
worry about it
because of
considerations I
talked about
Considerations in
implementing new
pedagogical methods/
new way of teaching-
learning
Capacity building,
investing in human
resources, competencies
involved. human cap
development
Professional
competence/
Development agenda
in the beginning
we were chafing-
what we thought
were ropes that
bound us
misconception about
what the Uni leadership
wanted to do
Reform/ Clarity of
goals/ investing in
human resources/
institutional dev’t,
Human cap
development
institutional ID &
difference/ Education
reform & innovation,
Development agenda
we could see how
it affected the
effectiveness of
teaching
Teaching effectiveness
increased
Prof competence/ invest
in human resources
Prof competence/
Development Agenda
we have this ITEO
evaluations…in the
beginning the
ratings were quite
low on the average
assessment of progress,
started with low ratings/
time needed to master
delivery/ program &
delivery change
competencies/ Goal-
centered/ reform &
innovation/ investing in
human resources
Prof competence/
Achievement motive/
EDUC reform &
innovation/
As the years went
by, it was
progressively
getting higher so
slow gains but
gains nevertheless
gains achieved though it
was slow
achieving goals,
increasing competencies
Prof competence/
Achievement motive/
EDUC reform &
innovation/
pretty good
indication of how
things have been
like using that kind
of pedagogy
indicators in the use of
innovative pedagogy
competencies, invest in
human resources,
human cap development
Prof competence,
Development Agenda
former DLSU
President ..said we
have to stick to it
focus, persistence,
sticking to achieve
goals
achievement
motivation/ purposive/
persistence/ V-M &
Devt focus, investing in
human cap development
Achievement motive/
Development Agenda
it's there where we
will be able to
make a difference
instead of just
transmitting
knowledge
making a difference is
ultimate goal (vision-
mission)
Achiever/ V-M focus/
Differentiating/
Development focus
Institutional identity
&differentiation/
human cap devt/
Development Agenda
If students are able
to think for
Critical thinking &
analysis, asking
Cognitive competence/
Critical Thinking &
Prof competence,
Development Agenda
396
themselves, ask the
right questions,
even if they don't
know everything
we wanted to tell
them
questions important to
hone
Analysis paramount,
capacity building,
human resource
development
on their own they
will discover that,
because they're
asking questions
independence in
thinking, discovery on
their own, asking
questions equips
students to learn on
their ow
Cognitive competence/
Critical Thinker,
encouraging
independent learning/
study, capacity building
Prof competence, Devt
Agenda
one who has…a
very good sense of
what is needed by
the country
good sense,
analysis/understanding
of country's needs
Cognitive competence/
Critical thinker/Social
awareness
Prof competence/
Nation-building
not just by the
students in his
university or his
institution
not just institutional
needs
Nationalism/
Development focus/
broader perspective/
Devt Agenda/ Nation
building/ Macro
perspective
able to move the
HEIs here
move HEIs as needed Inspirational/ Strategic/
Purposive/ Will to
action
Prof competence/ Devt
Agenda/ Nation
building
foremost of which
…is the need to
compete globally.
global competitiveness
is priority
Goal oriented/ Broad
perspective
Achievement motive/
Global perspective/
Development Agenda
We have a big
problem because
the number of
years of education
we have …is less
by a year at least
problem as we lack a
year in basic education
Broader perspective/
Development focus
Human cap
development
Development Agenda,
Global perspective
when we are pitted
against somebody
who also wants to
go into grad studies
a disadvantage when
one wants to pursue
grad studies
Broader perspective/
Development focus
Prof competence/
Human cap
development /
Education reform
they will say
invariably that we
don't have enough,
as much
preparation as the
one who went
through 12 years of
education
competition to enter
grad studies, lack of
competence due to less
number of years in
basic education
competence/
Development focus/
investing in human
resources
Human cap devt/
Development agenda/
Education reform
397
that's one big
challenge because
to add another year
in a developing
country like
ours...is a big
domino effect
challenges to adding
another year in a
developing country,
many factors to
consider
Development focus/
needed Changes in
Education
Education reform,
Human cap devt/
Development Agenda
I think you can't
not do something
for the country
address country needs/
social responsibility of
Education
Social responsibility/
Development focus/
Nationalism
Devt Agenda/ Nation
building
to be a good
educational leader
because that's
where many
individual Filipinos
and families would
like to put the eggs
as far as the egg
basket is concerned
Filipinos think of
Education as
worthwhile investment,
Educ. can help
families out of poverty/
overcome economic
situations
Investing in Education
for Economic
upliftment/ Human
resource development
Devt Agenda/ Human
cap devt/
we better do our
share in getting the
country out of - a
conundrum,
chicken & egg kind
of thing
doing share of/
contributing to national
progress &
development
Collaborate/
Development focus/
Nationalism
Strategic collaboration/
Devt Agenda/ Nation
building
We need this but to
do this, we need
another thing.
Contributing to national
development needed
but also other things
purposive,
Development focus,
nationalism
Devt Agenda/ Nation
building
how do we do that?
It's difficult no? it's
difficult-
It's difficult/
challenging to
contribute to national
progress &
development
investing in human
resources/ Development
focus
Devt Agenda/ Nation
building
Our problems are
very basic, there's
lack of classrooms,
have basic problems
lack of many things:
teacher, supplies,
classrooms
Problems in Educ /
Social responsibility
Devt Agenda/ Nation
building
lack of teachers,
lack of slippers for
children to go to
school to even - the
basic.
lack of many basic
things
Social awareness/
Development focus
Devt Agenda/ Nation
building
To be there where
Science & Tech are
given enough funds
at least
Sufficient funding for
Science &Tech for
national progress &
development
National progress &
development/
Development focus
Nation-building/
Development agenda
398
get people to think
more creatively for
solutions that
might help us more
quickly
creativity needed/
solutions for nation's
progress &
development
Cognitive competence,
Development focus,
Achieve progress
Prof competence,
Development agenda,
Achievement motive
than having to look
for funds for the
very basic needs
mentioned
creative propositions,
fundraising for basic
needs/ social
responsibility
being creative/strategic/
social responsibility/
development
Dev't agenda/ Building
human capital
I was not even
talking here about
books, it's really
just classrooms,
teachers. It's a big,
big challenge
engaging in Education
reform is challenging
providing needed
resources for quality
education
Educational reform/
Development agenda
part of the
problem, I think, is
the fact …that we
have a very big
population
challenge for a huge
population size
Development issues
with huge population
Development Agenda,/
Nation-building/
At the same time,
while we want to
educate everyone
about what's a
responsible way of
you know, dealing
with the problem
deal with the population
problem in a
responsible way,
education is key to
instil responsibility
importance of
Education/social
responsibility
Development Agenda,/
Nation-building/
they are also very
valid concerns and
so how to walk the
tight rope now? It's
a lot of hope
valid concerns
regarding population
control - walk tightrope,
be balanced, hopeful
Morality, valid moral
concerns, balancing
with practical needs &
development
Christian morality,
Development agenda
there will be a lot
of hopes so I would
rather wait until the
dust settles
hopeful prefers to wait
until President of the
nation proves himself
Integrity,
Trustworthiness,
Nationalism
Exemplars,
Nationalism/ concern
for national welfare
before I can really
say this President
is going to make a
difference"
looking for a leader
who will make a
difference
Need for. Leader to
bring social change,
Development focus
Nationalism/ National
Progress &
Development Agenda,
one of the really
nice things that's
happening is
people are willing,
the ordinary person
ordinary people willing
to do their share/
contribute
Social responsibility &
collaboration, People
helping for National
Progress
Nationalism/
Development-agenda/
399
is willing to do his
or her share
I hear talk of
following the
leader, not, what
this?
Following the nation’s
leadership
Supporting national
leadership
Nation-building/
Development agenda
Being proud of
doing work for our
fair share of salary,
contributing to work of
development
collaboration
Development focus,
Collaborating for
progress
Devt Agenda,/ Nation-
building/ Strategic
collaboration
doing, keeping the
environment clean,
including noise
pollution
talk of following the
leader who is expected
to set an example,
working cooperatively
for national progress &
development
Nationalism/ Social
awareness
Development Agenda,/
Nation-building/
but is a euphoria
that follows a
victory... the ones
who are really,
really talking.. are
the civil society
groups, middle
class,
the middle class are
really the ones
motivated to do their
share
Social awareness/ Dev't
focus/ Nation-building
Development Agenda,/
Nation-building/
the ones who are
gung-ho about
helping out in
doing our share
helping ang doing fair
share for progress
contributing and
participating for
national development
Devt Agenda,/ Nation-
building/ Strategic
collaboration
I'm not sure
whether the people
who voted
for(Aquino) the
ones who
mindlessly throw
their garbage
anywhere,.. or who
even
doubt whether voters
(majority lower class)
will pitch in for/
contribute to working
for national progress &
development
Social awareness/
Nationalism
Development Agenda,/
Nation-building/
purposely put
garbage in the
gutters, so they can
earn an extra buck
when there's -
flood on the streets
some people actually
pollute environment &
earn from it,
Social Awareness Development Agenda,/
Nation-building/
They'll charge you
for carrying you
across on their -
piggyback…
exploiting flooded
conditions to earn extra
Social Awareness Development Agenda,/
Nation-building/
400
I'm not sure if they
are really going to
pitch in.
unsure if masses will
pitch in/ participate in
nation-building
Social Awareness/ Dev't
focus/ Nationalism
Development Agenda,/
Nation-building/
don’t know if I'm
being cynical here,
…when people
start to see that
things are not
moving as fast as
they hope to
predicting that things
will not move as fast as
expected/ cynicism (?)
Development focus /
Goal-driven/ social
awareness
Development Agenda,/
Nation-building/
whether the
disillusionment,
disillusionment is
bound to happen if
things don't move fast
Dev't focus/
Nationalism
Development Agenda,/
Nation-building/
whether "oh this is
just another you
know, another one
of those politicos" I
don’t know
maybe another
traditional politician
political awareness Development focus/
Nationalism
CED has a lot of
programs that are
directed towards
helping
marginalized
groups
Education dept
programs helping
marginalized groups
Social Awareness/
Responsibility/
Community
Involvement &
Collaboration for
development
Strategic collaboration/
Development agenda
They even have
this community-
based initiative of
having a preschool
right there, where
they can... treat it
as a lab
community based
initiatives such as a
preschool – lab
Social Awareness/
Community
Involvement
Social Responsibility
Dev't Agenda/ Nation-
building/ Education
reform
there was a lot of,
there's even micro-
financing from the
Bro President's
office for a time -
micro-financing of
college projects by the
(University) President's
office
Social Responsibility/
Community
Involvement
Development Agenda/
Nation-building/
that kind of project,
which is truly not a
part anymore of the
business of
education
going beyond
education's business
(beyond academics)
Community
Involvement/ Social
Responsibility
Dev't Agenda/ Nation-
building/ Education
reform
on the one hand,
you can also say
well that too is
Education, when
Education can include
teaching how to manage
funds for projects
Capacity Building/
Investing in human
resources/ collaboration
with communities
Development Agenda/
Nation-building/
Strategic collaboration
401
you teach people
how to manage
small amount of
funds for a project
different colleges
have their
community
involvement efforts
as a College
Colleges involved in
community efforts
Community
Involvement/ Social
Responsibility
Development Agenda/
Nation-building/
I know many
individual faculty
have their
advocacies, and
they are active in
it.
faculty have
advocacies/ as active
advocates
Social responsibility/
Community
Involvement
Human cap devt/ Devt
Agenda/ Nation
building
COSCA is trying
to do its share
Uni org doing its share Social Responsibility
/Community
Involvement
Human cap devt/ Devt
Agenda/ Nation
building
We saw how many
people got together
when "Ondoy'
happened, and that
was really a
phenomenon
calamities galvanize
people, unites for
supporting devastated
communities/
collaboration of peoples
Social Awareness/
Responsibility/
Community
Involvement
Collaboration for
community
development
Strategic collaboration
Devt Agenda/ Nation
building
But afterwards,
people went back
to their busyness -
doing their studies,
doing their
teaching.
temporary cooperation
for community welfare
Responsiveness/
Community
Involvement
Human cap devt/ Devt
Agenda/ Nation
building
It's hard. Its hard
to move people, to
mobilize them after
the dust had settled
down,...It's hard.
difficulty of mobilizing
people
Inspirational/
Responsiveness/ Invest
in human cap
development
Human cap devt/ Devt
Agenda/ Nation
building
It's hard. Its hard
to move people, to
mobilize them after
the dust had settled
down,...It's hard.
difficulty of mobilizing
people
Inspirational/
Responsiveness/ Invest
in human cap
development
Human cap devt/
Development Agenda/
Nation building
Now.. now's the
time to...capitalize
on people's good
will.
timely to capitalize on
people's good will
Community
Involvement/ Strategic/
Responsiveness
Development Agenda/
Nation-building/
402
If I were the
President, I
would,.. do that
capitalizing thing
if wearing President's
shoes will do
capitalizing on good
will
Strategic/ Development
focus/ Nationalism
Development Agenda/
Nation-building
I think he's on the
right track, when
he makes use of
technology.
right track to timely use
of technology
Professional
competence/
Development focus/
Strategic/
Nation-building
Development
agenda/Nation building
that might be good,
but he has to watch
out too because
that can
be…hacked,
figuratively &
literally
concern for legitimate
activities, concern for
hacking- consequences
may compromise
government &
leadership
Development focus/
Strategic
Development agenda
so many problems. many challenges facing
Philippine leadership
Development focus Devt Agenda/ Nation-
building/
I was just being
cynical maybe,
because you see
pics of the Ladies
of Congress, and
they're all beside
each other smiling
cynicism, doubt about
political agenda for
national good, doubt re
political integrity
Nationalism/ need for
integrity
Nation building
you don't know
what's going to
happen- How it
comes to the
point that - left,
right &middle get
together & they
party …
concern for nation,
observation of political
happenings/ political
consciousness
Professional
competence/ integrity/
Development agenda/
political consciousness
Development agenda/
Nation building
there's just
something wrong
somewhere
there….
doubt re political
integrity/ political
disconnect with
education
Nationalism/ politically
conscious/ development
agenda/
National progress
don’t want to be
like a wet blanket
when people are so
excited about the
possibilities, but
I've seen it happen
too many times
personal inhibitions &
lack of confidence in
govt fed by experience
Nationalism/ need for
govt transparency/
Development agenda
Development agenda/
National. Progress
403
maybe it's just my
being …having
studied it, both
academically &
as a point of
interest, personal
interest
convictions based on
personal study &
interest
Nationalism/ politically
conscious/ development
agenda
Development agenda/
Nation building
that I see patterns.
And the pattern is
really…now it's
good we're on a
..we're at the peak
but the trump will
surely come
seeing patterns in
politics, distrust in
government ability for
addressing national
concerns, progress &
development
Development focus/
Nationalism, need for
Integrity
Development agenda/
Nation building
how do we prepare
for that?
preparedness necessary
for any national
economic slow-down/
downturns
Strategic/ Goal-
oriented/ Development
agenda
Devt agenda/ Nation
building
There must be a
strategy, a
strategizing.. so I
don’t know, we'll
see.
strategic planning
necessary for progress
& development
Strategic/ Development
agenda
Devt agenda/ Nation
building
...now we have to
face, we have to
bite the bullet
time to face the
challenges &
difficulties
Goal-oriented/ V-M
focused/ Dev't agenda
Devt agenda/ Nation
building
where this concern
about globalization
has been hounding
us
Concern for
globalization needs to
be addressed
Global perspective/
Strategic/ Purposive
Global perspective/
Devt Agenda
Many, many years
ago, they already
said that now we're
not part of
the accords..
concern to join global
community in
Education
Global perspective,
Dev't agenda/
Devt Agenda, Educ
Reform/ Nation
building
bec we don’t have
12 years. It's really
quite simple,
add a year!
add a year to Basic Ed
to resolve issues in
global competitiveness
Global perspective,
Dev't agenda/
Devt Agenda, Educ
Reform/ Nation
building
the solution seems
simple, but a year
of education for the
lower income
bracket would
mean an extra
Simple solution but
challenging for the
lower income bracket
Global perspective/
Dev't focus/ Education
Reform (needed/
Problem solver
Devt Agenda, Educ
Reform/ Nation
building
404
P5K-6k pesos at
least
many of them, they
go to school
without having
eaten breakfast!
children's nutrition
lacking w/c affects
schooling
Goal-oriented/
Strategic/ Dev't agenda
Critical thinking to
address social problems
Devt Agenda,Educ
Reform/ Nation
building
a strategy
that(Pres) talked
about…w/c is
partnership,
private-Gov't
partnership w/
private groups,
individuals maybe
that's the way
strategic partnerships
between government &
private companies/
organizations
Strategic partnerships,
Dev't agenda, Social
responsibility
Strategic collaboration,
Devt Agenda Nation-
building
I was involved
with a corporate
foundation...whose
advocacy was
Education, primary
involved in private
corporate foundation
for an (primary)
Education advocacy/
partnering for economic
progress thru Education
Development focus,
Community
involvement/
Social Responsiveness/
Collaboration for
progress
Strategic collaboration/
Devt Agenda/ Nation
building
it seems to be
working, but that's
only for what?
6000 children at
any one time in
Metro Manila.
apparently working -
but concerned at only a
small contribution
Social responsibility/
community involvement
Investing in Human cap
devt/ Devt Agenda/
Nation building
the employees
were contributing
from their salaries,
salary-deducted.
Corporate employees
participating/
contributing from
salaries
Social responsibility/
Goal-oriented/ Dev't
focus
Investing in Human cap
devt/ Devt Agenda/
Nation building
The managers
would say "ok, let
me take care of 2,
3, 4 children, so
what?
choosing to donate for
children's education &
welfare/ giving to
communities
Community
Involvement/ Social
responsibility/
collaboration for
progress, investing in
human cap devt
Strategic collaboration/
Devt Agenda/ Nation
building
P20K/yr at the
time. 6000 children
out of so many in
M. Manila.
It’s like a drop in
the bucket.
Concern at very small
(respondent's
viewpoint) contribution
Community
Involvement/ Social
responsibility
Investing in Human cap
devt/ Devt Agenda/
Nation building
They want to
reverse the
educational crisis
contributing to nation-
building by reversing
education crisis
Goal-oriented/Strategic/
Community
Involvement
Investing in Human cap
devt/
Development Agenda/
405
Nation building
Getting so many
graduating rather
than flunking out
increase graduates Purposive,
Development focus,
Devt Agenda,
Education Reform/
Nation building
but it's an uphill
climb.
difficult to achieve this Goal-oriented/
Development focus
Devt Agenda,
Education Reform/
Nation building
HE institutions
have to sit down
really, CHED for
instance, has to
really sit down, and
make some hard
decisions
HEIs & gov't have to sit
down to make hard
decisions/ HEIs and
CHED have to work
things out
Strategic/ Take Action
for Development/
Education partners/
Strategic Collaboration/
Development Agenda,
Education Reform/
Nation building
CHED and DEPED
-What do we do
with this extra year
that's needed?
Otherwise, we'll
always be the poor
cousin.
sort out lack of number
of years to advance in
nation-building
efforts,
Goal-orientation/
Development focus
Achievement Motive/
Devt Agenda/ Nation
building
Science &
Technology we
have to put money
into research -
research &
development,
particularly
Science &
Technology
Prioritizing Science &
Technology
Strategic/ Contextual
Relevance/
Development agenda
Devt Agenda/
Human cap
development
how to do that?
DOST has very
little budget, when
it should have a big
chunk(of the
budget
advocating for DOST to
have higher budget
allocation
Goal-driven/ Purposive/
Strategic/ Development
focus
Devt Agenda/ Human
cap development
Education has to be
the highest in
percentage of the
budget
Prioritizing Education,
advocating for highest
budget for Education
Nationalism/
Development focus
Devt Agenda/ Human
cap development
Nation-building
because…it's based
on the Constitution
Constitutional basis for
highest budget
allocation to Education
Nationalism/
Development focus
Nationalism/
Development Agenda
if it is Defense &
we're a coastal
country…maybe
consideration can be
given to Defense
Nationalism/ being
Strategic
Nationalism
406
they have to think
also about that
you get to do your
share…naturally
because of the
work that you do
Participation &
contribution to national
development
Nationalism/
Development focus
Nationalism/
Development Agenda
CODING PROCESS: PARTICIPANT 8 (PRESIDENT, COLLEGE OF BENILDE – DLSU,
MANILA)
CATEGORY: EXEMPLARS
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Exemplars
Being in front
means being able to
give a certain vision
giving a vision Visionary/ intentional Exemplar
among one's
people…you need to
communicate with
your people
need to communicate
with people
Good at
Communicating
Exemplar
then to capture &
make them see the
vision
capturing & making
them see the vision
Proactive Mover/
Communicator/
Inspirational
Exemplar
a greater need for
being a good
listener,
greater need to be a
listener
Good Listener
(Relational
Competence)
Exemplar
A man who is
leading by
example…he's not
just giving a vision
lead by example not
just give a vision
Role model, walk-the-
talk not just give a
vision/
Exemplar
he is also leading by
which he himself
lives out his day-to-
day life -
leading by how we
live our daily lives
Servant leadership
practiced in daily life
Exemplar
it's a very small but
indicative
expression fo what it
means to be a
leader-
there are small but
indicative expressions
of how to be a servant
leader
Servant leadership Exemplar
a servant leader- one
who is really there at
the service of the
people
servant leadership is to
be there at the service
of the people
Servant leadership,
serving people
Exemplar
407
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Achievement Motive
A leader should
position himself in 3
places: Leadership
should be in front
Positioning/ First in
front
Strategic/ Intentional Purposive/Achievement
motive
being able to help
people understand
why they are doing
what they are doing
while they are doing
it
for people to
understand the why of
the what they're doing
while doing it
Visionary-Catalyst/
Purposive
Achievement Motive
established not only
by the leader but by
the leader-Ship of
the org
commonly established
goals
Collaborative/
Achievement motives
Strategic collaboration/
Achievement motive
that is the role of
animating,
encouraging, &
supporting everyone
in their desire
to reach the goals
leadership includes
animating,
encouraging &
supporting team
goals to be reached
Goal-driver/
Intentional/ Strategic
Empowerment/
Achievement Motive/
human cap development
we do that as a
body, as a family, as
a community
working together
towards the same
end
Mission as a body,
family, community -
collaborating to
achieve same goal
Mission Focus,
Collaboration,
Achievement Motive/
Investing in human cap
There's so much that
can be done
strategic planning,
delivery, &
implementation in
Education needed
Visionary/ change
agent/ intentional
Achievement Motive/
Development agenda
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
Global perspective
look at the big
meetings we've been
having not only at
the school level but
at the district
meetings held
throughout La Sallian
schools network in
Philippines
La Sallian corporate
concerns, Inst
Development focus
Macro-perspective/
Global view,
Institutional
Development agenda
408
level for the La
Sallian school
network in the Phils
It's not just the
Phils…it's
worldwide
serious conversations
about 'formation'
among LS schools
worldwide
Purposive/ Formative
priority/ Collaboration
in network/ Global
agenda
Purposive/ Formative
priority/ Strategic
collaboration/ Global
mindset
that things can
change, that things
will change in the
educational scene
Education will change Macro-perspective/
Development Focus,
Education Reform
Global perspective/
Education Reform
Development Agenda,
Nation building
That they all have a
role in bringing
about change,
Academic community
has a role in national
transformation & must
collaborate
Social Responsibility
& collaboration with
other sectors
macro-perspective/ Dev't
agenda/ Strategic
collaboration
We're the only
country in the world,
the only country in
the world that has a
10 yr Basic Ed
program - that's
ridiculous!
Disadvantaged as only
country with a 10 year
Basic Education
globally
Global view,
developing human
resources
Prof competence/ Global
view/ Devt Agenda/
Nation-building
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Championing Values
& Christian morality
We bring in the
faith dimension that
the young people
are entrusted to us
bringing the faith
dimension into
education of young
people
V-M focus, Institutional
identity, differentiation
& valuing/
Moral responsibility
Inst. Differentiating,
Valuing, Championing
Christian morality.&
values
may be for us in the
La Sallian world,
we go beyond a
simply secular view
of things
La Sallian ethos
involves going
beyond a secular view
of things
Strategic/ La Sallian
ethos, Faith dimension
involved
Inst. Differentiating,
Valuing, Championing
Christian morality &
values
We also bring a
spiritual element
into our educational
endeavors
bringing in a spiritual
element so that God is
part of educational
endeavors
Spirituality/ /
Institutional mission
Institutional Identity,
Differentiation &
Valuing/ Christian
values
God is very much a
part of what we're
doing
God is involved in La
Sallian education
Spiritual component and
Values in La Sallian
Education
Institutional Identity,
Differentiation &
Valuing/ Christian
values
409
the constant
challenge is in
terms of what we
call 'formation'
Formation (of
students) is a constant
challenge
Institutional legacy
advocacy/differentiation/
student Christian
formation
Institutional identity,
differentiation &
valuing, Christian
values
helping students to
understand why
they're there,
helping students
understand their God-
given life's purpose
Spirituality/ Institutional
charism
Institutional identity,
differentiation &
valuing, Christian
values
helping them to be
in touch with what's
our La Sallian
heritage
being in touch with
La Sallian heritage
Institutional legacy/
advocacy
Institutional identity,
differentiation &
valuing, Christian
values
spirituality and that
this now becomes
their own
spirituality (in La
Sallian context) and
their ownership of it
Ownership of La Sallian
heritage, Christian
values, Spirituality
Institutional identity,
differentiation &
valuing, Christian
values
What do we mean
by formation
programs?
Clarifying what
formation programs
are
Institutional legacy/
Clarity of formation
programs
Institutional legacy/
differentiation &
valuing, Christian
values
to help them to
understand, and
then bring back to
their peers
understand for
themselves (students)
and influence peers
Identifying with
Institutional values,
Influencing peers
Institutional identity,
valuing, Championing
Christian values
that understanding
of what it means to
be a La Sallian
today.
understanding the La
Sallian ethos today
V-M focus,
understanding/
identifying with La
Sallian ethos
Institutional identity,
valuing, Championing
Christian values
I say that (entrusted
to us) in terms of
their parents but
also in terms of God
parents & God
entrusts them to the
school
Stewardship/
Responsibility
Championing Christian
values, empowerment
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY CONDENSE
People Empowerment
the leader should
be among his
people, a leader
should be behind
his people
among and behind
his people
Strategic positioning/
Team player/ Support
Empowerment/ Investing in
human cap devt
so that they will be
energized toward
accomplishing it
(the vision)
energizing people to
accomplish vision
Empower-er
(Energizer)/
Encourager/ Supporter
Empowerment/ Investing in
human cap devt
410
behind them
because I think we
need to continue to
encourage to
support all the
members of our org
towards that goal
that has been
established
behind them to
encourage & support
all team members
toward
established goals
Motivational Empowerment/ Investing in
human cap development
you're dealing with
people, you're
dealing with human
beings
Education deals with
people, with human
beings
Formative purpose Clarity of mission-
Empowerment
their formation,
their education,
their total well-
being
dealing with
formation, education,
total well-being
Holistic view, totality
of persons
Clarity of mission-
Empowerment
especially in our La
Sallian context we
always have to see
the person in
his or her totality
La Sallian context -
see persons in their
totality
Viewing people in
totality, building them
up
Empowerment/ Investing in
human cap devt
in Educ'l
Leadership, there's
a need for greater
sensitivity,
in Educ'l Leadership-
need for greater
sensitivity
Intentional/ Relational
Competence
Empowerment/ Investing in
human cap development
to be able to help
the young people
to help young people/
students
Capacity Building/
Empower/
Empowerment/ Investing in
human cap development
that are entrusted to
us, ….again, I'm
using La Sallian
language -
entrusted to the
school….using La
Sallian language
Stewardship (2-Fold) Empowerment/ Investing in
human cap development
young people are
entrusted to us.
young people are
entrusted to the
school
Discipleship (faith
dimension)
Empowerment/ Investing in
human cap development
I say that in terms
of their parents but
also in terms of
God
parents & God
entrusts them to the
school
Stewardship/
Responsibility
Championing Christian
values, empowerment
for us to help them
become the best
they can be in
every respect
to help maximize and
optimize their
potentials
Developing human
resources/ Social &
Moral responsibility/
Empowerment/ Investing in
human cap development
here (Phils) there's
a greater
responsibility to be
greater responsibility
to be in contact with
entire social
Social awareness/
responsibility
Empowerment/ Investing in
human cap development
411
in contact with the
entire social
environment that a
young person is
growing up in
environment
of students
the economic
environment, the
financial situation,
etc.
know economic
environment &
financial situations
Social awareness Empowerment/ Investing in
human cap development
to help the young
person to be able to
enter into this
world
access to HEIs/
college level
Social responsibility/
developing human
resources
Empowerment/ Investing in
human cap development
because we are at
the last stage of
preparation of
young people,
College is the last
stage of preparation
before working
Strategic/ Intentional Prof competence/
Development Agenda
but at the same
time character. The
character that will
enable them to be
productive,
honest men &
women of integrity
also have character
that enables
productivity, honesty
& integrity
Integrity/ Character/
Formative goal/
People builder
Empowerment/ Investing in
human cap development
as they enter into
their professional
fields …
as they practice their
profession
Contextual Relevance/
Professional
Competence
Empowerment/ Investing in
human cap development
for higher educ it
becomes even more
important - to be in
touch with the
environment
a priority to be in
touch with the
environment
Contextual Relevance/
Social awareness
Empowerment/
Development Agenda
I'm not talking
about the natural
environment only,
but also the
environment in
terms of the social
context and the
economic context -
& that brings me to
the Philippines
referring to social
and economic
contexts especially
in the country (Phils)
Contextual relevance/
Development focus
Empowerment/ Investing in
human cap development
We are in public
service. We are
helping our society
We are in public
service. - helping
society to be the best
it can be
public service/
helping people
actualize/ Empower &
Empower/ Invest in human
cap/ Dev't Agenda/ Nation-
building
412
to become the best
it can be
Build human
resources
the young people
entrusted to us,
specifically as
those we want to
help become.
the best they can be
especially the youth
entrusted to the
school to be the best
they can be
Develop, Actualize
youth, Build human
resources
Empower/ Invest in human
cap/ Dev't Agenda/ Nation-
building
so that…they will
make a dent in
society, and they
will change society,
so they can impact &
change society
Impact society/
Change Agents/ Build
human resource
Empower/ Invest in human
cap/ Dev't Agenda/ Nation-
building
they will contribute
to it (society)
contribute to society Develop human
resources,
development focus
Empower/ Invest in human
cap/ Dev't Agenda/ Nation-
building
make the country
the best that we are
contribute to national
progress &
development & make
country the best it
can be
develop human
resources,
development focus.
Participate in.
nation building
Empower/ Invest in human
cap/ Dev't Agenda/ Nation-
building
We enter into a
more…a 'faith'
view, that we see
now our role as
being older
brothers & sisters
to the students, of
helping them grow.
La Sallian ethos
involves a faith
view…role as older
brothers & sisters to
students, to help in
their development
developing human
resources/capacity-
building, developing
others
Empowerment/ Inst
Differentiating & Valuing
whether it be the
poorest student in
the class or the
least monetarily
rewarded person on
campus
regardless of
whatever position
they have in the
school
Belongingness, Sense
of Community,
developing human
resources
Empowerment/Institutional
identity, differentiation &
valuing
help our students to
respond to that so
the service being
now the total
giving of one's self
to this task that has
been entrusted to us
aim to help students
respond so there is
total giving of self to
entrusted task of
education
Institutional
advocacy/ Social &
Christian
responsibility
Institutional Identity,
Differentiation & Valuing/
Empowerment
that's why it's
exciting to be in a
La Salle school
because it's not
simply…we don't
exciting to be a La
Sallian as the school
goes beyond bringing
a very human
element
Stewardship/
/Spirituality,
Institutional mission
Institutional Identity,
Differentiation & Valuing/
Empowerment
413
simply bring a very
human element
the big picture is in
terms of
hope…today there
is a new sense of
hope among people
a new sense of hope
among people
Development focus/
Social awareness
Development agenda/
Empowerment
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Institutional
Differentiating,
Identification &
Valuing
The difference in
Education is you're not
marketing a service,
you're not trying
to sell a product
Not products and
sales
Difference of
services from
products
Differentiation of
education
you're dealing with
people, you're dealing
with human beings
Deals with people,
human beings
Formative purpose
of education
Clarity of mission/
Empowerment/
Institutional
differentiation &
valuing
their formation, their
education, their total
well-being
Dealing with
formation in
education
Holistic view,
totality of persons
Clarity of mission/
Empowerment/
Institutional
differentiation &
valuing
especially in our La
Sallian context we
always have to see the
person in
his or her totality
La Sallian context -
see persons in their
totality
Viewing people in
totality, building
them up
Empowerment/
Investing in human
cap development/ Inst
differentiation
that are entrusted to us,
….again, I'm using La
Sallian language - young
people are entrusted to
us.
young people are
entrusted to the
school
Stewardship (2-fold:
from parents & God)
Discipleship (faith
dimension)
Empowerment/
Investing in human
cap development/ Inst
Differentiation
We bring in the faith
dimension that the young
people are entrusted to us
bringing the faith
dimension into
education of young
people
V-M focus,
Institutional identity,
differentiation &
Inst. Differentiating,
Valuing,
Championing
414
valuing/
Moral responsibility
Christian morality.&
values
we must make sure our
graduates in all La
Sallian institutions have a
social consciousness
La Sallian grads to
have a social
consciousness &
grow in it
Social conscience/
growing social
responsibility
Devt Agenda/
Investing in human
cap development
Nation-building/
Differentiating
may be for us in the La
Sallian world, we go
beyond a simply secular
view of things
La Sallian ethos
involves going
beyond a secular
view of things
Strategic/ La Sallian
ethos, Faith
dimension involved
Inst. Differentiating,
Valuing,
Championing
Christian morality &
values
We enter into a more…a
'faith' view, that we see
now our role as being
older brothers & sisters
to the students, of
helping them grow.
La Sallian ethos
involves a faith
view…role as older
brothers & sisters to
students, to help in
their development
developing human
resources/capacity-
building, developing
others
Empowerment/
Institutional
Differentiating &
Valuing
That's why it's important
I a La Sallian context that
we have a sense of
community in the school,
a sense of family
La Sallian ethos
involves building a
sense of community
in the school,
a sense of family
La Sallian ethos,
Sense of
Community, Family
Institutional
Identification,
differentiating &
valuing
that everyone feels that
he or she belongs, and
that they have a role to
play, regardless of how
simple that role may be
building
Belongingness
where everyone is
involved, regardless
of what their role is
Belongingness,
Sense of
Community,
developing human
resources
Empowerment/Institut
ional identity,
differentiation &
valuing
whether it be the poorest
student in the class or the
least monetarily
rewarded person on
campus
regardless of
whatever position
they have in the
school
Belongingness,
Sense of
Community,
developing human
resources
Empowerment/Institut
ional identity,
differentiation &
valuing
in bringing about the
society that we all desire
Cost to having the
society we want
Social
Responsibility, Pay
price for national
transformation
macro-perspective/
Dev't agenda/
Institutional Identity,
Differentiation &
Valuing
so in the La Sallian
context we talk about
'faith', we talk about
service, we talk about
communion,
La Sallian ethos
involves faith,
service, communion
La Sallian ethos,
Charism
Institutional Identity,
Differentiation &
Valuing
bringing about a 'faith'
view into what we are
Bringing faith into
the academe & all
La Salle is doing as
Service-oriented/
Spirituality in
Leadership/ /
Institutional Identity,
Differentiation &
Valuing
415
doing, into what we are
about
an educational
institution
it's not simply teaching
or it's not simply getting
a degree
going beyond
academics
Stewardship/
Institutional mission
Institutional Identity,
Differentiation &
Valuing
help our students to
respond to that so the
service being now the
total giving of one's self
to this task that has been
entrusted to us
aim to help students
respond so there is
total giving of self to
entrusted task
of education
Institutional
advocacy/ Social &
Christian
responsibility
Institutional Identity,
Differentiation &
Valuing/
Empowerment
that's why it's exciting to
be in a La Salle school
because it's not
simply…we don't simply
bring a very human
element
exciting to be a La
Sallian as the school
goes beyond
bringing a very
human element
Stewardship/
/Spirituality,
Institutional mission
Institutional Identity,
Differentiation &
Valuing/
Empowerment
We also bring a spiritual
element into our
educational endeavors
bringing in a
spiritual element so
that God is part of
educational
endeavors
Spirituality/ Institutional mission
Institutional Identity,
Differentiation &
Valuing/ Christian
values
the constant challenge is
in terms of what we call
'formation'
Formation (of
students) is a
constant challenge
Institutional legacy
advocacy/differentiat
ion/ student
Christian formation
Institutional identity,
differentiation &
valuing, Christian
values
helping students to
understand why they're
there,
helping students
understand their
God-given life's
purpose
Spirituality/
Institutional charism
Institutional Identity,
Differentiation &
Valuing/ Christian
values
helping them to be in
touch with what's our La
Sallian heritage
being in touch with
La Sallian heritage
Institutional legacy/
advocacy
Institutional Identity,
Differentiation &
Valuing/ Christian
values
spirituality and that this
now becomes their own
spirituality (in La
Sallian context) and
their ownership of it
Ownership of La
Sallian heritage,
Christian values,
Spirituality
Institutional identity,
differentiation &
valuing, Christian
values
What do we mean by
formation programs?
Clarifying what
formation programs
are
Institutional legacy/
Clarity of formation
programs
Institutional legacy
advocacy/differentiati
on/ student Christian
formation
We have to have a lot of
opportunities whether
they just be simple
'kapihans' (coffee
make these programs
accessible & more
opportunities to
V-M focus,
purposive, strategic,
Institutional agenda,
social responsibility
Devt Agenda/
Investing in human
cap, Institutional
valuing
416
meets) or retreats or even
sending people abroad
for longer periods of time
conduct
it in diverse ways
to help them to
understand, and then
bring back to their peers
understand for
themselves
(students) and
influence peers
Identifying with
Institutional values,
Influencing peers
Institutional identity,
valuing, Championing
Christian values
that understanding of
what it means to be a La
Sallian today.
understanding the La
Sallian ethos today
V-M focus,
understanding/
identifying with La
Sallian ethos
Institutional identity,
valuing, Championing
Christian values
goal of the centenary to
have at least 20% of all
students under
scholarship
goal to give
scholarships for at
least 20% of all
students
Institutional
advocacy/
imperatives/ legacy
Investing in human
cap/
Development Agenda,
Institutional valuing
makes La Sallian
education accessible to
those who normally..
would not have the
ability to avail of such an
education
make La Sallian
education accessible
Social Responsibility Investing in human
cap/Devt Agenda /
Institutional valuing
not an easy target for a
school like the College of
St. Benilde because it's a
moving target
not easy for a school
like College of St.
Benilde
Strategic/ Intentional Investing in human
cap/Devt Agenda /
Institutional valuing
we increased our
population by 1,250
students. That means the
20% of your
number also increases
increasing
population also
increases number of
scholarships to be
given
Institutional
advocacy/ strategic /
intentional
Investing in human
cap/Devt Agenda /
Institutional valuing
Benilde is one of the
schools that does charge
quite a lot in terms of
tuition, but
that's a target
Benilde has high
tuition fees but stil
targets giving
scholarships for 20%
of students
Community
Involvement/ Social
responsibility
Investing in human
cap/Devt Agenda /
Institutional valuing
We have started what we
call a
'kapitbahayan'(neighborh
ood) scholar, scholarship
program
started a
neighborhood
scholarship program
Social
Responsiveness/
Contextual
Relevance,
Developing human
resources/
Investing in human
cap/Devt Agenda /
Institutional valuing
We're surrounded by so
many poor people around
us here
College surrounded
by poor communities
Social responsibility/
Develop human
resource/Empowerm
ent
Investing in human
cap/Devt Agenda /
Institutional valuing
417
we're giving them an
opportunity to …study
and we can make that
available
Giving access to
quality education
Social responsibility/
Develop human
resource/Empowerm
ent
Investing in human
cap/Devt Agenda /
Institutional valuing
so that scholarship has
been growing and there
are very…touching
stories
scholarships
increasing & there
are touched lives
Social responsibility/
Develop human
resource/Empowerm
ent
Investing in human
cap/Devt Agenda /
Institutional valuing
story of how this
scholarship program
helped a very poor
student, finally
graduating Magna cum
laude
An example of a
touched & changed
life
Institutional legacy/
People
builder/Empowerme
nt/ Devt
focus/Developing
human resources/
Social Responsibility
Investing in human
cap/Devt Agenda /
Institutional valuing
what you need
sometimes is to give
young people the
opportunity for them to
blossom…. so we're
doing things like that -
little things.
give young people
opportunities to
bloom/ develop
Strategic/ Intentional/ Change agent/ Dev't agenda/ Developing human resources
Investing in human
cap/Devt Agenda /
Institutional valuing
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Professional
Competency
know what is happening,
what is the real situation
need to have better
awareness
Social awareness Prof competence
we have to make sure they
have competence,
make sure they are
competent
Competence, Dev't
focus, Investing in
human resource
Prof competence/ Devt
Agenda
that when they finish
engineering & they go to
another country, they're
not treated. as technicians
our engineers
treated as
technicians for lack
of years in Basic
Ed
building human
resources, ensuring
competency,
Professional
competence/ Investing
in Human cap
development,
Intellectual cap
418
for ex…you have seen a
proliferation of HEIs
either at the state or rather
city level
proliferation of
HEIs in all districts
Social
Responsibility/
Social conscience,
need for better
quality education
Prof competence/
Development Agenda/
Nation-building
how ready are those
responsible for those
institutions to really give a
substantial education
or are we making
education again a
commodity?
will these HEIs
give substantial or
quality education
or just making it a
commodity
Integrity/
Intentional/
Nationalism/
Development focus
Prof competence/
Development Agenda/
Nation-building
in the guise of
democratizing & making
up education more
available
a guise for
accessible
education
Devt focus, social
awareness, quality
education for
competence
Prof competence/
Development Agenda/
Nation-building
What in effect we may be
doing is diluting education
and giving…people
degrees that really
doesn't say much in terms
of what happens in their
own growth &
development.
- that's one thing we
address
dilution of
education, giving
people sub-
standard degrees
(diploma mill
education)
Development focus/
developing human
resources -
competence/ social
awareness
Prof competence/
Development Agenda/
Nation-building
The other big issue in the
country right now is
whether we have a 10 yr
basic education and the
argument of the previous
gov't was…let's put that at
the tertiary level & add in
two more years at the
tertiary level
10 year Basic
Education issue,
need to make up
Human cap
development,
competence
Prof competence/
Development Agenda/
Nation-building
We're the only country in
the world, the only country
in the world that has a 10
yr Basic Ed program -
that's ridiculous!
Disadvantaged as
only country with a
10 year Basic
Education globally
Global view,
developing human
resources
Prof competence/
Global view/
Development Agenda/
Nation-building
419
we're really going to look
at that & see how they can
make up for all the past
loss
make up for the
past loss
Developing human
resources/
Development focus/
Prof competence/
Development Agenda/
Nation-building
in terms of helping our
young people, to really get
them prepared
better preparation
for young people
Goal-oriented/
Intentional/
Strategic, Capacity-
building/Developing
human resources
Prof competence/
Development Agenda/
Nation-building
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Strategic
Collaboration
established not only by the
leader but by the leader-Ship
of the org
commonly
established goals
Collaborative/
Achievement motives
Strategic
collaboration/
Achievement motive
That's why it's important I a
La Sallian context that we
have a sense of community
in the school, a sense of
family
La Sallian ethos
involves building a
sense of
community in the
school, a
sense of family
La Sallian ethos,
Sense of Community,
Family collaboration
for same goal
Inst Identification,
differentiating &
valuing, strategic
collaboration
that everyone feels that he or
she belongs, and that they
have a role to play,
regardless of how simple
that role may be
building
Belongingness
where everyone is
involved,
regardless of what
their role i
Belongingness, Sense
of Community/
Collaboration/ human
cap development
Strategic
Collab/Institutional
identity,
differentiation &
valuing
That they all have a role in
bringing about change,
Academic
community has a
role in national
transformation &
must collaborate
Social Responsibility
& collaboration with
other sectors
macro-perspective/
Development
agenda/ Strategic
collaboration
see in terms of hope, is that
there is hope now that real
change can take place, that
Gov't will be responsive,
will be investing In
Education
hope for real
change, -
Government will
invest in
Education,
collaboration
Social
Responsibility/Human
cap developmentt/
Govt & Education
collaborate
Strategic Collab
Nation-building/
Education Reform/
Development
Agenda
We’ve started what we call a
'kapitbahayan'
started a
neighborhood
Social
Responsiveness/
Contextual
Strategic collab/
Development
Agenda /
420
(neighborhood) scholar,
scholarship program
scholarship
program
Relevance,
Community
collaboration/ human
cap devt
Institutional
differentiation &
valuing
IN VIVO CODES INDUCTIVE
CODES
PATTERN CODES THEORY
CONDENSE
Educational Reform &
Development Agenda
For higher education
it becomes even
more important - to
be in touch with the
environment
a priority to be in
touch with the
environment
Contextual Relevance/
Social awareness
Empowerment/
Development Agenda
I'm not talking about
the natural
environment only,
but also the
environment in
terms of the social
context & the
economic context
referring to social
and economic
contexts especially
in the country
(Phils)
Contextual relevance/
Development focus
Empowerment/ Human
cap development/
Nation building
We are in public
service. We are
helping our society
to become the best it
can be
We are in public
service. - helping
society to be the
best it can be
public service/ helping
people actualize/
Empower & Build human
resources
Empower/ Invest in
human cap/
Development Agenda/
Nation-building
the young people
entrusted to us,
specifically as those
we want to help
become.
the best they can be
especially the
youth entrusted to
the school to be
the best they can be
Develop, Actualize youth,
Build human resources
Empower/ Invest in
human cap/
Development Agenda/
Nation-building
so that…they will
make a dent in
society, and they will
change society,
so they can impact
& change society
Impact society/ Change
Agents/ Build human
resource
Empower/ Invest in
human cap/
Development Agenda/
Nation-building
they will contribute
to it (society)
contribute to
society
Develop human resources,
development focus
Empower/ Invest in
human cap/
Development Agenda/
Nation-building
make the country the
best that we are
contribute to
national progress &
dev't & make
develop human resources,
development focus.
Participate in. nation
building
Empower/ Invest in
human cap/
Development Agenda/
Nation-building
421
country the best it
can be
In the Phil setting,
the vast problem of
poverty…is
something we need
to keep addressing
need to continue
addressing issue of
poverty
Social consciousness/
responsibility,
Development Agenda/
Nation-building/
Differentiating
we must make sure
our graduates in all
La Sallian
institutions have a
social consciousness
La Sallian grads to
have a social
consciousness &
grow in it
Social conscience/
growing social
responsibility
Development Agenda/
Nation-building/
Differentiating
that they recognize
their ability to
respond in whatever
way they can to the
challenges that
are present in society
recognition of
ability to respond
to social problems
& issues
Purposive/ Social
responsibility &
responsiveness/ Investing
in human cap
development
Development Agenda/
Nation-building
It's about the total
person as a member
of this society and
looking out to how
we can respond
serving the total
person as a
member of society
& responding w/
relevance
Stewardship/ developing
human resources/
Investing in human cap
/ Development Agenda
We have to have a
lot of opportunities
whether they just be
simple 'kapihans'
(coffee meets) or
retreats or even
sending people
abroad for longer
periods of time
make these
programs
accessible & more
opportunities to
conduct
it in diverse ways
V-M focus, purposive,
strategic, Institutional
agenda, social
responsibility
Devt Agenda/ Investing
in human cap,
Institutional valuing
the big picture is in
terms of
hope…today there is
a new sense of hope
among people
a new sense of
hope among people
Development focus/
Social awareness
Development agenda/
Empowerment
that things can
change, that things
will change in the
educational scene
Education will
change
Macro-perspective/
Development Focus,
Education Reform
Global perspective/
Education Reform
Development Agenda,
Nation building
We're the only
country in the world,
the only country in
the world that has a
10 year Basic Ed
Disadvantaged as
only country with a
10 year Basic
Education globally
Global view, developing
human resources
Prof competence,
Global view,
Development agenda,
Education reform
422
program - that's
ridiculous!
because they only
had a 10 year Basic
Ed program
this situation
should be changed
Social responsibility/
developing human
resources
Investing in Human
Cap devt/ Nation-
building/ Educ Reform/
Devt Agenda
see in terms of hope,
is that there is hope
now that real change
can take place, that
Gov't will be
responsive, will be
investing In
Education
hope for real
change, -
Government will
invest in
Education,
collaboration
Social
Responsibility/Human cap
development/ Govt &
Education collaborate
Strategic Collab Nation-
building/
Education Reform/
Development Agenda
much more public
education…much,
much more than it
has been
invest must more in
quality public
education
Social
Responsibility/Developing
human resources
Human cap developmt
Nation-building/
Education Reform/
Development Agenda
that our people are
our greatest resource
& we are so talented
in this country
people are our
greatest resource/
we are a talented
country
Social
Responsibility/Developing
human resources
Human Cap devt/
Nation-building/
Education Reform/
Development Agenda
there's so much that
can be done -w/ the
proper structures, w/
the proper backing
financial....in terms
of the legal
prescriptions
more to do in
education with
appropriate support
- monetary &
otherwise
Institutional
advocacy/Political action
needed Development of
human resources
Human Cap devt/
Nation-building/
Education Reform/
Development Agenda
There's so much that
can be done
strategic planning,
delivery, &
implementation in
Education needed
Visionary/ change agent/
intentional
Achievement Motive/
Empowerment/
Development agenda
in order to help our
people to become the
best that they can be
to maximize
people, optimize
potential, self-
actualize
Capacity Building/
Empower/ Develop
human resource
Nation-building/
People-empowerment/
Development agenda,
that's why I speak of
hope, that may be
what I saw ongoing
in the past years as a
downward trend in
terms of education
hope to break from
downward trend in
Education
Development focus/
developing human
resources/ social
awareness
Nation-building/
People-empowerment/
Development agenda,
can again pick-up
and we can really
give our people the
our people deserve
quality education
Development focus, social
responsibility Developing
human resource
Nation-building/
People-empowerment/
Development agenda,
423
kind of education
they deserve.
the new programs,
the latest program we
have opened is on
gaming design & we
had trouble getting it
approved because
CHED thought it had
to do with casino
gambling
Example is a
program on gaming
design w/c had
trouble getting
CHED approval
Nation-building/
Education Reform,
Investing in human
resources
Education Reform,
Investing in human
resources/ Development
Agenda
it can open up a lot
of doors for young
people who don't
even have to leave
the country
opening up doors
for the youth who
don't have to go
overseas to thrive
Development focus/
Strategic/ human cap
development/ Institutional
valuing
Nation-building/
Development Agenda/
Investing in human
resources
They can be here,
work from here,
&now with the
technology, in terms
of communication,
it's very possible
avoiding 'brain
drain', technology
is an enabler - must
utilize to advantage
Social awareness/
responsibility/
Development focus/
Develop & retain human
resources
Development agenda/
Invest in human cap
development/
Nation building
our young people are
so talented, they're so
creative
talented & creative
human resources
Development focus/
empowerment/ human cap
development
Dev't agenda/ Invest in
human cap
development/
Nation building
that's a way of
responding to the
needs of society
responding to
societal needs
Social responsibility Devt
Focus
Dev't agenda/ Invest in
human cap devt/ Nation
building
opening up doors so
that young people
can get involved in
areas .where they’re
really. talented.
opportunities for
youth/ students to
enrol in programs
that hone their
talents
Strategic/competencies/
Developing human
resources
Dev't agenda/ Invest in
human cap development
Nation building
In Benilde, we have
150 deaf students,
95% at least are
scholars - they come
from very poor
families
deaf students can
access La Sallian
education,
scholarships for
very poor students
available
Developing human
resource, social
responsibility/
Community involvement
Institutional
differentiation, valuing
Development agenda,
Education Reform,
Institutional
Differentiation &
Valuing
you open up the
opportunity for them
to develop
themselves and they
do
opening up
opportunities to
access quality
education & people
do step up
Development agenda,
social responsibility,
investing in human
resources
human cap devt/
Development Agenda /
Institutional valuing/
Nation building
424
they become then
very productive
citizens of society
instead of just being
side-lined as has
happened for many,
many centuries
becoming
productive citizens,
maximizing
people's talents/
capabilities
Development agenda,
social responsibility,
investing in human
resources
Investing in human
cap/Development
Agenda
Now young people
who are deaf or who
have any kind of
disability are being
given opportunities
to become the best
they can be
opportunity for
young deaf
disabled people to
maximize
themselves/ be the
best they can be
People-builder,
Development agenda,
social responsibility,
investing in human
resources
Investing in human cap,
development agenda ,
Education reform.
Institutional valuing
425
FINAL LIST: RESEARCH QUESTIONS:
INITIAL QUESTIONS:
1. How would you define Leadership? 2. How would you define Educational Leadership? 3. How would you define leadership in a higher education institution (HEI)? 4. What makes a great (exemplary) educational leader in the context of Philippine Higher
Education? 5. How would you define effective educational leadership in the Philippine setting?
QUESTIONS FOR FURTHER INQUIRY or CLARIFICATIONS:
1. What other things about Educational Leadership or Leadership in Philippine HEIs would you like to add to those you already discussed?
2. What challenges are there for Leadership in Philippine Higher Education? 3. Ideas on Rethinking Leadership in Philippine HEI’s 4. Leadership Programs for Faculty (Do you have Leadership programs for Faculty? What are
these if any) 5. Leadership Programs for Students (Any leadership programs for students? Please describe
if any) 6. Leadership in the Context of their own institutions
426
THORNBERG’S INFORMED GROUNDED THEORY (2012): SUMMARY OF PRINCIPLES
AND ARGUMENTS FOR A PRIORI REVIEWS OF LITERATURE
Thornberg (2012) describes the following data sensitizing principles in using literature by
organizing and presenting arguments from the field of qualitative research and philosophy of
science as well as his own arguments. These principles, he asserts, should help the researcher to
avoid biases and prejudices and from making insensitive theoretical interpretations of data:
Theoretical Agnosticism: (Henwood & Pidgeon, 2003, p. 138) means that the researchers should
take a critical stance toward pre-existing theories and research findings throughout the research
project (Charmaz, 2006). Hence, working cumulative, i.e. relating to or building on earlier work,
should not be confused with being uncritical and taking pre-existing theories for granted. The
critical dimension is essential in cumulativeness: distinguish between what is usable and what
should be refuted (Goldkuhl & Cronholm, 2010). The trick in theoretical agnosticism is to treat all
extant theories and concepts that one already knows or might encounter during the pre-study or on-
going literature review as provisional, disputable and modifiable conceptual proposals One must
continually take a critical stance toward extant theories.
The literature review should therefore be seen as an open, critical and pluralistic conversation
between the researcher, the literature, the data and the emerging body of concepts and ideas (p.
250).
Theoretical Pluralism: a strategy recommended by Kelle (2005) to avoid the forcing extant
concepts to data and neglecting other extant concepts that may even be better suited – is the use of
different even competing theoretical perspectives. Theoretical pluralism provides the researcher
with flexible choices among different extant concepts and ideas. “Entertaining different
explanations is a way of keeping an open mind” (Dey, 1993, p.229). Researchers remain open to all
kinds of observations and aspects, not confining or blinding his or her view as they maintain
different theoretical perspectives on which to base explanations for empirical findings. Thornberg
associated this with what Thayer-Bacon (1996, 2003) calls as “qualified relativism”, rooted in
pragmatism. This perspective assumes that all inquiries are influenced by philosophical
assumptions that are socio-culturally bound and stresses that the construction of knowledge is
social, interactive, ongoing, flexible and tentative. Pluralism offers the means for adjusting for each
theoretical position’s limitations, and for correcting, improving, or revising its standards and
arguments.
According to Thornberg (2012), Thayer Bacon uses the metaphor of the well-known poem of the
six blind men exploring an elephant from different positions, thus describes it in different ways. The
qualified relativist claims that reality as we know it is contextual and relative, and that we cannot
know objectively, thus must remain open to correction, reconstruction of knowledge and accept
fallibility.
Theoretical pluralism during analysis is a way of initiating a critical, creative, and sensitive
conversation between different and even conflicting theoretical perspectives to explore and interpret
data and at the same time avoiding forcing what Glaser calls a “pet code” on to data. It must be
427
noted though that the use of extant theories and concepts are not determined by their
epistemological roots or underlying philosophical assumptions per se, but by their usefulness in the
actual study – i.e. by the way they fit and work with the data, codes, and concepts and emerging
theory that the researcher has generated or is going to generate with GT methods. The question is if
these extant theories are used according to how they fit into or suit the present study and not
according to their epistemological origins, then is that not essentially ‘forcing fit’ as well.
Theoretical pluralism should be noted as recommended for those who already possess a great
amount of theoretical knowledge in the substantive field and in other associated or relevant fields as
well.
Theoretical sampling of literature: In contrast to Glaser who says that reviews be held till the core
concept and GT emerge, Thornberg argues that a substantive field is in fact identified even if it is
fuzzy or unfocused at the beginning. This starting point can be related to what ethnographers call
‘foreshadowed problems”, which are open for further elaboration, clarification and reformulation
during fieldwork and analysis. Thus, instead of delaying the literature review the researcher should
investigate the prior knowledge in the substantive field to enhance theoretical sensitivity as well as
potential of the study to relate and contribute to this pre-existing knowledge.
To counter Glaser’s assertion that an initial literature can just be a waste of time, Thornberg asserts
that researchers can simply apply the logic of theoretical sampling in relation to ongoing literature
search during the study (and after initial broad review before the study). Glaser and Strauss (1967)
defined theoretical sampling as “the process of data collection for generating theory whereby the
analyst jointly collects, codes, and analyses his data, and then decides what data to collect next and
where to find them in order to develop his theory as it emerges” (p.45). By applying this principle,
the researcher searches and reads the literature guided by codes, concepts, questions, and ideas that
he or she develops during data collection and analysis. Coding and questions send the researcher back
to the field, to some of the literature, to his tentative codes and concepts with new lenses and
questions, so on.
Ongoing literature review based on theoretical sampling can help the researcher be more sensitive to
data, elaborate his or her constructed themes, concepts and ideas and to offer new insights into
questions and issues. Instead of ignoring the literature, the researcher uses it for comparison with
‘emerging’ codes and concepts (Morse, 2001). Since there are various types of literature, it is possible
that there is literature with a more empirical description content that is more helpful in the earlier
stages of the research and literature with a. more abstract and conceptualized content more useful in
later stages. Theoretical saturation, a GT concept defined by Charmaz (2006) as “the point when
gathering fresh data no longer sparks new theoretical insights, nor reveals new properties of your core
theoretical categories” is useful so one knows when to stop theoretical sampling of literature. Thus,
sampling can go on until the researcher sees that categories are saturated and the emerged GT is
complete and without ‘holes’ or hypothetical links that are not grounded (Thornberg & Charmaz,
2013).
428
Staying Grounded Thornberg emphasizes that the main focus is on the data and not on literature –
stating “empirical figure, literature background”- so that every code, concept or theoretical idea he or
she constructs must be grounded in data by GT methods. To do good GT, he cites Hallberg (2010),
who says “One way to stay open, and do good GT studies is to maintain theoretical sensitivity through
constant comparisons…and continuous memo-writing” (p.1). He further explains the interplay
between prior knowledge and data while analyzing and constantly comparing by citing Strauss &
Corbin’s (1998) advice: (a) think comparatively, (b) obtain multiple viewpoints of an event, (c) gather
data on the same event, or phenomenon in different ways, (d) occasionally check out assumptions
and hypotheses against incoming data, (e) periodically step back and ask, “what is going on there?”
and “Does what I think I see fit the reality of the data?”, and (f) maintain an attitude of skepticism
and regard all categories, hypotheses, and theoretical explanations that I construct or use as
provisional (pp. 43-46). Extant theoretical concepts and ideas from literature in the substantive field
have to earn their way into a GT in the same way as Glaser (1978, 1998, 2005) argues that theoretical
codes must earn their way, i.e. by coding, constant comparison, theoretical sampling, memo writing,
and memo sorting. They have to make sense to and fit with data and substantive codes and concepts
(p.253).
Theoretical playfulness: In qualitative research, critical thinking has to be combined with creative
thinking to generate new possibilities and creative connection-making (Patton, 2002), which is
essential in abductive reasoning (e.g. Anderson, 1987). Associative and creative ways of thinking
allow the researcher to move beyond a descriptive cataloguing of data to theorizing imaginatively.
Imaginative free- playing thinking helps the researcher to treat it as an indicator of something else,
and to imagine what that something else might be (Locke, 2007).
Creativity is also a vital component of the grounded theory method. Its
procedures force the researcher to break through assumptions and to create new order
out of the old. Creativity manifests itself in the ability of the researcher to aptly name
categories; and also to let the mind wander and make the free associations that are
necessary for generating stimulating questions and for coming up with a
comparisons that lead to discovery (Strauss & Corbin, 1990, p. 27).
Charmaz (2006) had argued that constructing theory is not a mechanical process and involves what
she calls theoretical playfulness: “Whimsy and wonder can lead you to see the novel in the mundane.
Openness to the unexpected expands your view of studied life and subsequently of theoretical
possibilities” (p.136). Thornberg suggested to expand this notion of Charmaz by also inviting extant
theories and concepts in this playfulness. A way of enhancing the ability of playing with and
creatively using theories is to “read for ideas” (Glaser, 1978). By abductive reasoning, theoretical
playfulness and staying grounded, the researcher will go beyond the “box” of extant theories.
Consequently, the informed GT constructed by the researcher might extend and elaborate as well as
challenge and revise pre-existing concepts and theories (p. 254).
429
Memoing Extant Knowledge Associations:
Glaser (2004) defines memos as “theoretical notes about the data and the conceptual connections
between categories” (p.61). They are a documentation of the researcher’s thought process and
theorizing from data. Charmaz (2006) explained that this is a sort of self-conversation in which new
ideas and insights arise during the act of writing. Thornberg, agrees with Glaser (2004) that
researchers in their memoing should “develop ideas and categories with complete freedom into a
memo fund” (p.63). A pre-conceived approach will not conflict with the freedom of memoing that
Glaser (2004) was concerned about because extant concepts and theories will not be forced into
building categories but remain flexible, modifiable, and sensitive ideas, creative associations, and
heuristic tools. By writing memos, and how one associates with the data, substantive codes and
memos, the researcher facilitates the use of them in the processes of constant comparison, coding,
theoretical sampling, and construction of GT.
Constant Reflexivity
According to Thornberg, reflexivity is highly important for many later grounded theorists (e.g.,
Charmaz, 2006, 2008; Dey 2007; Dunne, 2011; McGhee et al., 2007; Mills et al., 2006a; Mruck &
Mey, 2007). “What is needed is for the researcher to recognize her or his own assumptions and
beliefs, make them explicit, and use GT techniques to work beyond them throughout the analysis”
(Schreiber, 2001, p. 60). By acknowledging prior knowledge, and theoretical understanding, the
researcher also acknowledges the need for constant reflexivity instead of denying any prior
knowledge, perspectives and privileges, and pretending to be without pre-conceptions and
theoretical influences. Thornberg asserts that researchers constantly need to reflect on underlying
assumptions and the analytical lenses through which he or she gazes at the data (Mills, et. al.,
2006a).
He adds that personal writing, either as memoing or as a separate personal journal or research diary,
could be used as a “self-monitoring tool” (c.f. Mruck & Mey, 2007) in which the researcher reflects
on and becomes aware of how his or her concepts are constructed and monitors how the literature,
previous research, and theoretical constructions are used. Memoing is a significant tool for
reflexivity (Dunne, 2011). Constant reflexivity, together with reflective memoing help the
researcher to explicitly compare and contrast multiple theories and extant concepts with each other
and with data, and substantive concepts to uphold a theoretical agnosticism, to stay grounded, and
to document all these ongoing processes for further analysis and conceptualization, especially when
comparing memos with memos, and writing memos about memos (p.255).
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CONCEPTUAL REFINEMENT: SUMMARY – STABILIZED CONCEPTS
PERSONHOOD
A. Endogenous 1. Achievement Motive :
a. Content: Vision-Mission focused, purposive, goal-centric achiever, problem solver, vision- mission ownership/ commitment, visionary, visionary guide, responsiveness, intentional, purpose-driven, ambitious, action-taker, missional, quality-conscious, attaining results and outcomes, strategist, external validation, meeting expectations, meeting industry demands, achieve goals, benchmarking
b. Location: Internal (motivation) c. Context: developing nation (Philippines) d. Purpose: emancipatory/ reach goals and objectives e. Origin: pragmatism (historical-cultural roots) f. Language: noun (descriptive) as trait
2. Global Perspective: a. Content: mentions global competitiveness, globalization, comparison with other
countries in terms of education and economy, has a macro-perspective, looking beyond what is immediate and beyond the local/ institutional context, involves looking across disciplines and industries (beyond education), implies competitiveness with other institutions local and overseas, planning and delivery of programs/ courses that has global accreditation, seeking partnerships / collaboration with international partners including those in education and in industry
b. Location: Internal (awareness/mindset/intent) c. Context: Globalization d. Purpose: Global competitiveness e. Origin: Technological advancements f. Language: Noun (descriptive)/ from Literature
B. Exogenous 3. Exemplars :
a. Content: heroic, courageous, fearless, respectful, hopeful, optimistic, positive, compassionate, loving attitude, positive self-esteem, doer, integrity, strength of character, patriotic, concern for others
b. Location: Internal value with external action c. Context: HEIs in developing nation d. Purpose: Personal effectiveness, impact on others, satisfy needs e. Origin: Personal, institutional ideals f. Language: noun (descriptive) as traits, attributes, and qualities
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4. Professional Competencies : a. Content: Good/ Effective communicator, effectivity, mindfulness, cognitive
competence, professionalism, professional skills, know-how, problem-solver, intentional, self-aware, professional competence
b. Location: external, physical with evidence c. Context: leading HEIs in developing nation d. Purpose: to be employed, do well in a job, sustain employability, compete in
marketplace e. Origin: HEI or industry requirement f. Language: noun (descriptive) as traits, attributes, and qualities
5. Championing Values and Christian Morality : a. Content: values crusader, moral evangelist, moral compass, upholding morality and
values, resisting/ fighting corruption, prioritizing values, strong sense of morality & values, prioritizing/ upholding values education, recognition of service
b. Location: internal value with external actions/ indicators c. Context: HEIs in developing nation d. Purpose: achieve org’l vision-mission, educational goals, embody and practical
application of institutional beliefs, policies, ideals e. Origin: historical-cultural, environmental f. Language: noun (descriptive) as traits, attributes, and qualities
6. Educational Reform and Development Agenda : a. Content: current contextual relevance, call for social responsibility and action,
patriotism, transformative agenda, education for national development, programs for better educational access, inclusion of marginalized communities, implementation of educational innovations, recognition of service for education, involvement in national affairs, community involvement to address social needs
b. Location: external, physical c. Context: HEIs in developing nation d. Purpose: economic, national progress and development, obtain national goals e. Origin: economic, environmental, institutional goals f. Language: noun (descriptive) as traits, attributes, and qualities
7. Institutional Differentiation : a. Content: institutional positioning, differentiating from other institutions based on
program/ course offerings/ extra-curricular programs, upholding of institutional values,
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differentiating on institutional role, differentiating based on charism, differentiation based on institutional partnerships & community-programs
b. Location: Internal value with external actions/ evidences c. Context: HEIs in developing nations d. Purpose: value proposition to stakeholders, achieve institutional goals, vision-mission e. Origin: economic, organizational aims/ objectives, V-M f. Language: noun (descriptive) as traits, attributes, and qualities
8. Institutional Identification and Valuing : a. Content: Catholic identity, identifying with the academic institution, clear identity and
mission alignment, agreement with institutional goals and objectives, identifying graduate’s role in society, student & faculty embracing institutional vision-mission, pride in institutional achievements, pride in and valuing of institutional legacy, life-long institutional commitment, valuing institutional leadership, valuing institutional programs & partnerships, valuing uniqueness of educational programs and innovations, valuing institutional ‘calling’/ vision-mission
b. Location: internal/ sentiment, sense of belonging, affinity, affiliation c. Context: HEIs in developing nation d. Purpose: satisfaction of need to belong, social acceptance e. Origin: cultural-psychological f. Language: noun (descriptive) as traits, attributes, and qualities
9. People Empowerment : a. Content: collaborative, people-person, service-oriented, community-oriented/ involved,
capacity builder, inspirational, valuing people, equipper, investing in human resources
b. Location: External, towards others c. Context: HEIs in developing nation d. Purpose: build human resources, invest in people, development agenda, achieve
institutional mission-vision e. Origin: cultural, economic f. Language: verb/ action, from literature
10. Strategic Collaboration : a. Content: social adeptness, relational competence, strategic relations, strategic
alliances, collaborative partnerships, mutually beneficial partnerships, strong relationships, establish linkages, good links with industries