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

ii

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.

iv

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

v

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

xi

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

xii

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.

5

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

10

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?

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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).”

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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

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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

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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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DIAGRAM FIGURE 8 : MGT PROCESS FLOW

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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

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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:

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“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

167

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

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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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234

235

236

237

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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A P P E N D I C E S

282

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

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b. Location: External, physical, with individuals or organizations c. Context: HEIs in developing nation d. Purpose: institutional advancement, build human/ intellectual capital e. Origin: cultural, globalization-economic f. Language: verb/ action, from literature