Accredited Programs of Western Mindanao State University

WESTERN MINDANAO STATE UNIVERSITY
College of Liberal Arts

GRADUATE SCHOOL
Zamboanga City
APPROVAL SHEET
This thesis attached hereto, entitled ACCREDITED PROGRAMS OF WESTERN

MINDANAO STATE UNIVERSITY: AN OUTCOME ON FACULTY, CURRICULUM
AND INSTRUCTION, RESEARCH AND EXTENSION AND PHYSICAL FACILITIES
prepared and submitted by ZANDRO P. ANTIOLA, in partial fulfillment of the requirements
for the degree of Master of Arts in Education major in Social Studies, is hereby
recommended for the oral examination.
ADRIAN P. SEMORLAN, MPA, MHSS, Ed. D, DPA(CAR)

Adviser
Comprehensive Examination: PASSED
APPROVED by the ORAL EXAMINATION COMMITTEE on January 11, 2017 with a

rating of PASSED.
ERNESTO S. LEDESMA, MPA, DPA (units)

Chairperson
RUPERTO MENDOZA, Ed. D ROEL P. BORJA, MAEdSS, Ed. D (units)

Critic Reader/Panel Panel Member
Accepted in partial fulfillment of the requirements for the degree of Master of Arts in
Education major in Social Studies.
ADRIAN P. SEMORLAN, MPA, MHSS, Ed. D, DPA(CAR)

Dean, College of Liberal Arts
1
ACKNOWLEDGEMENT
I would first like to thank my thesis adviser Dr. Adrian P. Semorlan, Dean of the College of
Liberal Arts, Western Mindanao State University,
for being supportive until to the last moment of the this research.
To the panel of experts, the Chairman Prof. Ernesto S. Ledesma, Panel member Prof. Roel P.
Borja and the Critic Reader Dr. Ruperto Mendonza for enlightening and improving the research
paper.
The door to Dr. Celso Pernia’s office was always open whenever
I ran into a trouble spot or had a question about my research or writing.
I would like to thank also the director for the Quality Assurance Office Dr. Susan Dela Cruz.
And to the Deans of the different Colleges of
Western Mindanao State University for being part of this research.
2
DEDICATION
I would like to dedicate this Thesis to God almighty for always being there
to Mamang Piling and Papang Johnny,
to my Brother Michael and John John and my Sister Laarni
and
the undying support of my special love one
Sherry Grace B. Lachica
3
ABSTRACT
This research is a preliminary study for the outcome of the Accreditation to the accredited
programs of Western Mindanao State University. This study sought to determine the status and
outcome of accredited programs of Western Mindanao State University in terms of faculty,
curriculum and instruction, research, extension-community involvement, and physical facilities
best practices along the various functions of the university, issues and problems on accreditation
encountered by the accredited program of Western Mindanao State University policy initiatives
in terms of dissemination, promotion and sustainability of the program, policy implications for
further development.
It is highly recommended that the higher education institutions must continue to
implement government policies of maintaining quality education through accreditation and must
make accreditation status a requirement in qualifying for financial support, continuity of
accreditation as a basis to establish center of development, center of excellence and institution of
specific policies on recognition and professionalism of faculty, instructional management, and
administrative support for effective instruction, dynamic research and extension.
4
CHAPTER I
Introduction
The accreditation movement in the Philippines began in 1951, through the initiative of a
group of educators from private higher-education institutions who were convinced of the
importance to enhance quality in higher education through a system of standers, continuous
monitoring of implementation, and self-assessment done on a voluntary basis. The system of
higher education in the Philippines adopted accreditation as means of achieving high-level
quality on a voluntary basis. It was also envisioned that through accreditation, appropriate could
be provided to parents and college-bound students. The accrediting association likewise
heightened cooperation among higher-education institutions. From the 1950’s to 70’s, three
accrediting bodies were formed: the Philippine Accrediting Association of Colleges and
Universities (PAASCU); the Philippine Association of Colleges and Universities-Commission
on Accreditation (PACU-COA); and the Association of Christian Schools, Colleges and
Universities- Accrediting Agency (ACSCUAA). Each of the associations has its own accrediting
instruments and standards. (Arcelo, 1981)
Accreditation is a quality-management mechanism that occurs in adjunction to the
minimum requirements of quality that are stipulated for institution and programmes, and verified
by the Commission for Higher Education (CHED), a national buffer in charge of higher
education. Moreover, many professions have also established entry requirements, which ensure
the professional competences of higher-education graduates. The Professional Regulation
5
Commission (PRC) conducts these examinations. In consequence, accreditation is only one
mechanism for quality assurance in Philippine higher education (Arcelo, 2003). According to
Arcelo all Philippine accreditation agencies have opted to focus on programme accreditation, for
which they have developed a considerable number of specific instruments. The process leading
to accreditation complies with generally accepted dual process of a self-study and site visit. The
accreditation agency decides whether a programme will be granted accreditation, but the
umbrella body (FAAP, Federation of Accrediting Agencies of the Philippines) that acts as a
meta-evaluation agency, must certify that the accreditation decision conforms to its own quality
requirements. Due to the variations of quality, it was also decided to offer accreditation at four
levels, each entailing specific benefits both in terms of administrative autonomy and access to
incentive funds. The higher the level of accreditation, the more the autonomy granted to the
institution.
Thus, this study was conceptualized to determine the outcome of the accredited programs
and to identify the outcome on faculty, curriculum and physical facilities of accreditation on the
accredited programs of Western Mindanao State University
6
Objectives of the study
1. What is the status of the accredited programs of Western Mindanao State University?
a. Accreditation Phase
b. Summary of findings and recommendation
2. Study the Accreditation system of Western Mindanao State University.
3. Identify the outcome of accreditation on the accredited programs in terms of the following:
a. Faculty
b. Curriculum and Instruction
c. Physical Facilities
d. Research and Extension
Purpose of the Study
The study is a preliminary research to determine the outcomes of accreditation to the
programs of Western Mindanao State University. This study is designed to determine the
outcome of Accreditation to the accredited programs of Western Mindanao State University and
the standard quality education that offers the institution.
To Western Mindanao State University- The study is significant to the different accredited
programs of Western Mindanao State University specifically the study focus on the outcome on
faculty, curriculum and instruction, physical facilities, research and extension. The result from
the study will guide and add information on the effects of the accreditation to the Higher
Educational Institutions, Western Mindanao State University and the accredited programs.
7
Other Higher Educational Institution- The purpose also of the study is to encourage other
higher educational institutions to undergo or continue the institutional program accreditation to
increase the quality of education for the benefits of other stakeholders.
Future Researcher- the study will be a basis for the future researchers to conduct another study
to the different programs of the institution that focuses with other areas of the accreditation to
determine the results of the accreditation.
Scope and Limitation of the Study
The scope of the study will confine on the outcome and the issues concerning of the
accreditation to the accredited programs of Western Mindanao State University. The study will
conduct on the different Colleges particularly the accredited programs of Western Mindanao
State University. The Colleges specifically are the College of Agriculture, College of Forestry,
College of Engineering and Technology, College of Liberal Arts, College of Education, College
of Architecture, College of Home Economics, College of Nursing, College of Physical Education
Recreation and Sports, College of Criminology, College of Asian and Islamic Studies and
College of Social Work and Community Development.
The researcher chooses thirteen (13) key informants to be part of the study. The data
would be delimited to the College Deans or College Accreditation Coordinators of different
Colleges and Quality Assurance Director of Western Mindanao State University. An interview
8
guide was administered to generate data on the outcome of accreditation to the programs of
Western Mindanao State University.
9
CHAPTER II
Review of Related Literature
Definition of Accreditation
Accreditation is viewed as a process by which an institution at the tertiary level evaluates
its educational activities, in whole or in part, and seeks an independent judgment to confirm that
it substantially achieves its objectives, and is generally equal in quality to comparable
institutions. (AACCUP, 2014)
Accreditation is a framework/approach to improve quality of an educational institution
along the different facets of its operation through self-survey and validation of an independent
external/third party evaluator. There were several accrediting agencies/bodies responsible for the
operation such as Association of Christian Schools, Colleges and Universities – Accrediting
Agency (ACSC-AA), Accrediting Association of Chartered Colleges and Universities in the
Philippines (AACCUP), Association of Local Colleges and Universities – Commission on
Accreditation (ALCU-COA), Philippine Accrediting Association of Schools, Colleges and
Universities (PAASCU), Philippine Association of College and Universities – Commission on
Accreditation (PACUCOA). (Pila, et. Al, 2016)
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The Philippine Higher Education System: Context
The Philippine higher education system evolved much earlier than its Asian neighbors.
Its first universities date to the seventeenth century, founded by the Spanish colonizers to educate
local ruling elite that would serve as its surrogates. With the arrival of its American colonizers in
the early twentieth century, the education system was somewhat democratized at all levels,
encouraging democratic access and private initiative. By the 1950s, the hundreds of higher
education institutions had developed, mostly religious or private in nature, a pattern that persists
to the present in a system comprised of 125 public universities and colleges, and 1300 private
universities and colleges. The quality of these institutions varies widely. Whereas a handful are
world class, ranking in the top 500 universities of the world,1 others are little more than glorified
high schools. Very few, or sometimes none, of the graduates from these poorer institutions pass
national credentialing examinations. (Cooney, 1989)
Responsibility for governing this system was located for many years within the Ministry
or Department of Education, in a Bureau of Higher Education that exercised oversight over
private institutions and through an attached Board of Higher Education under the Minister or
Secretary. State colleges and universities were autonomous and not under the Bureau’s
supervision, but the Secretary or Minister of Education (or his/her deputies) sat as chair of their
Boards of Education. In 1994, the Department of Education was reorganized by an act of
Congress into three separate entities: (1) the Department of Education for primary, secondary,
and other forms of basic education; (2) the Technical-Vocational Education and Skills
11
Development Authority for vocational skills training; and (3) the Commission on Higher
Education for college and university studies. (Cooney, 1989)
In the attempt to protect students and promote national concerns, the new Commission on
Higher Education had to walk a tightrope between under-regulation and over-regulation. On the
one hand a need existed to establish minimum requirements and standards, especially as this was
provided for in law with respect to for-profit institutions. Hence stringent requirements were
imposed on institutions for the initial “permit” period, prior to their official “recognition” and
being allowed to grant degrees. (Cooney, 1989)
The Origins of the Accreditation Movement
The evolution of accreditation in the Philippines had an early beginning, but was
characterized by several aborted starts, and some setbacks caused by protagonists with differing
objectives and constraints, along its path to eventual development.
In 1949, the Department of Education issued the first public statement suggesting that
quality assurance through private sector accreditation would be necessary to preserve, if not
enhance, good tertiary education. The private sector needed to take the initiative in the name of
quality improvement, and establish another set of standards, higher than that of government, to
which institutions could aspire in their quest for quality. By proceeding in this way, it was hoped,
government would recognize the validity of the accreditation effort, even if it did not financially
support it, and provide those accredited institutions some form of de-regulation as a result.
(Dalupan, 1951)
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However, the private sector did not act to implement an accreditation process until 1951,
when Francisco Dalupan, the President of one of the largest universities in Manila, University of
the East, acting on his familiarity with United States style accreditation, brought together several
equally knowledgeable to pursue the subject. Dalupan felt expressed the appropriateness and
timing of the enterprise in this way, Dalupan says:
“Up to this time the standards attained by higher education in the Philippines
have been the end-product of the minimal government requirements for the
issuance of permit and the extension of recognition, of government control
and supervision, and of the isolated but commendable efforts of individual
schools and individual educators towards improvement. While these
standards in many cases are sufficiently high, they are in most cases relatively
low. In schools where the minimal government requirements have been
barely met, there has been left much room for improvement. In some cases,
the conditions have warranted the charge that private schools in the
Philippines are nothing but diploma mills…higher education in this country is
over three centuries old; yet it must be admitted that it has not rendered as
much service as it might have to the people and to the nation…”
This group formed the unfortunately short-lived (1951-52) Philippine Accrediting
Association of Universities and Colleges (PAAUC), welcoming all three major professional
associations of private colleges and universities to join them. These were:
- A Catholic group represented by the Catholic Educational Association of the
Philippines (CEAP)
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- A protestant group, the Association of Christian Schools and Colleges (ACSC)
- A non-sectarian, for stock and for-profit group, embodied in the Philippine Association
of Colleges and Universities (PACU)
The distinguished educators of the first PAAUC board tried to bring these three groups
together in a common drive for accreditation, but differences in philosophical as well as financial
issues stood in the way. PAAUC viewed accreditation as a voluntary self-examination by the
institution for purposes of self-improvement, rather than a vehicle to pass compulsory
government inspection. But PACU’s view was that accreditation should be government
controlled, as was common in Europe, and not necessarily voluntary. Thee for-profit institutions
feared that accreditation would reinforce the reputations of the elite HEIs, and indirectly
negatively affect their institutions which might be considered inferior to the elite, mostly
Catholic, schools. (PAASCU, 1957)
More fundamentally, improving quality was expensive, and doing so meant investing in
equipment, better salaries, and more research, to meet the higher standards. Such investments
would have to come from tuition income, which would diminish or even erase returns to their
stockholders. (PAASCU, 1957)
Also 1951, PACU withdrew its membership from PAAUC, choosing to prepare its own
handbook on “accreditation,” which was really only a guide for accepting new institutions into
its association. In 1973, the handbook was finally more appropriately revised for accreditation
purposes, but standards were adapted to make them more readily acceptable to the existing
membership. By any measure, the PACU effort could be said to err on the side of laxity in its
accreditation pretensions.
14
The Protestant group (ACSC), the smallest of the three associations remained in PAAUC
for a while, but with the withdrawal of PACU and a change of leadership of the association that
provided no continuity for the accreditation discussions, it, too, eventually withdrew in late 1952.
Thus PAAUC, as a consortium of the three major associations, died a natural death.
Purpose of Accreditation
Accreditation will ensure: (i) quality control (minimum standards) in higher education;
(ii) accountability and transparency; (iii) quality enhancement; and (iv) the facilitation of student
mobility. Quality control assures that higher education is in line with minimum quality
requirements in terms of inputs, processes and outcomes. The massive expansion of higher
education and the diversification of providers has raised questions regarding quality. These
minimum requirements urgently need to be checked in order to protect the interest of
stakeholders and safeguard national development objectives. Accreditation is commissioned by a
suitable and recognized agency and encouraged by stakeholders to ensure ‘value for the money’,
that is, accountability through evidence of results. The accreditation process provides
transparency in the functioning of the higher education system. The identification of weaknesses
through the accreditation process allows the system to adopt corrective measures and improve
quality. The competitive spirit resulting from accreditation also helps enhance quality. Finally, in
the globalized economy, accreditation is important for the mutual recognition of credentials,
which allows institutional, regional, national and international mobility among students,
15
depending upon the scope of the accreditation. However, as the interpretation of quality varies
based on context, the purposes of accreditation for quality assurance are also varied. The next
section explores the different types of accreditation as they exist today, in order to facilitate the
exploration of new types suitable for the changing contexts. (Arcelo, 2003)
Legal Basis for accreditation in the Philippines
Before 1979, the waiver of the required special order of a diploma is the only privilege
granted by the government to accredited institutions. The 1982 Education Act makes provision
for the Ministry to: “encourage the organization and operation of voluntary accreditation
systems.” Consistent with the provision of the Act, the Ministry of Education issued the MECS
Order No. 36, Series of 1984, entitled ‘Utilizing Voluntary Accreditation for Deregulation
Purposes’. This order categorized educational institutions into four level, the most significant of
which were the grant of deregulation status to accredited institutions and the allotment of an
annual budget from the Ministry of Finance for programmes and projects in accreditation.
(MECS Order No. 36)
In spite of the merit of the MECS Order No. 36, it contained a provision that was
contested by the Philippine Accrediting Agency of Schools, Colleges and Universities
(PAASCU). This stipulated that FAAP should be the transitory body prior to the organization of
a unique national accrediting body. With the installation of President Aquino, consecutive to the
“People Power Revolution”, and the appointment of Dr, Lourdes R. Quisumbing as Minister of
Education, Culture and Sports, this provision of FAAP being mere transitory body prior to the
16
organization of a national accrediting body was deleted by virtue of the issuance of DECS Order
No. 37, Series of 1987. In addition, DECS order No. 37, Series of 1987, defined: “a policy
environment which supports and enhances the private and voluntary character of accreditation
and protects the integrity of the accreditation process.” The concrete manifestation of these
policy decisions was the passing of Republic Act 6728, which granted accredited institutions
fuller financial support. (DECS order No. 37, Series of 1987)
With the change in leadership by the appointment of Isidro Carino, the DECS No. 54,
Series of 1991, was issued which stated that, “accreditation status of schools/programmes shall
be subject to review by the single accrediting agency being envisioned for implementation as
soon as possible.” In addition, DECS Order No. 137, Series of 1991, identified excellent schools
that should be given full deregulation for two years starting in school year 1992-1993. While the
said order does contain criteria, accreditation status is not at all considered. (DECS No. 54,
Series of 1991)
With the start of President Fidel V. Ramos’s presidency in 1992 and the appointment of
Armand V. Fabella as DECS Secretary, the 1992 Revised Manual of Regulations for Private
Schools was issued through the DECS Order No. 92, Series of 1992. This was followed by the
issuance of DECS Order 54, Series of 1991, with the deletion of the provision for a single
national accrediting body. In subsequent DECS orders, FAAP has been consulted in the
formulation of policies. One significant policy document is the DCES Order No. 76, Series of
1993, which defines the set of Minimum Quantitative Standards for Collegiate Courses for
17
bachelor’s degree programmes offered by the higher education institutions. (DECS Order No.
92, Series of 1992)
Republic Act No. 7722 (1994), which created the Commission on Higher Education, is a
landmark in legislation for FAAP. One of the provisions of this Act is the creation of the Board
of Advisers, which includes in its member’s the President of FAAP. A year after its creation,
CHED issued Order No. 31, Series of 1995, which “encourages the use of a voluntary non-
governmental accreditation system in aid of the exercise of its regulatory function.”
The above mentioned issuances form the basis for governmental use of accreditation as
an instrument for supervising the quality of higher education institutions. Section 28 of the 1992
Manual of Regulations for Private Schools, consistent with the provisions of Section 29 of the
1982 Education Act, provides government policy: “for private schools which desire to meet and
surpass the minimum standards of quality required for government recognition. In addition, in
aid of the regulatory functions, the Department encourages the use of the mechanism for
voluntary accreditation. Towards this end, it shall (1) maintain a policy environment which
enhances the private and voluntary nature of accreditation and protects its integrity; (2) establish
a scheme for progressive deregulation of qualified schools or specific programmes or courses of
study in schools” (DECS, 1992: 18)
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Accrediting Agency of Chartered Colleges and Universities in the Philippines
The accreditation of curricular programs in the Philippines, particularly for state
universities and colleges, is the main function of the Accrediting Agency of Chartered Colleges
and Universities in the Philippines (AACCUP), Inc. Organized in 1987, though officially
registered and recognized under the Securities and Exchange Commission (SEC) on September
4, 1989, it is the youngest of the four (4) accrediting agencies in the country until late 2003.
Under its charter, one of the functions, if not the main purpose of AACCUP, is "to develop a
mechanism of, and conduct the evaluation of programs and institutions." (AACCUP, 2014)
AACCUP is now closely allied with the Association of Local Colleges and Universities
Commission on Accreditation, Inc. (ALCUCOA), organized only in the later part of year 2003.
The AACCUP is a member of the:
 National Network of Quality Assurance Agencies, Inc. (NNQAA), formed
by AACCUP and the Association of Local Colleges and Universities Commission on
Accreditation, Inc. (ALCUCOA).
 Asia-Pacific Quality Network (APQN) with AACCUP as member of the Steering Group
based in Hong Kong, China.
 International Network of Quality Assurance Agencies in Higher Education
(INQAAHE) based in The Hague, The Netherlands.
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Historical Diagram of AACCUP
CHED
RA 7722 (HEA)-1994
RA 8292 (HEMA)-1997
Certifying Bodies per

CMO 1, s. 2005
FAAP NNQAA
PAASCU PACUCOA ACSC AACCUP ALCUCOA IDEAL

1957 1974 1976 1987 2004 2010
Voluntary
QA-HEI’s Private
Source: www.aaccup.com.ph
ACCRONYMS & THEIR MEANING

1. CHED ‐ Commission on Higher Education
2. FAAP ‐ Federation of Accrediting Agencies in the Phils;
3. NNQAA ‐ National Network of Quality
Assurance Agencies;
4. AACCUP ‐ Accrediting Agency for Chartered
Colleges and Universities in the Philippines, Inc.
5. ALCUCOA ‐ Asso. of Local Colleges and
Universities Commission on Accreditation;
6. IDEAL ‐ International Distance Education
Accreditation League
7. QA ‐ Quality Assurance
8. HEI ‐ Higher Education Institution/s
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The Conduct of Accreditation
The conduct of Accreditation of Accrediting Agency of Chartered Colleges and
Universities of the Philippines (2010):
A. Stages of Accreditation- The accreditation process passes through different stages/activities:
 Application- an educational institution files its application to undergo accreditation
with AACCUP.
 Institutional Self-survey- upon approval of the application, the applicant institution will
be required to make an internal assessment by its internal accreditors to determine the
program's readiness for external review.
 Preliminary Survey Visit- the evaluation of the program for the first time by
external accreditors. Passing the assessment entitles the program to be awarded a
Candidate status valid for two (2) years.
 1st (Formal) Survey Visit- the evaluation of the program which has attained Candidate
status, and if it has attained a higher level of quality, is awarded a Level I Accredited
status, good for three (3) years.
 2nd Survey Visit- involves the evaluation of an accredited program, and if it has passed
the standards set at a higher level of quality than the immediately preceding survey visit,
may qualify the program to an award of Level II Re-accredited status, good for five (5)
years.
 3rd Survey Visit- the accreditation stage conducted after a program has enjoyed a Level
II Re-accredited status for five (5) years. Passing a higher level standard of quality
21
entitles the program to apply for Level III. The program is then evaluated and must excel
in four (4) areas, namely: 1) instruction and2) extension, which are mandatory; and two
(2) more areas to be chosen from among research, performance in licensure examination,
faculty development, and linkages.
 4th Survey Visit- is a higher level which if hurdled, may entitle the institution to an
institutional accreditation status.
B. Criteria Used
There are ten (10) criteria (areas) that are used in the assessment of programs:
1. Mission, goals and objectives

2. Faculty
3. Curriculum and Instruction
4. Students
5. Research
Extension and Community
6.
Involvement
7. Library
8. Physical Facilities
9. Laboratories
10. Administration
C. Accreditation Instruments
The evaluation instrument (aide memoire) which uses the 10 criteria described above is
the working guide of the Accreditor. Starting with instruments for five (5) programs in 1992;
then to ten (10) programs in 1994; there are now thirty-four (34) instruments which have
undergone revision for the first time in year 2000. These instruments were updated in 2003, 2005
and 2010. The instruments for the following programs are available:
22
1. Accountancy 18. Fisheries
2. Agribusiness 19. Food Technology
3. Agricultural Engineering 20. Forestry
4. Agricultural Technology 21. Graduate Education
5. Agriculture 22. Graduate Teacher Education
6. Agroforestry 23. Hotel and Restaurant/Tourism/
Hospitality/Travel Management
7. Architecture 24. Information Technology
Education
8. Biology 25. Library & Information Science
9. Business & Management Educ. 26. Mathematics/Applied Mathematics
10. Chemistry 27. Maritime Education
11. Civil Engineering 28. Mechanical Engineering
12. Computer Engineering 29. Nursing
13. Criminology 30. Nutrition & Dietetics
14. Electrical Engineering 31. Office Administration
15. Electronics & Comm. 32. Physics/Applied Physics
Engineering
16. Entrepreneurship 33. Undergraduate Teacher Education
17. Environmental Science 34. Veterinary Medicine
Benefits of Accreditation
According to the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (2010), these are the benefits of the accreditation in line with CHED Memo No. 1
series of 2005.
A. Programs that have passed the standards, and are awarded accreditation status:
1. lend prestige to member institutions, justified by the possession of quality
standards and unremitting efforts to maintain them at high level;
2. help parents to know which program they may send their children to for quality
education;
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3. make all those engaged in education aware of standards of excellence which they
should strive to attain;
4. make possible for those proposing funding and those who are to fund, to know
what to support and how much support is needed; and
5. make possible for an evaluated program to know its strength and weaknesses,
and in what aspects it needs to develop.
B. Accreditation has also been used as a criterion in administrative decision-making in a
variety of ways:
1. applicants for teaching in the Department of Education (DepEd) who are
graduates of accredited programs are granted credit points;
2. used as a criterion in the leveling of State Universities and Colleges (SUCs);
3. used as a criterion in the selection of schools for foreign students;
4. some agencies consult AACCUP about the accreditation status of colleges and
universities attended by their employees for purposes of promotion; and
5. sometimes foreign universities consult AACCUP regarding the accreditation
status of programs attended by Filipino students seeking admission.
C. In view of the failure of CHED Order No. 31 to provide benefits to SUCs,
AACCUP has taken cognizance of the following potential incentives to be granted to
accredited programs/institutions:
1. as a rational basis for budgetary requests;
2. for normative financing;
3. as a factor in the selection of Center of Excellence (COEs) and Center of
Development (CODs);
24
4. for SUCs leveling;
5. as a requirement for the conversion of a college to a university;
6. as a factor in assessing the appointment/transfer of an SUC President; and
7. for matching-fund schemes where requirements for accreditation are matched
with funds from CHED.
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Related Studies
WESTERN VISAYAS COLLEGES OF SCIENCE AND TECHNOLOGY (Ambut. et. al,)
The study about the Impact of AACCUP Accreditation of Western Visayas College of
Science and Technology, the study focused on the following areas:
To study impact of accreditation in terms of:
-Faculty
-Curriculum and Instruction
-Support to Students
-Research
-Extension and Community Involvement
-Library
-Physical Plants and Facilities
-Laboratories
-Administration
The results on the study made by the researchers are the following:
Faculty
BEFORE RECOMMENDATION AFTER

Increase financial assistance to Financial assistance through
Financial assistance for the faculty to enhance their faculty and staff development
faculty professional growth. program was significantly
increased
De-loading was not provided De-loading of faculty may be Provided de-loading (ETU) on
as incentive made on functions other than the following
instruction. • scholarship
• research
• extension
• special assignments
Sent the faculty members to More in-service training may Regularly sent the faculty
seminars and conferences be conducted to assist the members to seminars and
faculty in their professional conferences
growth.
26
Curriculum and Instruction
Before Recommendation After
Only the administration,

faculty and students were Involve all stakeholders in the Community and alumni were
involved in curriculum curriculum planning involved
planning
Textbooks and other reference More textbooks in major Training workshop was
materials for major subject are subjects should be developed conducted for teachers in
wanting and purchased creative writing, module and
textbook writing and other
scholarly works
Research
Compilation of research More researches may be

papers without in-house conducted by the faculty Routinized in-house reviews
reviews and publication members addressing current of researches
in a research journal problems
Guidelines in the conduct of Provided incentives to

Few incentives provided to research should be properly research papers presented and
research presenters/ publishers and regularly disseminated to published to various
faculty and students. conferences
Guidelines in the conduct of Publication and marketing/

No financial assistance for research should be properly commercialization of IMs
publication and sale of IMs and regularly disseminated to Approved IP Policy
faculty and students.
27
Extension
Limited collaboration with the Extension activities must be Extensive collaboration of

public and private sustained to fully cater to the extension activities with the
organizations needs of the people in the public and private
service areas. organizations
Community needs assessments

The result of the survey on must be accomplished, Packaged extension program
needs assessment has not been indicating the date, time and based on the needs of the
interpreted. place they were administered recipients and the availability
to provide an authentic data of expertise in the College
for decision making and
interventions.
Physical Facilities
Before Recommendation After
Significant physical facilities

development with emphasis
Laboratory equipment require on “green technology”
regular maintenance and
Slow physical therefore a preventive
Facilities development maintenance schedule or Regular acquisition of
system of recording maybe laboratory equipment based on
adopted set priority
Partnerships with other

training institutions to deliver
quality training of the students
28
1. AACCUP accreditation has significant impact on WVCST
- Administration
- Faculty development
- Infrastructure development
- Curriculum development
- Extension service
- Library
2. AACCUP accreditation brought significant improvement to the school
- Increase of board passers

- Physical facilities development
- Faculty strength
- Curricular programs
3. AACCUP accreditation evaluates the capabilities of WVCST
- Provides clientele the idea what WVCST is all about

- Gives prestige to the College as being the first
- State College to have Level III accredited programs
4. The accreditation system provides measure of evaluating the standards of a school.
- WVCST was given a benchmark to significantly improve itself in order to be at par with
excellent higher education institutions in the country.
-
5. AACCUP accreditation brings about or effects significant improvement in the teaching-
learning processes in the College.
- Seven (7) programs with Level III accredited status perform effectively.
29
LEVEL III ACCREDITED TEACHER EDUCATION PROGRAMS OF STATE
UNIVERSITIES AND COLLEGES IN REGION I: A CASE STUDY (Ancheta, 2012)
This study sought to determine the status and outcome of Level III Accredited Teacher
Education Programs of State Universities and College in Region I in terms of students, research,
extension-community involvement, production and administrative support system, best practices
along the various functions of the university, issues and problems on accreditation encountered
by the Level III accredited teacher education programs, policy initiatives in terms of
dissemination, promotion and sustainability of the program, policy implications for further
development. It is highly recommended that the higher education institutions must continue to
implement government policies of maintaining quality education through accreditation and must
make accreditation status a requirement in qualifying for financial support, continuity of
accreditation as a basis to establish center of development, center of excellence and institution of
specific policies on recognition and professionalism of faculty, instructional management, and
administrative support for effective instruction, dynamic research and extension.
1. The study showed that all teacher education colleges of state universities in Region I are Level
III accredited. The faculty members possess academic preparation relevant to the program.
2. There is distinct summary of findings and recommendations by the accreditors, faculty
members and staff endeavored to satisfy and sustain their accreditation level.
30
3. The outcomes of Level III accredited status of teacher education programs presented that:
a. All the teacher education colleges of state universities in Region I along student had
well defined policies and standards on admission and retention with a functional guidance
program that provided scholarship, grants, incentives and relevant curricular activities.
The college had study sessions and review classes for the LET graduated who were
topnotchers are given cash award and invited as resource speakers during the student
seminars and serving as models to them.
b. The indicators of outcome along research obtained an average weighted mean of 3.99
which means they are all attained. It is worth to note that colleges encourage students to
conduct research as a requirement in their curriculum and output in the instructional
system. Research activities are need based which provided inputs to development areas
mechanisms for documentation, publication done in a conclusive workplace. Faculty
members who did research are given corresponding points in the NBC 461.
c. Along extension and community outreach it was pointed out that with an average
weighted mean of 4.56 the indicators that “the extension program reflected in the vision,
mission, goals and objectives and complement the curriculum” is very much attained.
The extension activities are research based with regular activities participated in by the
students. Much attained also in the indicator that the budget in which is allocated from
the income generating project (IGP) is well utilized with the package technologies as
31
outputs but on the other side it was also observed that not all faculty members are
involved due to some reasons.
d. Indicators along production in the teacher education colleges were much attained with
an average weighted mean of 4.09. Topping of them all is that the VMGO reflected the
function and production and people involved demonstrated professional competencies
because the production plan was properly monitored linked and pursued using
collaborative and cooperative ways and means applying cost and effective measures.
Faculty members were creative to produce research based technology and instructional
materials in which incentives were given to them under the NBC 461.
e. The indicators of the outcome of the Level III accredited teacher education programs
along administrative support system was very much attained with an average weighted
mean of 4.13 and was justified that the colleges had sustained functional program of
activities for students with provisions for effective instruction giving assurance to pass
the examination the colleges provided budget for library, classroom and instructional
material needs. Faculty members along instruction are enjoying the benefits of the
Faculty Development Program and were provided incentives and recognition. The
administration also sustains the program with a budget to fulfill all the needs and
requirements.
f. It is worth to note that the best practices of the Teacher Education Colleges with Level
III accredited status in their programs are summarized in development education
32
g. Issues and problems on accreditation are also focused to the lack of time, money,
material and manpower resources to conduct research and extension/community
involvement activities. Faculty members are also overloaded that they have no time to
conduct related activities along their instructional functions. On the part of the students,
the problem also lies that graduated perform low in the LET. Included also in the problem
in the lack administrative support for the effective instruction and personal services.
h. There are also policy initiatives conducted to sustain the program. These are
integration of values in the professional and technical preparation of would be teachers,
VMGO are disseminated in various media conduct of pre-LET reviews and sessions,
professional enhancement of support for effective instruction. Moreover, the colleges also
undertake regular monitoring and evaluation of extension program, sustainability
program for faculty in line of expertise, utilization of research result for institutional
development and using multisector approach.
33
Figure 1.1
Conceptual Framework
Outcome on:
Accredited Programs of
Faculty
Western Mindanao State
University Curriculum and Instruction
Research and Extension
Physical Facilities
Accrediting Agency of
Chartered Colleges and
Universities of the
Philippines
34
Figure 1.1 shows the relationship of the variables in the study Accredited Programs of
Western Mindanao State University: An outcome on faculty, curriculum and instruction,
research and extension and physical facilities.
The moderating variable is the Accrediting Agency on Chartered Colleges and
Universities in the Philippines. The independent variable is the accredited programs of Western
Mindanao State University. The dependent variable is the outcome on faculty, curriculum and
instruction, research and extension and physical facilities. It shows that the intervening variable
or intermediary variable is one that is affected by the independent variable and in turn affects the
dependent variable.
35
Definition of Terms
In further understanding of the study made by the researcher, the following are defined:
1. Accreditation - is viewed as a process by which an institution at the tertiary level evaluates
its educational activities, in whole or in part, and seeks an independent judgment to confirm that
it substantially achieves its objectives, and is generally equal in quality to comparable
institutions.
2. Institutional Accreditation- process of assessing and upgrading the educational quality of
higher education institutions and programs through self-evaluation and peer judgement.
3. Accredited Programs- accredited by the AACCUP after the accreditation process. The
accredited status of the programs shall be enjoyed after passing the conduct of accreditation.
4. Program Accreditation- refers to the evaluation of individual programs of higher education
institutions.
5. CHED Memo No. 1 s of 2005- in accordance with the pertinent provisions of RA No. 7722,
otherwise known as the “Higher Education Act” the Commission on Higher Education hereby
promulgates the Revised Policies and Guidelines on Voluntary Accreditation in Aid of Quality
and Excellence in Higher Education.
36
6. Accrediting Agencies- are the agencies assess the programs for the accreditation and
determine the quality of education of the higher education institutions.
7. Accreditors- members of the accrediting agencies that evaluate and administer the conduct of
the accreditation in the different higher education institutions.
8. Acronyms and their meaning
a. CHED ‐ Commission on Higher Education
b. FAAP ‐ Federation of Accrediting Agencies in the Philippines
c. NNQAA ‐ National Network of Quality Assurance Agencies
d. AACCUP ‐ Accrediting Agency for Chartered Colleges and Universities in the

Philippines, Inc.
e. ALCUCOA ‐ Association of Local Colleges and Universities Commission on

Accreditation
f. IDEAL ‐ International Distance Education Accreditation League
g. QA ‐ Quality Assurance
h. HEI ‐ Higher Education Institution/s
37
CHAPTER III
Research Methodology
This chapter presents and discusses the research design of the study, population and
sample of the study, research instrument, sampling method and data gathering procedure.
Research Design
The study employed a case study method; qualitative case study is an approach to
research that facilitates exploration of a phenomenon within its context using a variety of data
sources. This ensures that the issue is not explored through one lens, but rather a variety of lenses
which allows for multiple facets of the phenomenon to be revealed and understood. On which
present the Accredited Programs of Western Mindanao State University: an outcome on the
faculty, curriculum and instruction, physical facilities and research and extension. The
Researcher also presents the accreditation status and the summary of findings by the Accrediting
Agency of Chartered Colleges and Universities in the Philippines (AACCUP). An interview
guide was conducted to generate responses related to the study. It also concluded the problems
and issues along accreditation and the policy institution conducted by Western Mindanao State
University.
38
Research Sampling
The researcher will used the purposive sampling in a form of non-probability. Purposive
sampling is a sampling technique in which the researcher relies on its judgment when choosing
members of population to participate in the study (Dudovskiy, 2016). There are fifteen (15) Key
Informants that will be interviewed by the researcher. The researcher choose the College Deans
or the College Accreditation Coordinators of the different colleges and the Quality Assurance
Director of Western Mindanao State University to be part of the research for the study
Accredited Programs of Western Mindanao State University: An Outcome on Faculty,
Curriculum and Instruction, Physical Facilities, Research and Extension.
Validity and Reliability of Data
The researcher will use a Key Informants Interview method to gather the necessary data.
The Key Informants’ method validates the data and research by cross verifying the same
information. This triangulation of data strengthens the research paper because the data has
increased credibility and validity. Combining multiple methods to gather data, such as
documents, interviews, observations, questionnaires or surveys, when conducting primary
research, at different times and in different places.
39
Research Locale
The study will be conducted on the different Colleges particularly the accredited
programs of Western Mindanao State University. The Colleges specifically are the College of
Agriculture, College of Forestry, College of Engineering and Technology, College of Liberal
Arts, College of Education, College of Architecture, College of Home Economics, College of
Nursing, College of Physical Education Recreation and Sports, College of Criminology, College
of Asian and Islamic Studies and College of Social Work and Community Development. And
lastly, the Western Mindanao State University Quality Assurance Office.
Instrumentation
The instrument that the researcher will use is an Interview Guide to gather the data for the
study. This method will benefit the researcher because it can get more efficient and accurate
response from the informants. The set of interview guide is drawn on the researcher's reading,
previous studies that are relevant to the study. An interview guide will conduct to generate
responses on the outcome of accreditation. The interview guide will check by the research
adviser in order to determine suitability and fitness. After which, the conceived instrument were
subjected to expert's validation process. The interview guides was written in English and were
translated in Filipino (if needed) and in their mother tongue depending on what was the
informant's dialect (if needed).
40
Data Gathering Procedure
After the instruments have been prepared, the researcher seeks permission from the
College Deans or the College Accreditation Coordinators and Quality Assurance Director
relative to the administration of the research instruments to the informants. After approval, the
researcher makes an appointment with the College Deans and Quality Assurance Director
relative to the administration of the instruments. The Deans-Key Informants or Accreditation
Coordinator-Key informants were asked to answer the Outcome of accreditation to the accredited
programs and the issues concerns of their respective colleges specifically the outcome on faculty,
curriculum and instruction, research and extension and physical facilities, and the Director of
Quality Assurance were asked to answer the outcome of accreditation on the accredited
programs of Western Mindanao State University.
Description of the Work September October November December
Formulation of interview
guide and letters for the
informants
Data gathering and Data
Analysis
Finalization of Paper
41
CHAPTER IV
RESULTS, ANALYSIS AND DISCUSSION
The study is sought to determine the accredited programs of Western Mindanao State
University: An outcome on Faculty, Curriculum and Instruction, Research and Extension and
Physical Facilities. The study also determines status of the accredited programs and the
accreditation system in Western Mindanao State University.
Accreditation Phase and Summary of Findings and Recommendation
In this section shows the summary of findings and recommendations conducted by the
Accrediting Agency of Chartered Colleges and Universities in the Philippines in Western
Mindanao State Universities Programs.
COLLEGE OF LIBERAL ARTS
AB ENGLISH- Level 1
Area II
FACULTY
A. STRENGTHS
1. The program under survey has a pool of faculty members who are highly qualified and
most them are doctorate degree holders of their field, writers of books and trainers.
2. A number of faculty members have presented papers in local and international fora.
42
3. Majority of the faculty members are actively engaged in research and extension
programs of the university.
4. Several faculty members of the college serve as lecturer and resource speakers in
extension programs and other professional conferences.
5. Some faculty members are granted study leave with pay while others avail the thesis
and dissertation financial aid.
6. The Rank and Tenure policies of the institution and that of the Civil Service
Commission are conscientiously followed and implemented by the administration.
7. Salaries, benefits and other privileges of faculty members are given on time. Likewise
faculty members who have overload are given appropriate cash incentives.
B. RECOMMENDATIONS
1. The Quality Assurance office of the university may organize a mock accreditation
where trained accreditors will check on the appropriateness of the supporting
documents and suggest to the local task force the proper way of packaging and
labeling of documents.
2. Medical and psychological examinations may be included as criteria in the recruitment

and selection of faculty to ensure that the hired faculty shall be physically and
mentally fit to teach.
3. It is suggested that the college shall make time schedules and policies on the
attendance of faculty members to seminars and trainings avoid monopoly in this
regard.
4. The office of the College Dean shall keep records on the promptness of faculty’s
submission of the required documents or reports.
5. The college Dean may require the faculty members to show evidences that
Instructional Material such as workbook and module are being used by the students in
their respective classes.
6. Instructional Material Production Committee may be created by the university to take

charge of evaluating and approving the utilization of the IMs made by the faculty
members.
7. The Human Resource Office may place a Bulletin of Information where policies on
salaries, benefits and other privileges can be disseminated to faculty members.
8. The administration may think about of giving due recognition or awards not only
Loyalty Awards to faculty members who have shown exemplary performance and
43
services in their field. Awards like Faculty Researcher’s Award, Faculty of the Year
and the like, may boast faculty members’ morale and self-esteem.
Area III
CURRICULUM AND INSTRUCTION
A. STRENGTHS
1. The program was granted the Certificate of Program Compliance which indicates that
the program has substantially complied with the requirements set by Commission on
Higher Education on its program offering.
2. There is high level of faculty participation and involvement due to strong

administrative support of the president, dean and chairpersons for effective
instruction.
3. There is continuous enrichment and updating of the syllabi following the Outcomes-
Based Education (OBE) format.
4. The curriculum/program of study exceeds the requirements stipulated in the CHED

Memo # 44, series 1997.
5. The curriculum provides opportunities for foreign participation where students

immerse and apply their acquired knowledge and skills.
6. Classroom management is clearly identified and enforced where students assist in

maintaining the cleanliness of the College of Liberal Arts buildings and surroundings.
7. The graduation requirements are strictly followed and implemented.
B. RECOMMENDATIONS
1. In the prospectus, it is suggested to specify the pre-requisite and co-requisite courses.

This is to clearly communicate to both the students and program administrators the
proper sequencing of courses.
2. Provide documentation on the utilization of the results and summary of periodic class
observations to improve faculty effectiveness and efficiency on instruction.
44
3. Provide more evidences on the consortia and linkages with other learning
institutions/colleges, tests are periodically reviewed and peer teaching is evident in
classroom instruction.
4. Faculty may be encouraged to produce instructional materials to enhance student

learning.
5. Summative tests of the different subject areas may be varied to comprehensively

measure the level of cognitive skills and knowledge content of the students.
6. More seminars/workshops for faculty may be conducted to enhance their skills in the
test and Table of Specifications (TOS) constructions.
7. Provide more evidences that assessment for individual differences and multiple
intelligences are supported.
8. Provision of additional documentary support that faculty monitoring system to ensure

sufficient class preparation by the faculty.
Area V
RESEARCH
A. STRENGTHS
1. The University anchors its research thrusts to the country’s human needs before
cascading them down to its colleges and department.
2. Research activities in the program under accreditation generate funds outside the
academe.
3. The Research Center of the University is manned by seasoned and competent

personnel.
B. RECOMMENDATIONS
1. The culture of research mentoring between and among seasoned and neophyte
researchers activates strong participation and publication.
2. Faculty researchers especially those of the students’ theses can be subjected through
plagiarism check software before publishing.
45
3. A university Instructional Materials Development Office has to be part of a system
controlling the flow/use of faculty instructional materials to ensure quality outputs.
4. Allowing regular participation of faculty members active in research in regional,

national, and international research presentations could strengthen research
dissemination and opportunity for publication.
5. The university administration through the help of its seasoned researchers may
consider prioritizing the submission of its journal to CHED for category A-International
accreditation
Area VI
EXTENSION AND COMMUNITY INVOLVEMENT
A. STRENGTHS
1. The extension activities of the program under study adhere to the subject offerings.
2. There is a strong collaboration in planning, implementing and in the monitoring among
the heads, faculty and the students as well.
3. Funding is available to ensure its sustainability of extension program.
4. Community partnership among stakeholders is very evident and strong.
B. RECOMMENDATIONS
1. If possible, create a special committee to look into extension activities exclusively for the
program being surveyed.
2. Invitation may be extended to other GO’s, NGO’s and other funding agency to support
the existing projects.
3. A mechanism in the monitoring of extension activities may be devised to facilitate up to
date information particularly in the monitoring.
4. An approved budget may be disseminated to all concerns; posting in bulletin boards may
be done.
5. Extension activities of the program may be extended to other interested clientele or
46
groups to widen technology transfer/learning among the people of the locality.
Area VIII
PHYSICAL PLANT AND FACILITY
A. STRENGTHS
1. The University is located in an environment which is conductive to client learning

experience. It is accessible by public transportation and site plan was displayed in some
building.
2. The campus is clean with attractive landscaped and well maintained.
3. Entrance and exit areas are provided in case of emergency and fire extinguishers are
functional and readily accessible in the designated areas within the building.
4. Classrooms conforms the standard specifications for each activity however they are shared
by other colleges especially in some common subjects.
5. Offices, staff and function rooms, waiting areas and work spaces are provided which are
well-lighted and accessible for student and clients.
B. RECOMMENDATIONS
1. More additional covered walls should be provided in each building to protect students,
faculty and personnel from the in each building to protect students, faculty and personnel
from the inclement weather conditions.
2. It is suggested that the proper arrangement of the documents must be in chronological

order.
3. Provision of gender sensitive toilets and lavatories is encouraged.
4. More additional offices storage facilities and equipment for athletics is recommended.
5. Expansion and construction of additional drainage system in the campus is highly r

recommended.
47
AB BROADCASTING- Level 1
AREA II
FACULTY
I. STRENGTHS
1. Faculty members have targeted timely feedback to students, based on their current
needs in order to progress learning.
2. Competencies of every faculty are best demonstrated in terms of mastery and unique
teaching methodologies.
II. RECOMMENDATIONS
1. A systematic approach in dealing with system in documentation, packaging, tabbing

and filing procedure may explicitly define.
2. Promote Research and Extension program by encouraging faculty members to

undertake research according to their field of specialization.
AREA III
A. STRENGTHS:
1. The curriculum of the program under survey meets the standard requirements set by
government agencies such as CHED,PRC, and other related agencies.
2. Offering of the curriculum program is well planned making it respond to the needs of
the profession, industry and country as a whole.
3. Opportunities for student in the program under survey to integrate in the real call of the
profession are provided.
48
B. RECOMMENDATIONS:
1. A strong presence of alumni, practitioners in the field and other entities aside from the
administration, faculty and students make the curriculum planning, review, and design
responsive to the needs of the industry and country as a whole.
2. Provision of a list of recent reading sources and references strongly connects the syllabus to
the needs of the present time.
3. Regular classroom observation enhances teaching and learning for both teachers and
students as feedbacks strengthen delivery of instruction.
4. A seminar-workshop on test construction may be considered to show fairness when
students’ subject knowledge and performance are regularly tested/measured.
5. Identifying the work destination of graduates of the program needs a tracer study that could
also serve as a strong feedback for possible curriculum updating.
6. Studying the data taken from the faculty teaching performance and that of students
academically improves the delivery of instruction.
AREA V
RESEARCH
I. STRENGTHS
1. The institution identifies its research priorities based on the national and regional
research agenda. These research priorities are communicated to the College
concerned for the formulation of research proposals.
2. Research forum is conducted by the College as a venue for the dissemination of

research outputs of faculty and students.
3. Faculty research is monitored through in-house reviews for on-going and completed
researches.
4. Students are required to write a thesis and defend it before a panel of examiners.
49
5. Research outputs are utilized to improve instructional processes.
II. RECOMMENDATIONS
1. The Institution may consider the full participation of students and other stakeholders
in the formulation of the institutional research agenda.
2. The college may establish linkages with local and national agencies for future
research endeavours and funding.
3. Research outputs may be used for income generation activities, likewise, these can
also be used for community extension services.
4. If funds are available, research forum/fora may be allocated with sufficient budget.
5. The faculty members are encouraged to conduct researches relevant to the program
under survey.
6. The college may avail of softwares that can identify plagiarism such as Grammarly
and the like.
7. Faculty members are encouraged to present in national and international fora and
conferences.
8. The college may establish library exchange of research publications with other
colleges/schools in Zamboanga City.
9. Incentives may be given to faculty members so as to motivate them to produce more

instructional materials.
10. The college may consider the publication of a college research journal where the
students’ theses and faculty researches may be published.
AREA VI
I. STRENGHTS
50
2. There is a strong collaboration in planning, implementing and in the monitoring
among the heads, faculty and the students as well.
II. RECOMMENDATIONS
1. If possible, encourage more faculties to take part in the conduct of extension activities
as well as students.
2. System may be utilized to update all extension activities of the program.
3. A mechanism in the monitoring of extension activities may be devised to

facilitate up to date information particularly in the monitoring.
4. An approved budget may be disseminated to all concerns; posting in bulletin boards
may be done.
5. Extension activities may be conducted by program specialization to answer the

priorities and relevance of the curricular offerings of the program being surveyed.
AREA VIII
PHYSICAL PLANT AND FACILITIES
I. STRENGTHS:
1. The University is located in an environment which is conductive to client

learning experience. It is accessible by public transportation and site plan was displayed
in some building.
4. Classrooms conforms the standard specifications for each activity however they are
51
shared by other colleges especially in some common subjects.
5. Offices, staff rooms, function rooms, waiting areas and work spaces are provided
well lighted and accessible for student and clients.
II. RECOMMENDATIONS:

order.
5. Expansion and construction of additional drainage system in the campus is highly

recommended
AB JOURNALISM- Level 1
AREA II
FACULTY
I. STRENGTHS:
1. The core faculty handling the major subjects are master’s degree holders.
2. Most of the faculty members are invited to speaking engagements and lectures as
resource persons.
3. Faculty loads conform to the provisions stipulated in the university manual.

Honorarium is given to the faculty having overload subjects.
4. Instruction- related functions and assignments with their corresponding number of

hours are reflected in the teaching workload.
52
5. Majority of the faculty have attended seminars and trainings that enhanced their
technical skills and competencies.
6. The faculty exhibits professionalism in dealing with colleagues and students.
II. RECOMMENDATIONS
1. The institution may provide scholarships or financial assistance to the faculty who
will be undertaking doctoral studies.
2. A faculty development program may be formulated by the department head

specifically for the faculty in the department showing definite faculty concerned,
activities, modalities, budget and time frame.
3. The dean or the department head may design and implement a monitoring and
evaluation system for the existing faculty development program/plans.
4. Proper documentation of records to show that the faculty members are having
consultations with students is highly suggested.
5. Evidences and documents portraying that there are remedial classes conducted by
faculty to students may be collated and accurately labeled.
6. A needs assessment of training needs and gaps of faculty in the department may be
conducted. Results of this needs assessment will be the basis for regular in-service
training in the department.
7. Incentives may be given to the faculty so as to motivate them to produce more

instructional materials in the subjects they are teaching.
8. The faculty members are encouraged to conduct researches in their area of

specialization as well as present the research outputs in national and international fora
and conferences. Likewise, outputs of these researches may also be used to plan and
organize community extension programs.
9. Deliberate and adequate documentation of records showing that the faculty submitted
reports and completed assigned tasks is strongly recommended.
10. The Dean through the department head may plan and carry out a mechanism to
monitor the regular and prompt attendance of faculty members in their classes.
53
AREA III-
I. STRENGTHS
1. The curriculum of the Bachelor of Arts in Journalism has complied the minimum
requirements mandated by CHED.
2. Varied and multi-sensory instructional materials are being utilized by faculty members
for their instruction.
3. Classroom instruction is integrative and interactive.
4. The administration supports the enhancement of the quality of instruction by allowing

faculty members to attend in-ins service trainings, research fora and commending them to
pursue higher education degree.
5. Graduating students are given sufficient time to do their internship to prepare them for
the field of work.
6. The college has good linkages with the prospective employers of their graduates.
II. RECOMMENDATIONS
1. Since the faculty has undergone trainings on Outcomes-Based syllabus, the Dean might
motivate the faculty members to revise their syllabi using the OBE format given by CHED.
The syllabus further contains information on who and when it is revised or updated.
2. The Dean may encourage all the faculty members handling AB in Journalism to produce
their own instructional materials to enrich instruction as while as to provide income
generation for themselves and for the college.
3. It is suggested that the program chair of the college may see to it that the syllabus of
faculty contains suggested readings and the textbook and other references are in the most
recent edition before it will be forwarded to the dean for approval.
4. The faculty members may consider of making fairly distributed test questions in the
summative tests in accordance to the different levels of cognitive skills and knowledge of
content.
54
5. To ensure quality and authentic results and feedback of the learning of students, the Dean
may require the faculty members to do item analysis every after summative test.
6. It is proposed that the college may conduct a tracer study specifically graduates of
Bachelor of Arts in Journalism.
7. The college may encourage both faculty and students to conduct studies relating to
academic performance of faculty and students.
8. Dialogues between and among faculty, students and administration is encouraged to
foster unity and harmonious relationship and this undertaking may be properly documented
to support for the next accreditation visit.
9. The faculty may include in the syllabus some provisions manifesting its flexibility to
accommodate amendments and adjustments on the contents and activities within the duration
of the course. Likewise the week or the term the lesson to be recited should also be stipulated
in the syllabus.
10. The Quality Assurance of the campus may initiate a mock accreditation prior to the actual
AACCUP accreditation to ensure that documents supporting the benchmark statements are
relevant and correct.
11. Prerequisite courses may be identified in the course prospectus and the summary of the
number of unit for general education and major courses may also be stipulated so students
are being guided accordingly.
AREA V
RESEARCH
A. STRENGTHS:
2. Research activities in the program under accreditation have potentials to generate funds
outside the academe as Western Mindanao has become hub of research interests with its
peace and conflict issues.
3. The Research Center of the University is manned by a seasoned and competent Director.
55
B. RECOMMENDATIONS:

4. Allowing regular participation of faculty members active in research in regional, national,

and international research presentations could strengthen research dissemination and
opportunity for publication.
5. The university administration through the help of its seasoned researchers may consider
prioritizing the submission of its journal to CHED for category A-International
accreditation.
6. A system of functional research retooling of faculty members gets good chances of

publication and presentation toward patenting and copyrights registrations.
AREA VI
I. STRENGTHS
1. The program has a strong extension office to ensure that activities are facilitated.
2. The extension activities are based on the needs of the community through a survey.
3. Funding is assured to implement and sustain the extension activities.
4. The extension is well planned, designed and collaborated with the stakeholders.
56
II. RECOMMENDATIONS
1. Linkages with colleges specifically involving other experts may be emphasized

specifically from Media industry and other related professional groups/associations.
2. A tool to closely monitor extension activities of the program under survey may be
designed.
3. A systemic may be adopted to document and disseminate a wider populace to avail of

the benefits of the activity.
4. Additional relevant tools/ materials may be facilitated for use of the clientele during
the conduct of the activities.
AREA VIII
I. STRENGTHS:

building.
5. Offices, staff rooms, function rooms, waiting areas and work spaces are provided well
lighted and accessible for student and clients.
57

order.

recommended
BA HISTORY- Level 1
AREA II
FACULTY
I. STRENGTHS
1. Faculty members promoted a productive classroom learning environment by

considering the physical and social characteristics of each students when selecting
teaching strategies and not just their intellectual activities.
2. Faculty members have provided the opportunities for students to develop

understanding and respect for culture and language in the lesson.
II. RECOMMENDATION
1. Faculty members maybe motivated in the production of instructional materials such as,
workbook, manuals, modules and other forms of technology for effective transfer in
the teaching-learning process.
2. Encourage and motivate faculty members to undertake research and extension program
and services.
58
AREA III
I. STRENGTHS
1. The curriculum and program of studies strictly follow the CHED Memorandum Order
of the program.
2. The faculty members are experts in their field of specialization and had the passion
and love for teaching.
3. Field trips and other learning activities outside the four walls of the classroom greatly
enhance teaching-learning processes and expose the students to the application of
theories learned.
4. The faculty members used instructional technology and devices as teaching aids in
the delivery of efficient instruction to students.
5. Assessment of student learning is done through conventional and authentic modes of

evaluation.
6. Students conduct historical researches as a requirement for graduation and defend

their research in front of a panel of examiners.
7. The faculty members show good classroom management and judicious exercise of
academic freedom.
8. The students having practicum and on the job training are assigned to specific places
and assignments where they can learn to appreciate and learn more about history,
culture and heritage.
1. A uniform format of the course syllabus may be considered so as to contain and

integrate all the pertinent parts and rudiments of the teaching-learning processes.
2. To meet the demands of the present times and to conform to CHED standards, it is
suggested that the syllabi will be outcomes-based.
3. Old books and references may be replaced with the recent editions and publications.
4. For enhancement of student learning, the faculty members may consider putting a list
of suggested readings and references in the syllabus.
59
5. Incentives may be given to the faculty by the administration so as to motivate and
reward them for producing instructional materials in the subjects that they are
teaching.
6. A task force or committee may be organized by the college or department to monitor

the employability of graduates and their performance on the job.
7. Proper and deliberate documentation of records to show that the faculty members are
having individual consultations with students is highly suggested.
8. The dean or the department head may plan and implement a systematic mechanism to
monitor and supervise teachers in their college or department. A schedule for
supervisory visits and classroom observations is highly recommended. Results of
classroom observations may be discussed with the teachers concerned for continuous
improvement of instruction.
AREA V
RESEARCH
A. STRENGTHS:
outside the academe as Western Mindanao is of historical interests.
B. RECOMMENDATIONS:
60

accreditation.

AREA VI
I. STRENGTHS
III. RECOMMENDATIONS
1. Linkages with colleges specifically involving other experts may be emphasized.
designed.

61
AREA VIII
I. STRENGTHS

building.

order.

recommended.
62
BS ECONOMICS- Level 1
AREA II- Faculty
A. Strengths
1. Faculty exhibits a strong competence and are holders of appropriate degrees as

evidence in their performance evaluation, consultancy and other scholarly works.
2. There is a strong administrative support for effective instruction as manifested,

experienced and recognized by its faculty, students and other stakeholders.
B. Recommendations
1. Strengthen outreach activity relevant to the program and maybe planned at the start of
every school year.
2. Faculty attendance to trainings, workshops seminars and conventions maybe given

importance in funding as part of the leading university in the Region.
3. Strengthen the faculty profile by continually supporting granting of scholarship in

advancing the doctorate studies.
4. Documentation of any activity in the Department must be part of the system. Standard
forms as attendance sheets, minutes of the meeting and photos should be kept in database
for easy retrieval in the future.
AREA III- CURRICULUM AND INSTRUCTION
A. Strengths
1. The curriculum content of BS Economics program enables the students to accomplish

the expected outcomes of the institution.
2. Effective delivery of instructions was addressed by various quality instructional

materials and periodic performance evaluation as manifested by the faculty manual
and list of teaching methods and strategies mentioned in the syllabi.
3. Immersion on-the-job training enhanced learning experiences and skills toward their
chosen profession.
63
C. Recommendations
1. Involvement of students and alumni may enrich the curriculum.
2. May find a way or time to use the data and conduct a study correlating the students’
performance evaluation and teaching and learning process/method or learning
environment or likes as variables.
3. May encourage students and faculty to collaborate in conducting a study and boost
the students’ interest in research and in their learning.
AREA V – RESEARCH
A. Strengths:
1. There is a designated Research Director who is qualified to lead the Research Unit.
2. The institutional Research Council is in place.
C. Recommendations:
1. An institutional Research Program based on the Research Agenda may be crafted by the
Research Office acting as umbrella where projects of other units of the university could
come in.
2. Recruitment of new faculty may ease the load of the faculty and increase their
productivity in research.
3. Proper allocation of funds can be distributed equitably by program based on the

respective research priorities.
4. It will help develop the research skills of the faculty if mentoring and capacity building in
writing the research proposals will be done by the college.
5. It is highly recommended to fast track the accreditation Research Journal of WMSU.

Research results may be given priority to be published in ISI, international journals.
64
6. Consider technical experts outside of the province/region to review on-going and
completed researches during the Annual In-House Review.
AREA VI
A. Strengths
1. The university has a Manual of Operation for Extension Services approved by the BOR
which institutionalize policies to help and guide the university’s operation in extension
works.
2. Initiatives on resource generation for university extension program is evident through the
establishment of linkages such as but not limited to the: Philippine Council for
Agriculture and Aquatic and Natural Resources Research and Development, the
Department of Agriculture, Department of Education-ALS among others.
B. Recommendations:
1. It is suggested that a unified and interdisciplinary university extension program may be
implemented to consider all colleges contributing their expertise to create more impact in
addressing the problem of the deprived, depressed and underserved communities.
2. Mechanism for planning, monitoring and evaluation of extension projects involving the
partners may be adopted so that these would serve as bases for re-planning of a more
beneficial and sustainable program.
3. The extension unit may consider improving the documentation process of every
extension activity conducted. Signed communications, attendance sheets, proceedings,
photos with captions may be attached.
4. It is highly recommended that more faculty will be part of the extension program of the
university and mechanisms may be established on how they could be remunerated may
be considered.
65
AREA VIII
A. Strengths
1. Medical and dental clinic of the institution is available and is managed by a highly
qualified personnel.
2. Fully furnished accreditation rooms are available with the necessary facilities.
3. A centralized fire alarm system is available in the campus.
B. Recommendations
1. Potable water stations may be put up in strategic locations inside the campus.
2. Two doors in each classroom are highly recommended and they should be swing-
outside direction to avoid stampede in case of emergency.
3. It is suggested that the certificate of occupancy be conspicuously displayed in every

building.
4. If budget warrants, it is suggested that every classroom is provided with one (1)
multi-media projector.
5. Accessibility to internet connection for the department may be provided and installed.
BS ACCOUNTANCY- Level 1
AREA II- Faculty
A. Strengths
1. Faculty under BS accountancy engage in explaining, shaping and transforming

students through:
a. Allowing the entire class to participate in class discussion;
b. Enhances their interpersonal skills;
c. Improves oral proficiency and;
d. Promotes the higher order thinking skills as evidence during the conduct of
class observation.
66
2. Faculty in the program are competent in their respective educational qualification and
are certified public accountants
B. Recommendations
1. All documentary attachments submitted for evaluation purposes need to be duly

validated or authenticated and reviewed for relevance and sufficiency based on
the bench mark statements.
2. To have uniform information in the policies regulations and other related

information, orientation for newly hired-faculty/personnel maybe done on a
college wide basis.
3. Conduct more publications so with presentations of research outside the

university.
4. Encourage faculty to explore alternative methods of instruction delivery to
facilitate transfer of learning.
Area III- Curriculum and Instruction
A. Strengths
1. The program under survey has a legitimate curriculum and instruction established that
meets the minimum requirement of CHED.
2. The learning content of the program intends to enhance the occupational qualification
of students in the field of public practice, commerce, industry and government and
education.
3. The program provides for industry emersion for students to have a grasp of the real
world of accounting and auditing.
B. Recommendations
1. Formulation of updated and OBE syllabus for each subject duly approved by the dean
or official concerned will be given utmost attention.
2. The department head/program head may check the congruency between the syllabi and
list of stated teaching strategies.
3. Enhance curriculum development thru benchmarking to other academic institution to

gain productive basis of the industry.
67
4. Adopt the stipulated method learning assessment mentioned in the AACCUP
instrument to better measure effective learning outcomes of the students and faculty as
well.
5. Develop a consolidated table for periodic summary of class observations duly

complied by the department chairperson/program head.
AREA V
Research
A. Strengths:
B. Recommendations:
Research Office acting as umbrella where projects of other units of the university could come
in.
2. Recruitment of new faculty may ease the load of the faculty and increase their productivity
in research.
3. Proper allocation of funds can be distributed equitably by program based on the respective
research priorities.


68
AREA VI
A. Strengths
works.
establishment of linkages such as but not limited to the: Philippine Council for Agriculture
and Aquatic and Natural Resources Research and Development, the Department of
Agriculture, Department of Education-ALS among others.
B. Recommendations:

3. The extension unit may consider improving the documentation process of every extension
activity conducted. Signed communications, attendance sheets, proceedings, photos with
captions may be attached.
university and mechanisms may be established on how they could be remunerated may be
considered.
69
AREA VIII - PHYSICAL PLANT AND FACILITIES
A. Strengths
1. The WMSU campus is located in an environment conducive to educational activities with

a size that can accommodate its present population and accessible to public
transportation.
2. There is a system to ensure the cleanliness inside the campus.
3. Provisions for administration offices and faculty rooms are adequate with reception areas.
4. The College has a well-managed comfort rooms for male and female students.
B. Recommendations
2. Two doors in each classroom are highly recommended and they should be swing-outside
direction to avoid stampede in case of emergency.

building.
4. If budget warrants, it is suggested that every classroom is provided with one (1) multi-
media projector.
5. Accessibility to internet connection for the department may be provided and installe
70
COLLEGE OF PHYSICAL EDUCATION RECREATION AND SPORTS
BACHELOR OF PHYSICAL EDUCATION- Level 1
AREA: II FACULTY
I. STRENGTHS
1. The program under survey has a pool of qualified faculty members with master’s and
doctorate degrees.
2. Some faculty members are granted study leave with pay while others avail the thesis and
dissertation financial aid.
3. The Rank and Tenure policies of the institution and that of the Civil Service Commission
are conscientiously followed and implemented by the administration.
5. The faculty members have good working relationship with the administration and
students.
6. The institution provides In- service training with the teaching personnel periodically.
II. RECOMMENDATIONS
1. The Quality Assurance office of the university may organize a mock accreditation
where trained accreditors will check on the appropriateness of the supporting documents
and suggest to the local task force the proper way of packaging and labeling of
documents.
2. The local task force may exhaust all means to see to it that all documents have the
signatures of the concerned authorities and these documents have to be properly
packaged and labeled accordingly.
and selection of faculty to ensure that hired faculty shall be physically and mentally fit to
teach.
71
4. It is suggested that the college shall make time schedules and policies on attendance of
faculty members to seminars and trainings to avoid monopoly in this regard.
6. The college Dean may require the faculty members to show evidences that
instructional material such as workbook and module are being used by the students in
their respective classes.
charge of evaluating and approving the utilization of the IMs made by the faculty
members.
9. The administration may think about of giving due recognition or awards not only
Loyalty Awards to faculty members who have shown exemplary performance and
services in their field such as Faculty Researcher’s Award, Faculty of the Year and the
like.
10. The college may encourage or require its faculty members to be active in conducting
research and extension activities.
11. Faculty members are encouraged to join professional organizations or associations on
their field of specialization.
12. To have fair and transparent observance of official time, it is suggested that like the
staff, the faculty members are also en
joined to use E-DTR.
13. A defined and well- structured Faculty Development program may be designed.
AREA III
A. STRENGTHS
1. The Bachelor of Physical Education is a priority program for its basic competencies
will surely help in the K-12 program of Department of Education (DepEd) and
specialization competencies in the tertiary offerings of the Commission on Higher
Education (CHED).
72
2. The program is obtaining its strong legal bases from BOR Resolution No. 62, series
of 2000 stating the approval of Bachelor of Physical Education under the auspices of
the Institute of Physical Education, Sports and Cultural Affairs now the College of
Physical Education, Recreation and Sports (CPERS), another is CMO No. 59 series
of 1996 on the New General Education Curriculum and the latest is CMO No. 23
series of 2011 which emphasizes on the policies, standards and guidelines for the
offering of the Bachelor of Physical Education majors in School PE and Sports and
Wellness Management.
3. The curriculum of the program being surveyed is in line with the mission statement of
the university including recent developments in teaching and learning techniques,
new methodologies and pedagogies and best professional practices and take into
account other related good qualities and best practices very necessary for
employment, such teamwork, appropriate communication and leadership skills.
4. Outstanding achievements by the faculty members and students and alumni in the
classrooms, the tracks, the fields, the stage and other arenas of academic and non-
academic prowess which are felt by the community and are evident based on
documents.
C. RECOMMENDATIONS
1. A periodic review of the curriculum may be given utmost priority particularly on the
pre-requisites, general and professional subjects and the major course offerings to
meet the required number of units based on issued CMO’s and Board Resolutions.
2. A Curriculum Revision of the Bachelor of Physical Education (BPE) may be

conducted and facilitated immediately to address the pressing needs of time.
3. A remediation programs on Music Education, Health Education, Art Education and

Scouting may be conducted and facilitated to graduating BPE students to prepare them
in the licensure examination for teachers in the MAPEH competencies.
4. Computer Generated Instruction may be incorporated in all major course offerings to

enhance the teaching- learning environment.
5. A tracer study may be administered by the college to check on the employability rate
and status of BPE graduates.
6. Class organization per major course/discipline may be strengthened for easy

facilitation during curricular, extracurricular or even for community outreach and
extension activities.
73
7. A requirement of an undergraduate thesis in Research II course in the BPE curriculum
may be imposed with approved guidelines to educate graduating students on the
importance of thesis writing in the teaching profession specifically in the field of
physical education and other related disciplines.
8. A research study on the academic performance of faculty and students may be

facilitated to improve quality instruction. More relevant and specialize in-service
trainings for faculty members of the CPERS may be conducted to upgrade trends,
issues best practices in the profession for quality assurance.
9. Recognition and merit system to performing faculty members and students to

academic and non- academic activities may be devised to encourage concerned faculty
and students to do more and become the best and in bringing honor and name to the
college and the university as a whole.
AREA V
RESEARCH
A. STRENGTHS:
outside the academe as Western Mindanao with its peace and conflict issues becoming
hub of research interests.
C. RECOMMENDATIONS:
74

accreditation.

AREA VI
A. STRENGTHS:
1. The extension program and activities of the college under survey reflect the vision
and mission of the institution as well as the goals and objectives of the unit.
2. Budgetary allocation for the extension program is readily available when extension
proposal requirement is fully met.
3. The overall office of the extension program of the university functions actively to
push through its mandate of giving quality service delivery to the identified
community.
B. RECOMMENDATIONS:
1. Every extension program requires the thorough conduct of a needs analysis before
implementations.
2. Adopt-a- Barangay or another organization needing help/ enhancement for at least

five years is more focus and sustainable as extension projects.
3. Documenting extension projects through proper monitoring and evaluation
improves service delivery as well as produces a strong accomplishment report.
4. Extension delivery services to the target beneficiaries need funding outside the
university to ensure sustainability.
75
5. Proper monitoring and evaluation of extension projects highly improve delivery of
services to redirect inputs when limitations are met.
AREA VIII
I. STRENGTHS:

building.
III. RECOMMENDATIONS:
1. More additional covered walls should be provided in each building to protect

students, faculty and personnel from the in each building to protect students, faculty and
personnel from the inclement weather conditions.
2. It is suggested that the proper arrangement of the documents must be in

chronological order.
4. More additional offices storage facilities and equipment for athletics is

recommended.

recommended.
76
COLLEGE OF CRIMINAL JUSTICE EDUCATION
BACHELOR OF SCIENCE IN CRIMINOLOGY- Level 1
AREA II
FACULTY
I. Strengths:
1. Faculty members engage in exploring, shaping and transforming students and society,
through instruction, integrating knowledge on their discipline and pedagogy that will
facilitate understanding and improve human conditions, thus initiated and develop the
critical ability of their students.
II. Recommendation
1. Practice proper documentation and wise data management to help track all valuable
information that needs for accreditation.
2. Conduct a composition of organizational structure of the screening committee in terms

of hiring faculty and visiting lecturers.
AREA V
RESEARCH
A. STRENGTHS:
outside the academe as Western Mindanao with its peace processes, conflicts, and
security issues are of recent interests.
77
B. RECOMMENDATIONS:


accreditation.

AREA VI
A. STRENGHTS

78
C. RECOMMENDATIONS
1. If possible, encourage more faculties to take part in the conduct of extension activities.
2. Adding more faculty members to take the lead as extension staff may be considered by
the administration for criminology considering that their activities are into peace and
order and safety.
3. A mechanism in the monitoring of extension activities may be devised to facilitate up to

date information particularly in the monitoring.
be done.
5. Extension activities may be done in a longer period of time for a better transfer of
technology/ learning in consideration to the needs of the community.
AREA III
A. Strengths:
1. Curriculum exceeds the minimum requirements prescribed by CHED.
2. The program consistently achieved licensure passing rates higher than the national
passing rates in the last five years.
3. Curriculum provides many opportunities for experiential learning such as OJTs, off
campus exposures, simulations.
4. Varied methods of evaluating student performance are utilized.
5. Students are encouraged to achieve both academically and non-academically through

recognition of their achievements.
B. Recommendations:
1. Stakeholders of the program are encouraged to be included and engaged in the review,
assessment and updating of curriculum.
79
2. A review/retraining on the outcomes – based education (OBE) principles as implemented
in course design may be considered in order to formulate and implement
teaching/learning activities/assessments aligned with intended learning outcomes.
3. Faculty members are encouraged to use recent editions of books and references.
4. Establishing appropriate linkages for the purpose of sharing and/or exchange of

instructional materials is highly recommended.
5. The program head may consider regular or random submission of sample examples for
purposes of review and evaluation (e.g., checking whether the Table of Specifications
was followed; checking for correctness of test item construction).
6. It is suggested that minutes of meeting be officially documented and filed.
7. The program head or the Dean is encouraged to come up with a Supervisory Plan for the
semester bearing information such as schedules of class observations, submission of
syllabus, and other related activities and implement the same. It is further recommended
that an evaluation tool be used for class observations in order to ensure that the objectives
of such exercise are met.
8. It is proposed that curricular improvements involve research on academic performance of

faculty and students.
9. In order to determine the employability of students, the program/faculty members may

conduct alumni tracer studies as a continuing endeavor. The study may include measures
to determine how long does it take a BS Criminology graduate have a job and whether
their job is related, allied, or not at all related to their degree.
AREA VIII
I. STRENGTHS

building.
80

order.

recommended.
COLLEGE OF ASIAN AND ISLAMIC STUDIES
BACHELOR IN ISLAMIC STUDIES- LEVEL 1
AREA: II FACULTY
STRENGTHS
doctorate degrees.
81
5. The faculty members have good working relationship with the administration and
students.
RECOMMENDATIONS
1. The Quality Assurance office of the university may organize a mock accreditation where
trained accreditors will check on the appropriateness of the supporting documents and
suggest to the local task force the proper way of packaging and labeling of documents.
signatures of the concerned authorities and these documents have to be properly packaged
and labeled accordingly.
teach.
6. The college Dean may require the faculty members to show evidences that instructional
material such as workbook and module are being used by the students in their respective
classes.
charge of evaluating and approving the utilization of the IMs made by the faculty members.
82
9. The administration may think about of giving due recognition or awards not only Loyalty
Awards to faculty members who have shown exemplary performance and services in their
field such as Faculty Researcher’s Award, Faculty of the Year and the like.
staff, the faculty members are also enjoined to use E-DTR.
AREA III
I. STRENGTHS:
1. The curriculum/program under survey have met the requirements and the
standards mandated by CHED and other regulating bodies.
2. The curriculum is reflective of the mission and vision and goals to which the college
is anchored upon vis-a-vis the national and regional goals.
3. As mandated, curriculum list is logically ordered.
4. The curriculum content of the program under survey is relatively relevant to the calls of
the time and more so to its clienteles and the community it served.
5. The integration of values is evident in some courses as evidenced in the interview

conducted and as further validated by the classroom observation made during
the survey visit.
1. Revision of the curriculum may be considered.
2. Revision of the syllabi to OBE-based is recommended.

83
3. The college/program under survey may take cognizance of establishing linkages with
other HEIS for academic exchange of scholarly institutional materials for students and faculty
utilization.
4. Prerequisites maybe reflected in the curriculum list.
5. Integration of values in all courses is encouraged.
6. Corresponding Arabic/Bahasa translation for the different courses in Arabic and Bahasa
curriculum and syllabi is encouraged
7. OBE-based syllabi for the different courses is recommended.
8. English translation for both Bahasa and Arabic students’ performance assessment may be
considered.
AREA V
RESEARCH
A. STRENGTHS:
outside the academe as Western Mindanao with its diverse culture, political peace
process, and economic activities have become hub of research interests.
C. RECOMMENDATIONS
84

accreditation.

AREA VI
I. STRENGHTS
III. RECOMMENDATIONS
1. Linkages with colleges specifically involving other experts may be emphasized

specifically from the Muslim community.
designed.

85
AREA VIII
I. STRENGTHS:
learning experience. It is accessible by public transportation and site plan were mere
displayed in some building.
2. The campus is clean with attractive landscaped and well-maintained.
functional and readily accessible in the designated areas with in the building.
2. Offices, staff rooms, function rooms, waiting areas and work spaces are provided well-
lighted, accessible for students and client
1. More additional covered walks should be provided in each building to protect students,
from the inclement weather conditions, if available.
order.
4. More additional offices storage facilities and equipment’s for athletics is recommended.
recommended
86
BACHELOR IN ASIAN STUDIES- LEVEL 1
AREA: II FACULTY
STRENGTHS
doctorate degrees.
5. The faculty members have good working relationship with the administration and students.
RECOMMENDATIONS
1. The Quality Assurance office of the university may organize a mock accreditation where
trained accreditors will check on the appropriateness of the supporting documents and
suggest to the local task force the proper way of packaging and labeling of documents.
signatures of the concerned authorities and these documents have to be properly packaged
and labeled accordingly.
teach.
87
6. The college Dean may require the faculty members to show evidences that instructional
material such as workbook and module are being used by the students in their respective
classes.
charge of evaluating and approving the utilization of the IMs made by the faculty members.
9. The administration may think about of giving due recognition or awards not only Loyalty
Awards to faculty members who have shown exemplary performance and services in their
field such as Faculty Researcher’s Award, Faculty of the Year and the like.
staff, the faculty members are also enjoined to use E-DTR.
AREA III
I. STRENGTHS:
1. The curriculum/program under survey have met the requirements and the standards mandated
by CHED and other regulating bodies.
2. The curriculum is reflective of the mission and vision and goals to which the college
is anchored upon vis-a-vis the national and regional goals.
3. As mandated, curriculum list is logically ordered.
88
4. The curriculum content of the program under survey is relatively relevant to the calls of the
time and more so to its clienteles and the community it served.
5. The integration of values is evident in some courses as evidenced in the interview conducted
and as further validated by the classroom observation made during the survey visit.
1. Revision of the curriculum may be considered.
2. Revision of the syllabi to OBE-based is recommended.
3. The college/program under survey may take cognizance of establishing linkages with other
HEIS for academic exchange of scholarly institutional materials for students and faculty
utilization.
4. Prerequisites maybe reflected in the curriculum list.
5. Integration of values in all courses is encouraged.
6. Corresponding Arabic/Bahasa translation for the different courses in Arabic and Bahasa
curriculum and syllabi is encouraged
7. OBE-based syllabi for the different courses is recommended.
8. English translation for both Bahasa and Arabic students’ performance assessment may be
considered.
AREA V
RESEARCH
A. STRENGTHS:
outside the academe as Western Mindanao with its diverse culture, political peace
process, and economic activities have become hub of research interests.
89
B. RECOMMENDATIONS:


accreditation.

AREA VI
I. STRENGHTS

90
II. RECOMMENDATIONS
1. If possible, create a special committee to look into extension activities exclusively for the
program being surveyed.
2. A mechanism in the monitoring of extension activities may be devised to facilitate up

to date information particularly in the monitoring.
3. Full dissemination campaign to other groups/ clientele may be done to allow a wider
participation of the people in the community.
be done.
5. Extension activities, if possible may be specialized according to the priorities and

relevance of the curricular offerings of the program being surveyed.
I. STRENGTHS:

91
order.
recommended
COLLEGE OF HOME ECONOMICS
BACHELOR OF SCIENCE IN HOTEL RESTAURANT AND MANAGEMENT- LEVEL

II
AREA II
FACULTY
I. Strength
1. Competencies of every faculty member in BSHRM are best demonstrated, through

innovations and resourcefulness in terms of instruction, mastery of unique teaching
methodologies, particularly and preservation, and the skill and abilities they demonstrated
provide students a better mastery learning experience.
II. Recommendation
1. For easier and faster affrays of supporting documents, it is suggested that the
packaging of the documents be improved by doing the following tips:
a. The photos may be organized and labelled with correct captions
b. Supporting documents may have dates and signed by a competent authority
c. A tab is placed as a divider separating the succeeding parameter.
92
AREA III
CURRICULUM
I. Strengths
1. The BSHRM curriculum exceeds the minimum requirements and standards set by
CHED.
2. There is logical sequencing of subjects with corresponding pre-requisite indicated.
3. The system of validation is clearly defined in BOR Res. No. 115 s. 1987 which serves
as guide for accepting transferees to the program.
4. The BSHRM curriculum has been realigned in 2011 in response to policy standard
issuances.
5. Tracer study of graduates (a recommendation in the level I accreditation visit) has been
conducted to find out the employability status of the graduates.
6. The proposed manual of operations of the WMSU Hostel of the College of Home
Economics has been approved by the Board of Regents under BOR Res.
no. 47 s 2016 on June 29, 2016.
II. Recommendations:
1. The inclusion of Method of Research in the curriculum may be considered in order to

enhance the capability of the students in complying with course requirements that involve
research.
2. Periodic monitoring and progress evaluation of students undergoing OJT is

encouraged.
3. More electronic references, books and other print materials which are of more recent
edition/publication be reflected in the syllabus for various courses.
4. Complementation between the faculty and the guidance counselor is encouraged in

order to meet both the academic of student life.
5. Other than modules and workbooks, it is encouraged that multi-media instructional

materials be developed by the faculty and be used to enhance learning.
6. It is endeavored that linkages with research funding agencies be established for

possible funding of faculty researches and instructional materials development.
93
7. With the adaption/implementation of the OBE, it is endeavored that the following be
undertaken to improve the course syllabi on file.
a. The formulated topic objectives, desired student learning objectives (DSLO),

outcome-based activities (OBA) and the evidence of outcomes (EO) be congruent
with each other.
b. Evidence of outcomes (EO) should be specific to the DSLO and the OBA the use
of rubrics, score cards are tools to measure the outcomes and NOT outcomes
themselves.
c. The use of assessment tools other than the conventional paper and pencil test,
rubrics and score cards is encouraged.
d. More specific values/value indicators be integrated in each topic/course objective

where applicable e.g. teamwork, respect, open-mindedness, culture etc.
e. Reflect references (books, monographs, journals of recent editions/publications,

with complete bibliographical information, include also electronic references.
f. Workshop and the preparation of OBE syllabi making is encouraged.
8. Consider drafting complementation plan with the senior high school component of the
K-12 program to encourage students to proceed to the BSHRM program.
9. Update supporting documents for various benchmark statements in the accreditation

instrument under the area on curriculum is encouraged. These should be properly labeled
and placed in appropriate accreditation file for ready reference. (Reckon with the last 3
years prior to the accreditation visit
10. It is suggested that, where appropriate integration of specific value indicators be

reflected in the syllabus of all subjects (e.g. team work, cooperation, honesty. etc.)
11. More innovative teaching strategies, other than lecture and the use of power point
presentations, be used to challenge the students to engage in critical thinking.
AREA V
RESEARCH
A. STRENGTHS:
94
outside the academe as Western Mindanao hosts diverse food likings and preparations in
which marketing and packaging blend with them.
B. RECOMMENDATIONS:


accreditation.

Area VI
Extension and Community Involvement
A. STRENGTHS
95
B. RECOMMENDATIONS
1. Linkages with colleges specifically involving other experts may be emphasized.
designed.
3. Consortium with private or NGO’s may be given utmost concern particularly private
funding agencies in the locality.
4. Involvement of not only one particular community but other neighboring communities to
avail of the technology may be considered to have a variety of clientele.
AREA VIII
I. STRENGTHS:

building.
96

order.

recommended
BACHELOR OF SCIENCE IN FOOD TECHNOLOGY- LEVEL II
AREA II
FACULTY
I. Strength
1. Competencies of every faculty member in BSFT are best demonstrated, through

innovations and resourcefulness in terms of instruction, mastery of unique teaching
methodologies, particularly and preservation, and the skill and abilities they demonstrated
provide students a better mastery learning experience.
II. Recommendation
1. For easier and faster affraisal of supporting documents, it is suggested that the
packaging of the documents be improved by doing the following tips:
a. The photos may be organized and labelled with correct captions
b. Supporting documents may have dates and signed by a competent authority
c. A tab is placed as a divider separating the succeeding parameter.
97
AREA III
I. STRENGTHS
1. The BS Food Technology curriculum includes relevant courses and exceeds the
minimum requirements of CHED in order to attain its program objectives.
2. The sequencing of subjects is logical and corresponding pre-requisites are indicated.
3. There is periodic evaluation of faculty performance.
4. Majority of the graduates are gainfully employed as evidenced by the tracer study
conducted.
5. English proficiency in response to the international competencies is enhanced thru the

EPIC courses.
6. Attempts of implementing the OBE is evident.
7. There is complementation between theory and practice as evidenced by the “Plant Tour”
portfolios of the students who underwent O.J.T.
II. RECOMMENDATIONS
1. It is endeavoured that the course description of the chemistry courses be reviewed and
appropriate and correct course specification be made for each.
2. Distinct course description in terms of course content focus to differentiate the two EPIC
courses in the 1st and 2nd semesters of the 1st year BSFT program is recommended.
3. Provide narratives or captions of all photos of student activities such as OJT/immersions,

etc. Is recommended, candid shots (not formal poses) may be considered/attached to
support documentary evidence called for in a benchmark statement.
4. With the adaption/implementation of the OBE is endeavoured that the following be

undertaken and improve the course syllabi on file.
g. The formulated topic objectives, desired student learning objectives (DSLO),

outcome-based activities (OBA) and the evidence of outcomes (EO) be congruent
with each other.
h. Evidence of outcomes (EO) should be specific to the DSLO and the OBA. The use of
rubrics, score cards are tools to measure the outcomes and NOT outcomes
98
themselves.
i. The use of assessment tools other than the conventional paper and pencil test, rubrics
and score cards is encouraged.
j. More specific values/value indicators be integrated in each topic/course objective

where applicable e.g. teamwork, respect, open-mindedness, culture etc.
k. Reflect references (books, monographs, journals of recent editions/publications, with

complete bibliographical information, include also electronic references.
l. Workshop and write shops the preparation of OBE syllabi making is encouraged.
5. The faculty are encouraged to develop/craft instructional materials to augment learning

resources for students.
6. Consider to undertake quality check in content and organization of structure/thesis and

other outputs of students which are potential references for other students prior to placing
them in the University Library as part of the library collection.
7. It is encouraged that follow-up correlation study on student and faculty performance be

made to establish trending of the improvement/non-improvement of teaching-learning
process.
8. For excerpts of documents filed as evidence to specific benchmark/criterion, it is

observed that the source of the document and affixed signatures be indicated as proof of
authenticity
9. It is recommended that documents on file be updated reckoning from the past three (3)
years prior to the accreditation visit (Level II)
10. It is encouraged that the College establish linkage with research finding agencies for
possible funding assistance to faculty researches.
11. More faculty members are encouraged to conduct researches related Food Technology
issues and concerns, the outcomes of the research may be considered for crafting
extension and community involvement activities.
12. Consider drafting complementation plan with the Senior High School component of the
K-12 program to encourage students to proceed to the BSFT Program.
99
AREA V
RESEARCH
A. STRENGTHS:
outside the academe as Western Mindanao hosts diverse food likings and preparations.
B. RECOMMENDATIONS:


accreditation.

Area VI
Extension and Community Involvement
A. STRENGHTS
100
3. Funding is available to ensure its sustainability of the extension program.
B. RECOMMENDATIONS
1. If possible, invite more experts from other colleges to help out in the implementation and
that may also serve as consultants. Students as well may be tapped for the
implementation of the extension activity.
2. Other funding agencies may be encouraged to join and participate in the

conduct of extension.
3. A more comprehensive monitoring tool may be devised to facilitate the extension

activities of the program.
be done.
5. Extension activities may be conducted per program not by college so that there will be
enough or sufficient technology transfer and more clientele will be able to avail.
AREA VIII
I. STRENGTHS:
101
order.
recommended.
COLLEGE OF AGRICULTURE
BACHELOR OF SCIENE IN AGRICULTURE- LEVEL I
AREA II. FACULTY
A. Strength
1. The WMSU College Agriculture BS in Agriculture has a pool of competent and qualified
experts in terms of faculty academic profile as well as track records on engagement either
as contributors and or participants both in the national and international research and
scientific fora in the field of Agriculture.
2. The University is very supportive to faculty professional growth as evidenced by their

attendance to various educational lectures, symposia, seminars, conferences and other
forms of trainings in line with their field of specialization. Moreover, the College
Development Program reflects the list of faculty who will pursue doctoral degree
programs starting 2015.
3. The University strictly adheres and conforms with CSC rules and regulations as well as
with guidelines stipulated in the University Code and other related issuances as regard to
102
promotion of teaching personnel, payment of salaries, teaching overload compensation,
provision of fringe benefits and other incentives for the faculty.
B. Recommendation
1. It is suggested that the College conduct regularly an in-service training for its faculty at
least once a semester in order to improve the teaching competencies and effectiveness of
the faculty; thereby produce highly competitive graduates, responsive to the varied
challenges along their field of specialization brought about by ASEAN integration.
These trainings may include a re-echo of seminars and trainings attended by some
faculty.
2. It is also suggested that the College conduct another seminar-training to all faculty on
preparing Obedized syllabi with the following points to consider: uniformity in terms of
format such as heading, sequence of entries, font size, the use of past participle form of
the verb tense to express outcomes-based objectives, additional column for values
integration and their entries such as references, requirements/ policies and grading
system.
3. Encourage every faculty to produce manuals or continually update manuals and other
instructional materials by incorporating recent updates from research to ensure that
teaching materials are updated and not outdated.
4. To better facilitate monitoring of faculty attendance in classes, the College may adopt a
new scheme by assigning a student monitor who will be tasked to facilitate the signing
in and out of the faculty before and after each class.
5. To further promote open and competitive selection in hiring faculty, the University may
disseminate hiring information through print media, announcement through TV, radio,
bulletin board and other modes, aside from verbal invitation.
6. All faculty of the College are encouraged to conduct research in their respective fields
of specialization. And, if budget warrants, the University may hire those qualified
faculty, serving as long-time visiting lecturers in order to regulate faculty teaching
overload thus enable everyone to do research and extension activities.
103
AREA III. CURRICULUM AND INSTRUCTION
A. Strengths
1. The BSA curriculum has complied with the minimum standard of the Program
Requirements set by its CMOs and issuances (CMO 34,s 1998; CMO 14, s 2008;
CHEDRO IX no. 31, s. 2015).
2. The BSA curriculum course is ladderized where the first two years is skills oriented
for TESDA NC certifications. The last two years geared towards research and
entrepreneurship, as confirmed by the issuances.
3. Assessment tools are used to evaluate student progress and outcomes in class.
4. The BSA program has a system to accommodate students with special needs as
embodied in the University code for Admission and Registration.
B. Recommendations:
1. May it be possible to revisit/ review the BSA Curriculum to beef up or update with the
requirements for certification by PRC Licensure and for the competencies/ skills
needed by the target market, the prospective employers.
1.1 Situational Analysis may be conducted on the desired competencies by the target
market in consonance with the certification requirements of the Licensing body,
the PRC
1.2 BSA Program Goals, Objectives, Expected Outcomes, Performance Indicators
may be reviewed, upgraded, prioritized.
1.3 Curriculum Mapping may be conducted involving both the Internal Stakeholders
(Administration, Faculty, Students) and the External Stakeholders (Parents,
Community Partners, Prospective Employers).
1.4 Course subject offerings may then be revised/ updated; hence, course syllabuses
may then be reviewed, revised, updated in response with the New VMGO of the
University and with the Certification Requirements as well as with the Market
Demands for the Competencies.
2. Intensify the Conduct of Tracer Study of Graduates in the BSA Program to secure
valid information on their employment status (over-employed or under employed;
time line for employment – number of month or year being employed after
graduation); document on the feedback of Employees on the Competencies and Skills
of the graduates having been employed; and on the Performance of the Graduates in
the Licensure Examinations.
104
3. The use of innovative teaching approach/ strategies may be of benefit to cause
learning effectiveness. The innovative teaching approach/ strategies being utilized
may be properly documented in a Matrix Form to show the respective description;
purpose of use and lesson objective; and the name of subject where the said teaching
approach/ strategy is being used.
4. It is encouraged that the Faculty may use “authentic/ alternative assessment tools” (ex.
portfolio, reflection journals, essays, rubrics, etc.) to gather information about student
outcomes, progress and performance. Since there are many ways by which students
could express what they have learned, the authentic/ alternative assessment may be
used to obtain sufficient information on students’ learning outcomes. This may be
properly documented.
5. Test results may be analyzed (for test validity, reliability, extent of difficulty). The
“good” test items may be documented and stored in the “test item bank” for future use.
The corrected test papers may be returned to the students after having been recorded
for feedback.
6. Student output, tangible outcomes (portfolios, reflection papers, individual/group

projects, research papers, etc) may be properly stored for future use, display,
presentation and documentation.
7. It is encouraged that the Faculty of the College of Agriculture have to design, develop,
and validate their respective Instructional Materials for classroom use. An
Instructional Materials Committee/ Department (IMD) may be organized and made
functional to evaluate and certify for use the developed IMs of the Faculty.
8. Linkage/ Consortium with other Institutions offering similar BSA Program may be
encouraged/ established for complementation of Expertise and for exchange of
Academic Learning Resource Materials.
9. Performance Evaluation results of Faculty Performance may be analyzed. The results

of the analysis/ study may be used as appropriate input/ bases for review of teaching
practices that may contribute to the attainment of BSA Program Objectives or
Expected Outcomes.
10. Properly document instructional practices (ex. Regular monitoring of student

classroom/ instructional performance, Student consultation, use of Student Contract,
etc) may be done to establish student commitment and responsibility of their
respective classroom/ academic outcomes. Consultation logbook may be required to
properly document the actual conduct of student consultation by the Faculty.
11. Document the conduct of dialogs involving the Administration, Faculty and students
to thresh out academic concerns as well administrative/ policy concerns and
procedures in the BSA Program.
105
12. Identify and document best practices among Faculty in the BSA Program (considering
the benchmark statements for accreditation, ex. Curriculum and Program of Studies;
Instructional Practices, Methodologies, and Learning Enhancement Opportunities;
Assessment of Academic Performance; Classroom Management; and Support for
Effective Instruction, etc) that may have contributed to the attainment of the Program
Outcome. Have these patented and properly packaged peculiar/ unique to the
University.
AREA V. RESEARCH
A. Strengths:
1. There is an approved Research Manual that comprehensively encompasses the broad

research agenda of the institution.
2. Linkages among international, national and local research partners are evident and
actively existing.
C. Recommendations:
1. A more active Instructional Material Committee is suggested to produce instructional

manuals in all disciplines under BSA Program.
2. It is encouraged to expedite the CHED-accreditation of the institution research journal.
3. It is suggested to establish a policy re: inviting external experts to serve as evaluator in

the annual research forum.
4. It is highly suggested to increase the engagement or participation of faculty/student/staff

in conducting research activities.
5. It is highly recommended to cascade the University’s Research Agenda to BSA program

to enable the program to play a very define/distinct role in the research endeavour of the
institution.
6. Improvement of the packaging of the PPP, photo documentation, formatting, etc. is

suggested.
106
AREA VI. EXTENSION AND COMMUNITY INVOLVEMENT
BS AGRICULTURE
A. Strengths
1. There is a well-formulated Extension Manual that comprehensively laid out the extension
and community involvement priority agenda of the institution.
2. Extension programs and projects are in place at several recipient communities.
3. A very good support to extension agenda is evident.
B. Recommendations
1. Renewal and updating of all extension collaborations and partnerships with all entities is
highly encouraged to be supported with corresponding MOA/MOU, etc.;
2. The BSA Program extension staff is encouraged to delineate the involvement of the
program, extracted from the institution’s Extension Agenda to be piloted in several of its
recipient communities;
3. Formulation and pilot-testing of the various monitoring and evaluation tools or matrix is
highly suggested to be conducted soon;
4. Development of various media materials such as pamphlets, fliers, news bulletin or in

SMS, social media such (Facebook, Instagram, Twitter, etc) in packaging mature
extension projects and highlights is highly encouraged.
5. An active and sustainable involvement of various stakeholders is highly suggested.

suggested.
107
AREA VIII. PHYSICAL PLANT AND FACILITIES
BS AGRICULTURE
A. Strengths:
1. The WMSU San Ramon campus is located in an environment conducive to any
educational activities with a size that can accommodate its present population and
suitable for future expansions, and very accessible to public transportation.
3. Provisions for administration offices and faculty rooms are adequate with reception
areas.
4. Fully furnished accreditation room is available with the necessary facilities.
B. Recommendations:
2. The repair of the dilapidated buildings may be repaired and repainted to ensure
effective teaching-learning process.
3. The certificate of occupancy may be displayed in conspicuous area of building.
4. Multi-media projector may be provided in every classroom.
5. Proper linkage/partnership to LGU and non-government agencies to establish a

state-of-art facilities and equipment.
6. The comfort room of men dormitory needs to maintain its cleanliness.
BACHELOR OF SCIENCE IN AGRIBUSINESS- LEVEL 1
AREA II. FACULTY
Strengths
1. Most faculty members has established research and extension involvement program
consistent to its thrust as evidence in their periodic activities.
108
2. Faculty members were given equitable workload to facilitate learning and gives time to
focus in research and extension activities.
Recommendations

validated or authenticated and received for relevance and sufficiency based on the
benchmark statements.
2. To have uniform information in the policies, regulations and other related information,
orientation for newly hired faculty/personnel maybe done on a college wide basis.
3. Conduct more publications so with presentations of research outside the university.
4. Encourage faculty to explore alternative methods of instruction delivery to facilitate

transfer of learning.
A. Strengths:
1. The College to which the program under review belongs has been recognized as National
University-College of Agriculture (NUCA) in Region IX under the National Agriculture
and Fisheries Education System (NAFES) of RA 8435 of AFMA.
2. The BS Agribusiness program has a relevant curriculum suited to the needs of its clients.
3. Instruction is conducted with regular classroom observation and supervision. This is a

very good practice to improve instruction.
B. Recommendations
1. Participation of stakeholders in curriculum revision especially those in the

Agribusiness industries is strongly recommended to suit the curricular offerings to
industry and other organizations’ work-competency needs.
2. It is imperative that Instructional materials such as workbooks, modules, and the like
be reviewed and approved by the Instructional Materials Development Board or
109
Committee and other authorities to conform to standards before they are utilized and
circulated for instruction.
3. Consortia and academic linkages may be established and maintained in order to have
an exchange of instructional materials and to benchmark other good practices.
4. A tracer study may be conducted to determine the performance or employability of

the graduates.
5. More teaching strategies and innovations by the teachers may be instituted to improve
learning.
6. It is recommended that syllabi may be reviewed by a committee with the chairperson

of the program to ensure its conformity to the outcomes-based education (OBE)
curriculum.
7. The university acquisition of books and journals with recent edition is highly
recommended.
AREA V. RESEARCH
A. Strengths:
B. Recommendations:
1. An institutional Research Program based on the Research Agenda may be crafted

by the Research Office acting as umbrella where projects of other units of the
university could come in.

110
4. It will help develop the research skills of the faculty if mentoring and capacity
building in writing the research proposals will be done by the college.
5. It is highly recommended to fast track the accreditation Research Journal of

WMSU. Research results may be given priority to be published in ISI, international
journals.

A. Strengths:
1. The university has a Manual of Operation for Extension Services approved by the
BOR which institutionalize policies to help and guide the university’s operation in
extension works.
2. Initiatives on resource generation for university extension program is evident

through the establishment of linkages such as but not limited to the: Philippine
Council for Agriculture and Aquatic and Natural Resources Research and
Development, the Department of Agriculture, Department of Education-ALS among
others.
B. Recommendations
1. It is suggested that a unified and interdisciplinary university extension program

may be implemented to consider all colleges contributing their expertise to create
more impact in addressing the problem of the deprived, depressed and underserved
communities.
2. Mechanism for planning, monitoring and evaluation of extension projects

involving the partners may be adopted so that these would serve as bases for re-
planning of a more beneficial and sustainable program.
111
extension activity conducted. Signed communications, attendance sheets,
proceedings, photos with captions may be attached.
4. It is highly recommended that more faculty will be part of the extension program
of the university and mechanisms may be established on how they could be
remunerated may be considered.
A. Strengths:

areas.
B. Recommendations:
2. The repair of the dilapidated buildings may be repaired and repainted to ensure
effective teaching-learning process.
3. The certificate of occupancy may be displayed in conspicuous area of building.
5. Proper linkage/partnership to LGU and non-government agencies to establish a state-

of-art facilities and equipment.
6. The comfort room of men dormitory needs to maintain its cleanliness.
112
BACHELOR OF SCIENCE IN AGRICULTURAL TECHNOLOGY- LEVEL I
AREA II. FACULTY

DIPLOMA/BACHELOR IN AGRICULTURAL TECHNOLOGY
A. Strengths
1. The WMSU College of Agriculture DAT-BAT Program has a core of competent and
qualified faculty as evidenced by their academic profile.
2. Funding initiatives and outsourcing from agencies like DOST-PCARRD enabled some
DAT-BAT faculty complete various research and extension endeavors.

attendance to various educational lectures, symposia, seminars, conferences and other
forms of trainings in line with their field of specialization.
4. The University strictly abides with CSC rules and regulations as well as with
guidelines stipulated in the University Code and other related issuances relative to
promotion of teaching personnel, payment of salaries, teaching overload compensation,
provision of fringe benefits and other incentives for the faculty.
B. Recommendation
1. It is suggested that the faculty may initiate other entrepreneurial activities through
micro-projects utilizing some available areas in the campus; thus, providing students
with more meaningful learning activities.
2. If possible, re-echo of seminars and trainings attended by some faculty may be
conducted regularly in order to enhance teaching competencies and effectiveness of
the faculty; thereby produce highly competitive graduates, responsive to the varied
challenges along their field of specialization brought about by ASEAN integration.
preparing Obedized syllabi with due considerations on the following points:
uniformity in terms of format to include heading, sequence of entries, font size, the use
of past participle form of the verb tense to express outcomes-based objectives,
additional column for values integration and other entries such as references,
requirements/policies and grading system.
113
4. Monitoring of faculty in classes may be done by assigning a student-monitor who will
take charge of monitoring faculty attendance and punctuality in classes.
5. To ensure that teaching materials are updated and not outdated, encourage every
faculty to produce manuals or continually update manuals and other instructional
materials by incorporating recent updates from research with references five years
back.
6. To further promote open and competitive selection in hiring faculty, the University
may disseminate hiring information through print media, announcement through TV,
radio, bulletin board and other modes, aside from verbal invitation.
7. Involvement of all faculty in Research Development and Extension is highly

encouraged in order to increase number of scholarly works in WMSU. Hence, if
budget warrants, the University may hire qualified faculty perhaps those long-time
visiting lecturers in the College to regulate faculty teaching overload.
A. Strengths
1. The DATBAT program conforms and even exceeded with the CHED minimum
requirements.
2. Most of the students have scholarship grants. This is a good indicator to attract more
students to enroll in the DATBAT program.
3. The number of students in a class does not exceed with the required number due to the
provision of overflow classes thus providing a more effective teaching-learning
environment.
4. The college where the DATBAT program belongs has a land area suited for the conduct
of micro projects and field activities which could enhance the manipulative,
entrepreneurial skills of students.
B. Recommendations
1. Faculty members are encouraged to produce instructional materials, reviewed and

approved by the College IM Committee. It is highly suggested that an IMD
Committee be created to spearhead this activity.
114
2. It is suggested that the faculty adopt the OBE-dized syllabi with uniform format (font,
size, heading, etc.) with inclusion of teaching strategies aimed at developing and
stimulating the intelligences of students.
3. Consider the art of questioning in test construction and in the preparation of TOS to
generate a more comprehensive and meaningful learning outcomes. Results may be
analyzed to assess the quality and effectiveness of instruction and the curriculum.
4. A general format/template for faculty monitoring/attendance/class observation is

highly suggested to be in place to facilitate strict faculty monitoring especially in the
conduct of classes
5. Faculty members who have attended trainings/seminars/workshops are encouraged to

conduct echo seminars in order to cascade new learning which will also serve as in-
service training for the rest of the faculty members.
6. A tracer study is recommended to have an update of the graduates/alumni in terms of

job placement, whether they are successful in gaining employment related to program
of choice. Likewise feedback from employers are necessary for the improvement of
the succeeding graduates and in enhancing of the curriculum to match with ASEAN
integration.
7. It would be a good practice to package in an orderly and systematic manner all

faculty and student activities (from start to finish) to include evaluation of activities
and interventions made to further improve the conduct of all DATBAT endeavors.
AREA V. RESEARCH
A. Strengths:
B. Recommendations:
1. An institutional Research Program based on the Research Agenda may be crafted by

the Research Office acting as umbrella where projects of other units of the university
could come in.
115
4. It will help develop the research skills of the faculty if mentoring and capacity building
in writing the research proposals will be done by the college.


A. Strengths
1. There is a well-formulated Extension Manual that comprehensively laid out the

extension and community involvement priority agenda of the institution.
2. Extension programs and projects are in placed in several recipient communities
B. Recommendations
1. Renewal and updating of all extension collaborations and partnerships with all entities
is highly encouraged to be supported with corresponding MOA/MOU, etc.;
2. The Agricultural Technology Program extension staff is encouraged to delineate the

involvement of the program, extracted from the institution’s Extension Agenda to be
piloted in several recipient communities;
3. Formulation and pilot-testing of the various monitoring and evaluation tools or matrix
is highly suggested to be conducted soon;

SMS, social media such (Facebook, Instagram, Twitter, etc) in packaging mature
extension projects is highly encouraged.
116
suggested.

DIPLOMA/BACHELOR IN AGRICULTURAL TECHNOLOGY
A. Strengths:

areas.
B. Recommendations:
1. The campus facilities for athletics may be repaired like for example the pavement of
basketball and volleyball court.
2. The repair of the dilapidated building of BS Agriculture may be given priority to

ensure effective teaching-learning process.
3. The certificate of occupancy may be displayed in conspicuous area of the building.
5. Proper linkage/partnership to LGU and non-government agencies to establish a state-

of-art facilities and equipment.
117
AGRICULTURAL ENGINEERING- LEVEL I
AREA II. FACULTY
A. Strengths
1. Faculty members in the program are competent in their respective qualification and
experiences to teach the course.
2. Faculty in the Department of Agri Engineering is manned by an active and competent

officer/dean who show commitment and dedication to the institution they serve.
B. Recommendation
1. Extension projects/activities may be planned, periodically conducted and monitored

such that this could be sustained and would help improve the lives of the target
clienteles.

3. Documentation of documentary attachments submitted for evaluation purposes need to

be duly validated or authenticated and reviewed for relevance and sufficiency based on
the bench mark statements.
4. Hiring for an additional faculty is recommended since there is only two regular faculty
in the program- CMO 37- series 2007 states that the minimum requirement in the
program is four licensed full-time Professional Agricultural Engineers.
A. Strengths:
1. The Agricultural Engineering Curriculum of WMSU meets the CHED minimum

requirements. The curricular program is enhanced with nine (9) units of courses in
118
Behavioral Development and two (2) additional units in undergraduate seminar for
technical paper critiquing.
2. Varied teaching-learning strategies were employed by faculty members.
B. Recommendations:
1. It is suggested that courses maybe arranged to accommodate the Field Practice course
on the last semester.
2. During curriculum revision, feedback from alumni and industry sector maybe included
to enhanced graduates’ competencies.
3. Course syllabus is suggested to be revised following the CHED OBEdized syllabus for
engineering programs. Resource Person/s maybe requested from CHED Technical
Committee for agricultural engineering or from universities awarded as Center of
Excellence in agricultural engineering education.
4. All faculty members are encouraged to produce instructional materials of courses they
taught.
5. Hiring of additional faculty maybe considered to meet the CHED minimum

requirement of four (4) full-time licensed professional agricultural engineers for the
BSAE program. The implementation of the Agricultural Engineering Education
Competitiveness Roadmap which the Department had submitted to the PRC-Board of
Agricultural Engineering maybe intensified by strengthening the Faculty Development
Program, participation in Research Development and Extension Activities, maximizing
efforts to improve the performance of graduates in licensure examination and upgrading
of laboratory facilities.
AREA V. RESEARCH
BS AGRICULTURAL ENGINEERING
A. Strengths:
119
C. Recommendations:
1. An institutional Research Program based on the Research Agenda may be crafted by

the Research Office acting as umbrella where projects of other units of the university
could come in.

4. It will help develop the research skills of the faculty if mentoring and capacity building
in writing the research proposals will be done by the college.


A. Strengths:
1. The university has a Manual of Operation for Extension Services approved by the
BOR which institutionalize policies to help and guide the university’s operation in
extension works.
2. Initiatives on resource generation for university extension program is evident

through the establishment of linkages such as but not limited to the: Philippine
Council for Agriculture and Aquatic and Natural Resources Research and
Development, the Department of Agriculture, Department of Education-ALS among
others.
C. Recommendations
1. It is suggested that a unified and interdisciplinary university extension program

may be implemented to consider all colleges contributing their expertise to create
120
more impact in addressing the problem of the deprived, depressed and underserved
communities.
2. Mechanism for planning, monitoring and evaluation of extension projects

involving the partners may be adopted so that these would serve as bases for re-
planning of a more beneficial and sustainable program.
extension activity conducted. Signed communications, attendance sheets,
proceedings, photos with captions may be attached.
4. It is highly recommended that more faculty will be part of the extension program of
the university and mechanisms may be established on how they could be remunerated
may be considered.

BS AGRICULTURAL ENGINEERING
A. Strengths:

areas.
C. Recommendations:
1. The campus facilities for athletics may be repaired like for example the pavement
of basketball and volleyball court.
2. The repair of the dilapidated building of BS Agriculture may be given priority to

ensure effective teaching-learning process.
121
3. The certificate of occupancy may be displayed in conspicuous area of the building.
5. Proper linkage/partnership to LGU and non-government agencies to establish a

state-of-art facilities and equipment.
COLLEGE OF FORESTRY AND ENVIRONMENTAL STUDIES
BACHELOR OF SCIENCE IN FORESTRY- Level I
AREA II: FACULTY
A. Strengths:
1. The BS Forestry program is manned by a pool of competent licensed foresters with

relevant graduate degrees.
2. The College has recently been awarded as the Center of Development (COD) in Forestry
by the Commission on Higher Education (CHED) for its exemplary performance in the fields
of forestry education.
3. Evidences show that some faculty of the CFES are engaged in research, extension and
production activities of the College in collaboration and partnership with other agencies and
organization within and outside the region. Some faculty have been tapped as consultants for
their expertise in various researches, projects and or consultative meetings.
4. Very evident is its effort and participation in the preservation and promotion of
environmental care by spearheading the planting, growing and protecting of tree species.

attendance to various educational lectures, symposia, seminars, conferences and other forms
of trainings in line with their field of specialization.
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Recommendations:
least once a semester in order to improve the teaching competencies and effectiveness of the
faculty; thereby produce highly competitive graduates, responsive to the varied challenges
along their field of specialization brought about by ASEAN integration. These trainings may
include a re-echo of seminars and trainings attended by some faculty.
format such as heading, sequence of entries, font size, the use of past participle form of the
verb tense to express outcomes-based objectives, additional column for values integration
and other entries such as references, requirements/ policies and grading system.
instructional materials by incorporating recent updates from research to ensure that teaching
materials are updated and not outdated.
new scheme by assigning a student monitor who will be tasked to facilitate the signing in and
out of the faculty before and after each class.
5. All faculty of the College are encouraged to conduct research in their respective fields of
specialization. And, if budget warrants, the University may hire those qualified faculty,
serving as long-time visiting lecturers in order to regulate faculty teaching overload thus
enable everyone to do research and extension activities.
AREA III: CURRICULUM AND INSTRUCTION
A. Strengths:
1. The curriculum exceeded the minimum requirements as specified in the Commission on

Higher Education (CHED) Memorandum Order No. 44 series of 2006 by 19 units.
2. The program was recognized by CHED as Center of Development in Forestry.
3. Student performance was evaluated using varied evaluation measures.
4. The system on graduation is in place.
5. There is an adequate area to enrich instruction, research and extension of students and
faculty.
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6. The program recognized and encouraged the outstanding achievement of students by
sending student to international youth forum (i.e. EAS Youth Congress 2015, Da Nang,
Vietnam).
7. A dialogue between and among the faculty, staff, administration and students is
conducted regularly.
B. Recommendations:
1. The college may require each faculty to submit updated, comprehensive and approved
course syllabus using standard format for each subject to the Department Chair and Dean
within one (1) month after the start of the regular classes.
2. Enriching classroom instruction with strategies that will enhance student’s development
into a total person is highly recommended. This may be achieved through any of the
following: the conduct of seminars and professional lectures on special topics, explore
the application of team teaching as a strategy, conduct of learning visits, workshops and
the use of information technology as a tool for instruction.
3. Regular conduct of in-service training or seminar for faculty and staff regularly specially
those training that will enhance teaching and facilitating skills, as well as, those that will
update and enhance their knowledge on the latest advancement in their field of
specialization may be also considered.
4. The conduct of faculty classroom observation and supervision by the Dean and
Department Chair has to be done regularly at least once a semester so that appropriate
clinical steps can be formulated to assist and/ or enhance the teaching methodology of the
faculty.
5. The faculty are encouraged to develop and prepare their instructional materials and keep
them updated to include recent development in their field of specialization and also
relevant findings of the researches they have conducted.
6. A study on faculty performance vis a vis students’ academic performance may be

conducted to assess curriculum development.
7. A graduate tracer study is suggested to keep track where the graduates of the program are
employed and to further discover the relevance of the curriculum and its impact to the
industry where the graduates are employed.
8. The pre-requisites, number of hours (for lecture and laboratory), summary (number of
units for GE, Core, Thesis, Electives/ Specialization) and lists of specialized subjects
must be reflected on the prospectus.
124
9. A committee on instruction and curriculum at the college level may be created to
periodically oversee the review, assessment and updating of curriculum. Also, review the
curriculum periodically to make the program relevant to the need of the time.
10. The stakeholder’s may be tapped to contribute to the development and revision of the
curriculum and instruction.
11. The head of the program may ask for the employer’s feedback on the employment
performance of the graduates through a competencies research study.
12. A comprehensive TOS (mid-term and final examination) must be prepared and
submitted to the Department Chair and Dean for approval and compilation.
13. The College may prepare a template or form that will serve as evidence that students
received their checked and analyzed test paper and other requirements.
14. The college may consider the revision the current curriculum to include the following:
refresher course for forestry licensure examination (FLE), remedial classes on math and
English and other specified subjects and requirements stipulated in the Forestry
Professionalism Law of 2015.
15. The College may make use of a template or form that will serve as evidence that students
attended their respective classes regularly.
16. Strengthen student’s independent work and performance that will enhance their chances
of passing FLE. This may be achieved through any of the following: conduct of
undergraduate thesis and action research related to the core and elective subjects.
17. A system/ mechanism to check the attendance of faculty during class hours may be
developed.
18. The college may consider developing a mechanism on substitution whenever the faculty
is on travel for official business or on-leave to ensure that students academic performance
will not be significantly affected.
19. Exchange of books and journals with other institution should be encouraged.
20. The attached document must be properly signed by proper authority or concerned
officials.
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AREA V: RESEARCH
A. Strengths:

2. There is a strong support to research agenda by the administration and other stakeholders.
B. Recommendations:
1. It is highly encouraged to increase faculty and student participation in conducting research

projects, especially to current environmental issues, e.g. carbon sequestration,
phytoremediation, climate change, etc.
2. An operational, well-designed and sustainable proposal is suggested to be developed.
3. It is highly suggested to formulate an operational and sustainable proposal transforming

the La Paz Experimental Forest into a very good Research Center.
4. Completed researches with viable scientific contribution are encouraged to be submitted to
ISI or CHED accredited journals for publication.
5. It is suggested that the University establish a policy to tap external experts to serve as
evaluator during annual Research Forum; and
suggested.
AREA VI: EXTENSION AND COMMUNITY INVOLVEMENT
A. Strengths:
2. The La Paz Experimental Station offers immense potential in incubating an operational,

efficient and sustainable forestry-inclined extension programs to various stakeholders;
126
B. Recommendations:
2. The BS Forestry Program extension staff is encouraged to delineate the involvement of the
program, extracted from the institution’s Extension Agenda to be piloted in La Paz
Experimental Forest ecosystems;

SMS, social media such (Facebook, Instagram, Twitter, etc) in packaging mature extension
projects is highly encouraged.

suggested.
AREA VIII – PHYSICAL PLANT AND FACILITIES

BS in Environmental Science
A. Strengths:
1. The campus site is ideal and located in an environment-friendly area, conducive to

educational activity with a size that can accommodate its present population and suitable for
future expansions, and very accessible to public transportation.
3. A large area for laboratory activity is provided for instructional purposes.
5. The campus has an evacuation route plan in case of emergency.
5. The two-storey building has to improve its facilities and other amenities.
127
B. Recommendations:
2. It is suggested that that repair of some dilapidated buildings be undertaken especially those
hanging ceilings to avoid accident.

building.
media projector.
5. Repainting of some areas of the building is recommended.
6. The campus facilities for athletics may be repaired to become usable again.
BACHELOR OF SCIENCE IN ENVIRONMENTAL SCIENCE- LEVEL 1
AREA II FACULTY
A. Strengths:
1. The BS in Environmental Science has a pool of competent faculty and experts in their
respective fields of specialization with some engagement and exposures to various national
and international research and scientific fora.

of trainings in line with their field of specialization. In fact, a Five-Year Development Plan
covering 2015-2019 has prioritized some faculty of BS in Environmental Science for
graduate studies.
B. Recommendations
1. It is suggested that the Revised Faculty Manual be submitted to the University BOR for
approval to make it legal and functional.
128
along their field of specialization brought about by ASEAN integration. These trainings
may include re-echoes of seminars and trainings attended by some faculty.
preparing Obedized syllabi in conformity with CHED Standards. As such, the following
maybe considered: uniformity in terms of format such as heading, sequence of entries, font
size, the use of past participle form of the verb to express outcomes-based objectives,
additional column for values integration and other entries such as references, requirements/
policies and grading system.
instructional materials by incorporating recent updates from research to ensure that
teaching materials are not outdated.
new scheme by assigning a student monitor who will be tasked to facilitate the signing in
and out of the faculty before and after each class. This makes monitoring of faculty
attendance and punctuality more authentic.
6. Participation of all faculty in conducting research in their respective fields of

specialization is highly encouraged. And, if budget warrants, the University may hire those
qualified faculty, especially those serving as long-time visiting lecturers in order to regulate
faculty teaching overload and enable everyone to do research and extension activities.
A. STRENGHTS:
1. The BS Environmental Science curriculum of WMSU is compliant with policies and

standards set by CHED. The total number of units exceeds the minimum requirement.
2. Classroom management is evident and class requirement include activities that foster
independent learning and practical skills are honed in the field.
3. There is a mechanism to assist the students in complying with the graduation

requirements.
129
4. The administration strongly shows its support to instruction by adopting a monitoring and
performance award system for faculty and students.
B. Recommendations:
1. Integrate or reflect national and regional goals in the course syllabi to show the
congruency of the course with such goals.
2. Inclusion in the curriculum of remedial measures to strengthen English and Mathematics

skills is recommended.
3. The faculty may review the syllabus to include consultation hours and ensure the use of
references of more recent editions.
4. A Test Review Committee may also be formed to ensure the validity and reliability of the
testing materials.
AREA V: RESEARCH
A. Strengths:
2. There is a strong support to research agenda by the administration and other stakeholders.
C. Recommendations:
1. It is highly encouraged to increase faculty and student participation in conducting research
projects, especially to current environmental issues, e.g. carbon sequestration,
phytoremediation, climate change, etc.
2. An operational, well-designed and sustainable proposal is suggested to be hatched along
this context.
3. It is highly suggested to formulate an operational and sustainable proposal transforming
the La Paz Experimental Forest into a very good research center.
4. Completed researches with viable scientific contribution are encouraged to be submitted
to ISI or CHED accredited journals for publication.
5. It is suggested to establish a policy to tap external experts to serve as evaluator during
annual Research Forum.
130
suggested.
AREA VI: Extension and Community Involvement
A. Strengths:

efficient and sustainable environmentally-inclined extension programs to various
stakeholders.
B. Recommendations:
2. The BS Environmental Science extension staff is encouraged to delineate the involvement

of the program, extracted from the institution’s Extension Agenda to be piloted in La Paz

projects is highly encouraged

suggested.
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AREA VIII – PHYSICAL PLANT AND FACILITIES
BS in Environmental Science
A. Strengths:
1. The campus site is ideal and located in an environment-friendly area, conducive to

educational activity with a size that can accommodate its present population and suitable for
future expansions, and very accessible to public transportation.
5. The campus has an evacuation route plan in case of emergency.
C. Recommendations:
2. It is suggested that that repair of some dilapidated buildings be undertaken especially those

building.
media projector.
132
BACHELOR OF SCIENCE IN AGROFORESTRY- LEVEL I
AREA II: FACULTY
A. Strengths:
1. The BS Agroforestry has a pool of professional and registered Foresters with engagement
either as contributors and or participants both in the national and international research and
scientific fora.

of trainings in line with their field of specialization. Moreover, the College Development
Program reflects the list of faculty who will pursue doctoral degree programs starting 2015.
B. Recommendations:
1. It is suggested that the Revised Faculty Manual be submitted to the University BOR for
approval to make it legal and functional.
along their fields of specialization brought about by ASEAN integration. These trainings
may include re-echoes of seminars and trainings attended by some faculty.
format such as heading, sequence of entries, font size, the use of past participle form of the
verb tense to express outcomes-based objectives, additional column for values integration
and their entries such as references, requirements/ policies and grading system.
instructional materials by incorporating recent updates from research to ensure that teaching
materials are updated and not outdated.
133
5. To better facilitate monitoring of faculty attendance and punctuality in classes, the College
may adopt an additional scheme by assigning a student monitor who will be tasked to
facilitate the signing in and out of the faculty before and after each class.
6. To further promote open and competitive selection in hiring faculty, the University may
disseminate hiring information through print media, announcement through TV, radio,
bulletin board and other modes, aside from verbal invitation.
7. All faculty of the College are encouraged to conduct research in their respective fields of
specialization. And, if budget warrants, the University may hire those qualified faculty,
serving as long-time visiting lecturers in order to regulate faculty teaching overload thus
enable everyone to do research and extension activities.
A. Strengths:
1. The curriculum exceeded the minimum requirements as specified in the Commission on

Higher Education (CHED) Memorandum Order No. 09 series of 2006 by 14 units.
2. Student performance was evaluated using varied evaluation measures.
3. The system on graduation is in place.
4. There is an adequate area to enrich instruction, research and extension for students and
faculty.
5. A dialogue between and among the faculty, staff, administration and students was
conducted regularly.
B. Recommendations:
1. The college may consider the revision of the current BSAF curriculum to include the
following: refresher course for forestry licensure examination (FLE), remedial classes in
Math and English and other specified subjects and requirements stipulated in the Forestry
Professionalism Law of 2015.
2. The college may require each faculty to submit updated, comprehensive and approved
course syllabus using standard format for each subject to the Department Chair and Dean
within one (1) month after the start of the regular classes.
134
3. Enriching classroom instruction with strategies that will enhance student’s development
into a total person is highly recommended. This may be achieved through any of the
following: the conduct of seminars and professional lectures on special topics, explore the
application of team teaching as a strategy, conduct of learning visits, workshops and the use
of information technology as a tool for instruction.
4. Regular conduct of in-service training or seminar for faculty and staff specially those
training that will enhance teaching and facilitating skills, as well as, those that will update
and enhance their knowledge on the latest advancement in their field of specialization may be
considered.
5. The conduct of faculty classroom observation and supervision by the Dean and
Department Chair may also be done regularly at least once a semester so that appropriate
clinical steps can be formulated to assist and/ or enhance the teaching methodology of the
faculty.
6. The faculty are encouraged to develop and prepare their instructional materials and keep
them updated to include recent development in their field of specialization and also relevant
findings of the researches they have conducted.
7. A study on faculty performance vis a vis student academic performance may be conducted
to assess curriculum development.
8. A graduate tracer study is suggested to keep track where the graduates of the program are
employed and to further discover the relevance of the curriculum and its impact to the
industry where the graduates are employed.
9. The pre-requisites, number of hours (for lecture and laboratory), summary (number of
units for GE, Core, Thesis, Electives/ Specialization) and lists of specialized subjects must be
reflected on the prospectus.
10. A committee on instruction and curriculum at the college level may be created to
periodically oversee the review, assessment and updating of curriculum. Also, review the
curriculum periodically to make the program relevant to the need of the time.
11. The stakeholder’s may be tapped to contribute to the development and revision of the
curriculum and instruction.
12. The head of the program may ask for the employer’s feedback on the employment
performance of the graduates through a competencies research study.
13. A comprehensive TOS (mid-term and final examination) must be prepared and
submitted to the Department Chair and Dean for approval and compilation.
135
14. The College may prepare a template or form that will serve as evidence that students
received their checked and analyzed test paper and other requirements.
15. The College may use of a template or form that will serve as evidence that the students
attended their respective classes regularly.
16. Strengthen student’s independent work and performance that will enhance their chances
of passing FLE. This may be achieved through any of the following: conduct of
undergraduate thesis and action research related to the core and elective subjects.
17. A system/ mechanism to check the attendance of faculty during class hours may be
developed.
18. The College may consider developing a mechanism on substitution whenever the faculty
is on travel for official business or on-leave to ensure that students academic performance
will not be significantly affected.
19. Exchange of books and journals with other institution should be encouraged.
20. The attached supporting documents must be properly signed by authorized personnel.
AREA V: RESEARCH
A. Strengths:
1. The La Paz Experimental Forest offers tremendous potentials in serving the quadruple
functions of the institution: research, instruction, production and extension, respectively.

3. Incentives and other supports are availed by the research personnel.
B. Recommendations:
1. It is highly suggested to legitimize all existing research collaborations through working

MOA/MOU, etc.
136
2. A well-packaged proposal converting the La Paz Experimental Forest into an operational
Center of Sustainable Upland Ecosystems in Zamboanga Peninsula, wherein all other
functions of the university can be effectively embedded is encouraged.
3. A multidisciplinary research proposal, wherein faculty and students’ engagement will be

enhanced is highly suggested to be developed.
4. Submission of completed research outputs to ISI or CHED accredited journals is highly

encouraged.
5. Improvement of the packaging of the PPP, photo documentation, formatting and including
appropriate labelling, etc. is suggested.
AREA VI: Extension and Community Involvement

BS AGROFORESTRY
A. Strengths:

efficient and sustainable agrofestry-inclined extension programs to various stakeholders.
B. Recommendations:
2. The Agroforestry Program extension staff is encouraged to delineate the involvement of

the program, extracted from the institution’s Extension Agenda to be piloted in La Paz

projects is highly encouraged.
137

suggested.
AREA VIII: PHYSICAL PLANT AND FACILITIES
A. Strengths:
1. The campus site is ideal and located in an environment-friendly location and conducive to
any educational activities with a size that can accommodate its present population and
B. Recommendations:
1. Potable water station may be put up in a strategic location inside the campus.
2. If possible, that the repair of some dilapidated buildings be undertaken especially those

building.
media projector.
138
COLLEGE OF ENGINEERING AND TECHNOLOGY
BACHELOR OF SCIENCE IN ELECTRONICS ENGINEERING
AREA II. FACULTY
A. Strengths
1. Competencies of every faculty in BS Electronics Engineering are best demonstrated

through innovations in terms of instructions, mastery teaching methodologies
particularly in their field of specialization, and the skills and activities they
demonstrated provide their students a better mastery and meaningful learning
experiences.
B. Recommendations
1. Promote research culture across academic discipline by encouraging faculty members

to undertake scholarly research according to their field of expertise.
2. To have uniform information on the policies, regulations and other related

information, orientation for newly hired faculty/personnel may be done on a college
wide basis.
3. Conduct more publication so with presentations of research outside the university.


validated or authenticated and reviewed for relevance and sufficiency based on the
benchmark statements.
In case of photo exhibits, the same need to be properly labeled or captioned. This is to
facilitate the evaluation process and to ensure thorough analysis of the relevance of the
data.
139
AREA III
A. Strength
1. The first two years of the BS Electronic Engineering follow the institutional general
engineering education that allow students a choice of what engineering course to take.
B. Recommendations
1. The administration may consider naming the course offering as Bachelor of Science in
Electronic Engineering rather than utilizing the other name, Bachelor of Science in
Electronics and Communication Engineering. In addition alignment of subject offering is
also recommended.
2. The administration may consider seriously the provisions of Article VIII and Article IX
Transitory Provisions and Sanctions as stipulated in CMO 24,s. 2008.
3. The department heads may look into the proper sequencing, prerequisites and co-requisites
of the subjects offering of the program.
4. The library may consider prioritizing the procurement of library holdings of recent editions
for the BS Electronic program to increase the number of references in the different syllabi of
the program.
5. The administration may consider capacitating faculty members of the engineering

department to improve and enhance teaching strategies/methodologies and performance
evaluation tools by internal sharing of human resource expertise.
AREA V – RESEARCH
BS in Electronics Engineering
A. Strenghts:
140
B. Recommendations:
Research Office acting as umbrella where projects of other units of the university could come
in.
2. Recruitment of new faculty may ease the load of the faculty and increase their productivity
in research.
3. Proper allocation of funds can be distributed equitably by program based on the respective
research priorities.


AREA VI- EXTENSION AND COMMUNITY INVOLVEMENT
A. Strengths
works.
establishment of linkages such as but not limited to the: Philippine Council for Agriculture
and Aquatic and Natural Resources Research and Development, the Department of
Agriculture, Department of Education-ALS among others.
B. Recommendations:

141
3. The extension unit may consider improving the documentation process of every extension
activity conducted. Signed communications, attendance sheets, proceedings, photos with
captions may be attached.
university and mechanisms may be established on how they could be remunerated may be
considered.
A. Strengths
1. The campus has a covered court to hold outdoor activities like sports, assemblies and
socio-cultural activities.
2. The physical plant and facilities of university are handled by a highly competent
engineer.
3. All medical tests required during enrollment are being conducted in the University
Clinic.
B. Recommendations
1. Potable water station may be put up in strategic location inside the campus.

building.
media projector.
4. If budget warrants, a separate faculty room and laboratory area for Bachelor of Science in
Electronics be set up.
5. The computer laboratory may be enclosed with thick curtains to maintain the temperature
of the room.
142
CONDUCT OF ACCREDITATION IN WESTERN MINDANAO STATE UNIVERSITY
In this section the researcher interviewed the Quality Assurance Director to explain how
the accreditation is being conducted in Western Mindanao State University.
The researcher asked the quality assurance director the process in conducting the
accreditation in Western Mindanao State University, she explained:
“if there are areas needing improvement in terms of preparation of documents then we
do the recommendation to do the actual visit. 1st thing we do, have a conference with the Deans
of the different Colleges if they are willing to undergo for accreditation after they will agree then
we set the schedule. We do not do this anymore because they have already the effectivity dates so
we do anymore to from the start. For example if the effectivity date will expire therefore they
need to go back from their previous accreditation status. So we are reminding the Deans to
really comply for the accreditation.” (Quality Assurance Director)
The researcher asked the key informant the reason why Western Mindanao State
University subjected to program Accreditation. She narrated:
“this is for normative funding, the higher the accreditation status the higher the funding.
This is actually the purpose of program accreditation not only that, in as much we are working
for SUC leveling especially us becoming ASEAN integration. ASEAN countries are looking for
schools with high accreditation status. If you will submit for ISO and ISA, we are good because
we already submitted for ISO and ISA because this is the requirement which will put us up. If
you will not undergo for accreditation you we will not qualify for ISO and ISA. And we already
143
been awarded because of accreditation, we are number four in the entire country.” (Quality
Assurance Director)
Furthermore, the researcher also asked the mode of funding of the accreditation.
According to the Quality Assurance Director, the funding are came from different Colleges. And
there are required fees to pay for the Conduct of Accreditation to Accrediting Agency of
Chartered Colleges and Universities in the Philippines, she narrated:
“we pay for one program, for preliminary visit we pay for 15,000 per program, level 1
and 2 is 30,000, level 3 is 35,000 and level 4 is 40, 000 per program. If we submit it all together
maybe WMSU cannot pay the teachers.” (Quality Assurance Director)
In addition, the researcher also asked the issues and challenges encountered by the
Quality Assurance Office, she narrated:
“our difficulty is money also, because we have a very big slash for the budget so we are
having a problem how we stretch the budget because we pay for accreditation fee.” (Quality
Assurance Director)
The findings show that the conduct of accreditation is start with the conference with the
Deans of the College if they are willing to undergo for accreditation then after they will be
scheduled for accreditation if they will agree. According to the Quality Assurance Director they
do not do this anymore because all the programs has already their effectivity dates. According to
the Quality Assurance Director the purpose of undergoing Accreditation is for normative
funding, because the higher the Accreditation Status the higher the funding and also for the
ASEAN integration and quality education. And lastly the issues and challenges encountered in
144
the lack of money because Wester Mindanao State University are paying the required fees for the
Accreditation.
145
OUTCOME OF ACCREDITION TO THE ACCREDITED PROGRAMS IN TERMS OF
FACULTY, CURRICULUM AND INSTRUCTION, RESEARCH AND EXTENSION
AND PHYSICAL FACILITIES
This section shows the findings the outcomes of accreditation conduct by AACCUP to
the different Colleges specifically to different programs of Western Mindanao State University it
focus on the five areas of Accreditation the Faculty, Curriculum and Instruction, Research and
Extension and Physical Plant and Facilities. The findings are divided according to the Areas of
Accreditation conducted by the AACCUP.
Issues and Challenges Response
Lack of time 12
Filing of Documents 12
Lack of funds 12
Clash of the faculty 3
Others 1
The researcher asked the Key Informants on the issues and challenges encountered by
their college during the accreditation, majority of Key Informants responses that the main
problem was the filing of the required documents, lack of time and money. One narrated:
146
“Several, especially the kind of program because we are laboratory based not more on
lecture. To satisfy the requirement of CHED, We need to convert the laboratory to state
of the art laboratory this is concern to the financial aspect to meet the required facility.
Yu need to satisfy 100%, it is hard because it really need financial support, we are lucky
because the administrator is very supportive for the facilities they are very responsive
especially the University President” (Dean, College of Home Economics)
One also narrated:
“the major problem that we really encountered was the filing of documents and
the supply for the toner, because we are requesting the supply to the supply office in the
main campus, the lack of time also is our major problem.” (Dean, College of
Agriculture)
One also narrated:
“an organized documents, and also the schedule which sometime is very abrupt like they
will give us 2 months to prepare but there is a statement that is not sure.” (Dean College
of Social Work and Community Development)
Other Key Informants said that an issue that they encountered were the filing of
documents most especially the filing of the syllabus for the accreditation:
“we have lots of problem encountered, the filing of the syllabus during the accreditation
because the accreditors asked for the OBE syllabus therefore we immediately make the
syllabus to comply the recommendation.” (Dean, College of Asian and Islamic Studies)
147
The two of the key informants stated that in order to avoid difficulties during the
accreditation, they have solutions for the problems they have encountered most especially on the
filing of documents: they narrated:
“we do to avoid some difficulties, in our College we do is every day is accreditation day
therefore what we are doing is we file all the necessary documents that can be used in the
accreditation.” (Dean, College of Home Economics and College of Social Work and
Community Development)
The one respondent stated that the problem they have encountered is in the faculty, he
narrated:
”my problem during the accreditation was on the faculty, because there are some faculty
that are clashing. One faculty has his own principle and the other has his own principle
so therefore there is misunderstanding.” (Dean, College of Liberal Arts)
148
AREA II- FACULTY
In searching for the outcome of accreditation to the faculty of their respective Colleges,
The researcher focused on the qualifications of the faculty, possessing the required academic
qualification relevant to their program. The researcher also asked the key informants on what is
their compliance based on the recommendations of the AACCUP if there are some faculty who
did not meet the required academic qualifications.
The academic qualifications of the faculty relevant to their program is one of the
important matter in the Area II Faculty, because according to the key informants the faculty
should possess the required academic qualifications so that the quality of education of the
programs will increase, one narrated:
“all the faculties here are licensed agriculturist, we do not hire that are not licensed. We
have five finished their master’s degree, but there are three transfer here form the city.
All of them are qualified, some are already sent for scholarships to finish there master’s
degree. I recommended for the plantilla item those who have already finished their
master’s degree and of course it is a requirement from the CHED, because they teach
those undergraduate that undergo for licensure examinations so we are strict in terms of
hiring of faculties.” (Dean, College of Agriculture)
One also narrated:
"one of the problem of the faculty is the masteral. They are contented on the
extracurricular activity because they have greater income. I was the pioneer of the msu
149
iit, I’m the first one who graduate doctor of engineering so I become their model. There
are 6 faculty finished their masteral in engineering msu iit, to standardized the quality of
education in our college.” (Dean, College of Engineering and Technology)
The selected narration presented, the two informants has the same response of the other
key informants. The faculty of the programs offered by the Western Mindanao State University
has met the required academic qualification of the Commission on Higher Education and the
faculty of the institution are competent.
The Institution has given opportunities to the faculty by granting scholarships for the
enhancement of the quality of education. The College of Agriculture has already sent 3 faculties
to study their Doctor of Philosophy in Horticulture and Aquaculture, the College of Liberal Arts
has already sent faculty by the Dean to study their Doctor of Philosophy in other Higher
Education Institutions, the College of Teacher Education has already sent faculty to finish their
Doctor of Education. The College of Forestry has already sent their faculty to study and finished
their Master’s degree in other Higher Education Institution.
Moreover, the College of Social Work and Community Development, all the faculty
possess the required academic qualification because the master’s degree program for social work
is offered in the College. According to the Dean of the College there is no offered Doctor of
Philosophy for Social Work in the Philippines, the Dean of the College encouraged the faculty to
precede their Doctorate degree in Sociology, because Doctor of Philosophy in Sociology is the
nearest discipline to the Social Work. This was become the problem also of the College of Home
Economics because most of the program offered in their College, there is no offered a Master’s
Degree relevant to their disciplines here in the Philippines.
150
”I finished my undergraduate in western mindanao state university, my master’s degree
in social work is in western Mindanao state university. I decided during that time to took up
doctor of education in western Mindanao state university, but I was encouraged by the late
president Eldigario Gonzales to took up Doctor of Philosophy and I assess that the Doctor of
Philosophy in Sociology is the near discipline to the Social Work. Because there is no offered
doctorate degrees for social work here in the Philippines. So I’m encouraging my faculty to
really pursue their studies to reach the highest degree.” (Dean, College of Social Work and
The promotion for the faculties in the Institution are well observed, the promotion and
hiring most especially for the Visiting Lecturers given that the faculty possess the minimum
requirement given by the Civil Service Commission
151
AREA III- CURRICULUM AND INSTRUCTION
In this section shows the outcome of the accreditation to the area iii curriculum and
instruction to the programs of Western Mindanao State University. The researcher asked the key
informants the planning and review of the curriculum, the instructional materials used and the
percentage of the licensure examinations of the programs that has licensure examinations.
Majority of the key informants said that the planning and review of the curriculum of the
programs are depends the Commission on Higher Education order.
They narrated:
“the planning of the curriculum will depend on the CHED order if there will for us to
revised the curriculum that’s the time we will revised the curriculum.” (Dean, College of
Liberal Arts, College of Home Economics, College of Forestry and Environmental
Science, College of Social Work and Community Development, College of Teacher
Education, College of Engineering and Technology, College of Nursing, College of
Criminology and College of Agriculture.)
In addition, two key informants also stated that they revised the curriculum twice a year
to ensure the quality of education that they offer to the students most especially to the programs
that has licensure examinations. One narrated:
“to ensure the quality of education, what we did is that we revised the curriculum of our
program twice a year. If we see lapses like for example the low percentage of licensure
152
examination immediately we took action for that.” (Dean, College of Physical Education
Recreation and Sports)
He narrated:
“we revised our curriculum twice a year because that is very important to improve the
quality of education that we will offer to the students.” (Dean, College of Asian and
Islamic Studies)
According to the key informants the revision of the curriculum of their respective
program was to ensure the quality of education that they offer to the students most especially to
those programs that has licensure examinations. The indicators of the outcome of the Accredited
programs of Western Mindanao State University along administrative support system was very
much attained and was justified that the colleges had sustained functional program of activities
for students with provisions for effective instruction giving assurance to pass the examination the
colleges provided budget for classroom and instructional material needs.
The administrative support to the programs of Western Mindanao was very much attained
like giving the students that will take the licensure exams a review for their program so that it would
assure that the student will pass the examination. It is a part of the recommendations mostly of the
Accreditors when they conducted the survey to Western Mindanao State University. Some Colleges
has already raised this issue of the low performance of their respective programs in terms of licensure
examination.
153
“I will be honest with you that the programs bs psychology and the bs accountancy has a low
performance in their licensure examination. I told the faculty of the two programs to have a
firm review center or have a partnerships so that it would be assure that the students will
pass their licensure examinations.” ( Dean, College of Liberal Arts)
“the latest so far of the licensure examination for the program bpe, were very low. Why
because the reason we are looking into was the disciplines that are included in the licensure
examinations. And of course the review for the student, we are weak in terms of licensure
examinations. (Dean, College of Physical Education Recreation and Sports)
The key informants responded that there is an improvement on the instructional materials
that is used in their College. The College of Home Economics used laboratories as means of their
instructional materials to teach the students, she narrated:
“the administration is very supportive in means of the physical facilities, if we are
requesting for the improvement of the laboratories immediately they respond. Of course,
the programs offered here in our College are all laboratories base, therefore what we did
we need to improved our laboratories to have a better quality of education.” (Dean,
College of Home Economics)
The Accrediting Agency of Chartered Colleges and Universities of the Philippines highly
recommended to the two colleges in the Western Mindanao State University, the College of
Liberal Arts and the College of Agriculture to put an over-head projector in every classrooms of
the college as a means of instruction materials. But according to the Dean of the College of
Liberal Arts it is really hard to comply the recommendation, he narrated:
154
“that is easy to say, because if we put an over-head projector in classrooms of our
college it would really affect the budget of the college. The projectors are very expensive,
if that so, if we put projectors, maybe the teachers of the college will not receive any
more salary especially the vl’s.” (Dean, College of Liberal Arts)
Another narrated:
“we are trying to comply already this recommendations of the accreditors to put an over-
head projector in every classrooms. In fact we already bought two projectors to use by
the teachers for their convenience in their teaching.” (Dean, College of Agriculture)
155
RESEARCH AND EXTENSION
In searching for the outcome of accreditation to the accredited programs of Western
Mindanao State University the research and extension area is consider as one of the core areas of
the accreditation. The faculty of the university has engaged in researches relevant to their
programs to enhance their skills and for promotions.
“my faculty has engaged in the researches, we are very lucky because our field has lots
of researches that can be study. We are linked to the WESSMARDEC and DOST. I myself
has already engaged many researches and already presented to international
conferences. It helps me for my promotions and etc. the extension program of the college
we are now working together with the international company ASIAN HALLAL CENTER
that produce halal chicken so with that it is not just for extension and also for production.
We are also looking forward for an extension program where in we will give seeds r
palay to the farmers for them to start a agricultural business” (Dean College of
Agriculture)
Another narrated:
“we submit to research center we are waiting to approve. We have no problem with
research we have n going two, the one will be finish in December and my one also are
already approved. We have 3 proposals for the researchers done by the faculty and our
extension program was the experimental forest in la paz 1200 sq. m intended for the bs
forestry it is the CHED requirements.” (Dean, College of Forestry and Environmental
Studies )
156
Another narrated:
”we have no problem also to the research activities because my faculty also engaged to
many researches, actually some of my faculty has already presented international
conferences. Our college has anchored to the floating school extension program of the
university. We are working together with the college of nursing. (Dean College of Home
Economics and Nursing)
The College of Physical Education, Recreation and Sport planned to linked to the
national federations in sport to conduct an extension program that could be benefited the
community most especially the war conflict areas of jolo sulu and basilan city. According to the
Dean the planned extension program will help the College to up lift its research and extension
program, He narrated:
“the college has planned to conduct an extension program in coordination with the
sports federation. We are planning to have a sport for peace. The aim of this was to teach
the community to play sport instead of war. We also want to teach the rebel groups so
that the rebel groups will realized that there is another way to find peace. The first thing
to do was to research the conflict areas, conduct a research there and after conducting
research in the area we will choose the area to conduct our extension program. Still I
hope together with my faculty this would be realized. This is my dream for the College.
(Dean, College of Physical Education, Recreation and Sport)
157
Moreover, all the Colleges are conducting research forums for the students at least once a
year so that the students will also enhance their research skills. One narrated:
“we choose one research from the student, who is the best research paper will be the one
who will present in the research fora” (Dean, College of Forestry and Environmental
Studies)
158
In searching for the Physical Plant and Facilities of the Accredited Programs of Western
Mindanao State University, the Researcher asked the key informants the improvement of the
physical facilities in their respective college. They narrated:
“the physical plant and facilities somehow improved in the college. We have already
constructed the social hall, the faculty room and the accreditation room. The
recommendation of the AACCUP was to have a50 hectares of land for the laboratory for
the agricultural experiments to offer the institution and we have existing request that
ecozone will give us land to comply the required land area to make an ecopark also.”
(Dean, College of Agriculture)
“one of the concern is when we transfer here, the building was constructed for the CFES
but we passed the accreditation. And we are requesting for a building with 8 classrooms
considering we are center of development for forestry program.” (Dean, College of
Forestry and Environmental Studies)
159
“this building was owned by the forestry before, so we are asked to transfer here. And
I’m requesting for additional infrastructure program like renovations and etc. and we do
not have accreditation room. (Dean, College of Islamic and Asian Studies.)
“yes, there is an improvement during my time as a dean as you can see there renovations
for the buildings. And I’m already requesting for the laboratory for the mechanical
engineering. And the DOST is supportive for the equipment for the programs. (Dean,
College of Engineering and Technology)
“the administration is very supportive in means of the physical facilities, if we are
requesting for the improvement of the laboratories immediately they respond. Of course,
the programs offered here in our College are all laboratories base, therefore what we did
we need to improved our laboratories to have a better quality of education.” (Dean,
College of Home Economics)
“the college has improved its physical facilities. We already renovated the college
building, the renovation of the new faculty room. And the next project is for the next
accreditation was the psych laboratory and the faculty room of political science.” (Dean,
College of Liberal Arts)
160
“the college has already improved with its physical facilities. As you can see this
building is new, we transferred from the old building the wood one and they demolished
it. So the administration is also supportive for the facilities most especially for the
criminology equipment that the students use.” (Dean, College of Criminal Justice
Education)
However, some of the respondents responded that there is need to improve their physical
facilities, one of the reason is of the very small lot space and the budget allocation for the
improvements of the building. They narrated:
“we have very small space here in our college. Actually we have already almost 1000
students and we have only 4 rooms here and with the akabayan lobby. And I have already
proposed to the administration that to add a building for our college. But the problem
now is the akbayan lobby is already constructed because the proposed was to extend the
building so they suggested that to demolish it.” (Dean, College of Social Work of
“there is not so improvement of the physical facilities. Because we need to have standard
facilities because of the capital outlays there is no need for new building because of the
decrease of students enrolled, Maybe after 2018.” (Dean, College of Teacher Education)
161
Lastly, the researcher asked the key informants if the accreditation has an impact to their
Colleges, the key informants said that the impact of the accreditation will be felt later when we
reach the highest accreditation status. The key informants also said that the impact of
accreditation will benefited the students most especially when they apply for job here in our
country and abroad. The quality assurance director narrated:
“the purpose of accreditation is for normative funding the highest your accreditation
status the higher also the funding so that’s why we are really pushing through for the
accreditation as also mandated by our university president. And of course this would be
benefited by the students. Because there was an instance that an hrm student a graduate of our
university applied in Australia and that applicant has a competent for the job when the employer
new that the hrm program was accredited they hired our student because of that. So of course all
in all it is really for the quality of education.” (Quality Assurance Director)
162
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
SUMMARY
1. The Western Mindanao State University follows the Accreditation system of Accrediting
Agency of Chartered Colleges and Universities of the Philippines. The institution gives all the
Colleges equal opportunity to decide whether they are willing to submit themselves for
accreditation.
2. The accreditation has very much advantage for the Institution, because the higher the
accreditation levels the higher also the budget allocation for the institution. The purpose also of
the accreditation is for SUC leveling to be in line with the ASEAN integration and for the quality
of education for the benefit of the students.
3. The study showed that the programs in Western Mindanao State University are accredited.
The faculty members possess academic preparation relevant to the program.
4. There is distinct summary of findings and recommendations by the accreditors, faculty
members and staff endeavored to satisfy and sustain their accreditation level.
5. The outcomes of Accreditation to Western Mindanao State University are presented:
163
a. the faculty are given opportunities by the Administration to study by granting
scholarships relevant to their respective program. The faculty possess the required
qualification mandated by the Commission and Higher Education.
b. It is worth to note that colleges encourage students to conduct research as a
requirement in their curriculum and output in the instructional system. Research activities
are need based which provided inputs to development areas mechanisms for
documentation, publication done in a conclusive workplace. Faculty members who did
research are given corresponding points in the NBC 461.
c. Along extension and community outreach that the extension program reflected in the
vision, mission, goals and objectives and complements the curriculum is very much
attained. The extension activities are research based with regular activities participated in
by the students. Much attained also in the indicator that the budget in which is allocated
from the income generating project (IGP) is well utilized with the package technologies
as outputs but on the other side it was also observed that not all faculty members are
involved due to some reasons.
e. The indicators of the outcome of the Accredited programs of Western Mindanao State
University along administrative support system was very much attained and was justified
that the colleges had sustained functional program of activities for students with
provisions for effective instruction giving assurance to pass the examination the colleges
provided budget for classroom and instructional material needs. Faculty members along
164
instruction are enjoying the benefits of the Faculty Development Program and were provided
incentives and recognition. The administration also sustains the program with a budget to
fulfill all the needs and requirements.
f. Issues and problems on accreditation are also focused to the lack of time, money, material
and manpower resources to conduct research and extension/community involvement
activities. Faculty members are also overloaded that they have no time to conduct related
activities along their instructional functions.
g. Moreover, the colleges also undertake regular monitoring and evaluation of extension
program, sustainability program for faculty in line of expertise, utilization of research result
for institutional development and using multi-sectoral approach.
h. the impact of accreditation to the accredited programs of Western Mindanao State
University has very much felt. The quality of education has much improved to the Colleges
of Western Mindanao State University. The Colleges of the State University has improved
through its administrative support in the means of increased of budget allocation to improve
the facilities and instructional material, giving opportunities to the faculty by giving
scholarship grants to possess the required academic qualification relevant to the program,
encouraging the faculty to conduct research and extension programs for promotions. The
student has also very much felt the impact of accreditation, the students will easily be
employed to the jobs they want to get in to because of the academic program which they
graduated are already accredited by an accrediting agency.
165
i. physical facilities of the different colleges of Western Mindanao State University has
attained its improvement, because the administration is supportive for its construction and
renovations of the buildings, laborato
ries and classrooms of the colleges.
CONCLUSIONS
Based on the findings of the study, the following conclusions are drawn:
1. Administrators and faculty members of the accredited programs of Western Mindanao State
University are competent to handle various assignments on accreditation because they are highly
qualified in terms of academic preparation and attainment.
2. Indicators on the outcome of Western Mindanao State University programs along student,
research, extension and community outreach, production and administrative support system are
much attained.
3. The best practices of administrators, faculty members, staff and students are summarized in
terms of development education characterized by productivity, action, rationality, adaptability,
discipline, innovativeness, and entrepreneurship.
4. The issues and problems focused on the lack of time to conduct extension activities and
research, finance, material and manpower resources.
166
5. The policy initiatives conducted by Western Mindanao State University, colleges to sustain
the program are directed towards integration of values, dissemination of vision, mission, goals
and objectives (VMGO), conduct of pre licensure reviews, professional enhancement and
support for effective instruction, regular monitoring and evaluation of research and extension and
utilization of results as base line in the institutional development.
RECOMMENDATIONS
The following recommendations are generated from the findings and conclusions of the
study. They serve as policy implications for further development to sustain the accredited status:
1. Higher education institutions must continue to implement government policies of maintaining
quality education through accreditation.
2. Higher education institutions must make accreditation status a requirement in qualifying for
financial support.
3. Continuity of accreditation as a basis to establish center of development or center of
excellence.
4. The quality of education has much improved to the Colleges of Western Mindanao State
University
5. Institution of specific policies on:
a. Faculty under adequacy development, incentive, recognition, and professionalism.
167
b. Instructional management and administrative support for effective instruction.
c. Functional and dynamic research unit.
d. Extension and involvement program in pursuit of relevance.
e. Quality and adequacy of physical plant and facilities.
f. State of the art laboratories.
g. Supportive administration.
h. Conduct parallel studies on accreditation focusing on regular support to the
accreditation system by the national government, motivation for accreditation, reasons for
non-implementation, effectiveness of accreditation system and extent of improvement in
the different area assignment.
168
REFERENCES
-AACCUP, 2014, www.aaccup.org.ph
-Arcelo, AA; Saiyal, BC; Waldo, SP, 1981, Higher Education and Labour Market in the
Philippines. Paris: UNESCO/IIEP
-Arcelo, Adriano. In Pursuit of Continuing Quality in Higher Education through

Accreditation: The Philippine Experience. International Institute for Educational Planning,
2003.
-Ambut, C. Impact of accreditation to the western visayas college of scince and technology.
Ancheta, A, 2012. Level III Accredited Teacher Education Programs of state and universities
and colleges in Region I: A Case Study. E-Internatinal Scientific Research Journal Volume IV
-Commission on Higher Education (CHED) Memo Order 1, series 2005.
-Cooney, R.P., 1989, Higher Education Accreditation in the Philippines. Philippine Fulbright
Scholars Association in cooperation with Philippine-American Educational Foundation.
-Dalupan, Francisco. 1951 “The Accreditation System in Higher Education,” Introductory

Remarks during the Inauguration of the University of the East and of Himself as President,”
University of the East, Manila,
-DECS order No. 37, Series of 1987,
-DECS No. 54, Series of 1991,
-DECS Order No. 92, Series of 1992
-“PAASCU @ 50: Raising the Standards of Excellence in Philippine Education,” Golden

Jubilee Programme, 1957-2007, 2007.
-Ministry of Education issued the MECS Order No. 36, Series of 1984,
-Pila, R, et. al, 2016. The impact of accreditation in the library services of rizal technological
university. Mandaluyong City, Philippines
169
APPENDICES
Accreditation Status Granted by AACCUP (All Years: 1992-2014)

To
Western Mindanao State University (WMSU)
Baliwasan, Zamboanga City
as of December 31, 2014
Back to Institutional Members
CAMPUS(ES)/PROGRAM(S) LEVEL (ACCREDITATION DURATION OF VALIDITY

STATUS) OF ACCREDITATION
STATUS
1 . Bachelor of Elementary Education Level III Re-accredited May 1, 2014 - Apr. 30, 2018
(Majors: General Education, Special
Education, Early Childhood Education)
2 . Bachelor of Secondary Education Level III Re-accredited May 1, 2014 - Apr. 30, 2018
(Majors: English, Filipino,
Mathematics, Biological Science,
Physical Science, MAPEH, Social
Studies, Values Education)
3 . BS in Nursing Level III Re-accredited May 1, 2014 - Apr. 30, 2018
4 . BS in Food Technology Level I Accredited Nov. 16, 2013 – Nov. 15, 2016
5 . BS in Nutrition and Dietetics Level I Accredited Nov. 16, 2013 – Nov. 15, 2016
6 . BS in Home Economics Education Level I Accredited Oct. 1, 2014 - Sept. 30, 2017
7 . BS in Hotel and Restaurant Level I Accredited Oct. 1, 2014 - Sept. 30, 2017
Management
8 . AB in Broadcasting Candidate June 1, 2014 - May 31, 2016
9 . AB in English Candidate June 1, 2014 - May 31, 2016
10 . AB in History Candidate June 1, 2014 - May 31, 2016
11 . AB in Journalism Candidate June 1, 2014 - May 31, 2016
12 . AB in Political Science Candidate June 1, 2014 - May 31, 2016
13 . BS in Accountancy Candidate June 1, 2014 - May 31, 2016
14 . BS in Architecture Candidate June 1, 2014 - May 31, 2016
15 . BS in Civil Engineering Candidate June 1, 2014 - May 31, 2016
16 . BS in Computer Engineering Candidate June 1, 2014 - May 31, 2016
17 . BS in Computer Science Candidate June 1, 2014 - May 31, 2016
18 . BS in Economics Candidate June 1, 2014 - May 31, 2016
19 . BS in Electrical Engineering Candidate June 1, 2014 - May 31, 2016
20 . BS in Electronics Engineering Candidate June 1, 2014 - May 31, 2016
21 . BS in Environmental Engineering Candidate June 1, 2014 - May 31, 2016
22 . BS in Geodetic Engineering Candidate June 1, 2014 - May 31, 2016
23 . BS in Industrial Engineering Candidate June 1, 2014 - May 31, 2016
24 . BS in Mechanical Engineering Candidate June 1, 2014 - May 31, 2016
170
25 . BS in Physical Education Candidate June 1, 2014 - May 31, 2016
26 . BS in Psychology Candidate June 1, 2014 - May 31, 2016
27 . BS in Sanitary Engineering Candidate June 1, 2014 - May 31, 2016
28 . Doctor of Education, major in Candidate June 1, 2014 - May 31, 2016
Educational Administration
29 . Master of Arts in Education (Majors: Candidate June 1, 2014 - May 31, 2016
Educational Administration, Guidance
and Counseling, Special Education)
30 . Master of Arts in Nursing (Majors: Candidate June 1, 2014 - May 31, 2016
Nursing Education, Nursing
Administration)
31 . Master of Nursing (Majors: Medical Candidate June 1, 2014 - May 31, 2016
Surgical Nursing, Psychiatric and
Mental Nursing, Maternal and Child
Health Nursing)
32 . Master of Public Administration Candidate June 1, 2014 - May 31, 2016
(Majors: Organization and
Management, Fiscal Management,
Personnel Administration, Program
Development and Administration)
33 . BS in Biology Candidate Oct. 1, 2014 - Sept. 30, 2016
34 . BS in Chemistry Candidate Oct. 1, 2014 - Sept. 30, 2016
35 . BS in Community Development Candidate Oct. 1, 2014 - Sept. 30, 2016
36 . BS in Mathematics Candidate Oct. 1, 2014 - Sept. 30, 2016
37 . BS in Physics Candidate Oct. 1, 2014 - Sept. 30, 2016
38 . BS in Social Work Candidate Oct. 1, 2014 - Sept. 30, 2016
39 . BS in Statistics Candidate Oct. 1, 2014 - Sept. 30, 2016
40 . Master in Social Work Candidate Oct. 1, 2014 - Sept. 30, 2016
• San Ramon Campus
1 . BS in Agribusiness Candidate June 1, 2014 - May 31, 2016
2 . BS in Agricultural Engineering Candidate June 1, 2014 - May 31, 2016
3 . BS in Agricultural Technology Candidate June 1, 2014 - May 31, 2016
4 . BS in Agriculture
Note: the programs above are listed on the website of AACCUP since 2014. The updated
accredited programs will be released in the website after disseminating all the results.
171
For Quality Assurance Director
INTERVIEW GUIDE
The study’s aim is to determine the outcome of accreditation to the accredited programs
of Western Mindanao State University, specifically the following areas of accreditation, the
faculty, curriculum and instruction, research, extension and physical facilities.
Part I: Accreditation System of Western Mindanao State University
a) How Western Mindanao State University conduct Accreditation?
b) What are the reasons why Western Mindanao State University applied for program
accreditation? How Western Mindanao State University applied for accreditation?
c) What is the mode of funding for the conduct of program accreditation in Western Mindanao
State University?
172
For Deans
INTERVIEW GUIDE
The study’s aim is to determine the outcome of accreditation to the accredited programs
of Western Mindanao State University, specifically the following areas of accreditation, the
faculty, curriculum and instruction, research, extension and physical facilities. The questions
followed, are the outcomes of the AACCUP accreditation after the survey conducted by the
accreditors.
Part I: Outcome of Accreditation in terms of the following areas, faculty, curriculum and
instruction, research and extension and physical facilities.
1) What are the programs in your College passed the AACCUP accreditation?
2) Along with the program accreditation, what are the issues and challenges encountered by your
College during the program accreditation?
A) Faculty
1) How will the heads of the programs comply with the findings and recommendations
given by the AACCUP Accreditors based on the following?
a) Academic Qualifications and Professional Experience?
b) Recruitment, Selection and Orientation
e) Faculty Development
f) Professional Performance and Scholarly Works
173
B) Curriculum and Instruction
a) Curriculum and Program Studies
b)Instructional Processes, Methodologies and Learning Enhancement

Opportunities
C) Research and Extension
Research
a) Priorities and Relevance
b) Funding and other Resources
c)Implementation, Monitoring, Evaluation and Utilization of Research

Results/Outputs.
d) Publication and Dissemination
Extension
a) Priorities and Relevance
b) Planning, Implementation, Monitoring and Evaluation
c) Funding and other Resources
d) Community Involvement and Participation
D) Physical Plant and Facilities
given by the AACCUP Accreditors?
a) Buildings
b) Classrooms
174
c) Offices, Staff and Function Rooms
d) Student Center
j) Accreditation Center
3) Does the accreditation have an impact on your College?
175
Dean, College of Asian and
Islamic Studies
Dean, College of Engineering

and Technology
176
Dean, College of Home
Economics
Dean, College of Social

Work and Community
Development
177
Dean, College of
Agriculture
Dean, College of
Forestry and
Environmental Studies
178
Dean, College of Liberal Arts
179
College of Teacher
Education
Quality Assurance
Office
180

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WESTERN MINDANAO STATE UNIVERSITY

College of Liberal Arts

This thesis attached hereto, entitled ACCREDITED PROGRAMS OF WESTERN

ADRIAN P. SEMORLAN, MPA, MHSS, Ed. D, DPA(CAR)

Comprehensive Examination: PASSED

APPROVED by the ORAL EXAMINATION COMMITTEE on January 11, 2017 with a

ERNESTO S. LEDESMA, MPA, DPA (units)

RUPERTO MENDOZA, Ed. D ROEL P. BORJA, MAEdSS, Ed. D (units)

ADRIAN P. SEMORLAN, MPA, MHSS, Ed. D, DPA(CAR)

Liberal Arts, Western Mindanao State University,

I ran into a trouble spot or had a question about my research or writing.

And to the Deans of the different Colleges of

Western Mindanao State University for being part of this research.

to Mamang Piling and Papang Johnny,

to my Brother Michael and John John and my Sister Laarni

the undying support of my special love one

Sherry Grace B. Lachica

outcome of accredited programs of Western Mindanao State University in terms of faculty,

curriculum and instruction, research, extension-community involvement, and physical facilities

It is highly recommended that the higher education institutions must continue to

make accreditation status a requirement in qualifying for financial support, continuity of

accreditation as a basis to establish center of development, center of excellence and institution of

specific policies on recognition and professionalism of faculty, instructional management, and

administrative support for effective instruction, dynamic research and extension.

importance to enhance quality in higher education through a system of standers, continuous

monitoring of implementation, and self-assessment done on a voluntary basis. The system of

higher education in the Philippines adopted accreditation as means of achieving high-level

be provided to parents and college-bound students. The accrediting association likewise

Universities (PAASCU); the Philippine Association of Colleges and Universities-Commission

on Accreditation (PACU-COA); and the Association of Christian Schools, Colleges and

instruments and standards. (Arcelo, 1981)

Accreditation is a quality-management mechanism that occurs in adjunction to the

the professional competences of higher-education graduates. The Professional Regulation

accredited programs of Western Mindanao State University

2. Study the Accreditation system of Western Mindanao State University.

b. Curriculum and Instruction

d. Research and Extension

Purpose of the Study

The study is a preliminary research to determine the outcomes of accreditation to the

the standard quality education that offers the institution.

higher educational institutions to undergo or continue the institutional program accreditation to

increase the quality of education for the benefits of other stakeholders.

determine the results of the accreditation.

Scope and Limitation of the Study

of Architecture, College of Home Economics, College of Nursing, College of Physical Education

College of Social Work and Community Development.

would be delimited to the College Deans or College Accreditation Coordinators of different

Western Mindanao State University.

Review of Related Literature

Accreditation is viewed as a process by which an institution at the tertiary level evaluates

it substantially achieves its objectives, and is generally equal in quality to comparable

institutions. (AACCUP, 2014)

Accreditation is a framework/approach to improve quality of an educational institution

operation such as Association of Christian Schools, Colleges and Universities – Accrediting

Agency (ACSC-AA), Accrediting Association of Chartered Colleges and Universities in the

Philippines (AACCUP), Association of Local Colleges and Universities – Commission on

Accreditation (ALCU-COA), Philippine Accrediting Association of Schools, Colleges and

Universities (PAASCU), Philippine Association of College and Universities – Commission on

Accreditation (PACUCOA). (Pila, et. Al, 2016)

national credentialing examinations. (Cooney, 1989)

or Department of Education, in a Bureau of Higher Education that exercised oversight over

Boards of Education. In 1994, the Department of Education was reorganized by an act of

Education for college and university studies. (Cooney, 1989)

being allowed to grant degrees. (Cooney, 1989)