THETHE SILLIMAN SILLIMAN STRATEGIC ...archive.su.edu.ph › resources › strategic-plan-2008-2016.pdfDirector, Management Information Systems Engr. Albert Geroncio Y. Rivera June

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SILLIMANSILLIMANSILLIMANSILLIMAN

STRATEGIC PLANSTRATEGIC PLANSTRATEGIC PLANSTRATEGIC PLAN

2008200820082008----2016201620162016

Speed is irrelevant if you’re going in the wrong direction. MAHATMA GANDHI

SILLIMAN UNIVERSITY DUMAGUETE CITY

PHILIPPINES

JUNE 2008

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 2

SILLIMAN UNIVERSITY

BOARD OF TRUSTEES

MEMBERS OF THE BOARD OF TRUSTEES School Year 2008-2009

AMATONG, JUANITA D. SUFI BALBIDO, RICARDO A., JR. SUFI BRIONES, LEONOR M., UCCP DELLOSO, ROSELYN G. SUFI FUNDADOR, ROSITA V. ALUMNI MARCO, DEBORAH T. UCCP GONZALEZ, CANDELARIO V. ALUMNI NOLIDO, REINALDO M. ALUMNI SAYSON, FEMA CHRISTINA P. SUFI SY, JULIO O. SR. SUFI TORRES, REBECCA C. UCCP VILLAMOR, ANTONIO P. ALUMNI VILLAVITO, MADISON M. ALUMNI

OUTGOING

REMOLLO, FELIPE ANTONIO B. ALUMNI TAN, NOEL R. UCCP VILLALBA, NOEL C. UCCP

OFFICERS LEONOR M. BRIONES Chair JUANITA D. AMATONG Vice Chair FEMA CHRISTINA P. SAYSON Secretary

SEE ANNEX IV ON PAGE 150 FOR BOT QUALIFICATIONS


LIST OF SU BOARD OF TRUSTEES COMMITTEES School Year 2008-2009

Executive/Membership

CHAIR Leonor M. Briones, UCCP VICE CHAIR Juanita D. Amatong, SUFI SECRETARY Fema Christina P. Sayson, SUFI MEMBERS Ricardo A. Balbido Jr., SUFI

Reinaldo M. Nolido, Alumni

Fiscal and Physical Properties

CHAIR Juanita D. Amatong MEMBERS Ricardo A. Balbido Jr.

Fema Christina P. Sayson Julio O. Sy Sr.

Madison M. Villavito Scholarship

CHAIR Edna J. Orteza MEMBERS Roselyn G. Delloso

Antonio P. Villamor Human Resource/Organizational Development

CHAIR Rosita V. Fundador MEMBERS Rebecca C. Torres

Candelario V. Gonzalez Edna J. Orteza Legal

CHAIR Candelario V. Gonzalez MEMBERS Reinaldo M. Nolido Fema Christina P. Sayson Programs and Services

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

CHAIR Ricardo A. Balbido Jr. MEMBERS Juanita D. Amatong

Madison M. Villavito Julio O. Sy Sr.


Alumni Affairs

CHAIR Reinaldo M. Nolido MEMBERS Roselyn G. Delloso

Antonio P. Villamor Rosita V. Fundador Madison M. Villavito

Audit

CHAIR Fema Christina P. Sayson MEMBERS Ricardo A. Balbido Jr.

Juanita D. Amatong Chairman Emeritus Roman T. Yap Ex-officio Dr. Ben S. Malayang III, President SUMCFI Representatives Juanita D. Amatong

Madison M. Villavito Reinaldo M. Nolido


SILLIMAN UNIVERSITY

ADMINISTRATION

POSITION NAME TERM President Dr. Ben S. Malayang III June 2006–May 2011

Vice President for Academic Affairs Dr. Betsy Joy B. Tan June 2008–May 2011

Vice President for Finance and Administration Prof. Cleonico Y. Fontelo June 2008–May 2011

Internal Auditor Mr. Jenny L. Chiu June 2008–May 2011

Officer In-Charge, Human Resource Development Office Atty. Fe Marie D. Tagle May 2008–May 2011

Registrar and Admissions Officer Ms. Annabelle E. Pa-a June 2007–May 2010

Treasurer Mrs. Norma D. Labrador June 2008–May 2011

DEANS AND DIRECTORS Director for Instruction Dr. Earl Jude L. Cleope June 2008–May 2011

Director for Extension Dr. Nichol R. Elman June 2007–May 2010

Director for Research and Development Dr. Enrique G. Oracion June 2007–May 2010

Dean, College of Agriculture Prof. Santiago B. Utzurrum Jr. June 2007–May 2010

Dean, College of Arts and Sciences Prof. Carlos M. Magtolis Jr. June 2007–May 2010

Dean, College of Business Administration Atty. Tabitha E. Tinagan June 2007–May 2010

Dean, College of Mass Communication Dr. Rosario M. Baseleres June 2007–May 2010

Dean, Divinity School Dr. Muriel O. Montenegro June 2007–May 2010

Dean, College of Education Dr. Pablito A. dela Rama June 2007–May 2010

Dean, College of Engineering and Design Engr. Tessie A. Cabije June 2007–May 2010

Dean, College of Law Atty. Myles Nicholas G. Bejar June 2007–May 2010

Director, Medical School Dr. Jonathan C. Amante June 2007–May 2010

Dean, College of Nursing and Allied Health Sciences Dr. Ma. Teresita S. Sinda June 2007–May 2010

Dean, College of Performing Arts Prof. Joseph B. Basa June 2007–May 2010

Director, School of Basic Education Prof. Francisco E. Ablong Jr. June 2007–May 2010

Dean, College of Computer Studies Prof. Dave E. Marcial June 2007–May 2010

Dean, Student Affairs Dr. Edna Gladys T. Calingacion June 2007–May 2010

Director, School of Public Affairs and Governance Dr. Reynaldo Y. Rivera June 2007–May 2010

ASSOCIATE DEANS College of Arts and Sciences Dr. Margaret Helen U. Alvarez June 2007–May 2010

College of Nursing and Allied Health Sciences Dr. Lynn L. Olegario June 2007–May 2010

DEPARTMENT CHAIRPERSONS COLLEGE OF ARTS AND SCIENCES

Anthropology/Sociology Prof. Fred V. Cadeliña June 2007–May 2009

Biology Prof. Mirasol N. Magbanua June 2007–May 2009

Chemistry Prof. Flordeliza G. Sillero June 2008–May 2009

English and Literature Prof. Andrea G. Soluta June 2007–May 2009

Filipino and Foreign Languages Prof. Rosalia M. Lopez June 2008–May 2009

History and Political Science Prof. Rosalind B. Ablir June 2007–May 2009

Mathematics Prof. Alice A. Mamhot June 2007–May 2009

Physics Prof. John Carl P. Villanueva June 2007–May 2009

Psychology Prof. Rogen Ferdinand E. Alcantara June 2007–May 2009 Speech and Theatre Arts Prof. Nora R. Ravello June 2007–May 2009

Social Work Prof. Emervencia L. Ligutom June 2007–May 2009

COLLEGE OF BUSINESS ADMINISTRATION

Accountancy Ms. Loren Ann C. Lachica June 2007–May 2009

Entrepreneur/General Business Prof. Josefina S. Alcano June 2007–May 2009

Management Prof. Ryan C. Montenegro June 2007–May 2009

Economics Prof. Wilma M. Tejero June 2008–May 2009

COLLEGE OF EDUCATION

Home Economics/Nutrition and Dietetics Prof. Irma Mae V. Ridad June 2007–May 2009

Physical Education Prof. Darnalita S. Cordova June 2008–May 2009

Teacher Education Dr. Rudy B. Lopez June 2007–May 2009


COLLEGE OF ENGINEERING

Civil Engineering Engr. Connie F. Inquig June 2007–May 2009

Electrical & Computer Engineering Engr. Ma. Lorena L. Tuballa June 2007–May 2009

Foundation Engineering Engr. Ruilo O. Ignacio June 2007–May 2009

Mechanical Engineering Engr. Jaychris Georgette Y. Onia June 2007–May 2009

COLLEGE OF COMPUTER STUDIES

Information Technology Engr. Ed O. Omictin III June 2007–May 2009

Computer Science Engr. Chuchi S. Montenegro June 2007–May 2009

Information Systems Prof. Melody Angelique C. Rivera June 2007–May 2009

COLLEGE OF NURSING & ALLIED HEALTH SCIENCES

Medical Technology Prof. Teodora A. Cubelo June 2007–May 2009

SCHOOL OF BASIC EDUCATION

Associate Director, Administration Prof. Thelma M. Apla-on June 2007–May 2009

Associate Director, Instruction-Research-Extension Prof. Luz R. Erum June 2007–May 2009

Chair, Early Childhood School Mrs. Rosevilla B. Larena June 2007–May 2009

COORDINATORS COLLEGE OF ARTS AND SCIENCES

Center for Women's Studies Program Prof. Phoebe A. Tan June 2007–May 2009

Philosophy Program, OIC Dr. Reynaldo Y. Rivera June 2008–Oct 2008

Religious Studies Program Prof. Lemuel P. Montenegro June 2007–May 2009

Southeast Asian Studies Program Prof. Jesa S. Selibio June 2007–May 2009

Basic Language Program Dr. Evelyn F. Mascuñana June 2008–May 2009

Center for Tropical Conservation Studies Prof. Renee B. Paalan June 2007–May 2009

COLLEGE OF BUSINESS ADMINISTRATION

MBA Program Prof. Gloria G. Futalan June 2007–May 2009

ACS Mrs. Concesa B. Roleda June 2007–May 2009

Extension Dr. Mirabelle J. Engcoy June 2007–May 2009

COLLEGE OF NURSING & ALLIED HEALTH SCIENCES

Level I Coordinator Prof. Evalyn E. Abalos June 2007–May 2009

Level II Coordinator Prof. Rowena M. Turtal June 2007–May 2009

Level III Coordinator Prof. Barbara Lyn A. Galvez June 2007–May 2009

Level IV Coordinator Prof. Theresa A. Guino-o June 2007–May 2009

UNIT HEADS University Pastor and Chaplain Rev. Noel C. Villalba June 2007–May 2009

University Legal Counsel Atty. Jose Riodil D. Montebon June 2007–May 2009

Consultant, Manila Office Ms. Dolores B. Felicitas June 2007–May 2009

Director, External & Alumni Affairs Prof. Jocelyn S. dela Cruz June 2007–May 2009

University Librarian Mrs. Lorna T. Yso June 2007–May 2009

Director, Institute of Environmental and Marine Sciences Dr. Hilconida P. Calumpong June 2007–May 2009

Director, University Athletics Prof. Meriam M. Ramacho June 2007–May 2009

Superintendent, Buildings and Grounds Engr. Edgar S. Ygnalaga Jr. June 2007–May 2009

Director, Office of Information and Publications Mr. Mark Raygan E. Garcia June 2007–May 2009

Director, Dr. Jovito R. Salonga Center for Law and Development Atty. Mikhail Lee L. Maxino June 2007–

Director, Management Information Systems Engr. Albert Geroncio Y. Rivera June 2008–May 2010

Manager, Food Services Department Mrs. Jean G. Espino June 2007–May 2009

Manager, University Press Mr. Burtlan I. Partosa June 2007–May 2009

Manager, Bookstore/Central Supply & Procurement Office Mr. Frederick D. Lim June 2007–May 2009

Manager, Claire Isabel McGill Luce Auditorium Prof. Diomar C. Abrio June 2007–May 2009

Officer In-charge, Security Office Dr. Nichol R. Elman June 2007–May 2009

Coordinator, National Service Training Program Dr. Pablito A. dela Rama June 2007–May 2009

Director, Multimedia Center Dr. Ma. Cecilia M. Genove June 2007–May 2010

Coordinator, Corporate Planning Prof. Josefina Alcano Cultural Affairs Officer Dr. Elizabeth Susan V. Suarez June 2007–May 2009

Career and Placement Officer Dr. Evangeline P. Aguilan June 2007–May 2008

Liaison Officer, United Board Dr. Christopher A. Ablan

SEE ANNEX I ON PAGE 136 FOR THE SU ORGANIZATIONAL CHART


TABLE OF CONTENTS

The Silliman University Board of Trustees ……. 2

The Silliman University Administration …………. 5

Message from BOT Chair

Leonor M. Briones …………….………….………….………….. 8

Message from BOT Vice Chair

Juanita D. Amatong ………….………….………….………….. 10

Message from Outgoing BOT Vice Chair

Noel R. Tan ………………...……….………….………….………….. 11 Overview ………….………….………….………….………….………. 12

CHAPTER 1 Framework of the Planning Exercise …………….. 25 CHAPTER 2 Inputs to the Planning Process ………………………… 30 CHAPTER 3 The Planning Process ………….………….………….………. 65 CHAPTER 4 The Plan [Output of the Planning Process] …… 72 CHAPTER 5 Desired Results and Outcomes ………….……………… 115 CHAPTER 6 Metrics ………….………….………….………….………….…………. 123 CHAPTER 7 Acknowledgments ………….………….………….………….….. 134 ANNEX I Organizational Chart of

Silliman University, 2008 ………….………….……………. 140 ANNEX II The SOUL Program ………….………….………….…………. 141 ANNEX III Schedule of Financial and Capital

Requirements by Action ………….………….………….…… 143 ANNEX IV BOT Qualifications ………….………….………….…………… 154


MESSAGE

he Board of Trustees of Silliman University is pleased to endorse the

Strategic Plan of the University for the period 2008-2016. The Plan is

the result of a two-year process which was participatory, inclusive,

open, and democratic It involved five exhaustive, and if I may say so,

exhausting but immensely rewarding, steps.

The first step was the formulation of the mission, vision, and the strategic

thrusts of the University. This was accomplished by the Board of Trustees

after much reflection, debate, and, yes, prayer.

The second step involved translation of the BOT’s strategic framework into

specific programs by the different units of the university. This time, the

lengthy process was shepherded by the University President. An important

feature was the consultation with the other stakeholders in the University.

The third step involved the presentation of these detailed programs to the

Board of Trustees during a workshop facilitated by external experts. The

Board gave comments and advice which were duly incorporated into the

plan.

The fourth important step was the integration of the different programs into a

comprehensive whole. This was accomplished by no less than the President

himself who wrote the final version of the plan.

The last and final step was the presentation of the completed document to the

Board of Trustees for its approval.

The entire process was daunting, to say the least. It was a challenging task to

balance the need for the University to respond to increased requirements of

the knowledge economy, with the duty to remain faithful to its original

mission. The University realizes the importance of maintaining its stature as

one of the leading institutions of learning in the country. Thus, it must be

relevant to increasing demands for the use of technology in transmitting

knowledge and skills.

However, even as it develops the “caterer’s approach“ in offering programs in

certain fields, it will not neglect on-campus, face-to-face programs, which

T


enhance and develop Christian values among our students. We will continue

to cherish and encourage interactions between and among faculty, students

and the university community in an atmosphere of academic freedom and

Christian fellowship in our campus.

The Board of Trustees thanks the Silliman University community—faculty,

administration, staff, and students—for the inputs they contributed to this

endeavor. This is our plan. Let us implement it together.

Leonor M. Briones CHAIRPERSON

Silliman University Board of Trustees


MESSAGE

illiman University like any other organization is an institution imbued with a mission. But, unlike other organizations, Silliman University is an institution which is uniquely situated and mandated not only to provide

education and facilities, but has the mission to provide quality Christian education with the end view of developing men and women in a holistic manner. From this mission, Silliman University crafted its vision. The operationalization of the Mission and Vision of Silliman University is embodied in its Strategic Development Plan. The University has embarked an eight-year strategic plan for the years 2008-2016 with the first 4 (four) years (2008-2012) being presented as a first medium-term plan. The First Medium Term Plan is the roadmap showing where, what, and how the University is going to be steered in the next four years. The plan consolidates the projects and activities of the different units in the University towards a synergistic, coherent and financially viable program with specified timelines. Silliman University’s Strategic Plan is expected to promote efficiency, allocate resources effectively, enhance transparency, and identify accountabilities. The Silliman University 2008-2012 Medium Term Plan, as in the entire 2008-2016 Strategic Plan is a program developed and participated in by the faculty and staff, the management team, and other stakeholders of the University and with the final approval of the Board of Trustees.

Juanita D. Amatong VICE CHAIRPERSON


S


MESSAGE

or the last several years as Vice Chairman of the Board of trustees, I

have seen the process of how this Strategic Plan had come about—from

the time of Dr. Agustin Pulido, to the present administration of Dr. Ben

Malayang III.

With the leadership of the Board of Trustees, the stewardship of time of Dr.

Ben Malayang III, and the contribution of content and participation by the

faculty, staff, and alumni, I am glad to see the final process of this plan getting

into place.

This is just the beginning of a very exciting journey for Silliman University.

Even as I end my term in the Board, I am confident that our beloved Alma

Mater continue on its march toward Quality Christian Education in living the

Via, Veritas, Vita.

Noel R. Tan OUTGOING VICE CHAIRPERSON


F


OVERVIEW

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

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

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

This Plan and its parts are coordinated to set Silliman University’s progress in

the next eight (8) years. It aims to focus the development of the university

along a pathway that will lead eventually towards achieving its Vision,

Mission, and Goals (VMGs). These VMGs have earlier been reviewed and

reformulated by the Board of Trustees in June 2006 and adopted as

fundamental policies of the University.

Strategic Objectives of this Plan

“Strengthen and Spread Silliman’s Apostolate of Excellence”

This means two things:

1. Working on its existing strengths to be better on what it is—a campus

offering excellent programs, where students learn and acquire

competence, character, and faith;

2. Adding to its existing capabilities also the capacity to deliver and acquire

knowledge and knowledge products using modern instruction techniques, to be

able to reach out to knowledge users and consumers beyond its

classrooms.


General Objectives. The Plan aims to strengthen and spread Silliman’s

apostolate of excellence of its academic and institutional life in eight (8) years,

from 2008 to 2016. In doing so, it will make Silliman more able than now to (1)

be a leading institution of learning that can (2) bring about total human

development for the well-being of society and the environment (which are the core

propositions of its Vision).

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

1. By improving the quality of Silliman’s programs and offerings, its faculty

and staff, its assets and organization, and its degree of public value and

support; and

2. By adding to the university’s onsite systems of delivering and acquiring

learning and knowledge in new modalities of on-line techniques in

cyberspace.

Contents and Outline of the Plan

This Plan describes the strategic thrusts of the university across a long-term

period of eight (8) years (from 2008 to 2016). The thrusts focus on

strengthening Silliman’s academic and institutional capabilities. It describes

the strategic actions to be done in the same period to pursue the thrusts. The

actions focus on four (4) areas of Silliman operations that were earlier

identified in the course of the planning process to be central to the

university’s ability to achieve its Vision, Mission, and Goals:

1. Programs and Offerings

2. Faculty and Staff

3. Facilities and Organizational Support Systems

4. Public Support (including support from students, alumni, and friends).


MTP 8-12 describes the thrusts in the 1st 4-year Medium-Term from 2008-

2012, which relate to strategic thrusts. It enumerates the actions that are to be

done during this period to pursue the medium-term thrusts and carry out the

strategic actions. It shows an estimate of the financial and capital

requirements of the actions.

MTP 12-16 describes the thrusts, actions, and financial and capital

requirements in the 2nd 4-year Medium-Term from 2012-2016.


1. Framework

The planning exercise to produce this Plan was based on a model of

institutional strategic initiatives proposed by Michael E. Porter (1980). This is

discussed in Chapter One (“Framework of the Planning Exercise”). The

framework is applied to Silliman as (1) a multi-tiered organization (Figure 1),

which (2) produces a portfolio of mixed academic and non-academic

products:

• Degree and non-degree offerings

• Administrative and auxiliary programs and services

• Values and virtues (anchored on the evangelical traditions of Christianity).

BOARD OF TRUSTEES

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

PRESIDENT

2 Divisions Finance & Administration Academic Affairs (Vice President) (Vice President) Many Units Administrative & Auxiliary Colleges and Schools (Directors/Unit Heads) (Deans/Directors)

Departments, Institutes, and Centers (Chairs/Directors)

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

1 See Annex I (“Organizational Chart of Silliman University, 2008”) for a fuller description of the Silliman

organization.


2. Inputs

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

1. The Vision, Mission, and Goals (VMG) of Silliman as fundamental

policies of the university. These are derived from previous similar statements

found in the university’s SUMMA (“Silliman University Mobilizing for Mission

and Action,” which is Silliman’s vision of itself in the long-term), but which the

Board restated in June 2006 to provide a sharper focus of the university’s

commitments and directions in the next 2-3 decades.

2. The disciplinal, institutional, and environmental trends that the faculty

and staff had identified as being relevant to their existing and future

programs, offerings, and needs. These are considered by way of an

analysis of Silliman’s strengths, weaknesses, opportunities and threats

(SWOT), which were done in earlier unit- and divisional-level planning

preceding their consolidation into this Plan.

3. A series of reflections offered to the Board and to the different levels of

leadership in the university on certain fundamental issues relating to the

present milieu of Silliman’s programs, offerings, operations, and

institutional thrusts.

The three inputs are discussed in Chapter Two (“Inputs to the Planning

Process”).


3. Process

This Plan was produced following a two-year planning process that began in

June 2006. The process started and ended with the Board of Trustees. But it was

the university community that provided the “nuts and bolts” and the contents

of the Plan. It was a combination of both “top-down” and “bottom-up”

approaches to planning. The process both had multi-level and multi-sector

participation.

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

organization:

1.1 Units (colleges, departments, institutes, centers, directorates, services;

auxiliary and administrative offices and services);

1.2 Divisions (mainly two, the Academic division and the Finance and

Administration division);

1.3 University (through the University Leadership Council and the

offices of the Vice President for Academic Affairs, Vice President for

Finance and Administration, University Chaplain, and President)

2. Multi-sector. It involved persons representing different Silliman

constituencies:

2.1 Academic

2.2 Administrative

2.3 Student Government

2.4 Faculty and Staff Associations

2.5 Selected representatives of the Alumni community and the General

Public


Figure 2 summarizes this 2-year process. It is discussed in more detail in

Chapter Three (“The 2-Year Planning Process”).

FIGURE 2. Silliman’s 2-year strategic planning process, 2006-2008

STARTS WITH THE BOARD

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

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

two on December 2007

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

4. Recruitment & Market Development (January to Aprril 2008)

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

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

ENDS WITH THE BOARD

BOT reviews the university’s Strategic Proposal for consistency with its prescribed VMG; prescribes refinements; decides to approve or defer action (April 19-20, 2008)

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


4. Outputs This Plan is the principal output of the mentioned planning exercise. It is

presented in Chapter Four (“The Plan [Output of the Planning Process]”). Other

outputs include the materials of units and divisions that went into this Plan.

There is also a summary of the comments made by selected representatives of

the alumni and the general public (in Dumaguete City) on the programs and

offerings shown in this Plan. These other outputs have been consolidated in this

Plan.

5. Desired Results and Outcomes

Results are consequences of the actions under this Plan relating to changes in the

university’s operations. They are intended to achieve certain outcomes, which

are events that, together, will move the university farther forward in achieving its

Vision, Mission and Goals. These are shown and discussed in Chapter Five

(“Desired Results and Outcomes”).

6. Metrics

These refer to the set of measures that will be used in this Plan to monitor and

evaluate how the actions included in the Plan are achieving the desired results

and outcomes. These are shown and discussed in Chapter Six (“Metrics of

Performance”).


7. Logical Structure and Sequence of the Plan

In brief, the Silliman Strategic Plan presents:

1. The thrusts to be pursued in 2008-2016 to move the university toward

achieving its Vision, Mission and Goals, which embody the university’s

appreciation of

• its strengths, weaknesses, opportunities, and threats as an educational

institution operating within a larger social, historical, political, and

economic milieu; and

• its options as a Christian institution of learning;

2. The actions that the university will carry out in 2008-2016 (and in the two

medium-terms in 2008-2012 and in 2012-2016), to pursue the thrusts;

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

and

4. The measures (metrics) to be used to monitor and assess the degree to

which the Plan is achieving the desired results and outcomes.

Figure 3 summarizes how these follow from each other.


ELEMENTS OF THE PLAN

CONTENTS

Framework

Michael Porter’s Competitive Strategy: Techniques for Analyzing Industries and Competitors

Inputs

• Silliman’s Board-approved Vision, Mission, and Goals

• Analyses of Silliman’s institutional Strengths, Weaknesses, Opportunities and Threats

• Reflections on Silliman’s Strategic Options

Process

• A 2-Year Planning Process

• Started with the Board specifying the university’s Vision, Mission and Goals; directed that strategic planning be conducted [June 2006]

• Staff work on framework identification and strategic planning at the unit-level [July 2006-March 2008]

• Validation among a group of community representatives, and within the university (through the University Leadership Council) [April 15-17, 2008]

• Validation of unit plans with the Board [April 19-20, 2008]

• Consolidation [April 21-June 15, 2008]

• Final approval by the Board [July 2008]

Outputs

• Silliman Strategic Plan 2008-2016 a. Strategic and Medium-Term Thrusts, 2008-2016 b. Strategic and Medium-Term Actions c. Financial and Capital Requirements

• Other Outputs: Unit Plans (kept in units and consolidated in the Silliman Strategic Plan)

Desired Results and Outcomes

• On Silliman’s operations

• On Silliman’s Vision, Mission and Goals

Metrics

• Measuring strategic progress in 2008-2012

• Measuring strategic progress in 2012-2016

• Measuring strategic progress from 2008-2016

FIGURE 3. Schematic structure of Silliman’s Strategic Plan, 2008-2016


Logical Sequence.

1. The logic of the Plan begins with the framework. It provides the conceptual

and empirical boundaries for looking at Silliman as an institution that

operates within a larger and wider context.

2. The inputs are the “givens” of the Plan. They are the set of policy and

analytic imperatives to be taken into account—using the framework—in

determining the general directions and contents of the Plan.

3. The process defines how the inputs are to be considered in order to

produce the contents of the Plan.

4. The outputs are the thrusts and actions to be pursued under the Plan. The

thrusts are based on the inputs. They are derived mainly from the policy

directives that are embodied in the university’s Vision, Mission and Goals.

The actions are likewise based on the inputs, but this time on how the

university’s perceived strengths and opportunities occasion its ability to

pursue its thrusts in the face of its weaknesses, threats and options.

5. The results are events that are desired to follow from the actions. They are

desired to occur in order for the actions to translate into outcomes, which

would be the extent that the thrusts are realized.

6. The realization of the thrusts is assumed to be tantamount to the university

moving toward achieving its Vision, Mission and Goals.

7. The metrics are the set of measures relevant to monitoring and evaluating

how much the actions are translating into desired results and outcomes.


8. Linkages and Continuity with Other Silliman Plans

This Plan represents yet another moment in a continuing effort in Silliman to

keep recharting its course as it sails through a wide ocean of changing

possibilities and opportunities. Once again, as it had done many times in its

107 years of existence, Silliman University takes stock and takes a fresh look

at its progress and directions.

This Plan follows from earlier versions of the SUMMA. In June 2006, when

the process to produce this Plan was begun, a new President had just been

installed. He had presented to the Board a 5-Year Plan of Action, 2006-2011

(5YP) that describes the thrusts and priorities of the university’s operations

under his term.

The Board approved the President’s plan, but then desired to adopt a longer-

term view of the university’s directions within and beyond the term of the new

President.

This view was to be based on a fresh restatement of the university’s Vision,

Mission and Goals, which serve as the Board’s fundamental policy

prescriptions for Silliman.

The 5YP continues to guide the present operations of the university.

However, upon its adoption, this Plan will prevail over the 5YP as the

primary basis for determining priority actions in the university, except where

the 5YP is found relevant to the execution of this Plan.


9. Acknowledgments

The Silliman University Board of Trustees initiated this Plan. Its guidance and

leadership in the planning process was most valuable in putting together the

essential elements of this Plan.

But the university community was also involved in producing the Plan. So

were many others among Silliman’s friends, public, and alumni.

Chapter Seven (“Acknowledgments”) lists the many persons and entities that

made this Plan possible.

Silliman University is most grateful.

BEN S. MALAYANG III

UNIVERSITY PRESIDENT 2008

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 1 | PAGE 22

CHAPTER ONE

Framework of the Planning Exercise

The planning exercise was based on a model of institutional strategic

initiatives proposed by Michael E. Porter (Competitive Strategy: Techniques for

Analyzing Industries and Competitors, New York: The Free Press, 1980).

The model assumes that

1. any organization is set against a large macro-environment composed of its

social, economic, technological, and political-legal milieus; the

organization is not always in a position to substantially direct events in

these milieus, but it needs to ensure that it is able to adapt to them in order

to best function and pursue its goals;

2. there are both external and internal environments for any institution; their

functional interplay determines the degree to which the organization is

able to best function within its large macro-environment;

3. there are five (5) general forces that shape the external (or “task”)

environment of an organization: customer (subscriber to the organization’s

products), competition (other producers of the organization’s products),

entrants (new producers of the same products of the organization),

substitutes (other products that the customer may procure instead of the

organization’s products, to equally satisfy his/her needs), and supplier (the

producers of products needed by the organization to produce its own

products); and


4. there are likewise five (5) general forces that shape the internal

environment of an organization: its policies, processes, financial management

system, organizational structure, and the organization’s culture.

The framework proposes that an organization’s strategic future is anchored

on its ability to offer a portfolio of products that, in light of its internal

environment, it can best produce (or would have the ability to invest on), and

in light of its external environment, can attract the most customers—both of

these within the long-term unfolding of its macro-environment.

It is thus critical—from the perspective of this framework—that the

organization’s portfolio of products is properly selected, mixed, delivered, and

supported, so that, as an institution, it is keenly attuned to a correct

anticipation of changes in its macro and external environments.

1. Macro-Environment

In the view of this framework, Silliman’s macro-environment includes the

array of social, economic, technological, and political-legal conditions that,

while hardly within the university’s ability to influence and control, have

tremendous influence and control of its operations.

The social conditions that bear significantly on the university include

demographics (population size, age structure, geographic distribution, religious

and ethnic mix, and consumption patterns), household and lifestyle patterns

(sizes and types of social groupings and households, occupations, educational

levels, leisure activities, income trends, fashions and fads), and values

(political, social attitudes and habits, and cultural traditions and biases). Most

particularly, the university (especially given the fact that it is a Christian

university) is anticipated to be most affected by changing patterns of


Philippine population growth in the medium- to long-term, religious and

ethnic mixing, occupational preferences across society, educational

aspirations of households, income trends, fashions and fads, political values,

social attitudes and habits, and cultural traditions and biases. These drive

demand for certain professional competencies.

Economic conditions include income levels and rates of savings and

investments among households and firms, which influence the proclivity and

capacity of households to acquiring formal education. Silliman would be

particularly sensitive to cyclical and structural changes of the Philippine

economy, including changes in interest rates, inflation or prices, GDP,

employment levels, food and energy availability and costs, foreign

investments, and balance of trade.

2. External Environment

The external environment refers to the body of institutions and entities whose

behavior, while responding to the same macro-environment they share with

the organization, would impinge on how the organization is able to function and

pursue its intentions. In the case of educational institutions like Silliman

University, these would include the entire population of consumers of

educational services; the students, communities, and households that are

likely to consider sending their children to Silliman; other institutions that

proffer educational services similar to those offered by Silliman, and which

students might consider to patronize instead of Silliman’s; other skill-forming

services that education-seekers might consider other than those offered by

universities like Silliman; and the institutions and entities that supply

Silliman’s needs to maintain its services and operations.


Their behavior could affect and influence Silliman’s operations. They could

either boost or erode the university’s ability to maintain its services.

3. Internal Environment

This refers to how an organization is geared to function. In the case of Silliman,

it encompasses its policies, processes, organizational set-up and culture as an

organization.

Policies are the universe of rules and regulations governing the behavior of all

persons in the university, including faculty, staff, students, and suppliers. It

also refers to the particular portfolio of programs and offerings that the university

has opted to maintain at any given time.

Processes include the systems and procedures for making things happen in the

university, in ways observant of and consistent with policies.

Organizational set-up refers to both the formal and informal arrangements in

the university on accountability relationships and on command-and-control

hierarchies, and to how individuals, entities, and offices normally relate to

each other to achieve the goals of the university.

Organizational culture embodies the accumulation of experiences and

traditions in Silliman that have been of value to its past and present

constituencies. This is recognized as bearing a strong influence on the options

that the university will likely prefer when acting on its challenges and

opportunities.


These internal features of the university are anticipated to determine the

limits and compass of Silliman’s ability to respond to changes in its macro-

environment and to the variable conditions of its external environment.

Mainly, these features determine the competitiveness of the university’s

programs and offerings across the changing landscapes of its macro and

external environments.

4. Implications to Silliman’s Strategic Options

The framework suggests that for Silliman University to advance its Vision,

Mission, and Goals as a Christian institution of learning, it shall need to have

an appropriate mix of certain features about its products, its capabilities to

deliver its products, and its support systems. It suggests that four (4) features

will be crucial:

• its mix of programs and offerings;

• its mix of faculty and staff;

• its mix of facilities and control systems; and

• its mix of support sources (such as from alumni, friends, and the general

public).

All four—says this framework—would be critical so that Silliman could

command patronage and achieve an attractive edge over other similar institutions

across its continuously unfolding—and changing—macro and external

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

Silliman’s Strategic Plan.


CHAPTER TWO

Inputs to the Planning Process

1.

The Vision, Mission, and Goals of Silliman University

Like all other modern institutions, Silliman University is guided by a set of

fundamental statements about itself. These are its Vision, Mission and Goals

(VMGs). They state how the university seeks to eventually be, as an agency in

society; what it aims to achieve, as an institution of learning; and how it seeks

to measure its success. These are the basic policy statements of the university,

in that (1) they define what the university intends to be, and (2) they state the

fundamental principles on which the University stands on and from which it

derives its raison d’etre and purpose. Thus, they are the “givens” insofar as how

Silliman shall seek to do things.

VISION Silliman is a leading Christian educational institution committed to total human development for the wellbeing of society and of the environment. MISSION Silliman shall… � infuse into the academic learning the Christian faith anchored on the gospel of Jesus Christ;

provide an environment where Christian fellowship and relationship can be nurtured and promoted;

� provide opportunities for growth and excellence in every dimension of University life in order to strengthen competence, character and faith;

� instill in all members of the University community an enlightened social consciousness and a deep sense of justice and compassion; and

� promote unity among peoples and contribute to national development.

GOALS Silliman aims to have… � a quality and diverse body of students; � a holistic and responsive educational program with a Christian orientation; � a quality faculty comparable to Asian standards; � a quality support staff; � adequate facilities and administrative systems; � a supportive and involved alumni; and � a long-term financial viability.


Silliman’s VMGs describe an institution that, in order to be what it intends to be,

shall need to be:

1. Christian in its faith foundation;

2. excellent in the quality of its learning services; and

3. fully committed to improving human conditions and the quality of society

and the environment.

Silliman’s VMGs describe an institution that is committed to a learning

ministry (to an academic and scholarly apostolate), with a determined purpose to

changing humanity, society, and the created world—for the better.

Silliman is to be a learning facility and a community of humane and caring

scholars, who are driven by the Gospel of Christ to empower persons and

communities so that they may better articulate and pursue their aspirations, in

a world of environmental justice and integrity. It is to be among the best

learning institutions in the country and in Asia; is Christian in faith claims and

yet hospitable to all pursuers of learning from different faiths; and finally, is

uncompromising in academic dignity and secular scholarly pursuits and yet able to

readily recognize the reality and supremacy of the Divine.

Silliman shall aim to become all these as it moves toward its immediate

future, from 2008 to 2016.


2.

A Consideration of Silliman University’s Strengths, Weaknesses,

Opportunities, and Threats

The university community considered perceptions of Silliman’s strengths,

weaknesses, opportunities and threats (SWOT) within its existing and unfolding

macro, external, and internal environments. These are seen as pertinent to its

Vision, Mission, and Goals. Each operating college, school, and unit

undertook the exercise. Below is a consolidation of what were identified at

these operating levels, and summarized for the whole university as an

institution.

2.1 Perceived STRENGTHS

These are the patterns and trends in Silliman’s external and internal environments

that, in the view of the university community, could boost the university’s ability to

operate and achieve its Vision, Mission, and Goals.

2.1.1 There is a continuing high value being placed by most Filipino

households on education. Education is still generally deemed as an

important element of prestige and social performance among most

Filipino households. This could translate to a continuing demand for

quality education such as what is purveyed in Silliman.

2.1.2 Silliman has had a long history and institutional presence in the

Philippines. It has prestige and identity in the country. This translates

to a higher ability to weather stresses and crises (including wars and

Martial Law), and keep its operations going.


2.1.3 It has an active (and working) Board of Trustees. Silliman has a Board

that is made up entirely of alumni. While they represent different

constituencies, they share a common tendency: a deep commitment to

what Silliman stands for and to the traditions of the university. The

Board is made up of a good mix of esteemed professionals in

education, fiscal policy and finance, business and investments, legal,

evangelical ministry, and environment.

2.1.4 It has a large portfolio of degree and non-degree programs and

offerings:

• thirty-one (31) Undergraduate degrees

• twenty-three (23) Graduate degrees

• various diploma and certificate programs in basic and tertiary

education

• various short-term training and summer institutes

• athletics and Sports

• cultural

• research

• extension

• co-curricular programs to affirm the virtues of persons and

Creation

• co-curricular programs to promote the value of life and fellowship

with all persons and created beings


2.1.5 It has a wide range of supportive constituencies and linkages within

and outside the country (Figure 2.1).

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

2.1.6 It has a recently rising enrolment indicating increasing public

confidence on—and access to—its programs and offerings (Figure

2.2)

5,800

6,000

6,2006,400

6,600

6,800

7,000

7,2007,400

7,600

7,800

8,000

SY 03-04 SY 04-05 SY 05-06 SY 06-07 SY 07-08

6,6137,005

7,3797,522

7,871

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


2.1.7 Its academic programs and offerings have high levels of recognition

and wide reputations of excellence (Table 2.1). It has among the most

number of Level III (highest) accredited programs among private

schools in the country.

TABLE 2.1. Distinctions of Silliman University, 2008

DESIGNATED BY CHED AS Center of Excellence in

• Education • Nursing Center of Development in

• Biology • Business Management Education • IT Education • Marine Sciences • Mechanical Engineering • Physics

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

2.1.8 It has wide latitudes and spaces for integrating faith appreciation in

all its programs and offerings. Faith appreciation is a ubiquitous

element in the university’s curricular and extra-curricular programs.

Worship is a regular activity across the university. This infuses

spiritual strength that attracts students and supporters to Silliman.


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

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

PRESENT PERSONNEL COMPLEMENT PROJECT PERSONNEL

Faculty Career and Placement Office 1 Regular 333 OIP 1 Probationary 154 EDP 1 IEMS 5 Staff Extension Program 9 Regular 286 Justice and Peace Center 6 Probationary 6 BBC (Svc Contractor) 205 Total 779 Century security service 67 Relievers 10 Part time Faculty 49 Total 305

Adjunct Faculty 28 Visiting Prof./lectures 5 Total 82

2.1.10 It has a good academic leadership. Many of Silliman’s academic

deans, directors, and department chairs have been long associated

with Silliman and are among the leaders in their disciplines and are

widely recognized inside and outside of Silliman.

2.1.11 It has a spacious residential campus with good complements and

variety of multi-functional facilities. It has facilities for instruction,

research, and extension; for worship; for sports and athletics; for

cultural programs; for student and staff housing; for health and other

community services; and for general administration. The Silliman

University Library is among the largest outside of Metro Manila. Its

Luce Auditorium is the best theater in the country outside of Manila.

Its allied institution, the Silliman University Medical Center

Foundation, Inc., is among the best hospitals in the Central Visayas. It

has a functioning educational farm and an internationally recognized

marine and coastal research facility.


2.1.12 Its financial state is improving. Operating revenues are beginning to

exceed expenses (Figure 2.3); its accumulated deficit is declining

(Figure 2.4).

FIGURE 2.3. Silliman’s revenues and expenses, 2001-2007

FIGURE 2.4. Silliman’s declining accumulated operational deficits, 2000-2007

Excess (Deficiency) of Revenues over Expenses after Tax

(40,000,000)

(30,000,000)

(20,000,000)

(10,000,000)

0

10,000,000

20,000,000

SY 2000-01 SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07

-

50,000,000.00

100,000,000.00

150,000,000.00

200,000,000.00

250,000,000.00

300,000,000.00

350,000,000.00

400,000,000.00

450,000,000.00

SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07

TOTAL REVENUES AND DONATIONS TOTAL EXPENSES


2.2 Perceived WEAKNESSES


that, in the view of the university community, are diminishing the university’s

ability to operate and achieve its Vision, Mission and Goals.

2.2.1 Silliman’s programs and offerings may be too wide and varied. This

translates to a weakness in the face of the trend where students and

households are focusing their demand for higher education on only a

few courses. These are courses that command immediate employment

and high incomes abroad like nursing, engineering and information

technology. Silliman’s traditional strength in general and liberal

education is being challenged and constrained by the shrinking of

students’ preferences and options of courses.

2.2.2 The Board of Trustees is comprised entirely of alumni of the

university. While earlier identified as a strength, this is also perceived

as a weakness in that being all alumni, the Board has no “third eye”

from an “unconnected” viewer of the university’s operations and

progress, who may give it alternative views on the university’s policy

requirements, options, and directions.

2.2.3 Most support for the university is driven by donors’ perceptions and

preferences on how to help Silliman, not always by what Silliman

may more urgently need. This is true except in three cases when

donors allow the university to prioritize the use of their gifts:

• The annual donation of the Silliman University Foundation, Inc.

(SUFI), which goes toward supporting general scholarships and

faculty and staff development;


• The donations of the Silliman University Alumni Council of North

America (SUACONA) for the Portal West commercial building,

which is intended to generate incomes to support the operations of

the university;

• The direct institutional grants by the United Board for Christian

Higher Education in Asia (UBCHEA), which goes toward

supporting the institutional development of the university.

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

2.2.4 Its offerings are very unevenly subscribed (Figure 2.5). This makes

investments on programs and offerings more difficult; those with

lower subscriptions are less able to mobilize resources for their

development, which could otherwise subsequently improve their

attractiveness to students.

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


2.2.5 Silliman’s tuition is higher than those in many nearby schools.

Tuition-wise, Silliman is more expensive than many nearby schools.

These include schools that are often deemed as alternatives to Silliman

(Table 2.3). Ceteres paribus, comparative expensiveness weakens

Silliman’s competitiveness.

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

COURSES LEVEL SU USC diff USJR diff HNU diff CIT diff

General Education, Agriculture

I 708.75 472 50 441 61 374.85 89 342.23 107

Arts and Sciences, Music

II 647.85 459 41 441 47 340.77 90 342.23 89

Business III 618.45 459 35 441 40 322.52 92 332.41 85 Mass Communication

IV 570.15 459 24 434.8 31 304.93 87 332.41 72

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

2.2.6 Silliman has less course offerings than other schools (Table 2.4_).

Students have limited options on alternative courses to take in Silliman

as compared to many other schools elsewhere.

TABLE 2.4. Number of competitor courses not offered by Silliman

SCHOOLS BACHELORS MASTERS DOCTORATE

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

SOURCE: J. L. Chiu, 2006


2.2.7 Silliman’s current share of students from nearby areas is small (Table

2.5). Its ability to get its own students to recruit other students is

limited.

TABLE 2.5. Projected share of students in all levels (Elementary to College) by Region, as % of national population: 85,261,000 (2005)

BASIC ED SHARE REGION % OF

NAT’L POP’N (2000)

ELEM. 12.67%

H.S. 11.70%

COLLEGE SHARE 10.47%

S.U. ENROLMENT

BY REGIONAL SOURCE

ACTUAL SU

SHARE (%)

W Visayas 8.12 877,169 810,014 724,858 68 .0093

C Visayas 7.46 805,872 744,175 665,941 1,200 .1801

E Visayas 4.72 509,881 470,845 421,346 33 .008

W Mindanao 4.04 436,424 403,012 360,644 154 .0427

N Mindanao 3.59 387,812 358,122 320,473 170 .0530

S Mindanao 6.78 732,414 676,341 605,239 23 .0038

C Mindanao 3.39 366,207 338,171 302,619 25 .0083

Calculated from the NSO Data set of 2005 Census

2.2.8 Its student population is overwhelmingly local. Most Silliman

students come from nearby cities, towns, and provinces, and from

immediate regions in the Visayas and Mindanao (Table 2.6).

TABLE 2.6. Top 5 regions of origin of students in Silliman (excluding foreign), SY 2007-2008

REGIONAL ORIGINS N

Region 7 (Central Visayas) 559 Region 6 (Western Visayas) 159 Region 9 (Western Mindanao) 439 Region 10 (Northern Mindanao) 199 Region 12 & ARMM (Central Mindanao) 136

2.2.9 Faith integration, which is to be among the hallmarks of Silliman

education, can be expensive. The integration of faith appreciation and

faith strengthening in the university’s mainstream programs in

instruction, research, and instruction (which are integral to the

university’s Vision, Mission and Goals) requires high investments of

time, of developing appropriate methods, and training. Yet, these are

necessary in order for the university to achieve faculty re-tooling and

pedagogical readjustments. The university’s present capabilities to


undertake these investments are limited mainly because of tight

budget constraints (please refer to Figure 2.3).

2.2.10 The ability of the university to meet the current demand for student

support and scholarships is substantial, but not up to par with the

extent of the need. Silliman’s scholarship portfolio is substantial

(about 10% of annual operating budget), but most grants are partial

(Table 2.7). This weakens the university’s student-drawing power.

TABLE 2.7. Student scholarships and aids

SY 2003-2004

SY 2004-2005

SY 2005-2006

SY 2006-2007

SY 2007-2008

(NUMBER OF RECIPIENTS) Full School Fees Scholarship

A. Corporate scholarship

18 20 26 26 21

B. UBCHEA and Other Substantial Scholarship

37 28 17 24 38

TOTAL 55 48 43 50 59 Partial Scholarship and Aid

A. University Scholarship

170 176 183 181 157

B. Endowment and Aid

267 176 149 119 38

Total 437 352 332 300 195 GRAND TOTAL 492 400 375 350 254

2.2.11 Faculty and staff development in Silliman is modest. Only a few (less

than 30%) of the faculty and staff are enjoying grants for professional

development (Table 2.8). Among those who do, most are partial. The

resources for faculty and staff development in the university are

limited and almost all sourced from designated gifts and donations

(please refer to Figure 2.1). This limits the ability of the university to

drive its own faculty and staff development program toward priorities

consistent with its institutional goals.


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

PERSONNEL CATEGORY

SY 2005-2006 SY 2006-2007 SY 2007-2008

Faculty 135 91 93 Staff 11 5 3

2.2.12 Silliman’s bench of potential successor academic leaders is shallow.

The bulk of the faculty is in the lower academic ranks (Table 2.9). This

weakens the university’s ability to sustain higher leadership rotations

in its academic units. Regular rotations could be crucial to ensuring a

continuing recharge of scholastic and intellectual energy in the units.

Table 2.9. Summary of faculty by degrees and ranks

FACULTY PROFILE SUMMARY TEACHING

DEGREE RANK STATUS SCHOOL

YEAR

TOTAL B

accala

ure

ate

Maste

rs

Do

cto

raL

Instru

cto

r

Assis

tan

t P

rofe

sso

r

Asso

cia

te

Pro

fesso

r

Pro

fesso

r

Reg

ula

r

Tem

po

rary

2003-2004 383 224 136 23 228 122 24 9 316 67 2004-2005 394 239 135 20 244 122 19 9 302 92 2005-2006 394 228 140 26 252 118 16 8 293 101 2006-2007 405 233 144 28 258 125 12 10 301 104 2007-2008 394 223 150 21 236 133 15 10 289 105

NON-TEACHING (LIBRARIANS AND GUIDANCE COUNSELORS)

DEGREE RANK STATUS SCHOOL

YEAR

TOTAL B

accala

ure

ate

Maste

rs

Do

cto

raL

Instru

cto

r

Assis

tan

t P

rofe

sso

r

Asso

cia

te

Pro

fesso

r

Pro

fesso

r

Reg

ula

r

Tem

po

rary

2003-2004 26 21 5 0 21 5 0 0 24 2 2004-2005 27 21 5 1 21 5 0 0 24 3 2005-2006 33 24 8 1 24 9 0 0 29 4 2006-2007 33 20 10 3 21 7 5 0 28 5 2007-2008 31 18 10 3 18 8 5 0 29 2


2.2.13 The productivity levels of different academic units are highly

uneven. The ratios of total expenses (to serve their offerings) against

total revenues (less faculty and staff entitlements) are mostly negative,

with only a few units compensating for these (Figure 2.6). Uneven

revenue burdens may take a heavy institutional toll on the

compensating units, which could weaken them.

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

2.2.14 There is very low involvement of the faculty and staff in research

and extension. This could weaken the university’s ability to offer

tested and new knowledge, which could translate to eroding its

reputation and the quality of its programs and offerings.

2.2.15 Many of the university’s physical facilities and assets are old and are

highly depreciated (Table 2.10). This takes a substantial bite from the

university’s maintenance and overhead budgets, which could

otherwise be directed toward supporting the delivery of academic

programs and offerings.


TABLE 2.10. Number of buildings and their ages

AGE OF BUILDING NUMBER OF BUILDINGS

Less than one-year 5

1-5 years 7

6-10 years 5

11-20 years 5

21-40 years 47

41-60 years 48

61-80 years 13

81-100 years 7

Over 100 years 2

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

2.2.16 Silliman’s operating financial base is still weak. This is true in the

sense that its recurring net personnel costs (excluding project staff) are

still higher than net tuition revenues (total tuition revenues less

entitlements to dependents; see Figure 2.7). Although improving, this

is a weakness because tuition is the university’s principal source for

salaries and benefits.

FIGURE 2.7. Silliman’s net tuition fees and net salaries and benefits, in pesos, 2000-2007


2.3 Perceived OPPORTUNITIES


that, in the view of the university community, have created distinctive windows for

the university to expand and improve its operations and achieve its Vision, Mission,

and Goals.

2.3.1 There is a continuing rise in the country’s population, which could

translate to a continuing demand for education (Table 2.11). This

offers an opportunity for Silliman to continue investing on the quality

of its programs and offerings. This will allow it to capture an even larger

part of an anticipated rising number of students in the country.

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

YEAR BOTH SEXES MALE % OF TOTAL FEMALE % OF TOTAL

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

SOURCE: NSO, with percent computed by the SU Researcher

2.3.2 The percentage share of total population in the country of the

regions that comprise Silliman’s frequent sources of students has

been high (Table 2.12). If it remains so, the demand for education in

these regions will continue to be high. This offers Silliman an

opportunity to sustain its student population and subscription rates.


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

AREA % OF TOTAL

POPULATION, 2000

2000 (MAY 1)

1995 (SEPT.1)

1990 (MAY 1)

Philippines 100 76,504,077 68,616,536 60,703,206 NCR 12.98 9,932,560 9,454,040 7,948,392 Cordillera Administrative Region

1.78 1,365,412 1,254,838 1,146,191

Ilocos Region 5.49 4,200,478 3,803,890 3,550,642 Cagayan Valley 3.68 2,813,159 2,536,035 2,340,545 Central Luzon 10.49 8,030,945 6,932,570 6,199,017 Southern Tagalog 15.42 11,793,655 9,943,096 8,263,099 Bicol Region 6.13 4,686,669 4,325,307 3,910,001 Western Visayas 8.12 6,211,038 5,776,938 5,393,333 Central Visayas 7.46 5,706,953 5,014,588 4,594,124 Eastern Visayas 4.72 3,610,355 3,366,917 3,054,490 Western Mindanao 4.04 3,091,208 2,794,659 2,459,690 Northern Mindanao 3.59 2,747,585 2,483,272 2,197,554 Southern Mindanao 6.78 5,189,335 4,604,158 4,006,731 Central Mindanao 3.39 2,598,210 2,359,808 2,032,958 ARMM 3.15 2,412,159 2,020,903 1,836,930 Caraga

1 2.74 2,095,367 1,942,687 1,764,297

1 Created into a region under R.A. No. 7901 dated 23 February 1995, taken from Region 10

and Region 11 / SOURCE: National Statistics Office

2.3.3 The Board of Trustees is committed to moving the university

forward in terms of relevance to national development. This is

evident in its restatement of the university’s Vision, Mission, and

Goals. It is also evident in its insistence that the university continues to

re-examine its strategic plans, to better respond to changing conditions

and priorities of the Filipino people. This offers a unique opportunity

for the university to sharpen its relevance and reach in Philippine society.

2.3.4 Alumni and public support for Silliman is continuing and remains

robust (please refer to Figure 2.1); and there remain deep

commitments for Silliman by many individuals and friends of the

university. These include national businesses and agencies and

international institutions. Among those that have been recently active

in their support for new scholarships and academic programs and

facilities in the university include:


• AgriNurture, Inc. (ANI)

• USAID-EcoGov II

• World Bank

• The Uytengsu Foundation, Inc.

• The Philippine Council for Agriculture, Forestry and Natural

Resources Research (PCARRD)

• The Silliman Alumni Association, Inc.

• The Silliman University Alumni Council of North America

2.3.5 Recent national attention on food security and on the quality of

public administration in the Philippines has translated into renewed

interests on agriculture and on promoting—earlier on at the

baccalaureate level—the culture of good governance. This has led to

opening new opportunities for Silliman’s agriculture and environment

programs and for its public administration and related offerings.

Student subscriptions to these programs are likely to go up, and public and

donors’ support for them could increase.

2.3.6 Silliman is well placed in the Visayan archipelago to lead in

innovations and R&D on small-island production and governance.

The Visayas comprises the largest collection of small islands in the

country. Silliman, being in Central Visayas, is proximate to areas

offering diverse conditions of small islands. These offer opportunities

for Silliman, which has programs and offerings in agriculture,

agribusiness, economics, entrepreneurship, coastal and marine

sciences, and public administration, to explore how the productivity and

governance of these highly environmentally-constrained and unique

ecosystems may be best improved and sustained.

2.3.7 The leadership community in the university is working together.

Deans, directors, and chairs of different units, and the leadership of the


faculty and staff associations and the student government are

committed to pushing the university’s relevance and reach to its internal

and external publics, and also in integrating faith formation in the

university’s instruction, research, and extension programs. This opens

an opportunity for undertaking collective innovations in the

university.

2.3.8 There is a general willingness in the university to try out new things.

There are, among the faculty and staff, good academic and program

innovators who are able to think through the university’s options on

both learning contents and delivery methods. Service learning is a

distinct innovation in Silliman being recognized in academic circles in

the Asian region. Certificate courses are being designed and offered to

complement and add related competencies to mainstream courses.

Experiential learning in agriculture is giving it a distinctive

pedagogical line. Innovations offer opportunities for sustaining Silliman’s

leading edge over other schools.

2.3.9 There is interest by multilateral funding agencies to support the

development of innovations in learning content and delivery in

Silliman. The World Bank has indicated interest to support Silliman to

become a “knowledge process outsourcing” institution for local

governments, small and medium enterprises, and other learners who

are otherwise unable to come to the university. This involves

introducing new methods and technologies to do on-line catering of

knowledge. The USAID EcoGov II has also indicated interest to support

Silliman become an off-site technical support provider for coastal

communities and local governments.


2.3.10 Previous investments on facilities for many of the university’s

programs and offerings have been high. These are now paying back

by way of allowing the university to more readily absorb expansions

and higher enrolments in its less-subscribed programs and offerings.

One instance is Agriculture, and previous investments on an operating

farm. Another is on Information Technology and on IT infrastructure

in the university currently worth over 50M pesos. Other instances

include previous investments on science education, laboratories, the

library, the Luce Auditorium, the Medical Center, and on dormitories.

2.3.11 There has been a declining trend on the extent and intensity of legal

and political challenges to Silliman’s holdings. Except for two brief

instances (which lasted from one to two weeks) when attempts were

made to fence off contested areas by claimants, no new related legal

actions have been actually filed against the university in the past two years.

This offers an opportunity for Silliman to focus on developing its

holdings, and to improve their ability to support community and

academic life in the university.

2.4 Perceived THREATS


that, in the view of the university community, could pose risks to the university’s

operations and endanger its ability to achieve its Vision, Mission, and Goals.

2.4.1 Almost 2/3 of the present members of the Board of Trustees are

ending their terms within the next 3-4 years. This could prove to be a

case of too many, too fast (Table 2.13). It could pose the possibility of

many new members holding different strategic views of the university


that, while such infusion of new views has value, could disrupt the

continuity of this Plan.

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

TRUSTEES TERM ENDS CONTINUITY

Amatong, Juanita D. May 31, 2011 Maybe immediately extended for another term

Balbido, Ricardo, Jr. A. May 31, 2009 Reelectable after at least a 1-year interregnum

Briones, Leonor M. May 31, 2009 Reelectable after at least a 1-year interregnum

Delloso, Roselyn G. May 31, 2008 Maybe immediately extended for another term

Fundador, Rosita V. May 31, 2012 Maybe immediately extended for another term

Nolido, Reinaldo M. May 31, 2009 Reelectable after at least a 1-year interregnum

Orteza, Edna J. May 31, 2010 Maybe immediately extended for another term

Remollo, Felipe Antonio B. May 31, 2008 Reelectable after at least a 1-year interregnum

Sayson, Fema Christina P. May 31, 2012 Maybe immediately extended for another term

Sy, Julio, Sr. O. May 31, 2010 Reelectable after at least a 1-year interregnum

Tan, Noel R. May 31, 2008 Reelectable after at least a 1-year interregnum

Torres, Rebecca C. May 31, 2011 Maybe immediately extended for another term

Villalba, Noel C. May 31, 2007 Already replaced by Dr. Deborrah Marco

Villamor, Antonio P. May 31, 2011 Reelectable after at least a 1-year interregnum

Villavito, Madison M. May 31, 2010 Reelectable after at least a 1-year interregnum

Yap, Roman T. Emeritus Lifetime honorific

2.4.2 Donors lose interest on Silliman. The university is too highly

dependent on gifts and donations (and on donors’ goodwill, see

Figures 2.1 and 2.3) to be able to execute its programs. This sense of

goodwill can be withdrawn at any time for a number of reasons, from

economic to political, with the university hardly able to do anything

about it.

2.4.3 Public confidence on Silliman’s programs and offerings suddenly

drops. For example, if the initial board performance of Silliman’s new

Medical School is dismal; or if the board passing rates in traditionally


strong and productive programs like nursing, education, and

accountancy decline; or if the university’s General Education

curriculum (mostly offered by the College of Arts and Sciences, and

which has the highest productivity level in the university; see Figure

2.6) gets perceived to offer no clear advantage to graduates; or if

Silliman’s programs and offerings are perceived to be irrelevant and

disjointed against emerging social and cultural trends and preferences

in the country. Any of these could upset public confidence on Silliman

as an educational institution and could translate to precipitous drops

in enrolment.

2.4.4 The faculty and staff are unable to respond to rising levels of

knowledge integration being demanded in the world of work. This is

a situation in which, organizationally, the university is unable to raise

the level of disciplinal collaboration across its programs and offerings.

It could lose relevance and competitiveness among students seeking to

better fit with the new workplaces and entrepreneurial opportunities

that demand high levels of disciplinal integration (e.g., managing

enterprises in highly technologically globalized environments; bio-

engineering; ecology and environmental management and policy;

package engineering and design; theology and the comparative study

of modern politico-religious movements).

2.4.5 New regulations may require new facilities and teaching standards

(like faculty-student ratios), which the university would be unable to

afford. This could plunge Silliman’s academic competitiveness and

erode its reputation for academic excellence.

2.4.6 Recession and general economic downturns (including soaring

inflation) could affect students’ ability to come to Silliman.


� The Philippine economy continues to be plagued by low

performances in production and trade (Table 2.14).

� The areas from where most Silliman students come from are facing

difficult economic circumstances (Table 2.15).

These could affect students’ ability to afford coming to Silliman.

Enrolment could drop, and because salaries and benefits in the

university are mainly supported from tuition, this could affect the

university’s ability to sustain its corps of faculty and staff and the

quality of its services.

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

YEAR

2007 Forecast ECONOMIC

INDICATORS 2004 2005 2006 Gov’t

Forecast MBC

Forecast

GNP Growth Rate (%) 6.7 5.6 6.2 6.2-7.1 GDP Growth Rate (%) 6.2 5.0 5.4 6.1-6.7 5.3-5.4 Services Growth Rate (%)

7.6 6.4 6.3 6.6 6.4

Industry Growth Rate 4.7 4.9 4.8 5-8 4-9 Unemployment Rate (Phil. Def)

11.8 11.3 11.0 11.1 10.7

Export (US $) 39.7 41.3 47 51.8 52 Growth Rate (%) 9.5 4.0 14 11 9.5 Imports (US$) 44 47.4 47.4 60.3 55.3 Growth Rate (%) 8.8 7.7 9.6 12 7.1 BOT (US$) (+/-)

-4.3 -6.2 (4.1) -8.5 -3.3

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


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

CPI INFLATION

RATE PPP

AREA

20063 2005

1994 BASE YEAR 2006

3 2005 2006

3 2005 1994

Philippines2 130.7 129.8 100 9.5 7.6 0.76 0.77 100

Region VII 140.7 134.6 100 6.9 6.5 0.71 0.74 100 Bohol 145.4 136.3 100 11.3 9.0 0.69 0.73 100 Cebu 139.9 134.6 100 6.0 6.3 0.71 0.74 100 Negros Oriental 142.7 133.9 100 9.8 7.1 0.70 0.75 100 Siquijor 140.2 131.0 100 9.7 7.6 0.71 0.76 100 Cebu City 138.0 134.1 100 3.7 4.7 0.72 0.75 100 Average 373.0 373.4 100 257.9 256.7 287.2 287.1 336.8

SOURCE: Susan V. Suarez, Unpublished Doctoral Dissertation (2007) 1 Consolidation by this researcher using the NSO data for Region VII date revised April 24,

2006 2 NSCB RD10, NSO, revised April 1, 2006

3 Computed by the researcher using NSO Monthly Fact Sheet for RDVII dated April 24, 2006. This is computed from the first four months of the year.

2.4.7 Serious social and political breakdowns occur in the country.

Situations like in 1972 (when Martial Law was declared) could recur

and university operations are disrupted or halted for a time. When this

happens, at this time when the university’s surplus accumulations are

still low, Silliman would be unable to weather through the period of

crisis.

2.5 Analysis of Silliman’s SWOT

Table 2.16 below summarizes the consolidated (university-level) strengths,

weaknesses, opportunities, and threats in Silliman, which, together (as

viewed by the general university community) comprise the set of major

constraints on Silliman’s ability to operate and pursue its Vision, Mission,

and Goals. To reiterate, these are the conditions in the current and foreseeable

futures of the university’s macro, external, and internal environments that

would either promote or inhibit Silliman’s development.


Table 2.16. Summary of Silliman’s strengths, weaknesses, opportunities and threats, as viewed by the university’s constituency in 2008 STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

• High social value of education

• Long presence in the Philippines

• Active and working Board

• Large portfolio of programs/offerings

• Wide alumni and public support

• Rising enrolment • Wide recognition

and good reputation • Wide space for

integrating faith in the curriculum

• Good complement of faculty and staff

• Good academic leadership

• Spacious campus; many facilities

• Improving financial state

• Offerings may be too wide and varied

• Board is entirely alumni

• Donors’ support driven by donors’ view of needs

• Uneven subscription to offerings

• Has higher tuition than many nearby schools

• Has limited array of alternative courses

• Small share of students from nearby areas

• Students are mostly local

• Integration of faith can be operationally expensive

• Scholarships still low than demand

• Faculty and staff development is low

• Academic leadership successor bench is shallow

• Uneven productivity of units

• Low faculty and staff involvement in research and extension

• Most facilities are old

• Financial base is still weak and limited

• Continuing rise in population

• Demand for education in catchments is high

• Board committed to moving Silliman’s relevance

• Alumni and public support is continuing and remains robust

• Recent public concerns on food & governance is drawing public interests on Silliman’s agriculture and public ad programs

• Well-placed to lead in Small Island R&D

• Leadership is working together

• General willingness to innovate

• Recent interests by multilateral agencies on Silliman’s alternative learning content and delivery

• Previous investments in facilities and programs are better positioning the university for new thrusts

• Declining challenges to the university’s land claims and holdings

• The rapid rate of Board succession in the next 3-5 years could disrupt strategic continuity

• Donors lose interests on Silliman

• Public confidence on Silliman’s programs and offerings drop

• The faculty and staff is unable to undertake disciplinal integration as rapidly as might be demanded by students and the new and emerging workplaces

• New regulations & standards are imposed, which Silliman is unable to afford

• Recession and general economic downturns could affect enrolment

• Serious social and political breakdowns occur and affect the continuity of Silliman’s operations

The SWOT indications suggest that:

1. Silliman’s strengths are mainly on—

• the quality and diversity of its academic programs and offerings;

• the stability and robustness of its systems, procedures and governance;

and

• the level of support it is enjoying from its public.


The conscious and prominent stress on faith strengthening and evangelical faith

formation as component goals of Silliman’s academic life are especially unique

features of the university’s programs and offerings. Having an active and

working Board, good academic leadership, and a decent financial state, stand out as

among the strengths of its systems, procedures and governance. The

increasing level of its alumni support, support from friends, and its public

prominence in the Philippines, give it unique strengths in terms of public

support.

2. Silliman’s weaknesses are mainly in the same areas of its strength,

depending on how certain conditions of its macro, external, and internal

environments develop. These conditions include:

• how students’ course preferences will tend to either narrow toward

only certain degrees and courses, or widen toward the courses offered

in Silliman;

• the degree to which disciplinal integration dominates the requirements

of emerging new enterprises and employment opportunities;

• how the trustees and donors appreciate the university’s needs,

priorities, and opportunities;

• how the university is able to sustain its faculty and staff development

and the development of its facilities, to meet new regulatory demands;

and

• how the economy performs and affects (a) students’ ability to come to

Silliman, and (b) Silliman’s ability to sustain its financial base.

Students’ course preferences will affect the degree to which Silliman’s

offerings may prove to be too wide and varied (or restricted) and the extent to

which subscriptions to them turn out to be more properly distributed. It will also

subsequently affect the comparative productivity of colleges and units.


Successes and failures on disciplinal integration would likely affect public

interests on the university’s portfolio of courses and offerings.

Trustees’ and donors’ appreciation of the university’s needs and priorities

would influence how Silliman’s competitiveness will compare against those of

other nearby schools. It will affect the degree to which the university is able to

address its aging physical plant and facilities.

The university’s ability to sustain its faculty and staff development and the

development of its facilities in the face of new and emerging regulations and

standards, could translate to either weakening or boosting its competitiveness and

its edge over other schools.

The performance of the economy will determine the extent that Silliman’s

tuition structure will remain competitive, and the extent that potential students

can afford to come to Silliman.

3. Silliman’s opportunities may be particularly wide in the areas of

agriculture, education, public administration, business and accountancy,

medicine, nursing and allied health sciences, information technology, and

in general education. These seem so in light of the emerging crisis on food

security and on governance, and the rising public interest on health professions

and on integrated learning and new methods of learning delivery. It remains

robust in engineering, social sciences, humanities and the arts,

communication, basic education, and in science and mathematics, as

indicated by the continuing high demand for education nationwide (and more

particularly in the regions being served by Silliman); the Board’s

commitment to advancing Silliman’s holistic liberal education; and continuing

alumni and public support for Silliman and its programs.


4. The threats to Silliman cluster around mostly external conditions that could

affect students’ preferences and ability to come to the university. These

could include donors’ interests on Silliman and on its students and how

economic, social and political perturbations (to the extent that they occur)

could upset Silliman’s ability to respond to new regulations and

investment requirements, and even to sustain its operations. Some threats

from Silliman’s internal systems remain centered around its ability to keep

its present directions and the ability of the faculty and staff to hone

offerings against current demands for integration and innovations in

industry and society.

The SWOT suggests that, over-all, Silliman’s key areas of strategic actions—

or the aspects of its operations that could be refined in the long-term in order

for it to better achieve its Vision, Mission, and Goals under emerging

conditions in its macro, external and internal environments—would be its

• Programs and Offerings (and how its portfolio of these could command

public value);

• Faculty and Staff (and how they are able to adapt to new and emerging

trends on disciplinal configurations of competencies in the workplace, in

industry and in society);

• Facilities and Support Systems (and how these sharpen the university’s

ability to be effective and efficient in its delivery of learning and

competencies); and

• Supportive Publics (particularly in how it is able to draw students, obtain

funding and other support from alumni and friends, and command value

as a learning institution in Philippine society).


3.

Reflections on Silliman’s Strategic Options

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

educational institution.

First, it is recognized that given its many programs and offerings, Silliman is a

“multi-product enterprise.” It offers its “customers” (its students) a number of

“products” to choose from.

Second, it is recognized that Silliman’s “customers” are not always the same

as its “clientele.” Its students (and their parents and sending entities) are its

customers. But its public may encompass its wide community of alumni,

friends, the communities it serves in its extension and research programs, and

the agencies and institutions with which it maintains linkages. Its range of

customers is almost all local, but its range of clients is global.

Third, it is appreciated that, over-all, Silliman is blessed with a robust

institutional health. This is in terms of the strength of its faculty and staff and

of its reputation, recognition, affiliations, and alumni and public support.

But Silliman’s resources and funding base is still heavily constrained. It has

yet to build up a sufficient level of endowments and trusts to allow it wider

and deeper financial anchors in the event of medium- to long-term economic,

social and political disruptions that could affect its operations. Its ability to

maintain salaries and wages and make these respond to ever-changing

economic and social conditions is mainly based on its tuition revenues, which

is a tightly government-regulated component of its operations.


Given these, Silliman need to confront at least four (4) issues that—given

unfolding conditions in the Philippines and in the world—it shall need to face

eventually, and to reflect on now:

1. The sufficiency of its portfolio of programs and offerings. Tertiary

education in the Philippines is mandated by law to produce three types of

human resources for national development: (a) skilled industrial service

providers (e.g., machinists and technicians), (b) skilled professional service

providers (e.g., practicing nurses, lawyers, doctors, engineers, managers,

accountants), and (c) leaders of professions, of academic and scholarly pursuits,

of communities, and of society

Points for Reflection

Silliman has basically positioned itself to focus on (b) and (c). A key effort

to this end has been to maintain a strong basic and general education

curriculum designed to make its graduates turn out to be leaders. It had

evolved a portfolio of offerings that leave the development of skilled

industrial workers to vocational schools—as is indeed contemplated by

law in which such training is placed under the aegis of the Technical Skills

Development Authority (TESDA), and universities and colleges which are

under the ambit of the Commission on Higher Education (CHED) being

tasked to produce professionals and academic degree holders. Presently,

Silliman has no degree or certificate offerings on producing machinists,

refrigeration technicians, and other skilled industrial workers. But the

option to offer them remains open as it could always establish facilities to be

regulated by TESDA. It has always the choice to encompass these types of

formal training in its portfolio of offerings. But must it? Or, should it

rather not continue keeping its focus on current offerings on (b) and (c) and

strengthening its ability to produce leaders with competence, character and

faith.


What might Silliman do?

2. The soundness and relevance of its educational principles. As a private

Christian learning institution, Silliman must clearly articulate how it sees

itself as an education enterprise.

Points for Reflection

• Is Silliman education a business (on education) or a ministry (in

education)? If it is to be more of one or the other, how shall it ensure

the integrity of its complex intentions (in which the pursuit of one

properly gives space for the other)? If it is to be both, how might it

strike and demonstrate a balance of the two designs?

• As one propounding excellent scholarship on one hand and

Christianity-inspired education on the other, to what extent might it

anchor its learning contents on secular truth claims, as against Biblical

principles and doctrines?

• As one propounding excellent learning, what must be its principal

metric of learning: the ability to answer questions, or to shape and ask

questions?

• If it is to aim to build competence, character and faith, on which must it

focus its efforts: the person or society? What is the object of its learning

delivery: individuals or communities?

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


3. The appropriateness and effectiveness of its learning delivery methods. As

an institution of higher learning, Silliman is customarily expected to do

three basic functions: instruction (to convey knowledge), research (to

create knowledge), and extension (to calibrate knowledge by actual

application).

It is to package relevant learning contents (from its functions of research

and extension), and then deliver these to students (through its function of

instruction).

But as do most other higher education institutions (HEIs), Silliman

traditionally deliver learning contents in its own place and time. It is akin

to a cafeteria located in a place and opening its doors at some specific

times. Customers come to where it is, at the times it had chosen to be

open, and pick out preferred foods from its specific array of offerings.

Points of Reflection

• To what extent might Silliman add to its function—and eventually

become—a caterer of knowledge, in which it is able to proffer knowledge

(and competencies) to learners in different places where the they are, at

their own time they are prepared to learn?

• Is cyber-learning a good and viable possibility for Silliman so that it can

transition itself from being a “campus by the sea” to being a virtual

“campus across the seas”?

How much of which one can Silliman become?


4. The persona and personality that the world can expect of its graduates.

The Silliman diploma is the university’s public attestation of the persona

and personality of its graduates. It is a public statement of what the

graduate is as a person of learning, and what society can expect of

him/her as one who possess a Silliman education.

Points of Reflection

What does Silliman intend to say in its diploma?

• Is it simply that the one who has it had completed a degree course in

Silliman, and that henceforth, he/she is qualified to practice a

particular profession?

• Or that it says that the one having it is a person with proven

commitment to competence and will continue striving to have it; has

character, knows the value of it, and will keep striving to always have

it; and has faith, knows the value of keeping it, and will always strive

to strengthen it?

What might society eventually expect of persons possessing a Silliman diploma?

It is suspected—and here it is assumed—that different persons and

personalities in different stations in Silliman, with different persuasions and

experiences in the university, would have different views and positions on these

points of reflection.

So be it. That is expected of any university worth its claim of being a

workshop of ideas and an arena of creative conflicts among ideas.


But the university community must struggle to articulate its many views in

order for it to forge a common position on them (albeit only for now). This

would be necessary—and crucial—so that it might shape a collective sense of

purpose and move the university forward toward its Vision, Mission, and

Goals.


CHAPTER THREE

The Planning Process

The process refers to how (a) the Vision, Mission, and Goals, (b) the analyses

of strengths, weaknesses, opportunities, and threats and (c) the reflections on

Silliman’s strategic options (as described in Chapter Two) were put together

for the purpose of generating this Plan. It encompasses the whole range of

Board and university activities to generate this Plan.

The process started and ended with the Board of Trustees. It combines both “top-

down” and “bottom-up” approaches to planning. It features both multi-level

and multi-sector participation.

• “Top-Down” Process. The Board directed it. It set the guidelines and

parameters of the process. It holds and reserves the final authority to

review, finalize, and adopt the Plan.

• “Bottom-up” Process. The university community undertook the process. It

produced the contents of the Plan, which the Board can consider.

• Multi-level Process. Different tiers of the Silliman leadership and

organization were involved in the process. They included:

1. The Board of Trustees as the highest policy making body in the

university;

2. The Office of the President;

3. The two divisions of Academic Affairs and of Finance and Administration,

headed by their respective Vice Presidents;


4. Colleges, Schools and Auxiliary Units and Services headed by their

respective Deans, Directors and Unit Heads; and

5. Departments, Institutes, Centers and Programs headed by their respective

Chairs and Institute or Center Directors.

• Multi-sector Participation. Different entities in the Silliman community

were involved in the process. They included:

1. The Board of Trustees;

2. The President;

3. The two Vice Presidents (for Academic Affairs and for Finance and

Administration);

4. The Deans, Directors and Unit Heads;

5. Department Chairs and Institute and Center Directors;

6. Other officers of the University (Admission & Registrar, Legal, Alumni

& External Affairs, Internal Audit, Treasurer, Chief Accountant,

Buildings & Grounds Superintendent, Information & Publications,

Central Supply, Press);

7. Representatives of the Silliman University Faculty Association;

8. Representatives of the Silliman University Staff Association;

9. Representatives of the Student Government;

10. Representatives of the Silliman Alumni community; and

11. Representatives of the General Public.

The process began in June 2006. This was when the Board of Trustees decided

to revisit the university’s Vision, Mission, and Goals. A new President had

just been installed and had presented the Board with a 5-Year Plan of Action

that describes the thrusts and priorities of the university’s operations under

his term.


The Board approved the President’s plan but desired to adopt a longer-term

view of the university’s directions within and beyond the term of the present

President.

This view was to be anchored on a fresh restatement of the university’s

Vision, Mission, and Goals, which is to serve as the Board’s fundamental

policy prescriptions for Silliman.

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

Subsequently, the process shifted to the university. A high-level technical staff

was organized under the Office of the Vice President for Academic Affairs,

composed of both academic and non-academic heads of office, which

developed a framework to be used to guide and set the parameters of the

planning process. It adopted Porter’s framework for analyzing firms and their

competitors within a set of macro, external, and internal environments. After

presentation of the framework to the Board and its approval of the same (later

in 2006), the university undertook a review of its current offerings and

operations at division and unit levels, with the objective of identifying what

shall be their priority thrusts and portfolio of offerings and investments in the

next eight (8) years from 2008 (presently) to 2016.

Thus, while still executing its approved operational 5-Year Plan for 2006-2011,

the university has been also putting together a longer-term (8-year) plan to

pursue the new Vision, Mission and Goals set by the Board, beyond the term

of the present President.

A Two-Year Process

The formulation of the framework and planning process was done

immediately after the Board’s adoption of the new Vision, Mission, and Goals


in June 2006. An initial review of the university’s macro, external, and internal

environments was also done to test the validity of the Porter framework and

to benchmark the anticipated analyses of Silliman’s strengths, weaknesses,

opportunities, and threats to be eventually done at unit, division, and

university levels. This process took the remainder of 2006.

Following the Board’s concurrence with the university’s proposed planning

framework and process, the divisions of Academic Affairs and of Finance and

Administration initiated division- and unit-level exercises to

1. analyze their macro, external, and internal environments for what would

be their strengths, weaknesses, opportunities and threats;

2. inventory what—in light of their perceived strengths, weaknesses,

opportunities, and threats—should be their best options with regard to

course offerings, faculty and staff development, investments on facilities,

development of organizational systems and procedures, and to how to

reach out to appropriate constituencies (to recruit students and generate

alumni and public support); and

3. prioritize their options on offerings, investments, and development for the

periods 2008-2012 and 2012-2016.

These were done for the most part of 2007. They culminated in December

2007 when the Board was briefed of their progress, commented on the

outputs at that time, and scheduled a Board planning process on April 2008.

Again by divisions and units, the university undertook further refinements of

the outputs as were shown to the Board in December 2007. This time, the

process focused on identifying strategic thrusts, programs, and offerings,


investments on faculty and staff development and facilities, and recruitment

strategies.

The refined division and unit plans included

1. inventories of proposed course offerings and operational programs (which ones

to keep, which ones to modify, which ones to do away with, which new

ones to institute). These included for both academic units and auxiliary

service units;

2. listings of investment priorities to develop the faculty and staff (to achieve a

better fit with the proposed new lineup of offerings and programs);

3. listings of investment priorities to develop physical facilities and operational

systems (to improve their ability to support the proposed new lineup of

offerings and programs); and

4. a description of what will be done to improve recruitment (to keep and

develop traditional and new markets and public support for the university’s

offerings and programs).

These were done from January to mid-April 2008.

The division thrusts and unit plans were presented for comments and review

to a group of alumni and friends (in Dumaguete City) in 15 April 2008. The

group looked at the relevance and appropriateness of the proposed offerings

of the academic units for 2008-2016. The process was repeated on 17 April

2008, this time by the University Leadership Council, with two invited non-

Silliman academic colleagues who facilitated the review.


After further refinements, the division thrusts and unit plans were again

presented to the Board en banc on 19 April 2008. This time, the Board focused

its discussions on the academic components of the unit plans and reviewed

only the divisional thrusts of the division of finance and administration.

After stressing the need to link the academic thrusts and plans to the financial

and investment requirements to execute them, the Board directed the Office

of the President to consolidate all division and unit thrusts and plans into a

single and integrated Silliman Strategic Plan 2008-2016.

The Plan—as instructed by the Board—was to include

1. an inventory of Programs and Offerings for two medium terms (2008-2012

and 2012-2016);

2. a Financial and Investment Plan for each period;

3. an inventory of desired Outcomes and Results; and

4. the metrics to monitor and evaluate the progress of the Plan’s execution.

The first draft of the Plan was subsequently scheduled for presentation to the

Board on mid-June 2008, in time for the start of the ensuing school year (SY

2008-2009), which is the first school year covered by the Plan.

Figure 3.1 summarizes the process to produce this Plan.


FIGURE 3.1. Silliman’s 2-year strategic planning process, 2006-2008

STARTS WITH THE BOARD

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

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

two on December 2007

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

4. Recruitment & Market Development (January to Aprril 2008)

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

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

ENDS WITH THE BOARD

BOT reviews the university’s Strategic Proposal for consistency with its prescribed VMG; prescribes refinements; decides to approve or defer action (April 19-20, 2008)

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


CHAPTER FOUR

The Plan [Output of the Planning Process]

This Plan (SSP 8-16) has two parts: (1) the Plan in the 1st Medium-Term 2008-

2012 (MTP 8-12), and (2) the Plan in the 2nd Medium-Term 2012-2016 (MTP

12-16).

Each medium-term plan has also two parts: (1) the thrusts for the term (which

are the conditions that Silliman seeks to bring about in this period), and (2)

the actions within the term (which are what the university intends to do in

this period to substantiate and achieve its thrusts).

The thrusts for each medium-term follow from two (2) strategic thrusts

(which are the thrusts to be pursued from 2008 to 2016). The actions for each

medium-term follow from two (2) strategic actions corresponding the two

strategic thrusts.

Chapter Outline

Section A presents the strategic thrusts in the long-term (2008-2016). Section

A.1 lists the thrusts in the 1st Medium-Term and Section A.2 in the 2nd

Medium-Term.

Section B describes the strategic actions in the long-term (2008-2016). These are

to be carried out by way of actions in the two medium-terms. Section B.1

enumerates the actions in the 1st Medium-Term and Section B.2 in the 2nd

Medium-Term. The actions focus on four (4) areas of Silliman’s operations:


1. Programs and Offerings

2. Faculty and Staff

3. Facilities and Organizational Support Systems

4. Public Support (including student patronage and support from alumni

and friends).

Section C shows the estimated financial and capital requirements to

undertake the actions in each of the two medium-terms: Section C.1 in the 1st

Medium-Term, and Section C.2 in the 2nd Medium-Term. Possible funding

sources are also identified.

A.

Strategic Thrusts in the Long-Term, 2008-2016

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

1. To mobilize the university’s traditional and emerging strengths (such as in

liberal education, basic education, sciences, health services, information

technology, and active Christian community life) and opportunities (such

as being a center of excellence in a number of fields), to expand its

institutional capacities and value in building persons of competence,

character and faith.

2. To add to the university’s capabilities of being an institution of learning

in a place and time, the capacity to cater quality learning across places and times.

These thrusts will be pursued by way of the four (4) key dimensions of

Silliman’s life: Christian witness, academic excellence, quality of governance, and


its relevance and reach in contemporary society. These are hallmarks of its identity

and traditions.

Christian witness is a core element of Silliman’s vision. The university is to be

a Christian institution that is committed to an active purpose (or witness): to

promote “total human development for the wellbeing of society and the

environment.” Its first Mission statement—to “infuse into the academic learning

the Christian faith anchored on the gospel of Jesus Christ;” [and] “provide an

environment where Christian fellowship and relationships can be nurtured and

promoted”—proclaims Christian witness as among the core dimensions of its

being.

Academic excellence is a defining feature of Silliman. Its vision includes its

being a “leading educational institution.” Its second Mission statement imposes

on it the purpose of providing “opportunities for growth and excellence in every

dimension of University life in order to strengthen competence, character and faith.”

It has imposed on itself as having a leading edge on its contents and delivery

of knowledge.

Quality of governance is embedded in Silliman’s view of how it is to be

perceived as a “leading educational institution.” It is to be an institution that

does things right, and does the right things. It conducts its business and tasks

in a manner that is dignified, just, responsible, and exemplary in integrity. Its

third Mission statement suggests as much—to “instill in all members of the

University community an enlightened social consciousness and a deep sense of justice

and compassion.”

Relevance and reach are necessary impositions on the Silliman life. Its vision

includes being committed to “the wellbeing of society and the environment.” It is

to reach out beyond its campus by the sea. Its fourth Mission statement,


which is to “promote unity among peoples and contribute to national development,”

requires that it gain value as an institution to others beyond itself.

A.1

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

The Plan has 16 thrusts in the 1st Medium-Term. These are grouped

according to the four (4) dimensions of Silliman’s life that circumscribe its two

strategic thrusts:

1. 1st Medium-Term Thrusts on Christian Witness

1.1 Heighten the involvement of academic units in campus activities that

celebrate the Christian faith and traditions of Silliman, or which

promote understanding and fellowship among its students, faculty,

and staff who are adhering to different faiths;

1.2 Create and expand the opportunities for worship in auxiliary and

support units of the university;

1.3 Widen collaborations with the local United Church of Christ in the

Philippines (UCCP) and other churches.

2. 1st Medium-Term Thrusts on Academic Excellence

2.1 Integrate faith strengthening in the instruction, research, and

extension functions of the university (“Silliman on FIRE!”) and make

this a distinctive mark of Silliman education and scholarship;


2.2 Integrate volunteerism in related and service learning and promote

entrepreneurship among students;

2.3 Intensify learning integration across General Education courses; and

improve content quality, especially to be included in the School of

Basic Education (SBE);

2.4 Expand capabilities for on-line delivery and acquisition of learning

and for exchanging knowledge products; and widen the scope of

faculty and staff development to encompass competence in on-line

learning deliveries and acquisition, and on knowledge outsourcing

services.

3. 1st Medium-Term Thrusts on Governance

3.1 Widen the collective leadership circles in all levels of organization

and promote accountability taking among all constituencies;

3.2 Adopt more responsive and relevant rules, procedures, and incentive

systems;

3.3 Improve asset and risk management systems and procedures;

3.4 Widen the use of modern information technology to improve the

accuracy, timeliness, and effectiveness of decision-making.

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

1.1 Widen the university’s academic and scholarly linkages;

1.2 Widen the circle of active communications with alumni and friends;


1.3 Improve gifts management and response systems;

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

and

1.5 Expand collaborative undertakings with externally funded entities.

A.2

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

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

1. 2nd Medium-Term Thrusts on Christian Witness

1.1 Get more academic and auxiliary units involved in off-campus

community activities that celebrate the evangelical Christian faith,

and to promote better understanding among people of different

faiths;

1.2 Widen the space for spiritual growth in the university; and

1.3 Widen involvements with national UCCP and other churches.

2. 2nd Medium-Term Thrusts on Academic Excellence

2.1 Intensify the integration of volunteerism with related and service

learning, and the promotion of entrepreneurship among students;

2.2 Widen the role of General Education in degree programs, including

in the SBE;


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

2.4 Expand the number of faculty and staff who are able to design and

deliver eLearning and knowledge outsourcing services.

3. 2nd Medium-Term Thrusts on Governance

3.1 Devolve more accountability to lower units of organization;

3.2 Update rules, procedures, and incentive systems relevant to

delivering eLearning and knowledge outsourcing services;

3.3 Institutionalize asset and risk management systems and procedures;

and

3.4 Expand information technology support for operations.

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

4.1 Expand the on-campus presence of nationally- and internationally-

recognized scholarly organizations;

4.2 Collaborate with alumni entities, and organize and reactivate more

alumni chapters within and outside the Philippines;

4.3 Institutionalize standard procedures on gifts management and

responses;

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

and


4.5 Intensify collaborative undertakings with externally funded entities.

Table 4.1 summarizes the thrusts by periods.

TABLE 4.1 Summary of Silliman’s strategic thrusts (2008-2016), by medium-term periods

STRATEGIC THRUSTS 2008-2016

1. Mobilize Silliman’s strengths and opportunities to further advance its institutional capacities & value in building persons of competence, character and faith.

2. Transition Silliman from a school in a place and time, to being a caterer of learning across places and times. AREAS OF

FOCUS THRUSTS IN THE

1st MEDIUM-TERM 2008-2012 THRUSTS IN THE

2nd MEDIUM-TERM 2012-2016

Get academic units involved in campus ministries

Raise involvement in community faith life

Ensure space for worship in auxiliary and support units

Strengthen spiritual life; expand space for spiritual growth

Promoting and institutionalizing Christian

Witness

Widen collaborations with local UCCP, others

Widen collaborations with national UCCP, others

Integrate faith, instruction, research and extension (FIRE)

Widen integration of volunteerism, related and service learning, and entrepreneurship

Integrate volunteerism with related and service learning; promote entrepreneurship

Widen GE role in programs and in SBE

Widen integration GE (including in the SBE)

Expand on-line academic services and eLearning programs;

Raising Academic

Excellence

Expand on-line delivery and acquisition of learning, and knowledge exchange; widen scope of faculty/staff development to include on-line learning & knowledge trade

Increase the number of faculty/staff doing eLearning and related services

Widen leadership; promote accountability Devolve accountability

Adopt responsive, relevant rules, procedures and incentives

Update rules, procedures and incentive systems for relevance to eLearning and related services

Improve asset and risk mgmt systems Institutionalize asset and risk management systems

Raising the quality of Governance

Widen the use of information technology Expand IT support systems

Widen academic and scholarly linkages Expand on-campus presence of scholarly organizations

Widen communications with alumni and friends

Organize and reactivate more alumni chapters

Improve gift management and response Institutionalize gifts management and response

Strengthen local church relations Strengthen wider church relations

Expanding Relevance &

Reach

Expand collaborations with government and non-government organizations

Intensify collaborations with government and non-government organizations


B.

Strategic Actions in the Long-Term, 2008-2016

Silliman’s strengths and opportunities identified in Chapter Two offer

doorways for strategic action that can push and substantiate the university’s

thrusts. They occasion the measures that the university may take in order for it

to move toward achieving its Vision, Mission, and Goals.

There are four (4) aspects of Silliman’s operations that form the core of its

strengths and opportunities. They present areas for focusing actions on in order

to best attain the university’s thrusts. They are its:

• Programs and offerings (what the university has as its principal products)

• Faculty and staff (and their quality and sufficiency)

• Facilities and organizational support systems (how it supports its programs)

• Public support (how much its programs enjoy students’ patronage, support

from alumni and friends, and are of value to the general public).

Programs and offerings are Silliman’s basic purpose for being. And so, they

are the principal channels through which the university may pursue its

thrusts. Their quality implicates substance (and witness) to a commitment to

academic excellence, as a ministry. They create the space for innovations in

learning methods and delivery, and provide the direction of faculty and staff

development. Their ability to convey good learning puts value to students’

costs and so demonstrates quality of governance in the university. Their value

to others determines Silliman’s relevance to the nation.

Faculty and Staff are the defining resource of the university. They make or

unmake Silliman as a learning institution. Their ability to adapt to changing

trends in their disciplines and competencies determines how Silliman is able


to prepare its students for the changing world of work and enterprise, and for

leadership in society. They constitute the principal personalities who decide

on how to pursue the university’s thrusts. They determine how faith is

demonstrated in scholarship. Their creativity substantiates excellence. Their

professionalism influences how students achieve their learning goals and

objectives, in the most humane and affirming way. Their academic reputation

determines Silliman’s value to a wider public.

Facilities and Organizational Systems provide the physical and institutional

settings for learning. They are the principal mechanisms with which the

university is able to properly put together its human, physical and financial

resources, to deliver its programs and offerings. They provide the appropriate

settings for faith activities to occur alongside good scholarship. They set the

basis for collective and participatory decision-making and the timely

responses to issues. Good facilities and systems help achieve a reputation for

institutional excellence, which could translate to a wider reach and relevance

of the university.

Public Support is crucial to Silliman, and to any institution of learning. Its

ability to draw students and to command public value determines the

robustness of its resource base with which to pursue its thrusts. This is

particularly crucial to a non-profit and not-for-profit institution like Silliman

whose revenue base is mainly tuition. Tuition is tightly regulated and is

highly swayed by political considerations in government. Silliman will need

to rely heavily on student patronage, on gifts and donations, and on its reputation

(to draw external funds), for it to be able to pursue its purposes.

Actions in the above four (4) areas are expected to deliver crosscutting results

and outcomes that are anticipated to enhance Silliman’s ability to achieve its

thrusts. Two strategic actions (to be pursued in the long-term, from 2008-2016)

would be crucial:


Strategic Action 1: Elevate the level of integration of Silliman’s academic and

institutional capacities on its core commitments: Christian witness, academic

excellence, excellence in governance, and widening its relevance and reach.

Strategic Action 2: Strengthen Silliman’s programs and offerings and add to its

capabilities the ability to deliver them and other knowledge products to more students

and knowledge users in more places within and outside its campus.

B.1

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

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

• strengthen and diversify Programs and Offerings and make them more

relevant to contemporary academic and career objectives of Filipinos;

• enhance the capabilities of the Faculty and Staff to innovate, create, and

integrate new modalities of delivering programs and offerings, and on

making these reflective of the university’s values and goals;

• refine and hone Facilities and Support Systems to better stimulate faculty

and staff creativity and quality in the delivery and integration of programs

and offerings; and

• widen Students’, Alumni, Church, and Public Support for the programs and

offerings.

The actions focus on (1) elevating the quality and level of integration of

Silliman’s academic and institutional programs; and (2) starting new

capabilities to deliver and acquire learning and trade knowledge products on-

line.


B.1.1 Actions on Programs and Offerings

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

1. Degree courses

2. General Education

3. Basic Education

4. eLearning.

Actions on Degree Courses

Silliman will keep most of its present portfolio of degree programs and

offerings for three reasons: (1) they are still relevant to current goals of most

students; (2) they are within the competency of the university to offer; and (3)

its mix is presently among the strongest features of Silliman.

However, following the thrusts in this Medium-Term, some courses will be

revised, some are added to existing programs, new offerings are added to

existing ones, and some offerings are replaced.

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


TABLE 4.2. Actions on degree programs and offerings, 1st Medium-Term 2008-2012

ACTIONS IN THE 1st MEDIUM-TERM (MTP 8-12)

EXISTING FOR REVISION? (YES/NO)

FOR ADDITION

COLLEGE OF AGRICULTURE (CA)

• BS in Agricultural Business

• BS in Agriculture (majors in Agronomy and Animal Science)

• Master of Applied Science in Agricultural Systems

• BS in Agricultural Entrepreneurship

• MS in Sustainable Agriculture

• Certificate in Sustainable Agriculture

• Certificate in Agricultural Entrepreneurship

COLLEGE OF ARTS & SCIENCES (CAS)

• BA majors in Anthropology, Creative Writing, English, Languages, Filipino, Literature, History, Philosophy, Political Science, Sociology, Speech & Theater

• BS in Biology

• BS in Chemistry

• BS in Mathematics

• BS in Physics [Computer Applications]

• BS in Psychology

• BS in Social Work

• BS in Public Administration (with SPAG and CBA)

• MA majors in Asian Literature, Creative Writing, English and American Literature, Teaching English as a Second Language, Anthropology, History, Sociology, Extension Administration, Filipino and English Language

• MA in Anthropology [non-thesis]

• MA in English majors in English Language Studies, Literary Studies, Creative Writing, Teaching English to Speakers of Other Language

• MA in English [non-thesis]

• MA in History [non-thesis]

• Master of Public Health

• MA Psychology majors in Social and Community Psychology, Counseling Psychology, and Industrial/Organizational Psychology

• MA in Psychology [non-thesis]

• MA in Science Teaching Physics

• MA in Sociology [non-thesis]

• MA in Teaching majors in Chemistry, General Science and Mathematics [College, High School, Elementary]

• Master in Biology [non-thesis]

• Master of Science in Biology, Marine Biology, Coastal Resource Management, Environmental Science, Environmental Policy, Social Work, Mathematics, and Physics

• Master in Physics [non-thesis]

• Ph.D. in English and Literature

• Ph.D. in Marine Biology

• Ph.D. in Social Science (with SPAG and CBA)

• BS Pre-Med

• Master in Physics [thesis]

• MAST Physics

• MS Physics

• MAT Chemistry

• MS Chemistry

• MA Philosophy

• Master of Bioethics

• MA in Political Science

• Doctor in Psychology

CONTINUED…


COLLEGE OF BUSINESS ADMINISTRATION (CBA)

• BBA Majors in General Business, Management and in Economics

• BS in Accountancy

• BS in Entrepreneurship

• BS in Public Administration (with SPAG and CAS)

• BS in Business Computer Applications

• Associate in Commercial Science

• Master in Business Administration (MBA)

• Ph.D. in Social Science (with SPAG and CAS)

• BS Economics

• BS in Office Administration (ladderized)

• BS Tourism major in Hotel and Restaurant Management

• Master in Business Administration Major in Microfinance and Entrepreneurship

COLLEGE OF EDUCATION (COE)

• BSED major in Technology and Livelihood Education

• Bachelor of Information and Library Science

• Bachelor of Elementary Education Majors in General Education, Special Education, and Pre-School Education

• Bachelor of Secondary Education Majors in Chemistry, English, Filipino, Library Science, Biological Science, Mathematics, Physical Science, Music, Arts, Physical Education & Health [MAPEH], Social Studies, and TLE

• BS in Nutrition and Dietetics

• MA Education majors in Education Management, English Teaching in Elementary and High School, Guidance and Counseling

• Doctor of Education

• Ph.D. in Education

• Master of Education major in Special Education, Teaching English in Elementary and High School, Teaching Math in Elementary and High School, Teaching Science in Elementary and High School

• MA Education major in Library and Information Science

COLLEGE OF COMPUTER STUDIES (CCS)

• BS in Information Technology

• BS in Computer Science

• BS in Information Systems

• Master in Information System

COLLEGE OF ENGINEERING & DESIGN (CED)

• BS in Civil Engineering

• BS in Computer Engineering

• BS in Electrical Engineering

• BS in Mechanical Engineering

• BS Architecture

• BS Geodetic Engineering

• BS Electronics and Communications Engineering

COLLEGE OF LAW (COL)

• Bachelor of Law (with specializations in Cyber Law or in Legal Argumentation and Debate)

[Y] Change to JD

• Course on Law, Science and Technology

• Forensics Law

CONTINUED…


COLLEGE OF NURSING & ALLIED HEALTH SCIENCES (CNAHS)

• BS in Medical Technology (BSMT)

• BS in Nursing (BSN)

• BS in Physical Therapy (BSPT)

• Master in Nursing [non-thesis] majors in Family Nursing Practice, Administration, Public Health Nursing, Adult Health and Psychiatric-Mental Health Nursing

• Master of Science in Nursing Majors in Parent-Child Nursing, Nursing School Administration, Nursing Service Administration, Public Health Nursing, Medical Surgical Nursing, Psychiatric-Mental Health Nursing, Family Nursing Practice, Community Health Nursing, Adult Health Nursing

• Ph.D. in Nursing

[Y] BSMT to BS in

Clinical Lab Services

Medical Technology

• BS in Clinical Laboratory Services (BSCLS) in lieu of BSMT; BSMT is dissolved)

• MS in Microbiology

• MS in Parasitology Nursing

• Certificate in Advanced Nursing Practitioner

• MS courses in Advanced Nursing Practitioner Program and in Nursing Informatics

Physical Therapy

• BS Occupational Therapy

• BS Speech Therapy

• BS Speech Language Pathology

• BS Respiratory Therapy COLLEGE OF PERFORMING ARTS (COPA)

• Bachelor of Music (BM) with majors in Choral Conducting, Composition, Music Education, Piano and Other Instruments, and Voice

• Master of Music (MM) with Majors in Choral Conducting, Composition, Music Ed, Instrument Conducting, Voice, and Ethnomusicology

[Y] BM to BPA

• Bachelor of Performing Arts (BPA) (in lieu of BM; same majors as BM; BM is dissolved)

• BPA in Speech & Theater

• BPA major in Dance

• Bachelor of Fine Arts

DIVINITY SCHOOL (DS)

• Bachelor of Theology (B.Th.) with majors in Pastoral Ministry and in Liturgy and Music)

• Bachelor of Ministry [Off-campus]

• Master of Divinity

• Master of Ministry [Off-campus]

• Master of Theology

• Doctor of Theology (D.Th.), (with SEAGST)

• Certificate programs for major areas covered in the proposed Master in Divinity

• Master in Mission Studies (with the United Evangelical Mission in Germany and the UCCP)

COLLEGE OF MASS COMMUNICATION (CMC)

• Bachelor of Mass Communication

• Certificate in Environmental Journalism (ladderized)

[Y] Expand majors in journalism,

public relations,

broadcasting, advertising,

film production

• Reactivate religious journalism, religious broadcasting, church-public relations – leading to a Certificate in Christian Communication

• Certificate in Journalism

• Certificate in Broadcasting

SCHOOL OF PUBLIC AFFAIRS & GOVERNANCE (SPAG)

• BS Public Administration (with CAS and CBA)

• Master in Public Administration (MPA) with specialization in Fiscal Administration

• MPA specializing in Local Governance

• Ph.D. in Social Science (with CAS and CBA)

• Master in Environmental Governance (with CAS, CA, College of Law, CBA, and CMC)

SCHOOL OF BASIC EDUCATION (SBE)

• Certificate in Secondary (High School) Education

• Certificate in Elementary Education

• Certificate in Early Childhood

[Y] Some courses

to be redesigned

• Certificate in Summer Enrichment Program for Elementary

• Certificate in Summer Enrichment Program for High School

CONTINUED…


COLLEGE OF MEDICAL SCIENCES (CMS) or PROGRAM ON MEDICAL EDUCATION (PME) Medical School

• BS Preparatory Medicine (2 years effective 2008-2009)

• MD-MPH (Doctor of Medicine – Master in Public Health)

• Doctor of Medicine Institute of Clinical Laboratory Services

•••• BS in Clinical Laboratory Services (BSCLS)

•••• MS in Microbiology

•••• MS in Parasitology Institute of Rehabilitative Therapies



Institute of Clinical Laboratory Services

• MS Clinical Laboratory Science

• MS Public Health (with CAS) Institute of Rehabilitative Therapies

• Masters in Physical Therapy

• Doctor in Physical Therapy

Actions on the General Education Curriculum

General Education will be beefed up. (General Education refers to the mix of

basic competency courses offered mainly by the College of Arts and Sciences

[and some by other colleges], which all college students are required to take.

They are intended to ensure that students acquire a sufficient breadth of

liberal education while pursuing specialized degree courses.) Three (3) actions

will be done:

1. Institutionalize the integration of curricular materials and learning

activities across related courses (e.g., natural sciences, social sciences, arts &

humanities).

Common topics cutting across the disciplinal contents of the courses will

be introduced in each course (e.g., through common workshops and readings

and other collaborative learning activities, or through integrative lectures to be

presented to classes with shared issues [like globalization as a topic for an

integrative lecture for classes in History, Political Science, Religion,

Economics, Sociology and Public Administration]). (This requires more

extensive faculty collaboration across disciplines so that actions on faculty

and staff in this term shall also address this; [see Actions on Faculty and

Staff below].)


2. Require more extensive readings in each General Education course. The

readings shall be selected to expose students to the “classics” in the field

(the basic and contemporary writings that most influenced the contents of

the discipline);1

3. Add to the number of academic units offering General Education courses.

This is to get their respective faculty to “get back to the basics” and get

exposed to the challenges of teaching younger learners.

For consideration:

• Move the Religion Program to Divinity School

• Assign CBA’s IT familiarity courses to the College of Computer Studies

• Move Speech and Theater to COPA

Actions on the Curriculum of the School of Basic Education

SBE is a large “feeder” school for college courses in Silliman. Accordingly, its

graduates play a key role in being a “critical core” of learners steeped with

Silliman’s traditions of academic excellence. They could model for and inspire

other students who did not graduate from Silliman’s SBE. The actions below

are intended to better prepare them for this role.

1. Add curricular materials, readings, and self-learning activities

mathematics and science courses in all levels and departments. In the case

of High School, this is to raise the competency levels of its graduates to

those equivalent to at least 2nd level college students in the university.

1 For example, Smith, Marx, Mill, and Keynes in economics; Plato, Aristotle, Descartes, Locke, and

Russell in Philosophy; Shakespeare, Keats, Joaquin, and the Tiempos in Literature; and Malthus,

Linneaus, Darwin, and Alcala in Biology)


2. Engage the college faculty to collaborate with the SBE faculty in designing

and conducting courses in mathematics and the sciences. This is to ensure

a higher interface between SBE and college courses, so that SBE graduates need

not take 1st and 2nd level General Education mathematics and science

course when they enter college in Silliman. (They could instead do higher

courses in these.)

3. Institute and adopt curricular and co-curricular incentives for self-learning

and group-learning initiatives in arts and the humanities (music, literature).

Choral and other music groups shall be organized, and also groups on

poetry and creative writing, on oratory and debate, and on speech and

theater.

4. A policy of “no child left behind” shall be instituted in all departments

(Early Childhood, Elementary, and High School). Enrichment and assisted

learning programs shall be set up. (See Actions on SBE’s Programs and

Offerings in Table 4.2).

Actions on eLearning

The concept of eLearning refers to the use of modern information technology

to acquire and deliver learning and trade knowledge products remotely,

mainly through cyberspace. Many teaching institutions now use eLearning as

a way of expanding educational reach and clientele.

Silliman has the capability to embark on it as a major stride toward becoming

a leading edge academic institution. In fact, it has to do it. Otherwise, it

becomes obsolete.

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

in Silliman:


1. Set up SOUL (or a Silliman Open University Learning) Program. It will be

designed to serve as umbrella program to eLearning and other related on-

line services in the university)2. This involves undertaking a series of

measures in three (3) phases:

Phase 1: Design and develop new on-line systems for delivering some

courses and for acquiring remote teaching resources (e.g.,

through on-line lectures and on-line library access); and

improve the systems.

Phase II: Deliver selected offerings in eLearning mode and format initially

for on-campus students, and then later to off-campus learners;

develop the application of the same eLearning systems for on-

line trade of knowledge products (e.g., technical advice for

incubating businesses, research outsourcing, training, tutorial

services); and expand campus facilities for on-line acquisition

of learning resources (lectures, library materials).

Phase III: Expand users and subscribers, and also the number faculty

and staff who can deliver eLearning and knowledge product

outsourcing (KPO) services (on-line consultancy); and use

SOUL to stimulate business incubation and students’ interests

on entrepreneurship.

2. Undertake market studies to identify Silliman’s local and international

niche in eLearning, KPO services, and business incubation. Develop the

strategies and program packages to acquire a sustainable and long-term

market for SOUL.

2 See Annex II (“The SOUL Program”) for a fuller description of this program and its components.


B.1.2 Actions on Faculty and Staff

1. Arrange and conduct wider faculty and staff collaborations. All faculty

and staff will be encouraged to recognize their common institutional

status—as faculty and staff of Silliman University. Measures will be

undertaken to promote the idea that their unit affiliations are to be

deemed only “employment stations,” but their engagements (depending

on their credentials and academic preparations) may range to outside their

units. This is to give the faculty and staff a wider option on engagements

while, in turn, giving the university a wider space for a more efficient

deployment of its faculty and staff.3 This arrangement will be done to

facilitate inter-faculty collaboration on faith strengthening, instruction,

research and extension (FIRE), and to promote inter-disciplinary teaching

of General Education courses. Five (5) specific actions will be done:

1.1 College and SBE faculty in chemistry, biology, physics and math will

jointly design the SBE’s science and mathematics subjects in all levels;

and the college faculty will be assisting and providing support to the

SBE faculty.

1.2 The faculty of the School of Medicine, CNAHS, College of Education,

College of Agriculture, College of Law, CBA, CAS, and Divinity

School, will conduct collaborative teaching, research and community

service activities in the Marina Clinic. They will do comprehensive

healing programs in medical care, livelihood enterprises, hospice care,

and care for persons in transition.

3 A mathematics faculty in the College of Arts and Sciences, for instance, if properly credentialed and

able, may also teach higher Engineering Science mathematics in the College of Engineering and

Design. Or a botany researcher in the Department of Biology may also work with a crop researcher

in the College of Agriculture.


1.3 The faculty of the College of Agriculture, Institute of Environmental

and Marine Sciences, CAS, CBA, Divinity School, CNAHS, College of

Education, and the College of Engineering and Design will be doing

collaborative field learning activities in Ticao.

1.4 Faculty members of at least two schools or colleges will jointly conduct

at least one cultural or art activity every semester.

1.5 The faculty of the Divinity School will assist the faculty of other

schools and colleges in designing and conducting at least one faith

strengthening activity in the campus and surrounding communities

every year.

2. Widen the disciplinal specializations and competencies of the faculty and

staff. Faculty and staff development will be extended to include higher

training and additional competencies in both their core and related

disciplines. A priority this Medium-Term (because they relate directly to

the curricular development plans of the schools and colleges shown in

Table 4.2) will be:

2.1 Faculty members in the College of Agriculture to acquire higher

academic credentials and training in agronomy, animal science,

agribusiness, sustainable agriculture, agricultural entrepreneurship,

natural resource management, rural development management, and

on the ecology, primary productivity and agricultural systems of small

islands.

2.2 At least five (5) faculty members in the Colleges of Arts and Sciences,

Business Administration, and those affiliated with the School of Public

Affairs and Governance, to acquire Ph.D.s in any social science


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

Science).

2.3 Faculty members of Medical Technology and Physical Therapy to

acquire more technical exposures and training on the latest techniques

in their fields.

2.4 At least 20 visiting scholars have been invited to the campus to

develop academic and scholarly collaborations with Silliman faculty,

staff, and students.

3. Expand the competencies of the faculty and staff in on-line education and

eLearning technologies. All faculty and staff will be given in-house

training on eLearning technologies, including preparing learning

materials for cyber-delivery.

B.1.3 Actions on Facilities and Organizational Systems

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

and procedures.

1. Facilities and Grounds. (See Table 4.3)

2. Organizational Development.

2.1 Expand the academic scope of the College of Agriculture. Consider it

for renaming (e.g., College of Agricultural Resource Systems or College of

Sustainable Agriculture and Resource Systems) to reflect its intended

expansions into sustainable agriculture and natural resource systems.


2.2 Consolidate the management and operations of properties outside

Dumaguete (in Ticao, Pamplona, Siaton, Bayawan, and Mabinay). Two

options will be considered: (1) a subsidiary corporation to run them as

agro-industrial enterprises, but dedicated to host and support

academic and community services, or (2) set up A Field Learning and

Service Office under the VPAA with authority to engage investors on

making the properties productive and a mandate to support academic

and community services in the sites.

2.3 Restore the College of Nursing and Allied Health Sciences (CNAHS) to

its original focus on nursing education (SUCN). It is, by far, already a

large college (and anticipated to be so in the next 5-10 years) with its

multiple nursing education programs (BSN to PhD). It presently

services two other units (Medical Technology and Physical Therapy)

which may be joined with the School of Medicine, which they already

share a common building with. CNAHS will be restored to its original

identity, College of Nursing, and the three—School of Medicine, Medical

Technology (to be elevated into an Institute of Clinical Laboratory

Services), and Physical Therapy (to be elevated into an Institute of

Rehabilitative Therapies)—will be placed under one umbrella, a

College of Medical Sciences (or, alternatively, a Program on Medical

Education).


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

YEAR ENTITY ACTIONS

Greenhouse and other Agricultural building and Farm Structures, CA

Build one P2-P4 facility for research on sustainable agriculture and cropping approaches for small islands

Nursing Education buildings

Erect 2nd and 3rd buildings; the third will house the William Barry Thomson Learning Resource Center; install robotic and informatics lab; their design will ensure that they are useful to Silliman’s other medical and health programs as well

Gymnasium Rehabilitate; improve ventilation and seating; expand inside space by scaling down the stage; improve its ability to host athletic and large community gatherings; flooring

Alaska and MONAPIL Courts

Roofing; rehabilitation

Grandstand and Ball Field Rehabilitate to more presentable and safer state; create spaces for ROTC and Athletics Offices, and classrooms; make the ball field meet standards; improve Archery Range and facilities

Marina Clinic Rehabilitate and equip to become a secondary health and medical service and learning facility

SU Church Repair roof; improve ventilation, sound & lighting systems; repaint inside; extend side paneling

Roads and Drainage Repaving and rehabilitation; pave road to Kalauman then out Hibbard

Luce Auditorium Rehabilitate roof and rooms; improve seating and inside conditions including access for the differently-abled; improve stage, lighting, and sound systems

Uytengsu Engineering Hall Rehabilitation; improvement of rooms and fixtures

Campus Landscape Put more greenery; develop parking areas; install more outdoor study areas; add more color; redesign fences

Dorms and Silliman Hall Install sprinkler systems

Divinity School Repair and rehabilitate McKinley, Rodriguez Halls; Chapel of Evangel

Oriental Hall Rehabilitate to become a Student Center, and to also house the Central Supply and Souvenir Shop

Hibbard Hall Rehabilitate and design the 2nd Floor into a Gallery of Gratitude and function rooms

Abbey Jacobs Rehabilitate to create studio units for single faculty and staff

Heritage Builders’ Wall Start first panel, in fence near Silliman Hall

Salonga Center Build building as adjunct to Villareal Hall

Creative Writing Center Build complex in the Sibulan property

Kaadlawon Center Build first structure on the site; resolve right-of-way

Faculty/Staff Housing Repair and repaint campus units, including End House

2008-2009

Information Technology Facilities

Densify towards department and office levels; widen WI-FI coverage; expand and improve intranet system for handling sensitive information: grades, accounts; install “Knowledge Product Outsourcing” capabilities; develop cyber-based lecture and eLearning systems at the AVT

Staff and Student Housing in Ticao

Rehabilitate existing buildings, chapel; add rooms for student dorms

Dorms and Silliman Hall Repair and repaint

SU Church Add more public toilet facilities; repaint outside

OSA Move to Oriental Hall

Registrar’s Office Move to 1st Floor Hibbard, after small renovations

COPA Move to two cottages near Luce after renovations

Cooperative Store Dismantle and rebuild inside the campus

Portal East Build

2009-2010

Buildings and Grounds Building

Rehabilitate to make it less fire-prone; more sanitary

CONTINUED…


SBE Build amphitheater cum auditorium; repair the old Home

Economics building and make it into a Faculty/Staff lounge, offices, and Cafeteria for High School and Elementary; repair and repaint Worcester Hall

Marina Mission Hospital Build 10-bed Hospice Care Center

SU Medical School Additional four (4) 50-student classrooms to accommodate the BS Preparatory Medicine program each with LCD Projectors; additional two (2) laboratory to service the BS Premed as well as expanding enrollees in medical education; availability of ten (10) modules as the venue of the more focused discussions; auditorium with the capacity of approximately 200 students to serve both the MD and BS Premed students

Guy Hall Rehabilitate 3rd Floor into transients’ accommodations

Cafeteria Rehabilitate; air-condition

College of Mass Communication

Occupy the whole first two floors of Guy Hall, except the Printing Press area and the office of the Internal Audit

Silliman Hall Strengthen; refurbish to become entirely a museum complex; Assembly Hall to be limited to small functions

Landscape Expand greenery; add color to structures

Landfill Build own landfill

Water Supply Improve and rehabilitate; improve security against contamination

High School Swamp Area Improve drainage; build walkways and study stations

Faculty/Staff Housing Build 20 studio units in the area east of the New Men’s Dorm; repair and repaint Divinity faculty housing units

Campus Sanitation Build new 3-chamber septic tanks to serve as common septic tanks for several buildings

SU Church Landscape the outside grounds; repaint CE bldg

Faculty/Staff Housing Repair and repaint Silliman Village units

Dormitories General cleaning and repairs, including bathrooms and electrical fixtures

Medical School Expand building

SBE Build mini-gym in old Kindergarten area

Power Plant Repair and upgrade; upgrade transmission lines

Divinity Compound Repair students’ housing unit

Roads and drainage Repave all roads; clear all drainage

2010-2011

IT Systems Improve and strengthen capacities for remote services (i.e., to support more extensive eLearning services

2011-2012 Buildings Repair and repaint

Landscape Expand greenery; further add color to structures

Uytengsu Computer Center Expand; build annex facility in the north dorm area

New Women’s Dorm Rehabilitate and enlarge Dahlia Cottage

2.4 Elevate the status and scope of the Marina Clinic into a Secondary

Health Care teaching and educational facility. Its facilities and services

will be expanded and improved. It may be renamed as The Silliman

University Marina Mission Hospital, but will be managed mainly as

an academic institution. Its activities will model the integration of

FIRE: faith strengthening, instruction, research, and extension. It will

cater exclusively to indigent patients, and to the related and service

learning needs of relevant Silliman students. It will be a complex for


outpatient care, hospital care, hospice care, spiritual care, and a care for

patients’ livelihood needs. It shall involve families in the care of

patients, local governments to support patients’ needs, and community

groups to mobilize local social capital to support and sustain the

facility.

2.5 Create an Institute of Economic Research and Development. This will

be in the College of Business Administration. It will upgrade the strength

and the academic and research coverage of the College.

2.6 Strengthen collective bodies to widen participatory and collective

decision making in the university. The three University Councils will

be given clearer scopes of jurisdiction over overlapping university

concerns: the University Religious Life Council (over the university’s

faith life and activities); the University Legal Council (over legal matters

attended to by the university); and the University Leadership Council

(over general issues on the university’s life and vetting decision

making among units and offices).

2.7 Strengthen Institutes, Centers, and Programs. These are specialized

units of the university intended to host varying intensities and

expanses of disciplinal and cross-disciplinal undertakings. Institutes are

usually expected to engage in intensive and highly discipline-focused

research in about the same proportion as its engagements in

instruction. Centers are usually expected to gather together different

disciplinal expertise across the university, to engage in

interdisciplinary research and extension. They are usually not expected

to offer courses. Programs are specialized undertakings around highly

related disciplines to pursue a particular mix of instruction, research

and extension. The university will do three (3) actions on these:


1. Increase the annual budgets of existing ones by at least 100% of

present;

2. Increase their external funding by at least 300% of present;

3. Establish new ones linked to the actions on programs and offerings

(Sec. B.1.1); and others related to Silliman’s strengths & opportunities:

3.1 Institute of Clinical Laboratory Services 3.2 Institute of Rehabilitative Therapies 3.3 Institute of Mission Studies 3.4 Research Center on Small Island Systems 3.5 Center on Archipelagic Oceanography 3.6 Creative Writing Center 3.7 Center for the Promotion of Filipino Arts and Cultures

3. Development of Systems and Procedures. (See Table 4.4)

B.1.4 Actions on Public Support

1. Widen the network of regular contacts and communications with alumni

and friends. Five (5) specific actions will be done:

1.1 Set up an Alumni, Church, and Friends Link, which would be a web-

based interactive communication and information system between the

university and its individual alumni, alumni groups, UCCP churches, and

donors. The system will include a Data Base on alumni, churches and

donors. It will deliver news update from the university to them.


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

YEAR ITEM ACTIONS

University Manual Revise and consolidate existing manuals, rules and regulations, new jurisprudence, and Board actions into a single draft University Manual. It is to be based on the first principles on collegiality enunciated and stated in the Code of Christian Collegiality recently approved by the Board

Code of Christian Collegiality

Introduce to and discuss with as many of Silliman’s constituencies to increase their familiarity with it: faculty, staff, students, alumni; adopt measures to embed the Code in all campus functions & activities

Financial and Accounting Reporting System

Generate alternative formats according to how accounting reports are to be used: for full accounting and audit as per law, for Board presentations, for university committees’ work, for SEC, for annual reports, for other transparency activities; incorporate in the draft University Manual

Budgeting Do zero-based system; obtain Board approval; put in draft University Manual

Community Chest Dedicate a Board-determined percentage of dividend earnings for a community chest fund

Risk Management Begin compiling a Manual for Risk Management and Crises Response

FSAS Review; update intra-rank mobility criteria; improve system integrity

Retirement Fund Open options to Faculty/Staff to voluntarily add to their Retirement Fund account

Medical and Health Benefits

Shift to HMO subject to: coverage includes existing; coverage includes other hospitals in city and elsewhere; within current costs of Silliman

Retirees Add medical and health support for retirees

Faculty/Staff Housing Privileges

Standardize criteria; prioritize single (status) personnel

Dormitory Management Strengthen; institute additional policies and measures to enhance dormitory services for students

Student Activities Consolidate in the University Manual the rules and regulations governing students in the university; include consistent policies and procedures for sustaining discipline

2008-2009

Procedures for Receiving and Acknowledging Gifts from alumni and friends

• Reports on Receipts shall be widely distributed: Information and Publications, Alumni Office, Weekly Sillimanian, SAAI, Continuing Fellowship Committee; SUACONA

• Letter acknowledgements by the President within one (1) week of receipt

• Confer Order of Horace B Silliman to more donors of gifts over 1M pesos value

• Other donors to be listed in Gallery of Gratitude

• Regularize annual entries to Heritage Builders’ Wall (SU Faculty/Staff who have served Silliman for at least 20 years)

• Name more buildings, rooms, facilities and places in honor of outstanding institutional builders in Silliman

• Name university-funded scholarships and fellowships in honor of persons and families who helped build up Silliman as a campus

CONTINUED…


Financial and Asset

Management • Produce complete inventory of real assets

• At least 50% additional titling of land assets

• Draft guidelines for joint ventures over assets; get Board approval

• Design/develop revenue-generating “Knowledge Product Outsourcing Services” for LGU, SME, and off-campus ESL and tutorial students

• Consolidate all monies and accounts held by units into the university’s community of accounts

• Adopt measures to improve liquidity position

MIS • Simplify report formats on enrolments, faculty loads, contracts, faculty and staff salaries and benefits; student profiles

• Design and start the development of an Alumni and Friends Data Base

• Develop “Knowledge Product Outsourcing” and eLearning systems

University Manual Submit for Board approval; reproduce for all Faculty/Staff

Risk Management Complete the Manual for Risk Management and Crises Response


Refine further, if needed

Budgeting Review the procedures for the purpose of ironing out kinks

Medical & Health Benefits Review actual first year costs to Silliman; compare with previous

Retirees Develop updated directory

Alumni and Friends Prepare, submit to them a report on the use and beneficiaries of their gifts

Financial and Asset Management

• At least 50% more titling of land assets

• Begin at least one joint venture on a piece of Silliman’s land

• Start operating revenue-generating “Knowledge Product Outsourcing” Services for LGU, SME, and off-campus ESL and tutorial students

• Convert a proportion of foreign exchange into ROP bonds

2009-2010

MIS • Fully automate enrolment, faculty loading, room utilization and assignments, grading, and student records

• Operationalize Alumni and Friends Data Base

• Design, install eLearning and Knowledge Product Outsourcing systems

Investments Review; adopt an updated strategy

Actuarial Review and conduct a new survey and valuation; focus on depreciations and risks to properties

Risk Management Adopt reward systems and incentives for Faculty/Staff involved in risk identification and crises response

Inventory Conduct comprehensive review and upgrading of lists of assets; do valuation of existing assets

Student Activities Adopt rewards and incentives for peer-learning and peer-teaching initiatives

2010-2011

Faculty and Staff Adopt rewards and incentives for high recognition among peers

Budgeting Review and upgrade procedures; reflect upgrades in University Manual

Investments Diversify the investment of foreign exchange holdings

Inventory Condemn and de-list unserviceable and unusable assets; clean up the inventory of all assets; submit to Board for confirmation

2011-2012

MIS Expand the systems and facilities for “Knowledge Product Outsourcing” and eLearning; upgrade all systems; review and evaluate the relevance & appropriateness of existing IT facilities and systems in the university


1.2 Organize (or reactivate) at least 5 new alumni chapters each year for the

next four years. (This will be done together with the Silliman Alumni

Association, Inc. and the Silliman University Alumni Council of North

America.)

1.3 Develop and execute arrangements with willing alumni, alumni

chapters and local UCCP churches (including pastors and church

workers in Negros) with getting them actively involved in the

university’s student recruitment activities, especially for honor students.

1.4 Institute a regular Alumni Continuing Education program every

Founders Day. (Starting this year, the university will hold an Annual

Founders Day Eminent Persons Lecture Series for alumni and friends.)

1.5 Organize Boards of Visitors among alumni and friends who visit the

campus each Founders Day. These shall function as formal but ad hoc

panels to receive a briefing from the university, ask questions,

comment on issues, and discuss the university’s state and conditions. It

may recommend measures, for formal transmittal to the Board of

Trustees, on improving Silliman, and make it a continuously relevant

institution of learning in present-day society.

1.6 Design and promote packaged alumni and local church tours and

visits to the campus, with guests being given a chance to experience

Silliman life, or (in the case of alumni) to redo some of their old

campus experiences (like staying in dorms, attending concerts and

dances, and going to the Silliman Church).

1.7 Expand alumni support for dormitory programs; and solicit alumni

interest to sponsor the upkeep and maintenance of co-curricular and

faith strengthening programs of specific dormitories.


1.8 Expand the scope of the university’s cultural affairs program by (a)

involving more friends and members of the Dumaguete and Negros

Oriental community in its circle of participants and supporters, and (b)

doing regular culture and arts extension activities by faculty, staff, and

students.

1.9 Expand the scope of the university’s sports and athletics programs by

(a) involving more friends and members of the Dumaguete and Negros

Oriental community in its circles of participants and supporters, and

(b) doing regular sports and athletics activities in communities outside

the campus.

2. Expand consortium arrangements with local schools, when appropriate. The

following will be considered:

2.1 Faculty and staff sharing and exchange among selected programs (e.g.,

law, education, sciences, languages, guidance and counseling, faith

strengthening, sports and athletics, cultural programs);

2.2 Library extension services;

2.3 Sharing of field and laboratory facilities.

3. Expand the university’s linkages with funding agencies and explore new

sources of external funding. Four (4) actions will be done:

3.1 A multi-sector working group will be organized into a Resource

Development Program Task Force under the Office of the President. It

will be tasked to develop strategies and to recommend measures for

the university to avail of more external funding from donors, to


encourage more alumni giving, and to develop incentives for other

ways of soliciting donors’ interests on the university (e.g., incentives

for estate bequests to Silliman).

3.2 Set up and operate under the SOUL Program a revenue-generating

Knowledge Product Outsourcing Service and associated facilities;

develop on-line consultancy markets of local governments (LGU) and

small-medium enterprises (SME).

3.3 Set up under the SOUL Program systems and facilities for eLearning

for off-campus English as a Second Language (ESL) students and

children of off-campus alumni seeking tutorial assistance.

3.4 Set up and organize under the SOUL Program a Business Incubation

Initiative to host new entrepreneurial endeavors and provide them

with on-line or on-site technical assistance and complementation by

Silliman’s faculty and staff.

4. Organize student recruitment teams and deploy them to different sites in

nearby regions, and to some others which do not traditionally send

students to Silliman. These would be 2-3 person teams of faculty, staff, and

students, and Silliman will send at least 10 teams per year.


B.2

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

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

• follow through and consolidate the academic and institutional gains made

in the 1st Medium-Term; and

• expand to full-scale level Silliman’s capability to do on-line and off-site

delivery and acquisition of learning, and to trade knowledge products.4

B.2.1 Actions on Programs and Offerings

Actions on Degree Courses

Silliman will become a significant caterer of knowledge. It will expand its

eLearning capabilities so that, more than now (when it is essentially a learning

facility in a place and time, and students come to it on its own schedule), it

will begin delivering learning and knowledge to where students are, in

packages they can handle, and in real time that they need it.

Silliman will continue to keep most of its present programs and offerings

because they are anticipated to remain relevant to most Filipinos. But more

of them will be delivered on-line for students both inside and outside the

campus.

In brief, Silliman will begin re-conceiving itself from being a “campus beside the

sea” to a “campus beyond the sea”—a virtual Silliman (vSilliman).

4 Owing to their comparable remoteness in time and to a reasonable assumption that the university

may seek to review them by then, the actions listed below are not as detailed as those listed earlier

for the 1st Medium-Term.)


Table 4.5 lists the actions on programs and offerings in the 2nd Medium-Term.

New ones will continue to be considered at this time.

Actions on the General Education Curriculum

1. Widen the number of general education courses to be set for inter-

disciplinary offerings and delivery. Related courses (e.g., natural sciences,

social sciences, humanities, arts, communication, and languages) may be

redesigned and, while maintaining their disciplinal contents, re-packaged

into a higher unity of topics (e.g., chemistry and biology into ecology).

Some courses may be collaboratively delivered by teaching teams coming

from different disciplines.

2. Develop an alternative Honors’ Program for students preferring to do

individual work (an open option for all students). Prescribe supervised

schedules of topics for the student’s research, covering the disciplinal

contents of more than one course.


TABLE 4.5. Silliman’s portfolio of degree programs and offerings, 2nd Medium-Term 2012-2016

ACTIONS IN THE 2nd MEDIUM-TERM (MTP 12-16) EXISTING NB: Entries in italics were additions in MTP 8-12; are assumed to have been successfully instituted at that time & so now included as existing offerings.

FOR REVISION? (YES/NO)

FOR ADDITION

COLLEGE OF AGRICULTURE (CA)

• Certificate in Sustainable Agriculture

• Certificate in Agricultural Entrepreneurship

• BS in Agricultural Business

• BS in Agriculture (majors in Agronomy and Animal Science)

• BS in Agricultural Entrepreneurship

• Master of Applied Science in Agricultural Systems

• MS in Sustainable Agriculture

• Master Environmental Governance (with SPAG, CAS, COL, CBA, and CMC)

• BS in Agriculture and Natural Resource Management

• MS in Natural Resource Management

• Master in Rural Development Management (eLearning version)

• Certificate in Sustainable Agriculture (eLearning version)

• Certificate in Agricultural Entrepreneurship (eLearning version)

COLLEGE OF ARTS & SCIENCES (CAS)

• BA with majors in Anthropology, Creative Writing, English, Languages, Filipino, Literature, History, Philosophy, Political Science, and Sociology

• BS Preparatory-Medicine

• BS in Biology

• BS in Chemistry

• BS in Mathematics

• BS in Physics [Computer Applications]

• BS in Psychology

• BS in Social Work

• BS in Public Administration (with SPAG and CBA)

• MA majors in Asian Literature, Creative Writing, English and American Literature, TESL, Anthropology, History, Sociology, Extension Administration, Filipino and English Language

• MA in Anthropology [non-thesis]

• MA in English majors in English Language Studies, Literary Studies, Creative Writing, Teaching English to Speakers of Other Language

• MA in English [non-thesis]

• MA in History [non-thesis]

• Master of Public Health

• MA in Psychology Majors in Industrial/Organizational Psychology, Social and Community Psychology, and Counseling Psychology

• MA in Psychology [non-thesis]

• MA in Science Teaching Physics

• MA in Sociology [non-thesis]

• MA in Teaching Majors in Chemistry, General Science and Mathematics [College, High School, Elementary]

• Master in Biology [non-thesis]

• Master of Science in Biology, Marine Biology, Coastal Resource Management, Environmental Science, Environmental Policy, Social Work, Mathematics and Physics

• Master Environmental Governance (with SPAG, CA, COL, CBA, and CMC)

• Master in Social Work (eLearning version)

• Master in Social Science (eLearning version)

• Ph.D. in Biology

• Ph.D. in Mathematics

• Ph.D. in Sociology and Anthropology

• Ph.D. in History

• Ph.D. in Clinical Psychology

• Ph.D. in Psychology


• Master in Physics [non-thesis]

• Master in Physics [thesis]

• MAST Physics

• MS Physics

• MAT Chemistry

• MS Chemistry

• MA Philosophy

• Master of Bioethics

• MA in Political Science

• Ph.D. in English and Literature

• Ph.D. in Marine Biology

• Ph.D. in Social Science (with SPAG and CBA)

COLLEGE OF BUSINESS ADMINISTRATION (CBA)

• BBA Majors in General Business, Management and in Economics

• BS in Accountancy

• BS in Entrepreneurship

• BS in Public Administration (with SPAG and CAS)

• BS Economics

• BS in Business Computer Applications

• BS in Office Administration (ladderized)

• BS Tourism major in Hotel and Restaurant Management

• Associate in Commercial Science

• Master in Business Administration (MBA)

• Master in Business Administration Major in Microfinance and Entrepreneurship

• Master Environmental Governance (with SPAG, CAS, COL, CA, and CMC)

• Ph.D. in Social Science (with SPAG and CAS)

• BS Entrepreneurship (eLearning version)

• BS in Office Administration (eLearning version)

• Master in Business Administration (eLearning version)

• Master in Microfinance and Entrepreneurship (eLearning version)

COLLEGE OF EDUCATION (COE)

• BSED major in TLE

• Bachelor of Information and Library Science

• Bachelor of Elementary Education majors in General Education, Special Education, and Pre-School Education

• Bachelor of Secondary Education majors in Chemistry, English, Filipino, Library Science, Biological Science, Mathematics, Physical Science, Music, Arts, PE & Health, Social Studies and TLE

• BS in Nutrition and Dietetics

• MA in Education majors in Education Management, English Teaching in Elementary and High School, Guidance & Counseling

• Master of Education majors in Special Education, Teaching English in the Elementary and High School, Teaching Mathematics in the Elementary and High School, Teaching Science in Elementary and High School

• MA Education major in Library and Information Science

• Ph.D. in Education

• Doctor of Education

[Y] (Add Courses)

• Master in Technology and Livelihood Education (eLearning version)

• Master in Nutrition and Dietetics (eLearning version)

• Courses on Research and Evaluation, and on Curriculum and Instruction, to be added to the Ph.D. in Education Program

CONTINUED…


COLLEGE OF COMPUTER STUDIES (CCS)

• BS in Information Technology

• BS in Computer Science

• BS in Information Systems

• Master in Information System

• MS in Computer Science

• Master in Information System (eLearning version)

COLLEGE OF ENGINEERING & DESIGN (CED)

• BS in Civil Engineering

• BS in Computer Engineering

• BS in Electrical Engineering

• BS in Mechanical Engineering

• BS Architecture

• BS Geodetic Engineering

• BS Electronics and Communications Engineering

• BS Material Engineering

• BS Mechatronics

• BS Industrial Engineering

• Master in Engineering (in CE, EE, and ME)

COLLEGE OF LAW (COL)

• Doctor of Jurisprudence (specializations in Cyber Law or Legal Argumentation and Debate)

• Course on Law, Science and Technology

• Forensics Law

• Master Environmental Governance (with SPAG, CAS, CA, CMC, and CBA)

• Certificate Courses in Law, Science and Technology; Cyber Law; and Law and Development (in eLearning version)

COLLEGE OF MEDICAL SCIENCES (CMS) or PROGRAM ON MEDICAL EDUCATION (PME)

Medical School

• BS Preparatory Medicine

• MD-MPH (Doctor of Medicine – Master in Public Health)

• Doctor of Medicine Institute of Clinical Laboratory Services

• BS in Clinical Laboratory Services (BSCLS)

• MS in Microbiology

• MS in Parasitology Institute of Rehabilitative Therapies



• BS Speech Therapy

• BS Speech Language Pathology

• BS Respiratory Therapy

Institute of Clinical Laboratory Services

• MS Clinical Laboratory Science

• MS Public Health (with CAS) Institute of Rehabilitative Therapies

• Masters in Physical Therapy

• Doctor in Physical Therapy

COLLEGE OF NURSING (CN)

• BS in Nursing (BSN)

• Certificate in Advanced Nursing Practitioner

• MS courses in Advanced Nursing Practitioner Program; Nursing Informatics

• Master in Nursing [non-thesis] Majors in Family Nursing Practice, Administration, Public Health Nursing, Adult Health and Psychiatric-Mental Health Nursing

• Master of Science in Nursing majors in Parent-Child Nursing, Nursing School Administration, Nursing Service Administration, Public Health Nursing, Medical-Surgical Nursing, Psychiatric-Mental Health Nursing, Family Nursing Practice, Community Health Nursing, and Adult Health Nursing

• Ph.D. in Nursing

• Seminar courses in eLearning Mode

CONTINUED…


COLLEE OF PERFORMING ARTS (COPA)

• Bachelor of Performing Arts (BPA) (with same majors as previous BM)

• BPA in Speech & Theater

• BPA major in Dance

• Bachelor of Fine Arts

• Master of Music (MM) with majors in Choral Conducting, Composition, Music Education, Instrument Conducting, Voice, and Ethnomusicology

[Y] Add a Major

[Y]

MM to MOPA

• Major in Music Technology in the BPA curriculum

• Ladderized certificate programs for all BPA courses (to lead to a BPA degree)

• Master of Performing Arts (MOPA) (in lieu of MM; same majors as MM; MM is dissolved)

DIVINITY SCHOOL (DS)

• Certificate programs for major areas covered in the Master in Divinity

• Bachelor of Theology (B.Th.) with majors in Pastoral Ministry and in Liturgy and Music)

• Bachelor of Ministry [Off-campus]

• Master of Divinity

• Master of Ministry [Off-campus]

• Master of Theology

• Master in Mission Studies

• Doctor of Theology (D.Th.), (with the SEAGST)

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

COLLEGE OF MASS COMMUNICATION (CMC

• Bachelor of Mass Communication

• Certificate in Christian Communication

• Certificate in Journalism

• Cert in Environmental Journalism (ladderized)

• Master Environmental Governance (with SPAG, CA, CAS, COL, and CBA)

• Master in Environmental Journalism / Environmental Communication

• SCHOOL OF PUBLIC AFFAIRS & GOVERNANCE (SPAG)

• BS Public Administration (with CAS and CBA)

• Master in Public Administration (MPA) with specialization in Fiscal Administration

• MPA specializing in Local Governance

• Master Environmental Governance (with CA, CAS, COL, CMC, and CBA)

• Ph.D. in Social Science (with CAS and CBA)

• Ph.D. in Public Administration

• SCHOOL OF BASIC EDUCATION (SBE)

• Diploma in Secondary Education

• Diploma in Elementary Education

• Certificate in Early Childhood

• Certificate in Summer Enrichment for Elementary

• Certificate in Summer Enrichment for High School

[Y] Some courses

to be redesigned

3. Add reading options to existing General Education courses. Open

discussions of seminal works by students may be made an option for

examinations.


4. Review the General Education program (College and SBE) to consider

measures for its possible upgrading, re-mixing, or honing of pedagogy.

Actions on the SBE Curriculum

1. Review and take measures to improve the mix and relevance of the

curricular materials, readings and self-learning activities of SBE classes in

all levels and departments. This shall aim to upgrade and improve the

value of Silliman’s basic education curriculum by this time.

2. Add higher competency materials and learning activities in mathematics

and science courses in all levels and departments.

3. Institute learning competitions (e.g., quizzes and bees) and incentives

(e.g., learning visits to other places or institutions) in all levels and

departments. These will cover mathematics, sciences, arts, and the

humanities.

Actions on eLearning

1. Expand the curricular and program coverage of the SOUL Program and

the university’s eLearning systems and facilities.

2. Design more courses for delivery on-line.

3. Institute robust monitoring, evaluation and excellence standards on

eLearning.


B.2.2 Actions on Faculty and Staff

1. Introduce new incentives for faculty collaborations in faith strengthening,

instruction, research, and instruction (FIRE), and promote the higher

integration and syntheses of disciplinal offerings into contemporary

interdisciplinary topics like poverty and governance; cultural articulation

and conflicts; political geography; small island agriculture and social

systems; and climate change and global systems change.

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

learning systems and pedagogy.

The faculty will focus on acquiring higher academic credentials in cyber-

based curricular design and delivery.

The staff will focus on developing eLearning systems and facilities. They

will constitute the core pool of faculty and staff for widening Silliman’s

SOUL program capabilities.

3. Review the state of the university’s pool of faculty and staff. Identify

future needs and competency requirements. Identify successor generation

of leaders.

B.2.3 Actions on Facilities and Organizational Systems

1. Undertake a comprehensive review of the state and capabilities of existing

facilities, in relation to a perspective of future needs that might come about

by this time. Develop a schedule of upgrading facilities, and constructing

new ones.


2. Review existing administrative and support systems and procedures.

Identify development needs in relation to a view of future developments of

the university.

3. Establish a Center for Environmental Journalism and Media Studies in the

College of Mass Communication.

B.2.4 Actions on Public Support

1. Collaborate with alumni, churches and friends to extend student

recruitment activities to Luzon and the Autonomous Region in Muslim

Mindanao; also to nearby Asian countries with low numbers of higher

education institutions, e.g., Timor Leste, Myanmar, Tibet, Bhutan, Nepal,

Bangladesh, Cambodia, or Laos.

2. Further expand the community reach of the university’s cultural and

sports and athletics programs, its consortium arrangements with other

schools (expanding this to schools outside Dumaguete), and alumni

sponsorship of dormitories.

3. Elevate the Resource Development Task Force into a Resource Development

Office to professionally engage alumni and friends to develop fund

sources.

4. Expand SOUL and its program components: eLearning; knowledge product

outsourcing; on-line training and tutorials; and business incubation. Deploy

SOUL to assist UCCP churches nationwide.


C.

Financial and Capital Requirements, 2008-2016

This Plan is estimated to require PHP 240 million (in present prices) spread

across the first four of eight (8) years, from 2008-2012. (The full figure, to

account for 2008-2016, has yet to be determined.) 5

Below are estimates by areas of action (programs and offerings, faculty and

staff, facilities and organizational systems, and public support). These are

based on current prices and estimates made by the Office of the Vice

President for Finance and Administration.

C.1

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

Table 4.6 shows the estimates in the 1st Medium-Term, by areas of action. The

costs are assigned into four (4) possible sources of funding:

• Annual Operating Budget

• Academic Development Fund (ADF)

• Depreciation Sinking Fund (DSF)

• Gifts and Donations

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

5 The estimates have not gone through detailed analyses at per item level, as would be done when the

actions are finally to be executed. They are rough figures meant to be only indicative.


TABLE 4.6. Financial and capital requirements in the 1st medium-term, 2008-2012

POSSIBLE SOURCES OF FUNDING ACTIONS

ESTIMATED COST

(PESOS) ANNUAL BUDGET

ADF DSF GIFTS AND

DONATIONS

Programs and Offerings 10.00 6.00 2.00 2.00

Faculty and Staff Development 20.00 2.00 18.00

Facilities and Organizational Support Systems

202.00 2.00 80.00 80.00 40.00

Public Support 8.00 4.00 4.00 TOTAL 240.00 14.00 82.00 80.00 64.00

C.2

Financial and Capital Requirements in the 2nd Medium-Term, 2012-2016

(MTP 8-12)

Table 4.7 shows the estimates in the 2nd Medium-Term, by areas of action.

The costs are likewise assigned into four (4) possible sources of funding:

annual budget, ADF, DSF, and gifts and donations.

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

POSSIBLE SOURCES OF FUNDING ACTIONS

ESTIMATED COST

(PESOS) ANNUAL BUDGET

ADF DSF GIFTS AND

DONATIONS

* TO BE PREPARED LATER


CHAPTER FIVE

Desired Results and Outcomes

The execution of the thrusts and actions described in Chapter Four is desired

to bring about certain results relating to the university’s operations. These are

the changes that the university seeks to happen on what it is doing now (and

on how it is doing them), following the actions. The results are desired to bring

about certain outcomes. These would be on how the university moves closer

toward achieving its Vision, Mission, and Goals, by way of gains made on its

thrusts.

A.

Desired Strategic Results, 2008-2016

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

1. Silliman’s academic programs and offerings, its corps of faculty and staff, its

facilities and administrative support systems, and its level of public support,

allow it (more than now) to achieve a higher level of integration of its academic

and institutional capabilities for Christian witness, academic excellence, excellent

governance, and on widening its relevance and reach. (This is anticipated to

follow from the successful execution of the first strategic action in this

Plan.)

2. Silliman is more able (than now) to offer learning programs and knowledge

services in virtual (or on-line) format, and remotely across places inside and

outside its campus, in real and scheduled time. It has expanded its capabilities to

deliver learning and knowledge products to a wider community of learners and


knowledge users within and beyond its campus. (This is anticipated to occur

following the successful execution of the second strategic action in this

Plan.)

The two strategic results are consolidations of the desired results of medium-

term actions in 2008-2012 and in 2012-2016. Their successful generation

determines the degree to which the two strategic results can be obtained. They

need to occur so that the two strategic results could occur.

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

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

action.


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

AREAS OF ACTION DESIRED RESULTS

Programs and Offerings

• New offerings have been added; some modified; Silliman’s portfolio of programs and offerings has expanded to now include new disciplinal areas and levels of competency.

• The General Education curriculum is stronger in that it covers topics and materials cutting across disciplines; faculty teams propounding diverse views and coming from different disciplines are teaming up across courses; students are reading more seminal literature and are imbibing a wider array of basic competencies that could strengthen the foundations of their specializations.

• The SBE curriculum has been enriched with higher-level materials and active inputs from college faculty colleagues.

• SOUL is operational: a number of courses are conducted on-line, for on-campus students; some are being offered on-line to off-campus students; new program opportunities on knowledge outsourcing, business incubation and entrepreneurship by faculty, staff and students are opening up under the SOUL program.

Faculty and Staff • More of the faculty and staff are collaborating with each other within and across their disciplines and areas of specialization; the faculty on teaching, the staff on delivering support services; both on promoting faith & doing research and extension.

• More of the faculty and staff have widened their areas of competencies; specializations are complemented by competencies in nearly related fields.

• More of the faculty and staff are using the latest information technologies to enhance their teaching, research & extension functions; some are able to offer eLearning and KPO services under SOUL.

Facilities and Administrative Support Systems

• A University Manual has been adopted

• Facilities and other capital assets are more efficiently used for faith strengthening, teaching, research, and extension; more than now, they have more users, more often.

• Existing conditions of facilities combined with new rules, regulations and rewards, are inciting wider creativity and scholarly involvements of the faculty, staff and students; they are encouraging more faculty and staff to do activities that combine faith, instruction, research and extension (FIRE) functions of the university.

• Investments on medical education are more consolidated than now; financings for additional facilities & other capital expenditures are benefiting many more students, units and disciplines

• The circles of leadership have widened (than now) and have gone deeper to lower levels of organization; the leadership bench is deeper (than now); successor generations of leaders are more readily available (than now); more of the younger faculty and staff are ready to take on leadership functions in all levels of operations.

Public Support • The university is involved in community cultural, sports, and other affairs, and in educational consortia

• Enrolment is stable at higher yearly levels than now.

• More alumni, donors & affiliated churches and institutions (than now) are in ready communication access by the university; they are in a database that has their correct contact data (directly or through chapters).

• More alumni, chapters are giving financial assistance to dormitories

• More alumni, chapters and churches are recruiting quality students.

• More alumni, donors and church and agency guests are visiting the campus.

• A Board of Visitors is regularly organized for alumni every Founders Day;

• Silliman support for local UCCP churches is institutionalized.

• More units and personnel (than now) are engaged in externally funded research, extension or development projects; concomitant to this, the university is receiving and managing more funds from externally funded undertakings of faculty and staff.

• The university is getting revenues from the SOUL program; it is gaining incomes from eLearning (courses, ESL, tutorials), knowledge product outsourcing, and business incubation.

• More student recruitment teams (than now) are deployed each year.


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

Table 5.2 lists the desired results of 2nd Medium-Term actions, by areas of

action.

Table 5.2 Desired results of 2nd medium-term actions, 2012-2016

AREAS OF ACTION DESIRED RESULTS


• More degree programs and offerings are being added, modified or otherwise redesigned for on-line delivery; more are being delivered on-line under SOUL;

• More higher degree programs are being offered;

• General education is integrated into higher levels of content consolidation; they are delivered interdisciplinarily by collaborating faculty teams; new strategies have been identified, after its review;

• The basic education curriculum is upgraded into higher competencies.

• SOUL is expanded and is promoting new learning activities on-line & off-campus; opportunities for on-line on-campus knowledge entrepreneurship among faculty, staff and students are expanded

Faculty and Staff • More faculty and staff have higher degrees

• More faculty and staff are collaborating on FIRE-integrated activities;

• More faculty and staff are collaborating to do SOUL-related activities;

• A pool of “successor generations” of faculty and staff leaders is identified. Facilities and Administrative Support Systems

• The university has a schedule of developing new facilities;

• The university has a list of new administrative systems to be developed;

• A Center for Environmental Journalism and Media Studies has been set up.

Public Support • Alumni entities are involved in student recruitment; student recruitment has expanded into farther areas from Dumaguete;

• Silliman is an active participant of national UCCP affairs

• Silliman is widely involved in local community activities and affairs

• A Resource Development Office is functional.

It is anticipated that these results embody, among others, clear progress on

the seven (7) goals of Silliman, i.e., that they involve, as among their

manifestations, the following conditions occurring in the university:

1. a higher quality and diversity of students;

2. a more holistic and more responsive and relevant educational program

with clearer Christian orientation;

3. a faculty comparable to many in the country and in Asia;

4. a support staff whose competence and reliability are among the best in the

nation;


5. facilities and administrative systems and procedures that are more

adequate and responsive than now;

6. a more supportive and involved community of alumni, churches and

friends; and

7. a highly robust and adequate financial base and public support system.

These provide the bedrock for sustaining the outcomes desired in this Plan.

B.

Desired Strategic Outcomes, 2008-2016

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

corresponding strategic outcomes:

1. Silliman has effectively fused its Christian witness, academic excellence,

excellence in governance, and its relevance and reach, into its programs and

institutional life; and it is more able than ever to freely affirm and proclaim its

faith traditions while also pushing for and practicing the highest standards of

academic work and scholarship. Being so, it has expanded its capacity and value

as an educational institution that instills and installs among its students and

constituencies the organic unity of competence, character and faith.

2. Silliman has added to its institutional capabilities and stature of its being an

exemplary caterer of excellent learning and knowledge within and beyond its

campus. It has gained the added distinction of being a learning institution that

has leading edge programs on on-site and off-site delivery of quality knowledge

and scholarship.

The two strategic outcomes are concomitant long-term buildups of medium-

term outcomes in 2008-2012 and 2012-2016. Achieving the two strategic


outcomes is largely linked to the successful realization of the desired outcomes in

the two medium-terms, which are as follows:

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

1. Silliman has made some gains in integrating its commitment on faith

strengthening in its traditional tri-functions of instruction, research and

instruction; and it has some human resources and pertinent institutional

infrastructure to promote Christian witness alongside its push for higher

levels of academic excellence, excellent governance, and wider public support

for its undertakings.

2. Silliman has programs and offerings that are more diverse than now, and

which have higher quality and relevance; and it has achieved some

integration of their contents and delivery; and

3. Silliman has limited capabilities for on-line delivery and acquisition of

learning, and for trading knowledge products on-line to users and

communities within and outside its campus;

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

1. Silliman has made extensive gains in integrating its commitment on faith

strengthening in its traditional tri-functions of instruction, research and

instruction; it has extensive human resources and pertinent institutional

infrastructure to promote Christian witness alongside its continuing push

for higher levels of academic excellence, excellent governance, and wider public

support for its undertakings.


2. Silliman has expanded the breadth and diversity of its programs and

offerings toward higher levels of competency, has improved their quality

and relevance, and has achieved wider and deeper integration of their

contents and delivery;

3. Silliman has extensive capabilities (comparable to many other top

universities in the Philippines) for on-line delivery and acquisition of

learning, and for trading knowledge products on-line to users and

communities within and outside its campus;

The six (6) medium-term outcomes progress toward creating the two strategic

outcomes. When realized, the strategic outcomes correspondingly translate to

making Silliman a leading Christian institution of learning, in three (3) ways that

are related to the university’s Mission:

1. It is able more than now to “infuse into the academic learning the Christian

faith anchored on the gospel of Jesus Christ;” [and] “provide an environment

where Christian fellowship and relationships can be nurtured and promoted.” As

such, it models the integral unity of faith and excellent scholarship; it

acquires higher capacities to build among its students and constituencies

an organic integration of professional and entrepreneurial competence, an

appreciation and striving for character, and a deeper living of faith.

2. It has a leading edge in both the breadth and relevance of its academic

programs and offerings and on its ability to proffer knowledge and

learning to more people in wider communities within and outside its

campus; consequently, it has widened its ability to offer “opportunities for

growth and excellence in every dimension of [its] life in order to strengthen

competence, character and faith of persons and communities beyond its

confines.


3. Wider integration and collaboration across disciplines and among its

faculty and staff has elevated the level of academic, social, political and

related discourse in the university. More than now, it is able to “instill in

all members of the University community an enlightened social consciousness and

a deep sense of justice and compassion.”

When realized, the strategic outcomes further translate to Silliman being more

able than now to widely mobilize its academic and institutional capabilities

toward helping achieve “total human development for the wellbeing of society and

the environment.”

Consequently—in brief—achieving the six medium-term outcomes and the two

strategic outcomes is tantamount to Silliman moving farther forward toward

realizing its Vision, Mission, and Goals.


CHAPTER SIX

Metrics

These refer to the set of indicator measures to be used to monitor and

evaluate Silliman’s progress under this Plan. It looks at the degree to which

the desired results and outcomes under this Plan have been achieved.

The indicators are grouped into Key Result Areas (KRA). Each KRA

corresponds to one of the four (4) main focus of this Plan:

1. Programs and offerings

2. Financial investments on faculty and staff development and on facilities

3. Administrative systems and procedures

4. Student recruitment and alumni and public support

Four (4) core questions are to be addressed in monitoring and evaluating

Silliman’s progress under this Plan:

Core Questions for Monitoring and Evaluating the Plan

1. How much of the results were satisfactorily gained following the

execution of the actions included in this Plan?

2. How much of the outcomes were satisfactorily realized from the

results?

3. To what extent did the outcomes translate to achieving the

university’s Vision, Mission, and Goals?

4. At what gains and costs to Silliman was this Plan successfully

carried out?


The four (4) questions will be addressed using monitoring and evaluation

(M&E) findings on each core question, in the long-term (2008-2016). Table 6.1

lists the metrics for findings, by core question.

TABLE 6.1 Metrics for M&E findings in the long-term, by core question

FINDINGS, BY CORE QUESTION (CQ)

METRICS

Findings on CQ1 Results satisfactorily gained following the actions. Findings on CQ2 Outcomes satisfactorily gained following the results. Findings on CQ3 Outcomes translating into achieving Silliman’s Vision, Mission & Goals.

Findings on CQ4 Gains and costs to Silliman following the satisfactory execution of the Plan.

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

TABLE 6.2 Mean of medium-term M&E findings, by core question

CORE QUESTIONS

[1]

METRICS [2]

1st MEDIUM-TERM

FINDINGS [3]

2nd MEDIUM-TERM

FINDINGS [4]

MEAN OF

[3] & [4]

CQ1 Results satisfactorily gained following the actions.

CQ2 Outcomes satisfactorily gained following the results.

CQ3 Outcomes translating into achieving Silliman’s Vision, Mission & Goals.

CQ4 Gains and costs to Silliman following the satisfactory execution of the Plan.

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

6.3)


TABLE 6.3 Metrics of Plan performance in the 1st & 2nd medium-terms, by KRA

METRICS, BY CORE QUESTIONS KRA

CQ1 CQ2 CQ3 CQ4

Actions on PO with statistically significant results [1]

Results of actions on PO with statistically significant outcomes [3]

PO outcomes with statistically significant VMG achievements [5]

Programs and Offerings [PO]

Actions on PO with perceived acceptable results [2]

Results of actions on PO with perceived acceptable outcomes [4]

PO outcomes with perceived acceptable VMG achievements [6]

• Increase in total enrolment [7]

• PO w more students [8]

• PO w less students [19]

• Financial [10]

Actions on FS with statistically significant results [1]

Results of actions on FS with statistically significant outcomes [3]

FS outcomes with statistically significant VMG achievements [5]

Faculty and Staff [FS]

Actions on FS with perceived acceptable results [2]

Results of actions on FS with perceived acceptable outcomes [4]

FS outcomes with perceived VMG achievements [6]

• FS with higher competencies [11]

• FS with wider competencies [12]

• FS w no change in competencies [13]

• Financial [10]

Actions on FOSS with statistically significant results [1]

Results of actions on FOSS with statistically significant outcomes [3]

FOSS outcomes with statistically significant VMG achievements [5]

Facilities and Organizational Systems [FOSS]

Actions on FOSS with perceived acceptable results [2]

Results of actions on FOSS with perceived acceptable outcomes [4]

FOSS outcomes with perceived VMG achievements [6]

• Depreciation value of buildings [14]

• Adverse findings of audits [15]

• Financial [10]

Actions on PS with statistically significant results [1]

Results of actions on PS with statistically significant outcomes [3]

PS outcomes with statistically significant VMG achievements [5]

Public Support [PS]

Actions on PS with perceived acceptable results [2]

Results of actions on PS with perceived acceptable outcomes [4]

PS outcomes with perceived VMG achievements [6]

• Student origins [16]

• Gifts [17]

• Gift giving [18]

• Activities w external entities [19]

• Financial [10]

Medium-Term Findings / CQ

Mean of means [20]

Mean of means [20]

Mean of means [20]

Ratio of Gain vs. Cost, by KRA [21]

[1] Set the 2008 quantitative baseline of each action, by KRA; quantitatively

compare after each year, for yearly monitoring; compare against baseline

after the end of the medium-term; compute for statistical significance

from baseline; take the ratio of the actions with statistically significant

changes from baseline, against those that do not have, by KRA; enter the

ratio as the indicated findings for that KRA in the medium-term.


[2] Delphi review of the actions; form a panel; get the panel to agree on a

baseline (2008) measure of the events of interest of each action, by KRA;

do so against a 5-level Likert scale; repeat the procedure every year for

monitoring changes; do the same after end of the medium-term and

compare against baseline; panel to agree if the medium-term change is

considerably significant; take the ratio of the actions with perceived changes

from baseline deemed significant by the panel, against those that do not have,

by KRA; enter the ratio as the indicated findings for that KRA in the

medium-term.

[3] Set the 2008 quantitative baseline of each desired medium-term result

(using the Metrics of Results [Table 6.5] for each appropriate medium-term),

by related KRA; quantitatively compare after each year, for yearly

monitoring; compare against baseline after the end of the medium-term;

compute for statistical significance from baseline; take the ratio of the

results with statistically significant changes from baseline, against those that

do not have, by KRA; enter the ratio as the indicated findings for that

KRA in the medium-term.

[4] Delphi review of each desired medium-term result; form a panel; get the

panel to agree on a baseline (2008) measure of the events of interest of

each result (using the Metrics of Results [Table 6.4] for each appropriate

medium-term), by related KRA; do so against a 5-level Likert scale; repeat

the procedure every year for monitoring changes; do the same after end

of the medium-term and compare against baseline; panel to agree if the

medium-term change is considerably significant; take the ratio of the

results with perceived changes from baseline deemed significant by the panel,

against those that do not have, by KRA; enter the ratio as the indicated

findings for that KRA in the medium-term.


[5] Set the 2008 quantitative baseline of each desired medium-term outcome

(using the Metrics of Outcomes [Table 6.5] for each appropriate medium-

term), by related KRA; quantitatively compare after each year, for yearly

monitoring; compare against baseline after the end of the medium-term;

compute for statistical significance from baseline; take the ratio of the

outcomes with statistically significant changes from baseline, against those that

do not have, by related KRA; enter the ratio as the indicated findings for

that KRA in the medium-term.

[6] Delphi review of each desired medium-term outcome; form a panel; get

the panel to agree on a baseline (2008) measure of the events of interest of

each outcome (using the Metrics of Outcomes [Table 6.5] for each

appropriate medium-term), by related KRA; do so against a 5-level Likert

scale; repeat the procedure every year for monitoring changes; do the

same after end of the medium-term and compare against baseline; panel

to agree if the medium-term change is considerably significant; take the

ratio of the results with perceived changes from baseline deemed significant by

the panel, against those that do not have, by KRA; enter the ratio as the

indicated findings for that KRA in the medium-term.

[7] Compare total enrolment each year beginning year 2 of the medium-term

against the total enrolment in year 1 for yearly monitoring; compute for

statistical significance the difference of the total enrolment in the last year

of the medium-term against the enrolment in the first year of the same

medium-term; consider as gain if end year enrolment is significantly

higher than in the initial year; consider as cost if otherwise.

[8] Same as procedure [7], but do by degree offering; consider as gain if the

number of offerings with significantly higher total enrolment by end of

the medium-term is more than those without significant enrolment

change; as cost if otherwise.


[9] Same as procedure [8], but consider as gain if the number of offerings

with significantly lower total enrolment by end of the medium-term is less

than those without significant enrolment change; as cost if otherwise.

[10] Compare the total peso cost of the actions summed by KRA, against the

indicated budget in this Plan; consider as gain if equal or less than

planned; as cost if more than planned.

[11] Compare the number of faculty and staff who had earned higher degrees

by the end of each year for monitoring against total at the beginning of

the medium-term; compare the total at the end of the medium-term

against the total at the beginning of the term; consider as gain if total is

higher; cost if not.

[12] Compare the number of faculty and staff who had earned higher degrees

by the end of each year for monitoring against total at the beginning of

the medium-term; compare the total at the end of the medium-term

against the total at the beginning of the term; consider as gain if total is

higher; cost if not.

[13] Compare the number of faculty and staff who had earned additional

similar degrees as presently held by the person (e.g., persons with MA

earning another MA or MS in a related field) by the end of each year for

monitoring against the total at the beginning of the medium-term;

compare the total at the end of the medium-term against the total at the

beginning of the term; consider as gain if total is higher; cost if not.

[14] Determine how total depreciation of buildings and other physical assets

compare each year against the beginning of the medium-term for yearly

monitoring; compare the total at the end of the medium-term against the


total at the beginning; consider as gain if the amount is not significantly

higher (or even lower) at the end of the medium-term; cost if otherwise.

[15] Compare the number of adverse external audit findings each year against

the end of the first year of the medium-term for yearly monitoring against

the number at the start of the medium-term; compare the percentage rise

of the number of adverse findings by the end of the medium-term;

consider as gain if the percentage rise is statistically negligible or if

reduced; cost if otherwise.

[16] Take the ratio of students coming from places outside Dumaguete against

students coming from Dumaguete; compare changes each year for

monitoring against the ratio at the beginning of the medium-term;

consider as gain if the ratio had increased at the end of the term against at

the beginning; cost if otherwise.

[17] Compare the total peso value of gifts and donations to the university

each year for monitoring against the total at the beginning of the

medium-term; compare the total at the end of the medium-term against

at the beginning; consider as gain if significantly higher; cost if not.

[18] Compare the number of donors donations to the university each year for

monitoring against the total at the beginning of the medium-term;

compare the total at the end of the medium-term against at the beginning;

consider as gain if significantly higher; cost if not.

[19] Compare the number of government, non-government, church or funding

agencies having externally-funded project with entities in the university,

each year for monitoring against the total at the beginning of the

medium-term; compare the total at the end of the medium-term against

at the beginning; consider as gain if significantly higher; cost if not.


[20] Take the mean of the two ratios for each KRA in the column; enter the

mean ratio of the four (4) KRA ratios, by column.

[21] Take the ratio of the total number of indicated gains against the total

indicated costs for each KRA in the column; enter the mean ratio the four

(4) KRA ratios in the column.


TABLE 6.4. Metrics of Results

DESIRED RESULTS Strategic

• Higher integration of academic & institutional capabilities

• More capabilities for on-line learning

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


• Number of new degree offerings

• Number of offerings modified

• Number of required readings in GE courses

• Number of GE course taught interdisciplinarily

• 1st-2nd level college materials in SBE course

• Number of courses offered on-line Faculty and Staff

• Number of F/S collaborating to do their functions

• Number of F/S with additional competencies

• Number of F/S using latest IT on their work (including offering eLearning)

Facilities and Systems

• Adoption of a University Manual

• Buildings used for multiple functions and groups

• Number of scholarly and creative products from SU

• Sharing of facilities and equipment by medical science-related degree programs

• Leadership positions assigned to younger personnel

1st Medium-Term

Public Support

• Enrolment at all levels

• Size of data base on alumni, donors, and affiliated churches and other institutions

• Number of alumni and churches recruiting students

• Number of group visitors in campus by affiliation

• Activities with local UCCP and other churches

• Number and diversity of cultural, sports and consortia activities with local and nearby communities

• Number of externally funded projects

• Income from SOUL-related activities

• F/S and students involved in student recruitment Programs and Offerings

• Number of new degree offerings

• Number of offerings modified

• Number of higher degree programs

• Integration of GE courses

• Level of upgrade of SBE curriculum, all levels

• Breadth of the SOUL program Faculty and Staff

• Number of F/S with higher degrees

• Number of F/S collaborating on FIRE-integration Number of F/S collaborating on SOUL-related programs and activities

• Number of younger F/S holding heading offices


• Schedule of constructing new facilities

• Schedule of developing/upgrading organizational systems

• Operational level of a Center for Environmental Journalism & Media Studies in CMC

2nd Medium-Term

Public Support

• Areas covered by student recruitment

• Silliman involvement in national UCCP affairs

• Operational level of Resource Development Office

• Extent of alumni, donors’, churches’ & students’ support for SU

• Degree of expansion of SOUL


TABLE 6.5. Metrics of Outcomes

DESIRED OUTCOMES Strategic

• Fused Christian witness, academic excellence, excellece in governance, & relevance & reach

• Added stature of caterer of excellent learning & knowledge

METRICS, BY KRA

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


• Gains in integrating faith in instruction, research and extension

• Diversity of offerings

• Relevance of offerings

• Integration of contents

• Integration of delivery

• Number of offerings delivered on-line Faculty and Staff

• Number of F/S collaborating on FIRE-based functions

• Number of F/S doing on-line delivery of learning and knowledge products under the SOUL program


• Supportiveness of facilities for integrating and diversifying academic programs and functions, & their delivery

• Supportiveness of organizational systems and procedures for integrating and diversifying academic programs and functions, and their delivery

• Supportiveness of organizational structures for integrating and diversifying academic programs and functions, and their delivery

1st Medium-Term

Public Support

• Enrolment at all levels

• Extent and intensity of collaboration with alumni and friends, local churches, and nearby communities

• Extent and intensity of support from alumni and friends, local churches, and nearby communities

• Revenues from SOUL-related activities


• Extent of mainstreaming of FIRE in curricula

• Diversity of offerings

• Relevance of offerings

• Integration of the contents and delivery of offerings

• Diversity of learning delivery systems Faculty and Staff

• Number of F/S collaborating on FIRE-integration

• Number of F/S integrating Christian witness and SU’s academic excellence, excellence in governance, and relevance and reach

• Number of F/S designing and doing SOUL-related activities

• Number of F/S collaborating on SOUL-related activities


• Institutional support for the integration of FIRE

• Sufficiency of facilities and organizational systems supporting FIRE and SOUL

2nd Medium-Term

Public Support

• Enrolment levels across offerings

• Quality of students

• Diversity of student origins

• Intensity and breadth of relations with alumni and friends, churches, government and non-government entities, other academic entities

• Silliman involvement in local and national affairs

• Level of gift-giving to Silliman

• Incomes from SOUL-related activities


M&E Procedures

1. Track the annual progress in the metrics, using Table 6.3.

2. Determine medium-term findings using the operational procedures described

in Table 6.3 and the metrics listed in Tables 6.4 and 6.5.

3. Accomplish Table 6.2 and apply a 5-level Likert scale of performance.

4. Determine long-term findings, by core question, using acceptable

performance.


CHAPTER SEVEN

Acknowledgments

This Strategic Plan is a collective product of many:

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

directions:

• Prof. Leonor M.Briones, Chair (who provided the over-all leadership in the Board as it set the directions of the planning process);

• Atty. Noel R. Tan, Vice Chair;

• Atty. Fema Christina P. Sayson; Board Secretary and Committee Chair, Audit Committee;

• Hon. Juanita D. Amatong, Committee Chair, Fiscal and Property Committee, who provided technical directions on the planning process;

• Mr. Ricardo A. Balbido, Jr., Committee Chair, Investment Committee;

• Dr. Rosita V. Fundador; Committee Chair, Committee on Scholarships;

• Atty. Reinaldo M. Nolido; Committee Chair, Alumni Affairs Committee;

• Atty. Felipe Antonio B. Remollo; Committee Chair, Legal Committee;

• Dr. Rebecca C. Torres, Committee Chair, Programs Committee;

• Ms. Roselyn G. Delloso;

• Ms. Edna J. Orteza;

• Mr. Julio O. Sy, Sr;

• Rev. Noel C. Villalba, whose term ended on May 31, 2007 while the planning process was going on;

• Ambassador Antonio P. Villamor;

• Mr. Madison M. Villavito;

• Mr. Roman T. Yap, Chair Emeritus;

• Judge Candelario V. Gonzales, an incoming Trustee (vice Atty. Remollo), also joined the Board as guest in the more recent stages of the planning process before he assumed his seat on 1 June 2008; he joined the Board in approving the Plan on 5 July 2008.


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

2. The members of the University Leadership Council representing the

community of leaders in the Silliman campus, who mobilized and mustered

the internal resources, talents and commitments of the faculty and staff in

their different spheres of responsibility, who worked on producing the

contents of the Plan:

• Dr. Betsy Joy B. Tan, Vice President for Academic Affairs;

• Prof. Cleonico Y. Fontelo, Vice President for Finance and Administration;

• Rev. Noel C. Villalba, Silliman University Church Pastor and University Chaplain;

• Atty. Jose Riodil D. Montebon, University Legal Counsel;

• Atty. Fe Marie D. Tagle, Human Resource Development Officer-in-Charge;

• Ms. Annabel E. Paa, University Registrar and Admissions Officer;

• Ms. Norma D. Labrador, University Treasurer;

• Dr. Earl Jude L. Cleope, Director of Instruction;

• Dr. Nichol R. Elman, Director of Extension;

• Dr. Enrique G. Oracion, Director of Research and Development;

• Prof. Santiago B. Utzurrum, Jr., Dean, College of Agriculture;

• Prof. Carlos M. Magtolis, Jr., Dean, College of Arts and Sciences;

• Atty. Tabitha E. Tinagan, Dean, College of Business Administration;

• Prof. Dave E. Marcial, Dean, College of Computer Studies;

• Dr. Maria Teresita S. Sinda, Dean, College of Nursing and Allied Health Sciences

• Dr. Rosario M. Baseleres, Dean, College of Mass Communications;

• Dr. Muriel O. Montenegro, Dean, Divinity School;

• Dr. Pablito A. de la Rama, Dean, College of Education;

• Engr. Teresita A. Cabije, Dean, College of Engineering and Design;

• Atty. Myles Nicholas G. Bejar, Dean, College of Law;

• Dr. Reynaldo Y. Rivera, Director, School of Public Affairs and Governance;

• Prof. Joseph B. Basa, Dean, College of Performing Arts;

• Dr. Jonathan C. Amante, Director, School of Medicine;

• Prof. Francisco E. Ablong, Jr., Director, School of Basic Education;

• Dr. Edna Gladys T. Calingacion, Dean, Student Affairs;

• Atty. Mikhail Lee M. Maxino, Director, Dr. Jovito R. Salonga Center for Law and Development;


• Dr. Hilconida P. Calumpong, Director, Institute of Environmental and Marine Sciences;

• Prof. Phoebe A. Tan, Director, Gender Studies Center;

• Dr. Lynn L. Olegario, Associate Dean, College of Nursing and Allied Health Sciences;

• Dr. Margaret Helen U. Alvarez, Associate Dean, College of Arts and Sciences;

• Prof. Jocelyn S. de la Cruz, Director, Alumni and External Affairs;

• Engr. Edgar S. Ygnalaga, Jr., Superintendent, Buildings and Grounds;

• Mrs. Jean G. Espino, Manager, University Food Services;

• Mr. Fred D. Lim, Manager, Central Supply Services;

• Mr. Burtlan I. Partosa, Manager, Printing Press

• Prof. Diomar C. Abrio, Manager, Claire Isabel Luce Auditorium;

• Dr. Elizabeth Susan V. Suarez, Cultural Affairs Officer;

• Mr. Albert Geroncio Y. Rivera, Head, Management Information System

• Dr. Evangeline P. Aguilan, Head, Career and Placement Services;

• Dr. Christopher A. Ablan, Consultant on United Board Matters;

• Dr. Ma. Cecilia M. Genove, Director, Multimedia Center;

• Prof. Lorna T. Yso, University Librarian;

• Ms. Araceli C. Tan, President, Silliman University Staff Association;

• Prof. Victor R. Aguilan, President, Silliman University Faculty Association (presently on voluntary break from membership in the Council);

• Ms. Stacy Danika S. Alcantara, President, Student Government;

• Mr. Mark Raygan E. Garcia, Director, Office of Information and Publications;

• Prof. Meriam M. Ramacho, Director, University Athletics Program;

• Ms. Dolores B. Felicitas, Consultant, Manila Office;

• Ms. Carol R. Bartolata, University Accountant;

• Mr. Jenny L. Chiu, Internal Auditor.

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

• Prof. Fred V. Cadeliña, Anthropology and Sociology;

• Prof. Mirasol N. Magbanua, Biology;

• Prof. Jean Theresa O. Go, Chemistry;

• Prof. Andrea G. Soluta, English and Literature;

• Prof. Danilo R. Mira, Filipino and Foreign Languages;

• Prof. Rosalind B. Ablir, Histroy and Political Science;

• Prof. Alice A. Mamhot, Mathematics;

• Prof. John Carl P. Villanueva, Physics;

• Prof. Rogen Ferdinand E. Alcantara, Psychology;


• Prof. Nora R. Ravello, Speech and Theater Arts;

• Prof. Emervencia L. Ligutom, Social Work;

• Prof. Jeffry V. Ocay, Philosophy Program;

• Prof. Lemuel P. Montenegro, Religious Studies Program;

• Prof. Jesa S. Selibio, Southeast Asian Studies Program;

• Prof. Juliet V. Padernal, Basic Language Program;

• Prof. Renee B. Paalan, Center for Tropical Conservation Studies;

• Prof. Lorna Ann C. Lachica, Accountancy;

• Prof. Josefina S. Alcano, Entrepreneurship and General Business;

• Prof. Ryan C. Montenegro, Management;

• Prof. Gloria G. Futalan, MBA Program;

• Mrs. Concesa B. Roleda, ACS;

• Dr. Mirabelle J. Engcoy, CBA Extension Program;

• Dr. Wilma M. Tejero, Economics;

• Prof. Irma Mae V. Ridad, Nutrition and Dietetics;

• Prof. Audrey Claire C. Tuballa, Physical Education;

• Dr. Rudy B. Lopez, Teacher Education;

• Engr. Connie F. Inquig, Civil Engineering;

• Engr. Ma. Lorena L. Tuballa, Electrical and Computer Engineering;

• Engr. Ruilo O. Ignacio, Foundation Engineering;

• Engr. Jaychris Georgette Y. Onia, Mechanical Engineering;

• Engr. Ed O. Omictin III, Information Technology;

• Prof. Melody Angelique C. Rivera, Computer Science;

• Engr. Albert Geroncio Y. Rivera, Information Management;

• Prof. Luz R. Erum, High School;

• Prof. Thelma M. Aplaon, Elementary School;

• Prof. Rosevilla B. Larena, Early Childhood School;

• Prof. Teodora Cubelo, Medical Technology;

• Dr. Lynn L. Olegario, Physical Therapy;

• Prof. Evalyn E. Abalos, Level I Coordinator, CNAHS;

• Prof. Rowena M. Turtal, Level II Coordinator, CNAHS;

• Prof. Barbara Lyn A. Galvez, Level III Coordinator, CNAHS;

• Prof. Theresa A. Guino-o, Level IV Coordinator, CNAHS;

• Maj. Cresencio C. Tan (Res), Assistant Commandant, ROTC-NSTP;

• Col. Andres O. Legaspi, (Ret), Senior Tactical Officer, ROTC-NSTP

4. The alumni and members of the Dumaguete community, who kindly

reviewed and remarked on Silliman’s academic programs and offerings:

• Ms. Lorna Peña Reyes-Makil

• Ms. Myrna Peña Reyes-Sweet

• Dr. Juanito C. Magbanua

• Atty. Gilbert Arbon


• Mr. Don R. Uypitching

• Dr. Everett L. Mendoza

• Mr. Jack Washington

• Mr. Madison M. Villavito

• Bishop Erme Camba

• Judge Candelario V. Gonzales

• Mr. Dindo Generoso

• Mr. Florante Vicuña

• Engr. Dominador Dumalag, Jr.

• Mr. Ben Bokingo

• Mr. Ruben Bokingo

5. The staff of the Offices of the President, Vice President for Academic

Affairs, and Vice President for Finance and Administration, who provided

the key support services in this planning exercise:

• Prof. Josefina S. Alcano, Planning Assistant to the Office of the President, who ensured that the processes were well done;

• Prof. Gloria P. Basa, Assistant to the President;

• Ms. Jocelyn V. Salatandre, Secretary, Office of the President;

• Ms. Semper Lumine E. Gaturian, Assistant to the Vice President for Academic Affairs;

• Ms. Lorna T. Denoy, Secretary, Office of the Vice President for Academic Affairs;

• Teresa I. Barnig, Secretary, Office of the Vice President for Finance and Administration;

• Mr. Ian Rosales Casocot, Faculty, Department of English and Literature;

• Mr. Rigel C. Suarez, Technical Staff, Office of Information and Publications;

• Mr. Arsenio F. Inoferio, Staff Driver;

• Mr. Pablo B. Condicion, Staff Driver;

• Mr. Wilfredo T. Amor, Staff Driver;

• Mr. Alfredo N. Abesa, Staff Driver;

• Mr. Roland L. Dicen, Student Assistant;

• Ms. Jane A. Manaquil, Student Assistant;

• Ms. Chunche G. Tan, Student Assistant;

• Ms. Richie G. Vallespin, Student Assistant;


6. Two colleagues from the University of the Philippines, who kindly

extended to us their kindness and services to facilitate some processes of

the planning exercise:

• Dr. Grace Jamon

• Dr. Violeta Bautista

7. Mr. Ian Rosales Casocot of the Department of English and Literature also

did the final editing and formatting of this document.

8. Finally, our Almighty and Wonderful God, who gave us power and

perseverance to complete the planning process. His is the glory.

Ben S. Malayang III UNIVERSITY PRESIDENT

June 2008

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX I | PAGE 140

ANNEX I

Organizational Chart of Silliman University, 2008

BOARD OF TRUSTEES

PRESIDENT

VICE PRESIDENT FOR FINANCE AND ADMINISTRATION

VICE PRESIDENT FOR ACADEMIC AFFAIRS

University Chaplain

Alumni Affairs Office

University Legal Counsel

Office Of Information & Publication

University Planning Office

UNIVERSITY RELIGIOUS LIFE COUNCIL

UNIVERSITY LEADERSHIP COUNCIL

UNIVERSITY LEGAL COUNCIL

Internal Audit

Bids and

Awards Committee

Continuing Fellowship

Committee (For Gifts/Donations)

University Standing Committees (e.g., Housing, Finance,

and Others)

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

Marketing, Etc.)

MANILA LIAISON OFFICE

ANCILLARY SERVICES

• Bookstore

• Cafeteria

• Farm Operations

• Press

• Dormitories MGMT INFO

SYSTEM SERVICES

SECURITY & SAFETY

HUMAN RESOURCE

DEV’T OFFICE

BUILDINGS AND

GROUNDS

BUSINESS &

FINANCE OFFICE

ACADEMIC COUNCIL

DEANS CONFERENCE

Office of Student Affairs

University Library Services

Registrar and Admissions

Athletics Director

Director of Instruction

Director of Research

Director of Extension

DEANS AND ACADEMIC UNIT DIRECTORS

DEPARTMENTS AND INSTITUTES

CENTERS AND PROGRAMS

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX II | PAGE 141

Annex II

The SOUL Program

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX II | PAGE 142

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

Annex III

Schedule of Financial and Capital Requirements,

By Action

TABLE III.1.1 Estimated Costs (in PhP) for Actions on Programs and Offerings, 1st Medium-Term 2008-2012

ACTIONS ESTIMATED COST (PhP)

Degree Courses*

• Revision of some courses

• Addition of courses to existing programs, with new offerings added to existing ones

• Replacement of some offerings

General Education*

• Institutionalize the integration of curricular materials and learning activities across related courses

• Require more extensive readings in each General Education course, with the readings selected to expose students to the “classics” in the field

• Add to the number of academic units offering General Education courses to get their respective faculty to “get back to the basics” and get exposed to the challenges of teaching younger learners

Basic Education

• Add curricular materials, readings, and self-learning activities mathematics and science courses in all levels and departments.

• Engage the college faculty to collaborate with the SBE faculty in designing and conducting courses in mathematics and the sciences.

• Institute and adopt curricular and co-curricular incentives for self-learning and group-learning initiatives in arts and the humanities.

• Institute a policy of “no child left behind” in all departments (Early Childhood, Elementary, and High School), and set up enrichment and assisted learning programs shall be set up.

eLearning

• Set up the Silliman Open University Learning (SOUL) Program, which will be designed to serve as umbrella program to eLearning and other related on-line services in the university): 1. Design and develop new on-line systems for delivering some courses and for

acquiring remote teaching resources, and improve the systems. 2. Deliver selected offerings in eLearning mode and format initially for on-campus

students, and then later to off-campus learners; develop the application of the same eLearning systems for on-line trade of knowledge products; and expand campus facilities for on-line acquisition of learning resources.

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

• Undertake market studies to identify Silliman’s local and international niche in eLearning, KPO services, and business incubation, and develop the strategies and program packages to acquire a sustainable and long-term market for SOUL.

* PLEASE REFER TO TABLE 4.2 STARTING ON PAGE 80 FOR SPECIFIC ACTIONS ON PROGRAMS AND DEGREES


TABLE III.1.2 Estimated Costs (in PhP) for Actions on Programs and Offerings, 2nd Medium-Term 2012-2016


Degree Courses*

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

General Education*

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

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

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

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

Basic Education

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

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

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

eLearning

• Expand the curricular and program coverage of the SOUL Program and the university’s eLearning systems and facilities.

• Design more courses for delivery on-line.

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

* PLEASE REFER TO TABLE 4.5 STARTING ON PAGE 102 FOR SPECIFIC ACTIONS ON PROGRAMS AND DEGREES


TABLE III.2.1 Estimated Costs (in PhP) for Actions on Faculty and Staff, 1st Medium-Term 2008-2012


Arrange and conduct wider faculty and staff collaborations

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

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

• The faculty of the College of Agriculture, Institute of Environmental and Marine Sciences, CAS, CBA, Divinity School, CNAHS, College of Education, and the College of Engineering and Design will be doing collaborative field learning activities in Ticao.

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

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

Widen the disciplinal specializations and competencies of the faculty and staff. Faculty and staff development will be extended to include higher training and additional competencies in both their core and related disciplines.

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

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

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

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

Expand the competencies of the faculty and staff in on-line education and eLearning technologies.


TABLE III.2.2 Estimated Costs (in PhP) for Actions on Faculty and Staff, 2nd Medium-Term 2012-2016


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

Send out at least ten (10) faculty and staff for advanced training in on-line learning systems and pedagogy. The faculty will focus on acquiring higher academic credentials in cyber-based curricular design and delivery. The staff will focus on developing eLearning systems and facilities. They will constitute the core pool of faculty and staff for widening Silliman’s SOUL program capabilities.

Review the state of the university’s pool of faculty and staff. Identify future needs and competency requirements. Identify successor generation of leaders.


TABLE III.3.1 Estimated costs (in PhP) for Actions on Physical Development, 1st Medium-Term 2008-2012

YEAR ENTITY ACTIONS ESTIMATED COST (PhP)

Greenhouse, CA Build one P2-P4 facility for research on sustainable agriculture and cropping approaches for small islands

Nursing Education buildings

Erect 2nd and 3rd buildings; the third will house the William Barry Thomson Learning Resource Center; install robotic and informatics lab; their design will ensure that they are useful to Silliman’s other medical & health programs as well

Gymnasium Rehabilitate; improve ventilation and seating; expand inside space by scaling down the stage; improve its ability to host athletic & large community gatherings; flooring

Alaska and MONAPIL Courts

Roofing; rehabilitation

Grandstand & Ball Field

• Rehabilitate to more presentable and safer state

• Create spaces for ROTC and Athletics Offices; classrooms

• Make the ball field meet standards

• Improve Archery Range and facilities

Marina Clinic Rehabilitate and equip to become a secondary health and medical service & learning facility

SU Church Repair roof; improve ventilation, sound and lighting systems; repaint inside; extend side paneling

Roads and Drainage

Repaving and rehabilitation; pave road to Kalauman

Luce Auditorium • Rehabilitate roof and rooms

• Improve seating and inside conditions including access for the differently-abled

• Improve stage, lighting and sound systems

Uytengsu Engineering Hall

Rehabilitation; improvement of rooms and fixtures

Campus Landscape Put more greenery; develop parking areas; install more outdoor study areas; add more color; redesign fences

Dorms & Silliman Hall

Install sprinkler systems

Divinity School Repair and rehabilitate McKinley, Rodriguez Halls; Chapel of Evangel

Oriental Hall Rehabilitate to become a Student Center, and to also house the Central Supply and Souvenir Shop

Hibbard Hall Rehabilitate and design the 2nd Floor into a Gallery of Gratitude and function rooms

Abbey Jacobs Rehabilitate to create studio units for single Faculty/Staff

Heritage Builders’ Wall

Start first panel, in fence near Silliman Hall

Salonga Center Build building as adjunct to Villareal Hall

Creative Writing Center

Build complex in the Sibulan property

2008-2009

Kaadlawon Center Build first structure on the site; resolve right-of-way

CONTINUED…


YEAR ENTITY ACTIONS ESTIMATED COST (PhP)

F/S Housing Repair and repaint campus units, including End House

Information Technology Facilities

• Densify towards department and office levels; widen WI-FI coverage

• Expand and improve intranet system for handling sensitive information: grades, accounts

• Install “Knowledge Product Outsourcing” capabilities

• Develop cyber-based lecture and eLearning systems at the AVT

Staff and Student Housing in Ticao

Rehabilitate existing buildings, chapel; add rooms for student dorms

Dorms and Silliman Hall

Repair and repaint

SU Church Add more public toilet facilities; repaint outside

OSA Move to Oriental Hall

Registrar’s Office Move to 1st Floor Hibbard, after small renovations

COPA Move to two (2) cottages near Luce after renovations

Coop Store Dismantle & rebuild inside the campus

Portal East Build

Buildings & Grounds Bldg

Rehabilitate to make it less fire-prone; more sanitary

SBE Build amphitheater cum auditorium; repair the old Home Economics building and make it into a Faculty/Staff lounge, offices, and Cafeteria for High School and Elementary; repair and repaint Worcester Hall

Marina Mission Hospital

Build 10-bed Hospice Care Center

Guy Hall Rehabilitate 3rd Floor into transients’ accommodations

Cafeteria Rehabilitate; air-condition

College of Mass Communication

Occupy the whole first two (2) floors of Guy Hall, except the Printing Press area and the Office of the Internal Audit

Silliman Hall Strengthen; refurbish to become entirely a museum complex; assembly hall to be limited to small functions

Landscape Expand greenery; add color to structures

Landfill Build own landfill

Water Supply Improve and rehabilitate; improve security against contamination

High School Swamp Area

Improve drainage; build walkways and study stations

2009-2010

Faculty/Staff Housing

Build 20 studio units in the area east of the New Men’s Dorm; Repair and repaint Divinity faculty housing units

Campus Sanitation Build new 3-chamber septic tanks to serve as common septic tanks for several buildings

SU Church Landscape the outside grounds; repaint CE bldg

Faculty/Staff Housing

Repair and repaint Silliman Village units

Dormitories General cleaning and repairs, including bathrooms and electrical fixtures

Medical School Expand building

SBE Build Mini Gym in old Kindergarten area

Power Plant Repair and upgrade; upgrade transmission lines

Divinity Compound Repair students’ housing unit

Roads and drainage Repave all roads; clear all drainage

2010-2011

IT Systems Improve and strengthen capacities for remote services (i.e., to support more extensive eLearning services

Buildings Repair and repaint

Landscape Expand greenery; further add color to structures

Uytengsu Computer Center

Expand; build annex facility toward the north dorm area

2011-2012

New Women’s Dorm Rehabilitate and enlarge Dahlia Cottage


TABLE III.3.2 Estimated costs (in PhP) for Actions on Physical Development, 2nd Medium-Term 2012-2016


• Undertake a comprehensive review of the state and capabilities of existing facilities, in relation to a perspective of future needs that might come about by this time

• Develop a schedule of upgrading facilities, and constructing new ones.

• Review existing administrative and support systems and procedures.

• Identify development needs in relation to a view of future developments of the university.

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


TABLE III.4.1 Estimated costs (in PhP) for Actions on Public Support, 1st Medium-Term 2008-2012

YEAR ITEM ACTIONS ESTIMATED COST (PhP)

University Manual Revise and consolidate existing manuals, rules and regulations, new jurisprudence, and Board actions into a single draft University Manual. It is to be based on the first principles on collegiality enunciated and stated in the Code of Christian Collegiality recently approved by the Board

Code of Christian Collegiality

Introduce to and discuss with as many of Silliman’s constituencies to increase their familiarity with it: faculty, staff, students, alumni; adopt measures to embed the Code in all campus functions and activities


Generate alternative formats according to how accounting reports are to be used: for full accounting and audit as per law, for Board presentations, for university committees’ work, for SEC, for annual reports, for other transparency activities; incorporate in the draft University Manual

Budgeting Do zero-based system; have Board approval; put in draft University Manual

Community Chest Dedicate a Board-determined percentage of dividend earnings for a community chest fund

Risk Management Begin compiling a Manual for Risk Management and Crises Response

FSAS Review; update intra-rank mobility criteria; improve system integrity

Retirement Fund Open options to Faculty/Staff to voluntarily add to their Retirement Fund account


Shift to HMO subject to: coverage includes existing; coverage includes other hospitals in city and elsewhere; within current costs of Silliman

Retirees Add medical and health support for retirees

Faculty/Staff Housing Privileges

Standardize criteria; prioritize single (status) personnel

Dormitory Management

Strengthen; institute additional policies and measures to enhance dormitory services for students

Student Activities Consolidate in the University Manual the rules and regulations governing students in the university; include consistent policies and procedures for sustaining discipline

2008-2009

Procedures for Receiving and Acknowledging Gifts from alumni and friends

• Reports on Receipts shall be widely distributed: Information and Publications, Alumni Office, Weekly Sillimanian, SAAI, Continuing Fellowship Committee; SUACONA

• Letter acknowledgements by the President within one (1) week of receipt

• Confer Order of Horace B Silliman to more donors of gifts over 1M pesos value

• Other donors to be listed in Gallery of Gratitude

• Regularize annual entries to Heritage Builders’ Wall (SU Faculty/Staff who have served Silliman for at least 20 years)

• Name more buildings, rooms, facilities and places in honor of outstanding institutional builders in Silliman

• Name university-funded scholarships and fellowships in honor of persons and families who helped build up Silliman as a campus

CONTINUED…




• Produce complete inventory of real assets

• At least 50% additional titling of land assets

• Draft guidelines for joint ventures over assets; get Board approval

• Design/develop revenue-generating “Knowledge Product Outsourcing Services” for LGU, SME, and off-campus ESL and tutorial students

• Consolidate all monies and accounts held by units into the university’s community of accounts

• Adopt measures to improve liquidity position

MIS • Simplify report formats on enrolments, faculty loads, contracts, faculty and staff salaries and benefits; student profiles

• Design and start the development of an Alumni and Friends Data Base

• Develop “Knowledge Product Outsourcing” and eLearning systems

University Manual Submit for Board approval; reproduce for all Faculty/Staff

Risk Management Complete the Manual for Risk Management and Crises Response

Financial and Accounting Reporting Sys

Refine further, if needed

Budgeting Review the procedures for the purpose of ironing out kinks


Review actual first year costs to Silliman; compare with previous

Retirees Develop updated directory

Alumni and Friends Prepare, submit to them a report on the use and beneficiaries of their gifts


• At least 50% more titling of land assets

• Begin at least one joint venture on a piece of Silliman’s land

• Start operating revenue-generating “Knowledge Product Outsourcing” Services for LGU, SME, and off-campus ESL and tutorial students

• Convert a proportion of foreign exchange into ROP bonds

2009-2010

MIS • Fully automate enrolment, faculty loading, room utilization and assignments, grading, and student records

• Operationalize Alumni and Friends Data Base

• Design, install eLearning and Knowledge Product Outsourcing systems

Investments Review; adopt an updated strategy

Actuarial Review and conduct a new survey and valuation; focus on depreciations and risks to properties

Risk Management Adopt reward systems and incentives for F/S involved in risk identification and crises response

Inventory Conduct comprehensive review and upgrading of lists of assets; do valuation of existing assets

Student Activities Adopt rewards and incentives for peer-learning and peer-teaching initiatives

2010-2011

Faculty and Staff Adopt rewards and incentives for high recognition among peers

CONTINUED…



Budgeting Review and upgrade procedures; reflect upgrades in University Manual

Investments Diversify the investment of foreign exchange holdings

Inventory Condemn and de-list unserviceable and unusable assets; clean up the inventory of all assets; submit to Board for confirmation

2011-2012

MIS • Expand the systems and facilities for “Knowledge Product Outsourcing” and eLearning

• Upgrade all systems; review and evaluate the relevance and appropriateness of existing IT facilities and systems in the university


TABLE III.4.2 Estimated costs (in PhP) for Actions on Public Support, 2nd Medium-Term 2012-2016


• Collaborate with alumni, churches and friends to extend student recruitment activities to Luzon and the Autonomous Region in Muslim Mindanao, as well as to nearby Asian countries with low numbers of higher education institutions.

• Further expand the community reach of the university’s cultural and sports and athletics programs

• Further expand its consortium arrangements with other schools (expanding this to schools outside Dumaguete)

• Alumni sponsorship of dormitories.

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

• Expand SOUL and its program components: eLearning; knowledge product outsourcing; on-line training and tutorials; and business incubation.

• Deploy SOUL to assist UCCP churches nationwide.

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

Annex IV

Board of Trustees Qualifications

School Year 2008-2009

NAME AMATONG, JUANITA D.

Outstanding Sillimanian Award (Government & Finance, 1987) TERM EXPIRES 31 May 2011 CONSTITUENCY SUFI EDUCATIONAL ATTAINMENT BBA, Silliman University, 1955 (cum laude)

MA (Economics), Syracuse University, 1959 POSITION Monetary Board, Central Bank of the Philippines

Secretary, Department of Finance

NAME BALBIDO, RICARDO A.

Outstanding Sillimanian Award (Banking and Finance), 1994 TERM EXPIRES 31 May 2009 CONSTITUENCY SUFI EDUCATIONAL ATTAINMENT BBA (Accounting), Silliman University, 1978

Graduate Studies, Ateneo de Manila University, 1978 AIM, 1991

POSITION President, Philippine Veteran’s Bank

NAME BRIONES, LEONOR M.

Outstanding Sillimanian Award (Public Administration), 1982 TERM EXPIRES 31 May 2009 CONSTITUENCY UCCP

EDUCATIONAL ATTAINMENT BBA (Accounting), Silliman University, 1958 MPA, University of the Philippines, 1967 Post-graduate Studies: Leeds University,1968 Harvard University, 1984 Professor, University of the Philippines

POSITION Presidential Adviser for Social Development, 13 July 2000- January 2001

Treasurer of the Philippines, August 2000-January 2001

NAME DELLOSO, ROSELYN G.

Outstanding Sillimanian Award (Entrepreneurship), 1998 TERM EXPIRES 31 May 2013 CONSTITUENCY SUFI EDUCATIONAL ATTAINMENT BSN, Silliman University, 1962 POSITION President and General Manager, Gridel Trading Inc., 1992

Founder and CEO, Green Thumb Nuts Center, Nuts to Go Trading, Chichas Enterprises, 2002


NAME FUNDADOR, ROSITA V. Outstanding Sillimanian Award (Environmental Science), 1992

TERM EXPIRES 31 May 2012 CONSTITUENCY Alumni EDUCATIONAL ATTAINMENT BS (General Science), Silliman University, 1963

MAT (General Science), Silliman University, 1975 Ph.D. (Environmental Science), University of the Philippines, 1984

POSITION Director, Philippine Science High School, Mindanao Campus

NAME GONZALEZ, CANDELARIO V. TERM EXPIRES 31 May 2013 CONSTITUENCY Alumni EDUCATIONAL ATTAINMENT BBA, Silliman University, 1974 LlB, Silliman University, 1978 POSITION Executive Judge, RTC, Branch 45, Bais City

Acting Presiding Judge, RTC, Branch 44, Dumaguete City

NAME MARCO, DEBORAH T. TERM EXPIRES 31 May 2012 CONSTITUENCY UCCP

EDUCATIONAL ATTAINMENT BSE, Silliman University, 1968 (class honors) Bachelor of Arts, Samar College, 1974 Bachelor of Laws, Samar College, 1988 MA in Management (Public Management), UP Tacloban, 1983 Ph.D. Educational Management, Samar State University, 1993

POSITION City Secretary, City of Catbalogan

NAME NOLIDO, REINALDO M. TERM EXPIRES 31 May 2010 CONSTITUENCY Alumni EDUCATIONAL ATTAINMENT LlB, Silliman University, 1955 (cum laude) POSITION Lay Preacher and Sunday School Teacher, Bacolod Evangelical

Church Retired Provincial Prosecutor, Negros Occidental

NAME ORTEZA, EDNA J. TERM EXPIRES 31 May 2010 CONSTITUENCY UCCP

EDUCATIONAL ATTAINMENT AB (English), Silliman University, 1970 Graduate Studies, MA in Education, Agusan Colleges

POSITION Executive Director, CREATE-UCCP Executive Director, Christian Education Unit, UCCP Documentor-Writer-Editor-Consultant


NAME SAYSON, FEMA CHRISTINA P. TERM EXPIRES 31 May 2012 CONSTITUENCY SUFI EDUCATIONAL ATTAINMENT HS 1980, Silliman University

BBA (Accounting), Silliman University, 1984 (magna cum laude) LIB, Ateneo de Manila University, 1989

POSITION Treasurer and VP for Corporate and Legal Affairs, Citra Metro Manila Tollways Corporation

NAME SY, JULIO SR. O.

Outstanding Sillimanian Award (Business), 1971 TERM EXPIRES 31 May 2010 CONSTITUENCY SUFI EDUCATIONAL ATTAINMENT HS, Silliman University, 1950 POSITION President, BUSCO Sugar Milling Co., Inc

HIDECO Sugar Milling Co., Inc. New Bian Yek Commercial Chairman/President, Dumaguete City Development Bank Chairman, Lorenzo Shipping, Metro Manila

NAME TORRES, REBECCA C. TERM EXPIRES 31 May 2012 CONSTITUENCY UCCP

EDUCATIONAL ATTAINMENT AB, Silliman University, 1975 (magna cum laude) MA, Silliman University, 1981 Ph.D. in Social Psychology, Ateneo de Manila University, 1996

POSITION Academic Vice President, Ateneo de Naga University Formerly Dean, Graduate School and Social Sciences, and Department Chair, Ateneo de Naga University

NAME VILLAMOR, ANTONIO P. TERM EXPIRES 31 May 2011 CONSTITUENCY Alumni EDUCATIONAL ATTAINMENT Associate in Arts, Silliman University, 1953

LIB, University of the Philippines, 1957 POSITION Philippine Ambassador to the Kingdom of Saudi Arabia

NAME VILLAVITO, MADISON M.

TERM EXPIRES 31 May 2010 CONSTITUENCY Alumni EDUCATIONAL ATTAINMENT BBA, Silliman University, 1972 POSITION Businessman

NAME YAP, ROMAN T.

Chairman Emeritus EDUCATIONAL ATTAINMENT HS, Silliman University, 1948

BS Chemical Engineering, National University, 1951 POSITION President, Central Marketing Corporation

Alaska Trading Co., Inc. Makati Agro Trading, Inc., Metro Manila

The Silliman Open University Learning Program (SOUL)

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

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

1. e-Learning

A

Students on individual CRTsin their own places insideor outside the campus

Silliman facultyon campus and on-line

C

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

Teacher is off-campus,on-line

B

on-campus students

common screen

Lectures offsite but on-line

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

2. Knowledge Product Outsourcing (KPO)

Off-campus clients needing specific knowledge products

Silliman faculty/staff/studentson campus and on-line

Silliman hosts and is involved in starting-up new business ideas. Two modules A & B below3. Business or Enterprise Incubation

Business Person

Silliman Campus

Silliman faculty/staff/studentshelping the shop

shop

A

B Same as KPO

Documents

THETHE SILLIMAN SILLIMAN STRATEGIC ...archive.su.edu.ph › resources › strategic-plan-2008-2016.pdfDirector, Management Information Systems Engr. Albert Geroncio Y. Rivera June