TOWARD A CONCEPTUAL FRAMEWORK OF FILIPINO

LEADERSHIP AMONG EDUCATIONAL LEADERS

IN SELECTED PHILIPPINE HIGHER EDUCATIONAL INSTITUTIONS
USING MULTI-GROUNDED THEORY

A DISSERTATION PRESENTED TO
THE FACULTY OF THE EDUCATIONAL LEADERSHIP AND MANAGEMENT
DEPARTMENT OF THE
COLLEGE OF EDUCATION

DE LA SALLE UNIVERSITY
TAFT AVENUE, MANILA

IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY IN EDUCATION
MAJOR IN EDUCATIONAL LEADERSHIP AND MANAGEMENT

BY

LORELIE RACHEL C. PARAISO

FEBRUARY 2021
ABSTRACT

The purpose of this research is to develop a conceptual framework of Filipino leadership

concepts espoused by educational leaders in selected CHED-recognized, autonomous Philippine

higher education institutions. Leadership studies are mostly done in the fields of psychology,

sociology, ethnography or in organizational management. Many are based on Western concepts; this

study is based in the context of Philippine higher education. Findings are based from the analysis of

leader-participants’ interview responses, using the multi-grounded theory (MGT) approach

developed by Goldkuhl & Cronholm (2003, 2010), which modified the classic methodology

addressing its weaknesses and issues.

The study aims to develop a contextually-relevant theorized conceptual framework of

Filipino educational leadership. This will benefit not only students, stakeholders, and others involved

in the Education sector but also other sectors of society – business, politics, even the Church. Using

the Multi-grounded theory approach which employs a rigorous 3-tier grounding process, the present

study developed a conceptual framework of Leadership with emerged categories condensed into 2

core categories: Value-based and Economics-driven Leadership in Education. These two core

categories were based on the codification, abstraction and theoretical condensation of the empirical

data. Further grounding was done by theoretically matching with extant theories and an evaluation

of the internal cohesion of the conceptual framework. The emerged conceptual framework can be

used for planning academic courses on leadership or for human capital development purposes.

Furthermore, it will hopefully contribute to qualitative studies, add to the literature on Leadership

particularly in the Philippine context, be a reference for cross-cultural studies on educational

leadership and give impetus to further studies on the subject within the local setting. The framework

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may also impact on the design and development of future curriculums, leadership development

programs, or training which directly or indirectly involves leaders and their development within the

tertiary/ higher education level.

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 APPROVAL SHEET

This dissertation entitled: Toward a Conceptual Framework of Filipino Leadership

among educational leaders in selected Philippine Higher Education Institutions: Using Multi-
Grounded Theory prepared and submitted by Lorelie Rachel C. Paraiso, in partial fulfillment of the
requirement for the degree of Doctor of Philosophy major in Educational Management and
Leadership, has been examined and is recommended for acceptance and approval for final defense.

Sr. Teresa Yasa, PhD

Adviser

DISSERTATION REVIEW PANEL

Approved by the Committee on Oral Examination with a grade of _______

___________________________________ ___________________________________
Dr. Cristina Bate Dr. Lourdes Melegrito
Member Member

___________________________________ ___________________________________
Dr. Voltaire Mistades Dr. Anne Marie Ramos
Member Member

__________________________
Dr. Jhariel Abdul Osman
Chairman

Accepted and approved in partial fulfillment of the requirement for the degree of Doctor of
Philosophy, major in Educational Management and Leadership.

______________________ _____________________
Dr. Anne Marie Ramos Dr. John Addy S. Garcia
Chairperson Dean
Department of Educational Bro. Andrew Gonzales -
Leadership and Management. College of Education

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 ACKNOWLEDGEMENTS

I would like to thank God for His divine inspiration, guidance, intervention, and help in the entire
process: in the research, writing, editing, through to the completion of this paper.

I would like to extend gratitude to my adviser, Sr. Teresa Yasa, for her feedback during the process
of writing and especially analysis of data as well as the overall guidance through to the final draft of
this dissertation.

I would like to acknowledge all the higher educational leaders-respondents in this research paper
(one posthumously) for their time, participation and contributions to my understanding of Filipino
leadership within the Philippine setting and to Dr. Roberto Borromeo (former Dean of the College
of Education, DLSU-Manila) for initiating my interest in this topic and using grounded theory as a
method in qualitative research.

Also, acknowledging all of my former professors in the Educational Leadership and Management
Department at De La Salle University – Manila, who have in one way or another contributed to the
body of knowledge relevant to this research study.

I also would like to thank the panel members and chair of the dissertation defense: Dr. A.J. Osman
(chair), Dr. C. Bate, Dr. L. Melegrito, Dr. V. Mistades and Dr. AM. Ramos for their valuable input,
critique, and comments to make the paper more coherent and satisfy the requirements and standards
of the Educational Leadership and Management department.

I would like to thank a professional colleague and friend, Dr. Ayuk Ausaji Ayuk for his comments
(especially in Chapter 4) and encouragement to complete this requirement and obtain
the degree, ever since I started on the study more than a decade ago.

This section will not be complete without acknowledging the formal editor of my paper. Thus, my
heartfelt thanks and gratitude as well to David C. Dizon, who spent time and effort to correct any
mistakes in grammar, citations, referencing and format of this paper.Thank you heaps David!

Another posthumous acknowledgement goes to Dr. Kathy Charmaz, who died last July 2020. I had
directly requested for a full text of one chapter from one of her books on grounded theory and
theoretical coding and she obliged by sending it to me last February 2020. Thank you for taking the
time, Dr. Charmaz, to respond to my request. It could be an assistant, but it could have also been
you, helping out a fledgling researcher even though you were already sick. May you rest in peace.

Sincere appreciation to Dr. Göran Goldkuhl, primary author of multi-grounded theory, who together
with Dr. Stefan Cronholm developed the MGT approach and personally corresponded with me
regarding some questions I had on the methodology, for recommending additional articles and recent
research to use as reference.

Last but not least, to all my family and friends for their support and encouragement through the years
as I endeavoured to complete this dissertation and final requirement for the degree. For this, I am
and will always be extremely grateful.

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 D E D I C A T I O N

This dissertation is humbly dedicated to my Lord Jesus Christ, who has called me to

teach, from whom all wisdom, knowledge, and understanding flow. May it be a testament of

His unending grace and mercies to anyone who would surrender their lives to Him. It took

more than a decade to complete this requirement and without His orchestration, providence,

and counsel from Scripture it would not have been possible to complete. This work is also

dedicated to my parents who generously and unwaveringly supported me throughout the time

of its conduct and completion. Also, dedicating this work to my maternal grandfather who

as a medical doctor served selflessly in wherever community he found himself in and taught

me at an early age by example what it is to be of service to where you are called. Lastly,

dedicating this to all the men and women whom the Lord has used at one point or another

to invest something in my life so that whatever seed or potential there is inside could grow

and mature for the purpose of equipping others also. All of the above have served to inspire

me more than any other.

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 TABLE OF CONTENTS

Title Page i

Abstract ii

Approval Sheet iv

Acknowledgements v

Dedication vi

List of Tables ix

List of Figures xi

Chapter Page
1 THE PROBLEM AND RESEARCH QUESTIONS
Introduction 1
The Context of the problem 2
Brief background of Leadership concepts 8
Purpose/ Significance of the Study 9 /14
Statement of the Problem and Research Questions 16
Scope and Limitation of the Study 19

2 REVIEW OF RELATED LITERATURE 24

3 METHODOLOGY 94
Research Design 95
Grounded Theory and Multi-grounded Theory (MGT) 97/ 103
MGT Process Flow 110
Sampling Procedure 115
Participants 117
Instruments 120
Data Collection 123
Data Analysis 125

4 RESULTS AND DISCUSSIONS 139

A. Results and Discussions of Data Analysis and the
Empirical Grounding process 142
PART 1 From Transcripts to Inductive Codes 143
PART 2. From Inductive to Pattern codes to Theory condensation 145
PART 3 Findings of Initial Theory condensation 146
PART 4 Conceptual Refinement 151
B. Results and Discussions of Theoretical Grounding or
Matching with Extant Theories 181

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 PART 5 Theoretical Grounding: Theoretical validation 182

C. Results and Discussions of Internal Grounding or Cohesion 239

PART 6 Evaluation of Theoretical Cohesion 239

5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS 254

REFERENCES 270-280

APPENDICES 281-433
Coding Process for Each Participant from In vivo to Theory Condensation
Final Research Questions. 425
Thornberg’s Informed Grounded Theory (2012) Principles and Arguments for 426
A Priori Review of Literature
Conceptual Refinement : Summary of Stabilised Concepts. 430

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List of Tables Page

Table 1 Philippine results of Leadership Dimensions (Project GLOBE) 31

Table 2 10 Regional Clusters (Project GLOBE) 33

Table 3 Comparison Multi-grounded theory to Grounded Theory 109

Table 4 Participant Profiles 119

Table 5 Sample Coding Process (Exemplars) 136

Table 6 Sample Transcript to Inductive Codes 142

Table 7 Sample Inductive Codes to Theory Condensation 144

Table 8 Classifications of Categories 148

Table 9 Category – Achievement Motive 153

Table 10 Global Mindset Inventory 154

Table 11 Category – Global Mindset/ Perspective 155

Table 12 Category – Exemplars 156

Table 13 Category – Professional Competency. 157

Table 14 Category – Championing Christian Morality and Values 159

Table 15 Category - Education Reform & Development Agenda 161

Table 16 Category – Institutional Differentiation & Valuing 163

Table 17 Category – Institutional Identification 164

Table 18 Category – People Empowerment 166

Table 19 Category – Strategic Collaboration 169

Table 20 Category – Building Human Resources & Capital 171

Table 21 Category – Building Intellectual Capital 173

Table 22 Category – Value-propositioning 174

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Table 23 Core Category – Value-based 176

Table 24 Core Category – Economics-Driven 178

Table 25 Core Category – Development Agenda 179

Table 26 Garcia-Marasigan 4-Part Leadership Model 184

Table 27 Leadership Perspectives with Emerged Categories 192

Table 28. GLOBE Cultural Dimensions with Extremes 216

Table 29 Society Clusters according to High or Low Scores 218

Table 30 6 Global Leadership Dimensions (Project GLOBE) 222

Table 31 Leadership Dimension Profile per Societal Cluster 223

Table 32 Summary of Theories for Theoretical Grounding 237

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List of Figures Page

Figure 1. Economic Perspectives of Leadership 76

Figure 2. Environmental Characteristics & Leadership Styles 79

Figure 3. Classifications of Review of Related Literature 90

Figure 4. A priori leadership concepts 93

Figure 5. Multi-grounded Theory as a dialectical synthesis 105

Figure 6. MGT Multi-grounding processes 107

Figure 7. Theoretical Matching Process 108

Figure 8. MGT Process Flow 110

Figure 9. Triangulation of Data 112

Figure 10. MGT Theory Development 115

Figure 11. Working Structures of MGT Approach 138

Figure 12. Initial Theory Condensation/ Categories 146

Figure 13. Emergent Theory: Conceptual Framework of Filipino Leadership 147

Figure 14: Multiple Leadership Perspectives (Cimene & Aladano) 188

Figure 15. BATAD Leadership Process Model (Ilac) 195

Figure 16. Filipino Hierarchy of Needs (Andres) 202

Figure 17. Social Framework of Filipino Society 207

Figure 18. Dominant Elements of Gabay Leadership (Jocano) 211

Figure 19. Regional Clustering (10 Clusters) Project GLOBE 217

Figure 20. Country Results of Cultural Dimensions (Project GLOBE) 219

Figure 21. Leadership Dimension Scores for the Philippines (Project GLOBE) 225

Figure 22. Project GLOBE’s Conceptual Model & Aspects corresponding

To Present Study 231

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Figure 23. Theoretical matching with 4-Part Model (Marasigan) 233

Figure 24. Theoretical matching with Multiple Perspectives of Leadership 234

Figure 25. Theoretical matching with Batad Leadership Process Model 234

Figure 26a Theoretical matching with Management by Values (Andres) 235

Figure 26b Theoretical matching with MBV 235

Figure 27a Theoretical matching with Management by Culture (Jocano). 236

Figure 27b. Theoretical matching with MBC 236

Figure 28. Theoretical matching to culturally-endorsed leadership theory 237

Figure 29. Leadership Conceptual Framework 251

Figure 30. Historical-Cultural Roots & Conceptualization of Leadership 253

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 CHAPTER 1

INTRODUCTION

Leadership theories and concepts sprung from the industrial age and have only come

under closer scrutiny now in the twenty first century. According to Brungardt (1998), contrary to

popular thought, the term “leadership” is a recent addition to the English language, its usage coming

about only in the late 19th century. The birth and evolution of the idea of "leader-SHIP" have, from

the industrial to the digital age, shifted from individual traits, behaviours, and characteristics, to a far

more complex concept that reaches beyond the single leader as recent literature delved more into

leader-follower relations and on the practice of leadership (Newton, 2016). Indeed, over the years

literature regarding the subject has increased and in its wake gurus such as John Maxwell, Jack Welch,

Warren Bennis, Lee Iacocca, Kouzes and Posner, and even incumbent American president Donald

Trump has risen to fame. Nations, institutions, organizations, and our daily lives are affected by it.

Leadership is very important (Blanchard, 2011). In his bestselling book Good to Great, Collins (2001)

shows that one can truly appreciate how much leadership matters as one sees how quickly a poor

leader can take a good organization down. Leaders are often in the news, are the subject of books,

portrayed in movies, interviewed on television, and are always in the media. Nowadays, they live

more intensely scrutinized ‘fishbowl’ lives with the advent of social media. Leaders are profiled,

studied, criticized, quoted, blamed, fought over sometimes to death, and idolized. They hover about

our consciousness day in and day out, as we intuit how much they- to a large degree - affect our lives.

No wonder there is more information available now on the subject of leadership than there ever was,

not to mention an increasing number of higher education institutions offering leadership courses,

degrees, and programs to train and develop students as leaders (Brungardt, 1998). Nevertheless, as
we learn about leaders and leadership, we realize how much more there is to study, discover, and

think about.

The Context of the Problem

Most of the information on the subject of leadership – the books, journals, articles, researches,

and available data, come from the West (House et. al., 2004). Through decades of leadership studies,

scholarly writings on Filipino leadership are still scarce (Ilac, 2018; Cimene & Aladano, 2013). One

pioneering study, Anselmo Lupdag’s In Search of Filipino Leadership (1984), focuses on traits and

characteristics of Filipino leaders. More recent works such as Defining Filipino Leadership, a

festschrift for Ateneo’s former President Fr. Bienvenido Nebres, SJ (2011), are mostly a collection

of narratives to celebrate the person and his achievements. Obviously, a developing nation like the

Philippines does not have enough resources to pursue long-term, historical, and horizontal studies

such as those conducted in the West. However, in the 21st century, where we are increasingly

influenced by the advance of information and communication technologies, and where the impact of

globalization is felt progressively leading to changes in ideologies, cultural values, and the general

workings of a society, it has become even more beneficial to know and understand ourselves better

as a nation. This includes where we are at the moment, the path we are following, and where it can

possibly lead to. Perhaps when we do, we will function and adjust easier to the transformations taking

place within us, both as a nation and as individuals, and allow us to reflect as to whether the destiny

we are forging is where we resolutely want to be.

Educational institutions have always been thought of as necessary for any country’s progress

and development and in today’s knowledge economy this idea resonates louder than ever. Nelson

2
Mandela, former apartheid activist who became president of South Africa, had several famous

quotes on the matter: “Education is the most powerful weapon you can use to change the world”,

and “No country can really develop unless its citizens are educated.” He also believed that “the

power of education extends beyond the development of skills we need for economic success. It can

contribute to nation-building and reconciliation”(Strauss, 2013).

George Counts (1978), noted American scholar and educator, but also a social and political

activist, in his seminal book Dare the School Build a New Social Order? wrote: “We are convinced

that education is the one unfailing remedy for every ill to which man is subject, whether it be vice,

crime, war, poverty, riches, injustice, racketeering, political corruption, race hatred, class conflict or

just plain original sin” (p.1). For its part, higher education is widely recognized as playing a very

important role in any society, being an agency for social change and national development. Shai

Reshef, founder and president of University of the People, the world’s first non-profit, tuition-free,

accredited university, who made it his life’s mission to open the gates to higher education said: “When

you educate one person you can change a life, when you educate many, you can change the world”

(uopeople.edu, n.d.). Whereas past educational reformers as John Dewey and Cardinal Newman

viewed higher education as a place that promotes nation building and socialization, today the public

and personal benefits of higher education has been shown in a large number of studies worldwide.

Individuals with college degrees often acquire benefits that extend beyond individuals to society and

from the economic to social realms (Chan, 2016).

An Asian Development Bank (ADB) report in 2012 cited how investing in higher education

is geared to help developing Asian countries build high-income economies with the innovation,

3
knowledge, and technology needed to thrive in an inter-connected, competitive world. The bank has

gained considerable experience in providing support for improving educational systems in its

developing member countries. ADB boosted their support for higher education in response to the

growing needs of countries in the region with the fast-changing landscape of this sector requiring new

thinking and updated practices. Central questions asked regarding the issue included: what the

strategic and operational priorities in the region were, how support should be targeted to achieve a

high sustainable impact, and how ADB can best assist developing member countries to substantially

raise the quality of and expand access to higher education within a reasonable time frame. To gain

insight into the kind of changes necessary and give valuable input for higher education reform across

the region, ADB financed a major regional study which drew on the views of subject experts, HEI

leaders, regional stakeholders and participants of an international conference on higher education in

Asia, resulting to the report Higher Education in Dynamic Asia, the end goal of which is to assist in

developing the full potential of peoples in the region (Lohani, 2012, vii). This report included

challenges in administration and governance, and institutional governance and management of public

HEIs which was summarized in a publication on administration and governance in higher education

in Asia. Here it was underscored that despite regional differences, “countries in Asia share one

common element, viz., the higher education sector is a strategic lever for long-term and sustainable

development” adding that “it is commonly viewed in Asia that higher education is more than the

provision of public good, but is also a strategic move toward greater growth and social solidarity”. It

was found that “at the level of both national and institutional governance, governments and HEIs

have had to adapt to counter the common problems of higher education including access, equity, and

outdated governance systems (Sarvi, 2012, preface)”. As revealed in ADB’s study, these are the three

problem areas that educational leaders in HEIs and governments in the region commonly face.

4
 Aside from ADB, more recent news reports continue to highlight the increasing role of higher

education in sustainable economic and social development, with this trend foreseen to persist over

the next decades since it is a focal point of knowledge, including its application (QS Asia news

network, 2018). HEIs greatly contribute to economic growth and development through fostering

innovation and expanding higher skills, a way to improve quality of life and address major social and

global changes (par.1). Further,

“Higher education is broadly defined as one of the key drivers

of growth performance, prosperity, and competitiveness. UNESCO says
its social role provides the link between the intellectual and educational
role of universities on one hand and development of society on the other.
Raising skills holds the key to higher living standards and well-being.
Investing in knowledge creation and enabling its diffusion is the key to
creating high wage employment and enhancing productivity growth, points
out OECD” (Project 5-100, QS Asia news network, 2018, par 1).

This article also points out the three most important roles of higher education in today’s economy,

namely: 1) creating a quality workforce; 2) supporting business and industry; and 3) carrying out

research and promoting technologies. Looking at these various literature, we find more than ever,

leaders in higher education institutions who are crucial decision-makers and partners with

government. They formulate and implement strategic plans, policies, academic programs & curricula,

including extra-curricular activities and projects that affect families, communities and ultimately the

nation – thus, have become a very important voice to listen to.

In the Philippines, the unprecedented advancement in science and technology has observably

brought significant changes to the landscape of higher education (as with the rest of Asia based on

the earlier cited ADB report), so that to keep pace with these developments and challenges, higher

education is looked upon as bearing a critical role to respond directly to these emerging realities

5
(Ricafort as cited in Colinares, 2010). Unfortunately, a former CHED (Commission in Higher

Education of the Philippines) commissioner has admitted that: “For quite a long time, the higher

education sector was not given much attention because of the overwhelmingly great concerns in basic

education”, thus strong public concern for its improvement has actually led to the creation of this

Commission (Defensor as cited in Colinares, 2010, p.95). Philippine HEIs including state universities

and colleges (SUCs) have become an important component of megatrends in the 21 st century, but we

are not aggressively taking advantage of these megatrends according to Carlito Puno, former

chairman of the CHED. He asserted that HEIs are not just for social development, and while education

is “the greatest equalizer of all time, educational institutions can provide the spark that will ignite

economic development in our country” (p.140) – a theme continuously found in literature, and one

that resonates with educational leaders interviewed for the present study.

With all of the ongoing societal shifts and the consequent challenges that society including

education faces, the phenomenon of leadership and role of leaders has become even more important.

Generally, we believe that leadership is an important matter (Nahavandi, 2000). Thus, ADB (2012)

has highlighted the role of administration and governance, including its implications, in their

commissioned study across Asian HEIs. How leaders think of, what they believe, their perceptions,

conceptions, views, values, and beliefs about leadership surely affect how they enact or practice and

live out leadership. A biblical proverb does say: “As a man thinks in his heart, so is he” (King James

Bible, n.d., Proverbs 23:7). Ken Blanchard (in Spears & Lawrence eds., 2002), well-known leadership

author, in a foreword to a book on servant leadership in the 21st century, wrote: “…Not only are

people looking for a deeper purpose and meaning when they must meet the challenges of today’s

changing world; they are also looking for principles and philosophies that actually work”, and they

6
are looking for leadership that “works”. Moreover, he empathically claims that “unless we begin to

lead at a higher level, our future is in danger” (foreword, xi), therefore implying that based on present-

day scenarios and challenges – the perceptions, conceptions, views and expectations regarding

leadership must also change. Bass (2008) declares that in fact, we should not be surprised that

concepts and definitions of leadership have been continually evolving and expanding. House (1995

as cited in Bass, 2008) has also noted a progressive broadening of the definition of leadership to

include “contributing to social order, introducing major change, giving meaning and purpose to work

and to organizations, empowering followers, and infusing organizations with values and ideology”

(p.50). Thus, definitions and conceptualizations of leadership have been documented to evolve

historically through the ages. It is about time then, within the Philippine context, to update ourselves

with regard to how we think of and conceptualize leadership. In Lupdag’s dissertation study that he

later published (in 1984), a review of related literature covering from 1957 to 1980 was included

where he chose only studies done in the Philippine setting to minimize pre-conceived ideas as

influenced by the West. He noted that leadership is a “culture-loaded concept” and foreign literature

may color interpretation of the data (p.4). Based on his survey he found that theoretical frameworks

in these studies were mostly based on western or western-oriented theories. He observed “the lack if

not absence of studies aimed at a conceptualization of leadership in the Philippines as apparent in the

theoretical frameworks used” and that “majority of the studies focused on the demographic

characteristics of leaders; only a negligible few dealt with leadership dynamics” (p.5). He presented

a summary of the literature on leadership in the Philippines in tabulated form and these mostly dealt

with traits, roles and demographics as he mentioned. Ironically, his own study presented mainly traits

and personality factors for effective leadership, partially using western standardized tests as well.

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 A later review of literature done in the University of the Philippines (UP) by Alfiler and

Nicolas (1997) surveying 115 materials including articles, speeches, studies, readers and books,

showed 13 leadership studies closely related to the present study as these focused mainly on

leadership types and patterns, but most involved community and political leadership; there were also

five books, but these were published anywhere between thirty to more than fifty years ago. Thus,

due to: 1) the gap in literature and 2) the need to investigate whether we have evolved in our views

on leadership and leaders, the researcher embarked on the present study regarding the

conceptualization of Filipino leadership involving educational leaders from selected Philippine HEIs.

A Brief Background on Leadership and Leadership Concepts

In order to better understand the development of leadership theory, a short background is in

order. It was only in 1300 A.D. when the word leader first appeared in the Oxford English dictionary.

In the 20th century, there is a visible and perceptible change in how a leader is defined (Bass &

Stodgill, 1990). Research studies regarding leadership define three eras or approaches to leadership

theory: the trait era (late 1800’s to mid-1940’s), the behavior era (mid-1940’s to early 1970’s), and

the contingency era (early 1970’s to present). Each era contributed to the knowledge and

understanding of leadership, which still continues to influence how we think of leadership today.

The trait era was characterized by the belief that leaders are born, that innate qualities in

personality determine leadership regardless of context. Results of large numbers of studies, however,

“do not support the suggestion that leadership is a combination of traits” (p.28). This failure to explain

leadership by personality traits alone led to the study of leadership behaviors. Lewin and associates

did a study that became classic as it grouped behaviors into three leadership styles: autocratic,

8
democratic, and laissez-faire (Chemers, 1997, p. 94). The Leader Behavior Description

Questionnaire (LBDQ) became the most comprehensive study of leader behaviors. Through this

rating scale it was found that there were two major clusters or factors of behavior: Consideration,

which relates to personal warmth, concern for the feelings of subordinates, and the use of participative

two-way communication, and Structure, which relates to directiveness, goal facilitation, and task-

related feedback. The identification of these two reliable dimensions advanced the field of research

in this area. It was found however, that these behavior patterns were not consistently related to

important organizational outcomes such as group productivity and follower satisfaction (p.95).

Current theories include the Contingency approach, pioneered by Fred Fiedler (1967), on

which quite extensive research has been done. The Contingency Model assumes that there is no one

best way to make decisions, and that the most effective style will depend on the characteristics of the

situation. There are other theories on the Contingency model such as the Path-Goal Theory (dealing

primarily with the effects of specific leader behavior on subordinate motivation and satisfaction), the

Transactional or Exchange Theory (addresses the relationship between leader and followers), and

Cognitive Approaches (where perception and cognition play a major role in making interpersonal

judgments related to leadership).

Purpose of the Study

The present study concerns itself with a Filipino theoretical concept of leadership, albeit

limited to educational leaders in selected Philippine higher education institutions (HEIs). The

researcher pursued a study on the conceptualization of leadership among these educational leaders as

most of the literature on leadership in the Philippine setting were done with regard to leading

9
enterprise organizations, political leadership, or leadership within communities (Alfiler & Nicolas,

1997; Ilac, 2018). With the choice of a qualitative research design, the researcher purposed to arrive

at a conceptual framework of Filipino leadership based on responses of academic leaders representing

selected Philippine HEIs. The approach/ methodology used involved rigorous grounding processes

applied to the gathered empirical data to emerge this conceptual framework.

Since some of the earliest studies of leadership in the Philippines relate it to the achievement

of goals (de Borja, 1970, Yap-Diangco, 1970, Alphonsus, 1972, Nagtalon, 1972, Ledesma, 1979

cited in Lupdag, 1984), and these authors mentioned by Lupdag mostly based their studies from

western leadership concepts and other authors who were cited in a literature review of Philippine

leadership studies (Alfiler & Nicolas, 1997), mainly did studies in organizational, political/

administrative, and community settings – there was still a need to discover our own cultural

understanding and concepts of leadership as well as to discover those that come from such an

important sector as education. We need to understand what we, as a people, are looking for in a

leader. What is an ideal leader for us Filipinos? If we want to achieve our goals as a nation and

within our organizations, then this question begs for an answer, and it has been quite long in coming.

Lupdag’s published study focused on the responses of student leaders in HEIs. Lupdag (1984) himself

stated that there is a need to further clarify the concept and a need for further investigation on the

questions: 1) What is the concept of Filipinos on leadership and; 2) What are the characteristics of

an effective Filipino leader? He also suggested that: 1) a multi-method be employed in data gathering;

2) a bigger sampling from various sectors be taken and; 3) to find a hierarchy of traits associated with

effective leadership among Filipinos (p.45). Obviously, one type of respondents alone (student

leaders, in Lupdag’s case) is not enough to provide us with the answers we are looking for. Also, his

10
study was done more than three decades ago. With societal shifts and cross-cultural influences over

a generation past, his findings may not hold true at this time. With the pervasive influence of western

thought in all levels and sectors of our society due to light speed transmission of information and

communication, it is only timely to investigate this substantive area of study once again, but more so

since Lupdag’s study dealt mostly with leadership personality traits and characteristics. A more in-

depth and comprehensive understanding of how we conceptualize leadership in the 21 st century, has

come of time and this may yet be found in our collective psyche - to present a distinctly Filipino

concept of what a leader and effective leadership is all about. In this study though, this

conceptualization and resulting conceptual framework is limited to educational leaders in select

Philippine HEIs.

As mentioned, a review of literature on leadership studies in the Philippines done some time

later by Alfiler and Nicolas (1997), covering the period from 1949 to the time of their publication

(nearly 50 years or half a century’s span) reveal two broad categories of these works and studies: 1)

those done in formal/ organizational/ political/ administrative settings; and 2) in community settings

as venue for leaders situated in basic sectors and in non-government organizations (NGOs). They

found that leadership studies in formal settings tend to focus on “the basic elements of the Filipino

concept of leadership including the socio-economic background of political and administrative

leaders, case studies documenting the leadership styles of administrators, religious leadership in local

sects, autobiography/political biography and memoirs” (abstract). On the other hand, community-

based leadership studies mostly dealt with socio-ethnographic studies, formal and informal leaders,

involvement of people’s organizations (POs) and NGOs in the re-democratization process and both

these types of organizations as a reservoir of alternative leaders (p.93). A main goal of the review

11
was to discern the trends of leadership studies up till the time of their writing, as well as to suggest

areas for research as part of the research agenda for leadership studies (p.94). In conclusion, the

authors found that the wealth of studies are done in administrative (mostly political)/ organizational

leadership and what future research agenda needs to focus on is leader-citizen relations; analysis of

what opportunities, conditions, and circumstances give rise to effective leadership in organizational,

political, and community settings; the roles of NGOs and POs in developing communities’

capabilities for producing effective, committed and accountable leaders; identifying what kind of

leader-follower relationships can strengthen the foundations of Philippine democracy at the grassroots

level; and developing an indigenous framework that can help explain the nature and character of the

leader-follower relations based on indigenous values and practices (pp.116-117). Out of the 115

works Alfiler and Nicolas (1997) reviewed, only six (6) were studies done involving the educational

sector, and of these three (3) were done in the 1980’s. Majority of the studies were on the leadership

styles and performance/ behavior of the leaders. The only study mentioned that specified a Filipino

conceptualization of leadership as its focus is again Anselmo Lupdag’s (1982) unpublished UP

doctoral dissertation entitled: Towards a conceptualization of leadership among Filipinos, which was

a quantitative study. This work must be the basis for Lupdag’s publication two years later entitled: In

Search of Filipino Leadership (1984). His study though, as earlier mentioned, focused on personality

traits and characteristics of leaders. Therefore, there is still much to be desired in terms of

understanding Filipino leadership from a multi-dimensional viewpoint, not just leadership as

personality traits. The present study then is not a replication of Lupdag’s study, rather it builds on his

as it tackles leadership while taking into account other dimensions as revealed from interviews with

educational leader participants using a more in-depth, rigorous qualitative method as grounded

theory. Also, all of these past leadership studies were done in the 20th century, and a good amount of

12
time has now lapsed since we are well into two decades of the 21 st at present. This renders it even

more imperative to do another study since the present century, also known as the “Global Century”

(Cleveland, 1999), has brought with it many socio-cultural and geo-political transformations

continually impacting people’s ways of life, perspectives, ideologies, and worldviews so that how

people see leaders and leadership may have essentially changed.

F. Landa Jocano, a well-known writer on Philippine studies and former professor emeritus at

the Asian Center of the University of the Philippines, still used a western (particularly American)

definition of leadership, even at the turn of the century, when he discussed this in his book on Filipino

corporate culture (1999). He cited Davis’ four types of managerial leadership (p.28). Why does a

known Filipino anthropologist and writer of Philippine culture use an American definition in orienting

his audience toward a Filipino corporate culture (as the purpose of his book is)? This is ironic. It then

behooves one to think that it must be because there is just no Filipino definition to speak of.

According to Nahavandi (2000), leadership is a social and cultural phenomenon (p.7). Moreover,

Project GLOBE, an extensive global study of culture and its significance to leadership in societies

and organizations, has proven this empirically (House, Hanges, Javidan, Dorfman & Gupta, 2004).

Hence, these recent studies on leadership and findings highlighting its nature of being culturally-

contingent only gives a stronger rationale for and continues to support the need to generate a Filipino

conceptualization of leadership. This is especially so among HEIs as institutions universally

recognized to have impact and great bearing on countries’ continuing progress and development

(Angara as cited in Colinares, 2010). In fact, Lupdag (1984) who specifically studied this exact same

topic within HEIs, though employing a different methodological approach – using questionnaires,

13
standardized tests, and statistical analysis, was fully persuaded that “in the past and the present, the

destiny of our people is very much in the hands of our leaders” (p.47).

Significance of the Study

An in-depth perusal of the body of research on leadership, particularly educational leadership

in the Philippines, showed that most are based on western constructs of leadership. Many studies

dwelt on perceived leadership behaviors and its relationship with such variables as teacher classroom

interpersonal behaviors, type of school, organizational climate, program development, faculty

morale, and decision-making processes, to name a few. These were based on western theoretical

models and constructs of leadership, as House (1999) the senior researcher for Project GLOBE

decried, thus initiating the global study to contribute to the emergence of less western-biased literature

on leadership. In fact, he states (House et. al., 2004) that 90% of the organizational behavior literature

at that time reflected U.S.-based research and theory (preface, xxv). It is questionable if the findings

in earlier studies are valid across cultures since there is a large possibility for cultural biases. Judging

or categorizing Filipino educational leaders’ behaviors based on mostly American models and studies

of behavior means that the researchers assumed that traits, behaviors, values, and attitudes toward

leadership of Filipinos are similar to, or are the same as the West. Interpreting data gathered in this

fashion leaves room for doubt as to the validity of their conclusions. The assumption that we have

similar concepts of leaders and leadership, which Project GLOBE later proved, is indeed found to be

a false one. These studies do not portray a real and accurate picture of leadership in the Philippine

context.

14
 When the basis of the academic research is questionable, needless to say, we need to view the

findings with a degree of doubt. Before generating more studies on the subject, it is necessary to

identify and define leadership as we Filipinos see it - a Filipino conceptualization of leadership. A

solid culturally- based understanding of leadership will be a more relevant and valid basis for judging

ourselves and what we expect of leadership in our culture, what destiny we want to create as a nation,

what we want to inculcate in our young, what societal changes we want to intentionally plan for, and

how we want to develop and educate particularly those who are attempting to, or are aspiring to be

leaders. The leadership process is not divorced from the broader situational context - the social,

economic, and cultural characteristics of the society in which the organization is embedded are

critical influences on the nature of leadership (Chemers, 1984; House, et.al, 2004).

There is a dearth of literature on Filipino concepts of leadership, although there are relatively

more numerous local studies on leadership in relation to management, psychology, sociology, and

public administration (Alfiler & Nicolas, 1997; Ilac, 2018), and increasingly now in education

research studies. However, as mentioned before many previous studies are mostly premised on

western concepts of leadership (Lupdag, 1984; Ilac, 2018). Over the years more of these books,

articles, and studies have considered cultural biases, thus have presented more culturally-contingent

views on leadership in the Philippine setting. These include: Lupdag’s study (1984) and some studies

he cited in his literature review, Jocano’s books (1999, 2001) Andres’ (1981,1989), Alfiler and

Nicolas’ review (1997), Cimene and Aladano (2013), Ellamil (2010), Ilac, (2018) – among the few

found for the present study, including a number of graduate theses and dissertations. Most of these

are included in the next chapter - the review of related literature.

15
 Hopefully, this present study will provide an impetus for further research on the subject of

leadership across various sectors in the Philippine setting. Moreover, since most research studies in

education use quantitative methodologies or are experimental, this study will add to the body of

research that is qualitative in nature. The emerged conceptual framework may also help in the design

and implementation of programs, whether in the academe or in the business sector on leadership. The

outcome of this study may be of help not only in the educational sector, but also in business,

government, religion, and other sectors of society who deal with leaders, emerge leaders or provide

programs for leadership development within their own fields. It may also be helpful as a frame of

reference or starting point for conversations and discussions on how leadership and the courses/

programs pertaining to it may be made more culturally-appropriate or relevant to the time and fluid

circumstances we Filipinos find ourselves at, in this global century.

Statement of the Problem

Glaser (1998) claims that:

“Discovering the problem is the beginning of the researcher’s

use of his autonomy and empowerment, and excitement for
the motivation to get to the end of the publication of
research. Beginning properly is highly important. Without
having the participants’ problem clearly in focus, conceptual
pick-up is minimal and grasp of understanding of the substantive
area is also minimal in comparison (p.132).”

The problem in a grounded theory approach is emergent. Glaser in the statement above notes

though, that the problem must be “clearly in focus”, otherwise there may be a lack of conceptual

understanding of the substantive area and a chance the researcher misses substantive responses. He

may have shallow receptivity, not able to engage in clear comparisons, and be unable to unify

16
divergent and voluminous amounts of data. Goldkuhl and Cronholm (2003) argue the need for

defining “a relative explicit research question that supports and governs the data collection”, but

should not be too restricted (p.3). Formulations of the question can be refined as the study progresses.

The researcher refines the specifics of the problem as he/ she comes across data and observations

regarding the substantive area under study. Thus, there are only initial questions asked at the

beginning of the study, and these questions regarding the problem evolved as analysis of the responses

from participants clarified the phenomenon further. A key question that needs to be answered is:

“What is going on here?”(Strauss & Corbin,1998, p.119). In the methodology used in the present

study, which is a modified GT approach - it is possible to have a well-defined substantive area of

study. Goldkuhl & Cronholm (2003) assert that without this there is risk of being too unfocused in

the data collection, and if the researcher is too open-minded then he will probably end up with a large

and diverging amount of data. Thus, the need for defining an explicit research question as mentioned

earlier. For this present study, the problem is to discover the conceptualization of leadership among

Philippine higher education leaders – this includes both their concept of leadership in general and

educational leadership in particular in the local context. In other words, how do Filipino higher

education leaders conceptualize leadership in the context of Philippine higher education.

The following initial questions were posed to the leader-respondents in the present study and

were formulated with reference to a similar study of Munson (2007) done with native American

Indians for their conceptualization of leadership. These questions were tailored to elicit discussion

and understand how participants view leadership in the Philippine context and specifically in

Philippine HEIs:

1. How would you define leadership?

2. How would you define educational leadership?

17
 3. How would you define leadership in a higher education institution (HEI)?
4. What makes a great educational leader in the context of Philippine Higher Education?
5. How would you define effective educational leadership in the Philippine setting?

These initial questions together with a list of further questions to refine understanding

of participants’ responses are included in the Appendix. Based on the responses then, some follow-

up questions were asked so participants can expound on the topic, and at times to describe further

how leadership is applied and developed in their respective HEIs. The open-ended questions gave

the respondents opportunity to explain and discuss their understanding and conceptualization of

leadership within the Philippine setting. Theoretical sampling as central in the GT methodology was

done, so that the researcher, after collecting, coding, and analyzing the initial data, had to choose

whether to collect additional data in order to further refine and evolve the theory or develop the

conceptual framework as purposed in this study (Glaser & Strauss, 1967). This process is also defined

as the strategy of obtaining further selective data to refine and fill out initially emerged categories

(Charmaz, 2014). Thus, after initial responses were analyzed and some categories were abstracted

from these, more responses needed to refine and substantiate these categories were obtained from

other educational leaders who held a variety of leadership positions within those Philippine HEIs,

fulfilling the criteria set forth at the onset of the study.

The present study then aimed to develop a conceptual framework of Filipino leadership based

on the responses of the educational leaders from selected Philippine HEIs (autonomous and

deregulated ones) who were interviewed. A number of theses and dissertations on leadership within

the local context were also included to gather more data for comparison. A review of published

literature about leadership written by Filipinos on Filipino leadership within the Philippine context

was done including any internationally published study that is relevant to address the stated problem.

18
 As there is scarcity of literature on Filipino leadership that is premised on a Filipino cultural

understanding of the concept based on initial research efforts, the problem is to develop a conceptual

framework that may be a basis for future studies in the field, not just in Education but in other sectors/

disciplines as well. An essential goal is also to provide data for comparative study, where the same

problem is posed to participants from other sectors of Philippine society and/ or other regions of the

country.

Most of the past studies done were also on the ‘peripherals’ and ‘content’ of leadership, but

not on the ‘essential nature’ of leadership such as its conceptualization. A Filipino viewpoint on

effective leadership that fully represents our culture, which is composed of many sub-cultures, is

highly unlikely to result from this study alone. It is about time though that a culturally predicated and

contextualized understanding of leadership be brought to the fore. Future studies then will not be in

vain, and instead be closer to reality, be culturally valid, and relevant.

Scope and Limitation of the Study

The research focused on constructing a conceptual framework of Filipino leadership based on

the concepts articulated by educational leaders and stakeholders in selected Philippine HEI’s. Top

ranked, autonomous, deregulated and globally well-ranked HEI’s were covered and the educational

leaders -stakeholder respondents were profiled in the study. The respondents included college

presidents and administrators (i.e. deans, associate deans, department chairpersons, etc..). Since

archival research included only the literature in the past thirty years within the Philippine context, it

is limited within this place and time frame.

19
 Data analysis in qualitative research is subject to certain constraints and limitations (Miles &

Huberman, 1994 in Munson, 2007). One limitation is the difference in analysis of the data gathered

from that done in quantitative approaches. Generating theory is not a step-by-step procedure based

on the scientific method. Fractured bits of data are recombined into specific categories which are

further analyzed and combined to form a theory. Researchers use chunks of words to try and

determine meaning and then use a ‘chaotic variable structure to move along the abstraction ladder’

(p.10). In grounded theory, instead of measurement concepts (as in quantitative methodology) textual

concepts are dealt with. Methodological rigor uses five concepts: congruence, responsiveness to

social context, appropriateness, adequacy, and transparency. Interpretive rigor uses five evaluative

criteria: authenticity, coherence, reciprocity, typicality, and permeability (p.11).

Generalizing the results of the present study is difficult due to the limited sample size.

Because of purposive sampling, as well as the limitations of time and resources, sample size is limited

to respondents from selected autonomous and deregulated HEI’s with centers of excellence within

Metro Manila. It is recommended that this study should be replicated to include other sectors in

Philippine society: business, government, religious, etc. and include more samples from other regions

in order to establish a more representative and generalized theory of Filipino leadership. Since this

study pertains only to the education sector, the results may not be applicable to other sectors. Since

the methodology used purposive sampling, the results will be particular to the specific group studied.

Similar to Munson’s formulation of a Native American tribal leadership theory, the primary goal of

this research is to provide data for comparison to contribute to the building of a theorized conceptual

framework on the Filipino concept of leadership. Findings of the present study can be compared to

findings in future studies, which should include other sectors and regions in the Philippines, to

20
formulate a theory from a broader population base. The essential goal then, is to add to the body of

knowledge toward a theory of the Filipino concept of leadership, grounded on constantly compared

data.

Another limitation is that using grounded theory and a qualitative methodology for the study

will not show causality. Since the study aimed to theorize a conceptual framework of leadership

applicable to Filipinos, determining what caused the formation of such a culturally-contingent

conceptual framework of leadership will not be included, although propositions were given.

Investigating this causality to discover factors that contribute to culturally distinct concepts of

leadership (as findings show there are indeed), can be a follow up study, perhaps an ethnographic

one. Additionally, another possible limitation is termed as “interpretive validity”. Since the study

aimed for a theoretical conceptualization of leadership among Filipino educational leaders, and some

respondents conversed partially in Tagalog (the native language), it was foreseen that raw data may

include vernacular terms, but upon carrying out the interviews these were seen as negligible. The

participants’ words were used as “in vivo codes” (words that respondents themselves use). It is a

conscious choice to use English in the study so that it is useful universally. The researcher was aware

that it is necessary not to compromise the results in terms of interpretive validity by documenting the

data in whatever language respondents use and applying the interpretive rigor earlier mentioned.

However, as mentioned, this turned out to be unnecessary as all the participants were comfortable

and fluent conversing in English.

A further limitation is that there was not found any recently published comprehensive review

of literature on leadership studies done similar to that of Alfiler and Nicolas (1997) from the

21
University of the Philippines (UP), to give the researcher information on the number of additional

studies/ literature relevant to leadership that has been produced from thence within Philippine HEIs.

Their review of leadership studies covered 115 materials including speeches, dissertations, journal

articles, readers and books spanning nearly fifty years from 1949 to 1997. From a quick survey of

available graduate theses and dissertations related to leadership in the university library, 35 were

found from 2010 to the present and none of these dealt with the substantive area of this present study,

nor used the current methodological approach. Thus, the related studies used herein such as Garcia-

Marasigan’s (2000) and Lupdag’s (1984) were from earlier dates, but even these are not GT studies.

A list of the 35 studies found through the open access library system related to leadership as

mentioned above is included in the Appendix.

This study is presented and organized according to the recommended format for

dissertations so that the succeeding chapters are as follows: Chapter 2 will delve into existing

literature and other studies mostly in the Philippine setting in order to contextualize the study and

furnish information on what studies have already been done, investigate what gaps there may be in

literature and explore which of these may be appropriate to use later in the rigorous grounding process

of theoretical matching, where the emerged conceptual framework will be matched with pre-existing

theories for validation. Chapter 3 explicates and discusses further the modified GT methodology used,

showing in particular its differences with the classic GT approach as it addresses the issues usually

levelled against GT, including the 3-tier grounding processes it entails. Chapter 4 is a six-part in-

depth discussion of the findings of the study including the emergence of initial categories, a

conceptual refinement of all categories, the theoretical grounding process with six extant theories and

22
the final grounding process involving an evaluation of internal cohesion. Conclusion and

recommendations for further research and possible future studies are discussed in the final chapter.

23
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the various literature reviewed that are relevant to the substantive area

under study – leadership, and as much as possible those that are related to education and preferably

ones that involve higher education. Although in classic GT the review of literature is strictly not

advised and should be delayed till the data analysis is nearly completed in order to ‘avoid

contamination’ (or forcing the data into pre-existing concepts which distort or do not fit with data or

have no relevance to the substantive area (Thornberg, 2012, p.244), there are some who have done

evolved GT studies who actually advocate a priori reviews (Goldkuhl & Cronholm, 2010, Thornberg,

2012). The review of related literature is actually one of the most debated-about part of the GT

methodology. This chapter includes both literature that were reviewed before the study commenced,

which includes books (Lupdag, 1984, Andres, 1999) and some GT studies (Aulicino, 2006, Munson,

2007), but the majority were reviewed after most of the data have been analyzed and some categories

have been emerged. The first literature review was embarked upon in order to survey the available

literature/ publications/ studies that were done in the Philippine setting, and thus make a case for

doing a GT study on leadership. Later the GT studies and books that pertained to Filipino leadership

was integrated into this final version of the review. There is a total of 17 published materials reviewed,

four of which are GT studies. There are six non-GT studies (one multi-method in this), two authors

on Philippine culture are cited with their works, three that are related to the emerged categories of

development agenda and economics and two articles on leadership (one on a distinctly Filipino

‘brand’ of leadership). All of the theories that were matched to the emerged conceptual framework

(Part 5) as part of the theoretical grounding process are reviewed and discussed in this chapter aside

from the matching done in Chapter 4, which is required by the methodology used.

24
 According to Glaser (1998), in an emergent study, the researcher probably will not know at

the beginning what literature will turn out to be relevant. Grounded theory’s dicta are: a) do not do a

literature review in the substantive area and related areas where the research is to be done, and b)

when the grounded theory is nearly completed during sorting and writing up, then the literature search

in the substantive area can be done and woven into the theory as more data for constant comparison.

The purpose of these is to keep the researcher free and open as possible to the discovery and

emergence of concepts, problems, and interpretations from the data (p.67). Eventually though,

Strauss with his student Corbin, deviated from this original maxim and became amenable to doing an

earlier review of extant literature which they believe lends to a researcher’s theoretical sensitivity and

helps in directing theoretical sampling (Dunne, 2011). Nevertheless, these authors still echo Glaser’s

concern that one may be overwhelmed or paralyzed, unable to trust one’s own ability for theory

development with a prior review. Strauss & Corbin (1990) clarifying their stance on this much

debated part of the GT approach stated “We all bring to the inquiry considerable background in

professional and disciplinary literature” (p.48). Charmaz (2014) cited Bulmer (1984), Dey (1999),

and Layder (1998) who assumed that Glaser and may be even Strauss were naïve to assume that the

researcher is a ‘tabula rasa’ through the entire research process (p.306). Dunne (2011) cited Clarke

(2005, who paraphrased Elkins, 2003) claiming that “there is actually something ludicrous about

pretending to be a theoretical virgin.” (p. 117). Charmaz (2014) in her constructivist GT approach

cited Thornberg (2012), who proposed an “informed grounded theory” where the theorist “sees the

advantage of using pre-existing theories and research findings in the substantive field in a sensitive,

creative, and flexible way instead of seeing them as obstacles and threats. Informed GT has its roots

in constructivist GT” (p.307). Thornberg (2012) states informed GT “refers to a product of a research

process as well as to the research process itself, in which both the process and the product have been

25
thoroughly grounded in data by GT methods while being informed by existing research literature and

theoretical frameworks” (p.249).He allies himself with Charmaz’s constructivist approach by

rejecting pure induction (calling it an impossibility) and by saying that in the process of inquiry the

researcher is aware of his or her own embeddedness within a historical, ideological, and socio-cultural

context, so that they recognize that data do not represent reality objectively, rather these are always

social constructions (or reconstructions) of it. Moreover, Thornberg suggests a variety of data

sensitizing principles to argue for an early literature review, such as: theoretical agnosticism,

theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness,

memoing extant knowledge associations, and constant reflexivity (detailed descriptions of these

principles in the Appendix). He asserts that by being informed, “the researcher not only situates his

or her study and its product in the current knowledge base of the field, but will also contribute to it

by extending, challenging, refining or revising it” (p.256). Charmaz further noted that delaying the

literature review assumes that “researchers remain uncritical of what they read and are easily

persuaded by it”. She recommended that since a literature review is a requirement for grant proposals

and funding, the researcher may engage material at this stage (proposal) critically and comparatively

but to let it ‘lie fallow until after you have developed your categories and the analytic relationships

between them”, yet to remain “alert as to whether, when, and to what extent earlier ideas and findings

enter your research, and if so to subject them to rigorous scrutiny” (p.307). Charmaz (2014) reasoned

that the delay in literature review “is to avoid importing preconceived ideas and imposing them on

your work”; according to her “delaying the review encourages you to articulate your ideas”. However,

she also acknowledges that in practice this can “result in rehashing old empirical problems and

dismissing the literature” (p.306).

26
 On the other hand, there are other reasons why delay of literature review is not acceptable to

many and also those who convey a number of valid reasons for doing the review prior to the study.

In the midst of these disputes and debates, Dunne (2011) cites Strûbing (2007) who remarked that the

main point is not whether these existing theories and a priori knowledge should be used in data

analysis, but more importantly rather on “how to make proper use of previous knowledge” (p.117).

Dunne also cited Urquhart (2007) who argued that: “There is no reason why a researcher cannot be

self-aware and be able to appreciate other theories without imposing them on the data” (2011, p.117).

Enter multi-grounded theory (MGT), where the originators Goldkuhl and Cronholm (2010)

explicitly acknowledge that in their evolved or modified GT approach a ‘more systematic use of pre-

existing theories” is incorporated (p. 192). For these authors, the emphasis in MGT on the role of

theories are more pronounced than in classical GT. They emphasize that “one should use external

theories in a constructive way throughout the research process” (italics added)) (p. 193).

In the present study, the literature presented include those that are related to both the

substantive area of study (leadership concepts), specifically those using the grounded theory method

(but not only). As a novice in this approach, the researcher found it helpful to read some articles and

dissertations that used similar methods to the present study as research commenced. But for brevity

and conciseness, mostly those that are current and relevant to the study, majority of which use the GT

approach are presented in this paper. Over the years, there was inevitably an increase in the use of the

GT qualitative approach – notably within the Philippine context. Therefore, those that tread on similar

grounds were judiciously chosen to be presented herein. The presentation is chronological beginning

from 1984 to the present 2020, except for Project Globe - discussed beforehand as a counter point to

27
earlier leadership literature which mostly had western bias. Also, the literature on leadership and

economics is presented as a subsection of the chapter.

“Leadership is a social phenomenon” (Chemers, 1984). As such it cannot be divorced from

the broader situational and cultural context. Aspects of the group’s tasks, leadership systems, the

economic, social, and cultural characteristics of the society where the organization is, critically

influence the nature of leadership (p.91). He also pointed out that the problem of cultural differences

become salient when theories and training programs developed based on western (European and

American) samples are exported to cultures that are different from them. Thus, it is helpful to do

comparative research to produce a much broader range of variables or with greater generalizability

across cultures. According to Chemers (1984), research on leadership has not totally ignored culture,

but the results leave much to be desired. Reviews concluded that cross-cultural research were

characterized by “weak methodologies and by a paucity of theory, both of which make the

interpretation of the scattered findings very difficult” (p. 104). This was in the mid-1980’s though,

where the broad question of the importance of the bearing of culture upon leadership has not yet been

studied on a global scale. At that time there were very few theories which make any specific

predictions about the role of culture in shaping the leadership process. Chemers (1984) did have a

strong argument that “the imposition of Euro-American theories, measures, and research designs on

other cultures may lead to very inaccurate conclusions” (p. 105). This is important to note as many

research studies and their findings with regard to leadership in the Philippine setting must have been

consequently biased and affected by the imposition of these western models, theories, and

conceptualizations of leadership.

28
 Almost a decade later in 1993, Professor Robert House of the Wharton School of the

University of Pennsylvania embarked on “Project GLOBE” (Global Leadership and Organizational

Behavior Effectiveness Research), a breakthrough study which revealed traits that were viewed as

desirable for effective leadership all over the world. The project was aimed at analyzing

organizational norms, values, and beliefs of leaders in different societies. In a monograph of the

project, the authors stated that the meta-goal of the GLOBE Research program is to “develop an

empirically based theory to describe, understand, and predict the impact of cultural variables on

leadership and organizational processes and the effectiveness of these processes” (House, et.al., 2014,

p.2). The authors expounded that the central question of the research project concerns “the extent to

which specific leadership attributes and behaviors are universally endorsed as contributing to

effective leadership and the extent to which the endorsement of leader attributes and behaviors is

culturally contingent” (p.2). This project actually sprung out of Geert Hofstede’s study, where the

Dutch management researcher developed a cultural dimensions theory (in 1980) based on a

worldwide survey of employee values by IBM between 1967 and 1973 showing the effects of a

society’s culture on the values of its members and how these values relate to behavior (Hofstede,

2001).

With GLOBE Research program’s expansion of its scope beyond leadership and

organizational behaviors to “examining issues on how cultural drivers influence economic

competitiveness of nations and many other aspects of the human condition” (Dorfman, et.al.,, 2012),

as well as Hofstede’s continued research and update of his cultural dimensions theory (from 4 to 6

dimensions) into this decade, more information and exact data are now available with regard to the

cultural underpinnings of leadership - which has implications for the purpose of education and

29
preparing the next generation for a fast evolving future. In 2012, twenty years after its inception, the

GLOBE network (which includes more recently a foundation) presented new and unpublished results

related to leadership processes and effectiveness and included the latest phase of their research which

focused on executive leadership. The GLOBE team of researchers (numbering 200 by 2012)

surveyed and interviewed more than 1,000 CEOs and 5,000 direct reports of these CEOs – leading to

another book: Strategic Leadership across Cultures: The GLOBE study of CEO leadership behavior

and effectiveness in 24 countries (published in 2014). The initial project (Phase 1) which gathered

data from 17,300 middle managers and 951 organizations worldwide (62 countries) in three specific

industries: food processing, telecommunications, and financial services, focused on traits/ attributes

of effective leadership within organizations and societies based on culture. It still stands as the largest

database for cross-cultural leadership today. The decade-long work (phases 1-3) of 170 country co-

investigators (CCI’s - selected social scientists and management scholars) culminated in two volumes

of global research on leadership in organizations and societies: 1) Culture, Leadership, and

Organizations: The GLOBE Study of 62 Societies (2004); and 2) Culture and Leadership across the

World: The GLOBE Book of In-Depth Studies of 25 Societies (2008). Thus, Project GLOBE is cited

in this review as it will be one of the studies with which the theoretical outcome of this present work

will be matched and verified upon. According to House, the principal researcher of the GLOBE

project - as of 2004 “more than 90% of the literature on organizational behavior reflected U.S.-based

research and theory”. Thus, with Project GLOBE U.S. hegemony on organizational behavior was

hopefully liberated (cited in Center for Creative Leadership, 2012, p.8).

Project GLOBE utilized both quantitative and qualitative methodologies in their study of

effective leadership traits across organizations and societies where middle managers from three

30
sectors (earlier mentioned) were asked to use a 7-point scale to describe leader attributes and

behaviors that they perceive as enhancing or impeding outstanding leadership. They were also asked

to give their perceptions of the practices and values (in the form of As Is and Should Be responses,

respectively) in the society in which they live, and of the organizations in which they are employed

(p.43). From the aggregation of results, the following six global leader behaviors (leadership

dimensions of culturally-endorsed implicit theories of leadership or CLT’s) emerged and will be

more fully defined in part 5 of Chapter 4 where this CLT theory is used for theoretical matching/

grounding:

1) Charismatic/ Value based leadership

2) Team-oriented leadership
3) Participative Leadership
4) Humane-Oriented Leadership
5) Autonomous Leadership
6) Self-Protective Leadership

It is of course with relevance to this present study that the results for the six leadership

styles, as gathered from the Philippines, is given below. Note that scores between 1 and 3.5 indicate

that a style is seen as inhibiting outstanding leadership, while scores from 4.5 to 7 indicate that a style

is seen as contributing to outstanding leadership. Scores between 3.5 and 4.5 indicate that a style does

not matter much for outstanding leadership.

TABLE 1: PHILIPPINE RESULTS OF LEADERSHIP DIMENSIONS (Project GLOBE, 2004)

Country Charismatic Team- Self- Participative Humane- Autonomous
oriented Protective oriented
Philippines 6.33 6.06 3.33 5.40 5.53 3.75

*For a comparative view, the full list of 58 countries is included in the Appendix (cited in Center for

Creative Leadership, 2012 as adapted from Den Hartog et. al. 1999). The conceptual framework

drawn in this present study was matched theoretically to these results, to serve as a confirmation

31
whether the present undertaken research as processed through the MGT method, has yielded similar

results.

Aside from the six leader behaviors identified, there are also nine (societal & organizational)

cultural dimensions that House (2004) and his associates in Project Globe came up with. Most of

these major constructs or dimensions were based on Hofstede’s cultural dimensions theory (1980),

but also selected on the basis of reviewed literature relevant to measurements of culture from past

large-sample studies as well as existing cross-culture

theories (House, et.al., 2014, p.24):

1. Uncertainty Avoidance: the extent to which members of an

organization or society strive to avoid uncertainty by reliance on
social norms, rituals, and bureaucratic practices to alleviate the
unpredictability of future events;
2. Power distance: the degree to which members of an organization
or society expect and agree that power should be unequally shared;
3. Institutional collectivism (Collectivism I): the degree to which
organizational and societal institutional practices encourage
and reward collective distribution of resources and collective action;
4. In-Group Collectivism (Collectivism II): reflects the degree to which
individuals express pride, loyalty and cohesiveness in their
organizations or families;
5. Gender Egalitarianism: the extent to which an organization or society minimizes
gender role differences;
6. Assertiveness: the degree to which individuals in organizations or
societies are assertive, confrontational and aggressive in social
relationships;
7. Future Orientation: the degree to which individuals in organizations
or societies engage in future oriented behaviors such as planning,
investing in the future, and delaying gratification;
8. Performance Orientation: extent to which an organization/society
encourages and rewards group members for performance improvement
and excellence;
9. Humane Orientation: the degree to which individuals in organizations
or societies encourage and reward individuals for being fair, altruistic, friendly,
generous, caring, and kind to others.

32
 Project GLOBE also grouped 61 societal cultures they studied into ten regional clusters with

the thesis that “these reflect greater differences in cultural practices and values across societies from

different clusters than societies within the same cluster”. This was tested using discriminant analysis

confirming the viability of their regional clustering (House et. al, 2004, p.179). Below in tabulated

form are these ten regional clusters where the Philippines is identified as part of the Southern Asia

cluster:

TABLE 2: 10 REGIONAL CLUSTERS (Project GLOBE, House et. al, 2002)

Based on the authors’ rationale for these clusters, our society has the least differences with other

societies in mostly the southern Asian region such as: Indonesia, Malaysia, India, and Thailand.

Interestingly, Iran which is considered part of south-western Asia and formerly known as Persia

(boasts as being one of the oldest cultures in the region) was also placed within this cluster. According

to the findings as reported in their website (globeproject.com), these clusters “are the first empirical

attempt to use a holistic approach to understand and verify cultural differences across societies”.

Based on their research, there are now cluster scores on cultural values, practices, and implicit

33
leadership theories. This clustering is worthy of note for practical purposes such as knowing which

countries may be considered as competition, even as we strive for global competitiveness within the

Asian region. Since we share similar cultural characteristics within the same cluster, which impacts

both societal and organizational leadership behaviors/ effectiveness, then we can logically deduce

that these societies will closely mirror our pursuit of corporate and national goals toward progress

and development – potentially making themselves out to be the nearest competition. Project GLOBE

then provides empirically measured and validated information on a global scale that serves as a useful

reference point when reflecting on, for example, how to strategically drive this nation’s growth and

progress, or effectively harness our human resources and capital, or more clearly foresee our

trajectory as a nation (re-aligning practices with values as needed). Also, rediscovering cultural

strengths then utilizing them to best advantage, or using that information to review aspects of good

governance and leadership for societal transformation, or even just to develop leadership programs

for sectors such as the youth, business, media that will positively impact future generations. The

results of this massive and laborious study (Project GLOBE) present an opportunity especially for

those in education, such as leaders in HEIs - to assess, re-think, possibly re-engineer and re-design

institutional programs, including content, delivery, and implementation, taking into account cultural

forces, drivers, and characteristics to make their institutions more relevant, responsive, and

formidable by having a competitive edge in 21st century contexts. Matching the conceptual

framework to be emerged in this present study with this global research study and its results will lend

theoretical validation as required by the methodology used (MGT). Knowing which specific cultural

characteristics or traits Filipinos perceive as contributing to or impeding leadership effectiveness (as

measured both quantitatively and qualitatively) by Project GLOBE serves as a valid reference on

which to further “theoretically ground” the emerged conceptual framework in this present study

34
where the main concern is to develop a framework regarding how Filipino leaders (in selected HEIs)

define and conceptualize leadership – which of course makes it culturally-bound. As the present study

involves conceptualization, it goes beyond mere descriptions of leadership traits, behaviors, and

characteristics and does not include quantitative measures of the impact of culture on societal/

organizational leader behaviors and practices, or how attributes of societal and organizational cultures

affect what kinds of leader behaviors and organizational practices are acceptable/ effective in a

society, as Project GLOBE does.

Having empirically identified the leadership behaviors that are widely accepted and seen as

effective by Filipinos as well as the cultural dimensions that come into play or affect these, Project

GLOBE enabled the researcher in the present study to theoretically validate the concepts derived from

HEI leader-participants against those who belonged in other sectors/ industries, which this earlier

research (Project GLOBE) used (telecommunications, financial services and food processing) –

where all data came from the Philippine setting. As the present study is aimed at presenting a

culturally-bound conceptual framework of leadership in a different sector - among Filipino

educational leaders in HEI’s, it provides further imperative for doing the study as it will hopefully

contribute to the body of research and available information that may be a reference for other and

future studies in the area. Thus, additionally strengthening current knowledge regarding effective

leadership in the Philippine setting.

As noted earlier, Glaser cautions the researcher to restrain himself in reading up on the

substantive topic he is interested in. This is to lessen the occurrence of a priori hypothesizing/

theorizing before gathering empirical findings. Since a priori knowledge could not be totally avoided:

35
the researcher having studied leadership theories in various courses within this program, and needing

to do prior research to explore possible gaps in knowledge within the substantive topic, a different

methodological approach was needed for the study. The researcher opted to diverge from the initial

proposal to use classical GT and in the process of seeking a suitable methodology for addressing the

problem being investigated with validated procedures/ processes widely accepted in the qualitative

field, the researcher found the multi-grounded theory (MGT) approach which permits the use of a

priori knowledge, concepts, and literature reviews for the purpose of the study. An elucidated

rationale on the use of this method can be found in the next chapter on Methodology. As far as using

this approach within the field of research in the local context goes, there is apparently no study done

yet (at least within this College) using the MGT approach, which is then a distinction for the present

study. Based on this initial review of literature, there is still much to be desired in terms of research

studies and publications pertaining to leadership within the Philippines, especially those geared

toward developing leaders for 21st century contexts and contingencies.

One of a few seminal research studies mentioned earlier is that of Anselmo Lupdag’s (1984),

who generated characteristics of effective Filipino leaders from questionnaires fielded to college

students, faculty, staff members and administrators from local HEI’s (p.11). He gave four

psychological tests in the last phase of his study, to respondents who were student organization

leaders, to measure traits relevant to leadership. However, two of these tests were also western-based.

In the last phase, he chose student participants exclusively because he believed that “majority of the

leaders of the country, in all sectors and at all levels, are products of the academe. Thus, for a

conceptualization of leadership, the concepts of students must be known” (p.12). He then used

statistical analysis to test for significant differences between groups. Lupdag reported that the

36
respondents conceptualized leadership “with reference to the action of controlling, directing,

supervising, and influencing a group to achieve certain goals: responses described the leaders instead

of the concept of leadership, which he claims could be an indicator that the respondents tend to think

in concrete rather than abstract terms. He gave tabulated results of leader characteristics, and related

traits/ behaviors based on his findings as well as personality factors contributing to effective

leadership and factors that hinder effective leadership. The primary aim of his study is “to ascertain

the characteristics of the Filipino leader which are important in the conceptualization of Filipino

leadership (p.22).” Therefore, his study was more of a step toward the conceptualization of Filipino

leadership rather than theory building itself, which is the concern of the present study.

Quantitative analysis was still used rather than a completely qualitative approach. Although

Lupdag did comparison between groups and categorized responses, he stopped there without

establishing a unified theoretical framework based on data, something he did not aim for from the

outset of his study, thus limiting it from developing a conceptualization of leadership. He also limited

his respondents to students alone. For this study, the researcher focused rather on key leaders in the

academe.

Noted Filipiniana author, human resource and management practitioner and scholar,

Dr. Tomas Quintin Andres (1999) wrote:

“No matter how effective a manager’s human relations and leadership

skills are, there will always be a problem of discipline among Filipino
subordinates… One of the main reasons for the seemingly unending
disciplining problem in our organizations is the propensity of manage-
ment to use foreign-designed methods of disciplining Filipinos. The
methods work well in other countries because they were designed and
developed for the people of those countries. Now if management uses
these foreign methods with Filipinos who have a very much different
disposition in life, failure is likely to happen. It will be like fitting a
square peg into a round hole (p.92).”

37
He explained how pakikisama is a tool for leadership in the Philippine context and how when a leader

uses this Filipino value as he leads then he is able to prove his worth as a leader. He cautions that

leaders should know when, where, and how to use this tool as it can be detrimental when carried to

extremes (p.154). Andres also explained how other values such as bayanihan (team spirit),

paglilingkod (servanthood), utang-na-loob (gratefulness), and hiya (shame), for example, play into a

Filipino organizational culture. The author’s work underscores many of the values inherent to

Filipinos, which is useful knowledge to those who lead in our context.

This literature is relevant in that it identifies values that Filipinos bring into the corporate

context, then logically even into the educational context, which may affect leadership and its

conceptualization. As part of the extant literature to be studied, it apparently contributes elements for

comparison with whatever data this study generates.As the MGT approach involves ‘theoretical

matching’ - where other theories will be explored to clarify and validate whatever results were

generated from this present study - this comparative-iterative method will be done at a later point.

Literature from this prominent Filipino scholar and management expert will then be later examined

more closely as part of this study. Similar to Philippine social anthropologist, F. Landa Jocano,

Andres (1981) espoused the application of Filipino values, principles, systems and approaches to

business management practices and organizational development. He believed that by thinking

critically about these cultural values then these practices can undergo restructuring and reorienting

where they can be utilized intelligently on current and emerging issues in organizations, for example

with regard to productivity or organizational effectiveness.

38
 F. Landa Jocano, a well-known Philippine anthropologist, educator and author who lived till

this decade (died 2013), shared the same ideas – reasoning that a familial approach to corporate

management in fact, even more generally a Filipino cultural approach to managing organizations is

not only feasible, but is thoroughly effective and completely valuable toward corporate (and

individual) success in the local context. His book Towards Developing a Filipino Corporate Culture:

Uses of Filipino Traditional Structures and Values in Modern Management (1999) in its entirety is a

testament to this. In it Jocano posed the question as to the possibility of modernizing industries “in

the technological order of society without it having to lose its cultural identity or destroy its moral

fabric”. Moreover, if it were “possible to elevate the traditional system to the level of modernity

without westernization” to which he gave a resounding “Yes!” – giving Japan as a true-to-life

example as well as Taiwan and South Korea (p. 181). Even now, two decades after Jocano wrote and

advocated this, it is evident that these countries have maintained their cultural identities in corporate

environments even though there are incremental effects of globalization. It is commonly known that

these countries do take pride in their products that are patronized and dominate in certain fields

globally notably in those of transport and electronics [To name a few: Acer, Asus, Transcend, HTC

– Taiwan/ Samsung, Hyundai – Korea/ Toyota, Honda, Panasonic, Lexus, Nintendo – Japan]. Jocano

has intuitively asserted: “Modernization does not mean inevitably westernization”, but also foresaw

that this integration of what he calls traditional structures (referring mostly to cultural traits) will be

a “challenge to the imagination, shrewdness, vision, and daring of contemporary Filipino managers”

(p.181) – a picture of leadership that interviewees in the present study have insightfully brought up.

Jocano has a strong point when he states that time and again Filipino cultural traits have been

negatively portrayed with some deviant behaviors being erroneously categorized as traditional traits;

as such implying that we have to rid ourselves of these ‘cultural baggages’ and do away with

39
indigenous characteristics as nothing good comes out of them and are hindrances to success in

contemporary society. This, he says “has become a self-fulfilling prophecy of the worst expectations

we have of ourselves” and therefore must be changed where corporate management must imbibe and

operate “in a manner that harnesses the best in Filipino workers” (p.137). He cites Gonzales (1987)

who studied Filipino managers and has come up with empirical evidence from the field indicating

that corporate executives who use Filipino cultural traits and values such as being approachable

(madaling lapitan) and understanding (maunawain) – essentially someone who is sympathetic, listens

to reason, and willing to cooperate (madaling kausapin), are highly appreciated and therefore are able

“to rally their subordinates’ cooperation, develop their loyalties, and in the process, achieve the goals

of the corporation” (p. 138). Although Jocano admits that complaints of managers as to the negative

effects of traditional values are real concerns, he argues that one critical factor is missed and is yet to

be fully explored: using these values positively for the achievement of corporate goals.

However, in the present study there was hardly any mention of the negative effects of Filipino

cultural traits and values upon leadership – whether in conceptualization or practice, except for the

mention of corruption which is mostly attributed to government or in the area of politics. One HEI

leader (a former university president*) in this study lamented how the decline in moral values has led

to “massive corruption and massive poverty” which he calls a double-headed monster in Philippine

society and can be traced to a “widespread failure to practice Christian values and virtues” whose

roots are in basic education, thus where transformation should take place. It was his ardent belief

that these two massive problems are what effective leaders must address in our nation today. In more

recent news (Inquirer.net, January 2020), the Philippines fell 14 notches from 99th to 113th in the latest

Corruption Perception Index (CPI 2019), a rating issued by Transparency International which is a

40
global anti-corruption watchdog. Using a scale of 0 to 100 where zero is “highly corrupt” and 100 is

“very clean” the nation scored 34, tying with five other countries such as El Salvador, Eswatini,

Kazakhstan, Nepal, and Zambia. This is highly disappointing, to say the least, as we are presently

undergoing both a health and economic crisis, wherein effective leadership can ‘make or break’ the

outcome for our nation, not just at this time but even in the far-fetched future as the repercussions of

this pandemic is reported globally to have long-term consequences.

Jocano (1999) in his management by culture theory explains that “when corporate values are,

to a large extent, not congruent with community values, the corporate image is affected and the

management of corporate activities becomes a problem” (p. 142). When corporate and staff/

employee goals align, this leads to better work performance and the ends of the organization are met.

He further expounds that corporate strength depends on “corporate ethos” where it is the leader’s

(manager’s) responsibility to inculcate a strong corporate ethos in its employees and staff. Leaders/

managers who have an “intuitive feel for their indigenous and traditional culture enables them to

practice a managerial style that eminently suits the Filipino worker” (p.148). With good reason, the

requirement for developing effective management is to understand the people who are being managed

(or those being led). It is therefore necessary that cultural values and standards be of primary

consideration rather than “management principles evolved from the experiences of other peoples”

from a different cultural setting (p.158). Again, Jocano strongly advocates for management not only

by objectives but by Culture. He believes that this is “the key to managerial leadership and sustained

corporate growth in a rapidly changing business environment” (p.167). He specifies three dominant

core value elements that must be organizationally incorporated and addressed to develop a strong

Filipino corporate culture which are the following: paternalism, personalism and familism. As a well-

41
respected and eminent Philippine anthropologist and educator, with many books to his name, Jocano’s

work is both well-researched and documented. Thus, his proposal to restructure / re-program Filipino

or Philippine-based corporations/ organizations including multinational ones to intentionally

integrate cultural values & norms in their operations is worthy of serious consideration, especially at

the time of its writing in the late 90’s. However, because of the quantum leaps in technology paving

the way for increased globalization, only two decades later – it is also just responsible to say that this

(proposal) must be considered more astutely given the factors mentioned and the circumstances we,

as a nation are presently in. Cultural values and traits evidently do not erode so easily, but global

conditions do more rapidly than we can sometimes imagine.

Jocano (1999) advocates for the adoption of these core cultural values and integrating them

into modern corporate structures because he sees them as a “means of elevating traditional culture to

the level of modernity and implanting modern corporations deeply into traditional ground thereby

providing it with a solid foundation, supported and nurtured by the cultural psychology of the people”

(p.182). He admonishes that we have looked at ourselves negatively for far too long so that this

ingrained negativity, with reference to our cultural traits and values, have made us “victims” –

disdaining rather than appreciating our own culture and practices, which skews our judgments,

making us ‘colonials’ internally, so that we are ourselves “the very source of our own alienation and

“cultural degradation”. Jocano (1999) contends for us “to go back to our roots to discover our

strengths, deal with the present, and face the future” (p.183) - which this study aims to do by

unearthing our indigenous conceptualization of leadership at present, and finding out what Filipino

leaders themselves (limited to selected HEIs for this study) think with regard to leadership in our own

cultural context in the Philippines. Although Jocano’s identified dominant core cultural elements

42
(paternalism, personalism, familism) were not specifically expressed by respondents in this study as

such, these were traceable throughout the respondents’ language in various discussions of leadership

concepts – e.g. consulting with staff/ employees, moral obligations towards those led and the less

fortunate, school being a ‘family’ and ‘community’, exercising fairness and compassion, being role

models, servanthood in leadership, helping people be ‘all that they can be’, leadership being about

relationships, providing educational opportunities to surrounding communities, etc., etc. All of these

illustrations of what leaders are and do as articulated by respondents, are indicative of the cultural

values and traits that Filipinos have, which Jocano (1990) argues should be embraced and allowed to

prevail in corporate settings and organizations as a model of management by culture. The difference

lies though in the fact that his model was drawn and geared for corporate management to more

effectively function in that role (by applying these dominant cultural elements), which does relate to

leadership in the Philippine context. However, there must still be cognizance of the fine distinction

between management and leadership. Although one can say good leaders may also be good

managers, the vice-versa may not necessarily be true as it is widely accepted that leadership goes

beyond the scope of management. Scholars mostly argue that the two overlap, but the activities of

each are distinct and not necessarily synonymous (Bass, 2010 cited in Wajdi, 2017). Citing Yukl

(1989) to explain this further, he says that “while managers maintain a smoothly functioning

workplace, leaders test the current position and encourage new functions so they are looking for long-

term goals” (Wajdi, 2017, p. 75). Additionally, it must be noted that Jocano’s detailed diagrams of

cultural elements as they could be applied and integrated to “enrich the foundation of corporate life”

(pref.) within corporations/ organizations are largely for various management processes such as

communication, productivity, and motivation - and to enact these with a culturally-relevant Filipino

‘management style’, rather than as cultural distinctives of institutional leadership.

43
 Another study which has relevance to the present one is that of Garcia-Marasigan’s (2000)

who studied the concept of Christian and Filipino leadership in the Philippine setting and wrote his

study in the vernacular. The concept of Christian and Filipino leadership is according to four areas:

Beliefs or principles (Paninindigan), Action (Pagkilos), Social Relations (Pakikipagkapwa), and

Preparation for Leadership (Paghahanda sa Pamunuan). His study is based on the study of several

relevant literature and documents as well as on interviews with 14 leaders of Christian HEI’s in Metro

Manila. For the concept of Christian leadership based on literature he used: the gospels in the Holy

Bible, Church teaching according to the Vatican II and the Plenary Council of the Philippines II and

according to tradition the Second Reading of the Festival of Seasons (Kapistahan ng Panahon) and

Festival of the Saints (Kapistahan ng mga Santo).

Based on the responses and his archival research, a model of Christian and Filipino

educational leadership was formed. This model has four parts: Leadership according to Values

(Pagpapahalaga), Instructional Leadership (Pagtuturo), Leadership of Stakeholders in the

Educational Institution (Pamumuno sa mga Taong Bumubuo ng Paaralan), and Leadership in the

School’s Operational Systems (Pamumuno sa Pangangasiwa ng mga Sistema sa Paaralan).

Recommendations were given with regard to educational management and several were extended to

leaders in Christian educational settings. His study takes into account responses from leaders and

stakeholders alike where the present study focuses solely on educational leaders in HEIs including

data from literature. The above study contributes to local literature on leadership but the methodology

used is different to the methodology of the present study. Garcia-Marasigan’s study concerned itself

with forming a model. The present study will focus on discovering leadership concepts and proposing

44
a conceptual framework regarding Filipino leadership concepts of educational leaders in selected

HEI’s.

Another literature worthy to review is Aulicino’s (2006) dissertation on transformative

leadership and how girls in secondary school are educated regarding it. The study also used grounded

theory to explore the perceptions that adolescent girls have about the concept and practice of

leadership, and was done to see how schools are developing leadership especially in young women

in order to assure the supply of strong leaders in the future. Essentially, the study is similar to the

present one in that both explore concepts and practice of leadership through close examination of

words from the respondents. The difference lies in the kind of respondents who participated, although

the cited study was also informed and supplemented with interviews of adult women school leaders.

The study done was limited to females, as making a difference in the education of women was its

primary aim. The present study was not limited by gender. There is similarity in that the former study

also interviewed women school leaders aside from the student respondents and furthermore surveyed

a larger number of students for supplementary data. Aulicino’s study explored the perceptions that

adolescent girls have about the concept and practice of leadership, particularly related to

transformative leadership. Through close examination of the words and images girls use to talk about

leadership, the study revealed the ways girls see leadership and how it fits or doesn't fit into their

present and future lives. There is triangulation of data in both studies since both engaged the GT

methodology to address the qualitative nature of the problem statement. This study on women’s

perception of leadership was done using one-on-one interviews with the participants which included

school leaders who were also women. The research brought together data from three different sources

45
to develop a bigger picture of how girls perceive leadership and explore if they may have women

leader role models to follow after.

Results of Aulicino’s study showed that adolescent girls have incomplete or stereotypical

perceptions about leadership in general. The respondents had limited understanding of the role of

leaders within groups, could name only a few women leaders, and were unable to explain in what

ways leaders are effective. Aulicino (2006) also found that schools provide few, if any, experiences

for girls to explore the concepts of effective leadership or to examine the lives and dispositions of

strong female role models. Just as the outcome of the former study serves to inform schools and

curriculum planners about girls and leadership, and encourage them to create stronger school-based

leadership programs for young women, so the present study can also serve to inform schools and

educational leaders regarding a culturally relevant understanding of leadership or leadership-in-

context, which in turn may help them develop culturally appropriate leadership programs for current

and future students. This is to raise the quality of education of present and future learners, fostering

in them effective culturally-preferred leadership qualities, creation of culturally-appropriate

leadership development programs, also for better organizational or institutional planning and

development which are key responsibilities of leaders in HEIs.

The researcher also came across a study which is relevant as it tackled a similar topic

on the concept of leadership among Native American Indians and used the classic GT methodology

to develop a theoretical framework. A study to determine the Native American theory of leadership

by Terence Munson (2007) used GT methodology as he wanted to build a theory based on a tribal

perspective. This echoes Ilac’s GT study (to be found later in this review chapter) on the indigenous

46
Batad tribe of Ifugao province as well. In the study he found 11 leadership concepts of importance to

members of two tribes: the Assiniboine and the Gros Ventre tribes. These important concepts include:

tribal affiliation, service leadership, community involvement, equality and respect, business

negativity, observational learning, cultural difference, time perception, cultural participation, gender

differences, and non-materialism. According to Munson (2007), the study was merely an initial step

in promoting understanding of leadership from a Native American tribal perspective. He was able to

generate a theory from the data gathered in field interviews, although he claims that language was a

barrier in the process. Munson shares that the rationale for the study is mainly to help in the economic

development of the Native American community, increase their self-esteem as well as facilitate a

better future for the younger generation, but he adds Denzin and Lincoln’s (2005 as cited in Munson,

2007) argument that “for the most part, society is committed to the interpretive understanding of the

human experience (p.10). Since his study focused on participants from one reservation, he

acknowledges that his findings are limited to that population or is particular to that specific group,

which is similar to the present study as this is specific to HEIs and particular to those fulfilling the

selection criteria. Just as Munson’s study did not intend “to produce a generalized result, but to form

a body of knowledge” as a reference or for comparative purposes (p.11) , so this present study does

the same. The present study used as reference some of the questions Munson used for his initial

interview with respondents. These questions for the present study are outlined in the Methodology

chapter and were modified and evolved to suit this researcher’s queries as it pertains to leadership in

the Philippine context. Munson’s study is a good resource not just for the questions but for the

methodological process he underwent, which gave insights to the researcher for this present one.

Aside from highlighting the impact of culture on leadership schemas and concepts, Munson’s study

also exemplifies how leadership is differentiated within a society as there could be sub-cultures within

47
it. An article later cited in this review on the conceptualization of Leadership across cultures (Journal

of World Business, Dickson, et.al., 2012), introduces the idea of “intra-national phenomena” where

concepts like leadership may not only differ across cultures, but possibly also within it as the above

study on Native Americans leadership theory suggests.

Within the local context, there are two studies that have substantially contributed to Philippine

leadership studies literature fairly recently. These are relevant to the present study, hence, are included

in this review. The first one is a dissertation by Ellamil (2011) entitled: Structural relations among

schema-consistent supervisory leadership traits and behaviors: Quality of leader-member exchange

and organizational citizenship behavior, which she did for a doctor of philosophy degree in social-

organizational psychology where she examined Filipino leadership focusing on quality of leader-

member exchange, leadership traits, behaviors and organizational citizenship behaviors as the title

suggests. She surveyed 1,141 Filipino employees across job levels and professions, asking them to

describe the ideal Filipino boss. Her study also examined “how the presence of these qualities impact

employees’ relationship with their leader and eventually influenced their performance at work” (cited

in Ilac, 2011). The following desired and ideal characteristics of a Filipino leader emerged: preference

are for leaders who are person-focused and group-centered, but also professionally competent and

knowledgeable. A leader who is makatao or easy to talk to, listens with understanding and

compassion, as well as cares about the employees’ professional and personal welfare is also ideal. If

the boss is makatao, he/ she is more likely to foster feelings of affection and warmth in employees –

enabling him/ her to bring people to work together as a team benefitting both the people and the

organization in positive ways. Employees also prefer leaders who have leadership competencies

including mentoring skills or the kakayahang mamuno. Beyond having the technical knowhow, the

ideal leader must also be able to share knowledge and skills to lend toward the personal and

48
professional growth of employees (cited in Ilac, 2011). When leaders engage in more positive

interactions with employees, this results to affection, professional respect, and loyalty to the leader

and organization. Ellamil’s study surfaced the importance of the quality of relationships between

bosses and employees. The better these relationships are, the better the quality of employees’

performance as they go beyond the call of duty, are more willing to help peers, and length of tenure

increases. Based on these findings, Filipino bosses/ leaders must take care of how they are perceived

by their team where it is imperative that they show themselves competent, know how to mentor, are

approachable and willing to listen, not domineering nor arrogant. Employees who perceive bosses as

“moody, critical, and demanding” only follow out of compulsion or deference to the position, but

they do so while detesting it and with anger at the leader. If Filipino leaders take note, make an effort

at and develop these ideals then they will be able to build and bring out the best in their Filipino

employees (cited in Ilac, 2011). Ellamil’s study was generated from a significant number of

respondents across levels and occupations, thus contributes toward the understanding and

conceptualization of indigenous leadership. This relatively more recent study echoes the observations,

studies, and findings contained within the numerous publications of two prominent Filipino scholars/

authors named earlier: Tomas Andres and F. Landa Jocano which have been reviewed and will be

discussed again in a later section to provide ‘theoretical grounding’ to the conceptual framework

emerged in this study.

In 2012 a special issue of the Journal of World Business on Leadership in a Global Context

(Vol. 47, Issue 4, October 2012) contained a number of articles pertinent to its title including various

leadership styles across cultures, new directions in research and theory development of leadership in

a global context, a report and an analysis of Project GLOBE marking its twenty-year journey into the

world of culture and leadership, cross-cultural reviews of quantitative and qualitative leadership

49
studies, leading global teams, emergence of women leaders, leadership perspectives from various

cultures, etc., etc. Among these, one article is being cited here as it focused on Conceptualizing

leadership across cultures, where the authors summarized research on how the meaning of leadership

varied systematically across cultures and described conflicts in the literature then - “between the quest

for universals and the identification of cultural contingencies leadership theory” (Dickson, et. al.,

2012, p.483). These authors brought up how leadership as defined by Project GLOBE was

“intentionally broad because of the recognition that how leadership is enacted, the evaluative and

semantic interpretation, and the cognitive prototypes that define leadership are likely to differ across

cultures” (p. 486) - which the results of the empirical study eventually proved true (across 62 societies

included in the study). Dickson, et.al. (2012) for their article’s coverage chose to define leadership

as both an ability and a process – “as an ability that is enacted differently across cultures, and as a

process that is created and developed differently across cultures” (p.486).

These definitions together are more all-encompassing and relate to the present study as the

HEI leaders interviewed here also defined leadership within such classifications, many of them

mentioning the universally-endorsed leadership attributes as contributing to leadership effectiveness.

This list of universals include: “trustworthy, just, honest, charismatic, inspirational, visionary,

encouraging, positive, motivational, confidence builder, dynamic, having foresight, team-builder,

communicator, coordinator, excellence-orientated, decisive, intelligent, and win-win problem solver”

(p.487). A significant point that this article adds is Project GLOBE’s test of the relationship between

societal culture and the content of leadership schemas, with consistent findings that societal cultures

influence the content of employees’ leadership schemas in organizations (Dorfman, et.al., 2004 as

cited in Dickson, et. al, 2012, p.488) and how “there is evidence for both universal and culturally

contingent leader characteristics that should be taken into account when identifying successful leaders

50
in different countries” (p. 487). These findings support the need to undertake indigenous or culturally-

contextualized studies, such as those cited in this review and the present study, in order to identify

and develop leadership frameworks that are culturally relevant embodying the values, ideals,

preferences, aspirations, as well as strengthening the cultural identity of the nation. Dickson, et. al.

(2012) emphasized the impact that culture has on leadership and how it is apparent in something as

simple as how leaders are perceived, where in some countries they are revered or emulated and in

egalitarian societies are looked upon equally as co-workers – this perception is even evident in the

language used (p.488).

The authors also point out the common observation that a “North American bias” continues

to proliferate in general leadership literature so that knowledge about leadership is “culturally limited”

(Dickson & Den Hartog, 2004, as cited in Dickson et al. 2012, p.488). They also cite House’s (1995

as cited in Dickson et. al., 2012) similar observations that:

“…most leadership theories and measures reflect individualistic

rather than collectivistic values; they emphasize assumptions of rationality rather
than ascetics, religion, or superstition; focus on individual rather than group
incentives; stress follower responsibilities than rights, and assume hedonistic rather
than altruistic motivation” (p.488).

The applicability and usability of these theories and measures are then questionable as these

do not reflect nor represent the specific cultures being studied, discussed, categorized, being informed

about, or even creating programs and policies for. Hence, the importance of culturally contextualized

leadership studies as the present one - studies which factor in elements that House (the principal

author of Project GLOBE) as cited above, indicates.

Dickson, et.al., (2012) also mentions that much of the cross-cultural leadership research were

conducted years ago and relied on pre-determined cultural dimensions (e.g. Hofstede & Project

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GLOBE), which though useful should also take into account “other cultural dimensions that may help

clarify important leadership characteristics”, such as “cultural tightness-looseness” (Gelfand, et. al.,

2006) and recommends a move “toward a more local understanding of culture” as well as to take

“more of an emic approach to the study of leadership in different regions…to yield results that are

more practical for organizations” (p.489). It is hoped that with the present study being local and

focused on a specific sector (HEIs), these recommendations are well-considered and singly addressed.

A discussion of the importance of the meso-level of analysis in this article also lends

support to the present study. The authors (Dickson, et.al., 2012) note that multi-level research is

needed to make conclusions about phenomena across cultures so that it has to be studied at the

individual (micro), organizational (meso) and national (macro) levels. They describe micro-meso

research as a level of analysis where “individual behavior is evaluated as aggregates of the individuals

and the surroundings that influence their behavior”, therefore as this present study involves

organizations (HEIs) with individual responses evaluated as aggregates with their surroundings

(HEIs) it falls under the micro-meso research level of analysis. The authors assert that meso research

“can be a helpful tool to address issues of overgeneralization and underestimation of cross-cultural

effects” (p.488). A major critique of cross-cultural research is the failure to take into account intra-

national phenomena as culture is commonly perceived to be homogenous within one culture, this fails

then to provide a full understanding and accurate information about the culture (Tung, 2008 as cited

in Dickson et.al., 2012, p. 487). Since the present study will present a conceptualization of leadership

based on responses from selected HEI leaders, leadership as an ‘intra-national phenomenon’ within

the Philippine culture is addressed and taken into account.

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 Additionally, the article’s inclusion of the Global Mindset Inventory (GMI) as one measure

of interest in global situations and people is informative, serving as an assessment tool with which to

compare a number of the pattern and selective codes emerged in the present study. The table (Table

4, p. 121) of dimensions of the GMI is a good reference on which to see overlaps from the responses

given by HEI leaders in the present study – for one to have a sense of whether any of them has a

global mindset, since global integration is looming in the horizon if not already at the heels of regional

(ASEAN) integration currently in process since 2015.

This article concludes by saying that “culture matters and not in a small way” (p.491) with

strong evidence presented using various studies, positing the importance of also knowing when it

does not (p.490). Dickson et. al (2012) cites Huntington’s book (2000) Culture Matters: How values

shape human progress where he illustrated how there are “countries who at one point in history were

similar in terms of their economies, but who 30 years later had shown tremendously different growth

patterns”, the present authors asserting that what was left out in the analyses was the “mediating role

of leaders who emerged and were educated, socialized and trained within those cultures” (p. 490).

The importance of culture and its impact on leadership matters in “how leaders emerge, are selected,

developed and seen (or not seen) as role models to be emulated, and it matters in ways that are

predictable, and that organizations can respond to strategically” (p.491). As we advance further into

the 21st century experiencing constant flux and fluidity with unpredictable scenarios unfolding on an

epic scale, we learn more and more how crucial and critical leadership is, even for the survival not

just of organizations, but of nations. Thus, it is hoped that with this present study being specifically

about leadership as conceptualized by leaders themselves in a strategic field such as Higher

Education, a significant contribution can be made, not just within the sphere of Education itself but

in other important fields as well.

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 Meanwhile, Cimene and Aladano’s (2013) closely-related study of leadership perspectives

within the Philippine context, which gathered information from 71 leader respondents from both the

public and private sectors in Northern Mindanao, generated findings on leadership that are a

worthwhile contribution to the literature in this area. Their research is included in this review as both

a parallel work and a solid reference on which to analyse the emergent conceptual framework of the

present study given that they similarly used grounded theory as their methodology. The objective of

their study was “to capture the different viewpoints about the practice of leadership in organizations

for a deeper understanding of personal leadership in the Philippines and its implications on theory,

research, and practice” (p.50). Although they wrote that respondents came from both public and

private sectors, their more detailed description shows that more of the top tier leaders interviewed

came from the political arena and majority are mid-tier leaders (59 regional and provincial directors)

with no specific numbers for each gender given. These were purposively sampled where the criteria

for leadership was: being in a leadership position in an organization and success in leadership is

evidenced by being a recipient of local, national or international awards. It should be noted that the

authors have prefaced their study by discussing ‘situated leadership’ as explained by Munro (2008 as

cited in Cimene & Aladano,2013, pp. 48-49) where there is ‘no one best way’ to lead given that

leaders “work in complex settings where rules, players, problems, and objectives can change from

hour to hour…so that it is unlikely that any one strategy or style will fit all of these changing

conditions” (p.49). They went on to describe how beleaguered with problems the Philippine education

sector is, as well as all other sectors of the nation, highlighting how the economy is propped up by

overseas workers’ (OFWs) remittances, thus the “greatest leadership challenge for the government is

to provide employment for its people so that they don’t have to work abroad” (p.49). The authors

already zeroed in on the cultural trait of Filipinos as being family-centric even before the discussion

54
of findings in the study (as it appeared in the cited book chapter) so any reader is immediately

informed of this distinctive trait, which they describe as one of the values that are embodied in the

value-systems across Asia and not just in the Philippines. From their findings which entailed a

comprehensive examination of multiple perspectives based on in-depth interviews with their key

informants, three major ones that Filipino leaders have, emerged: 1) Leadership as an art, 2)

Leadership as an ability, and 3) Leadership as a process.

To expound briefly, according to the findings, leadership is an art as respondents expressed

that it takes creativity to handle opposition diplomatically and graciously as well as deeming this

necessary to optimize limited budgets and resources available. Leadership is an art as one navigates

through cultural values and utilizes them beneficially in organizational settings with positive

consequences rather than negative ones. An example, as mentioned earlier is the value Filipinos place

on family – as a cultural trait this can be harnessed to the mutual benefit of members or employees

and the organization, where a sense of belongingness can foster loyalty and productivity. However,

this value can also be misplaced and detrimental if family members are employed and put in positions

where they are not suited or do not have the requisite qualifications and competencies at all – in fact,

this may even lead to corruption. The authors agree that “indeed, leadership in the Philippines is an

art of building relationships with people with whom leaders work” (p.54). They propose that the “key

is for leaders to use ingrained values and beliefs as the bases for building positive organizational

improvement” (p.53). This perspective is also held by respondents as they reason that leaders must

‘orchestrate strategies in order to achieve objectives’ which is difficult, as in order to do so they have

to study the ‘surrounding circumstances, the tasks at hand, the people who will make them happen,

and the resources available’ – variable and changing factors which leaders must be able to fathom

55
and organize in efficient and effective ways to achieve envisioned goals (p.53). One strategy that

respondents of the study pointed out as effective in addressing limited financial resources is

‘networking’ which the authors thought to also be an art since according to them “there is no hard

and fast rule about how to tap other organizations in order to share resources” (p.54). There were

respondents though who believed that there are “key ingredients to successful networking” – which

are sincerity and diligence. Another reason for the perspective of leadership being an art is that of

leaders having communication and interpersonal skills as these are needed for relating “to different

personalities, bringing out the best in people, advancing their growth and delivering more than what

is required given limited resources” (p.55). All these themes of being relational, strategic, having

communication and interpersonal skills, collaboration, networking, harnessing cultural traits

beneficially for the achievement of organizational goals, and fostering a sense of ‘family’ within the

educational institution are all familiar themes that were also brought up in the present study, however

these were not categorized as leadership being an ‘art’. Rather, these were categorized under personal

and professional competencies/ skills that leaders must have to be effective in the Philippine cultural

context.

With regard to the perspective that leadership is an ability, Cimene and Aladano (2013) report

that this was claimed by respondents as necessary especially in “generating the cooperation, trust and

goodwill of staff”, convincing them that the organization is concerned for their welfare (p.55). An

effective leader needs to spend time with people not just within the organization, but outside too to

gain their trust, where the best opportunities present themselves during celebrations such as

Christmas, birthdays, fiestas or other such special occasions – also when they collaborate in important

projects (p.56). To inspire people particularly those who are already self-directed and motivated, to

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“strategically mobilize” people, address and implement change, become a ‘learning organization’,

and institute continuous improvement are areas where the leader must possess abilities in. These are

skills and competencies that were also brought up in the present study and were basically categorized

as professional competencies. Some though fall under the category of people empowerment where

leaders inspire and provide continuing professional development opportunities for staff/employees

and faculty.

As to leadership being a process, the authors discussed at length the importance of integrity

and all other exemplary characteristics such as “diligence, dedication, honesty, dignity, honor, love

for God and for people which some would rather term ‘commitment’, giving importance, respect,

recognition, rewarding good/ best performance, and financial security” which Filipinos naturally

desire and all of which will lend to employees’ loyalty and will contribute to them feeling valued

and not just being used by the organization to achieve its ends (p.58). Respondents also perceive

“leadership as a continuous learning process” where there are no shortcuts, requiring discipline and

creativity – where discipline is needed to stay focused on goals and to “stay true to one’s values” not

sidetracked by corruption which eventually leads to loss of leadership position as well as people’s

respect, thus ‘accountability’ is also key to effective leadership (p.58). In this perspective, the

importance of creativity was reiterated as leaders need it to address future issues to run organizations

effectively and to facilitate problem solving, again noting how leaders need to continue learning, so

some undertake both formal and informal training. For others, they would have to do this on-the-job

- which respondents termed “embedded learning” where leaders engage in “intelligent reflection and

action; reflecting on day-to-day activities and then acting on them” continuously repeating this

process until the lessons learned become part of the leader’s repertoire of behaviors (p. 58-59).

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 Leadership undeniably involves processes whether in the translation of the vision-mission into

goals and objectives then communicating these to people for them to take action, or in undergoing

continuous learning and improvement at all levels of the organization, or in collaboration within and

without the organization in order to foster a sense of community and in seeking to empower people

for mutual benefit - on the road to achieve the purposes of the organization. This perspective

highlights how leaders are not born rather they are ‘made’ as they undergo these processes externally.

There are also internal processes happening within their persons so that they are developing in their

understanding, in their role, and in their practice of leadership. The study reviewed here clearly

focused on the “practice’ of leadership whereas the present study aims at developing a ‘conceptual

framework’ – where a number of emerged categories do correspond to some of the descriptions given

by the authors as based on their gathered responses.

Cimene and Aladano (2013) note that “in the Philippine context organizational culture cannot

be ignored because it is critical to leadership performance” (p.59), so they cite Andres (1985) as they

propose for local organizations to adopt appropriate approaches when applying leadership theories

from western models since this is inevitably encountered with a majority of literature on leadership

coming from the west and local leaders who are sent for training abroad are exposed to the same.

Andres (1989) had written of four roles that leaders can adopt to contextualize western models and

of these the authors recommend the role of an orienter where the leader “relates management systems

to the actual issues that Filipino management practitioners are facing today” (p.60). This is precisely

what this present study aims to contribute by emerging a conceptual framework using a similar

methodology where it is grounded in reality as based on firsthand data and not on preconceived

hypothesis and ideas. This is to advocate that we should not just adopt approaches, but rather that we

58
should draw out our own concepts and models of leadership so that we know it is the best suited for

the Philippine context – at the very least for the operation of local HEIs (as this study is limited to

this sector). Where the reviewed study proposes an ‘indigenization’ of western models that integrate

both eastern and western influences, the present one seeks to contribute to the formation of an

indigenous one, taking into account our own cultural values, so leaders in various sectors of the nation

will have a practical guide in applying it to their organizations for overall effectiveness and success.

This will serve not just practitioners but also students who are studying leadership. In their final

recommendations though, Cimene and Aladano do recognize the need “for Filipinos to stop

borrowing leadership perspectives from the West, and to try to develop a homegrown leadership

perspective”, additionally prescribing more grounded theory research to be undertaken which can

“enhance the integration of theory, research, and practice in the discipline” (2013, p.62).

A study on Leadership in Philippine HEIs that explores the narratives of 15 government and

higher education leaders who were described as holding formal leadership positions in varying

capacities within the government or university’s research management team is included here as it

involves their perception of their role as leaders and their leadership development. Calma (2013),

currently a senior lecturer in Higher Education at the University of Melbourne, used discourse

analysis and the method of narrative inquiry with multiple lenses (“how”,“what”, and “why”) in this

study, analyzing these narratives which illustrate “the complexities and challenges” entailed in

Filipino research managers’ leadership roles in academia (p.1). His focus on these research managers

and their view of their leadership roles involved examining “what their story is” and the “what” in

their story, which led to constructing certain characters and subsequently “how their stories impact

their activities” where investigation is on the “shared activities of the narrators in their similar socially

located contexts”, relating these to dominant HEI discourses on leadership and finally presenting

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another lens in his analysis which is the “why” (p.2). Calma’s discursive framing of leadership help

explain the images shaped of research managers as leaders. These include that of leaders as: experts,

beneficiaries, negotiators, tyrants, facilitators, and heroes (p.2). He notes that these categorizations,

meanings, and discourse are jointly constructed or are co-constructed experiences as he inquired,

examined his understandings, assumptions, and reflected on participants’ experiences and how these

resonated with his own (p.2). In narrative inquiry, his objective was to present voices of leaders and

their stories where he opted to be a story analyst “who thinks and treats stories as social facts” which

can then be subjected to rigorous and systematic analysis thus, similar to GT methodology he reduced

data to categories, themes, and patterns where he analyzed for key organizing themes (similar to

theoretical condensation in MGT) across stories told by the participants (p.3). Calma constructed

depictions of leaders as used by Allan (2006), where subject positions and modalities of power were

observed so that in his study he found “two or more leaders sharing similar subject positions; in

particular that of being facilitators, heroes, experts, beneficiaries and negotiators with none found as

tyrants as described by Allan and colleagues” (p.3).The leaders who Calma terms as ‘storytellers’

have half who teach and 12 who supervise Masters or PhD students representing universities from all

the major island groups of the Philippines who all work full-time, come from varying age groups,

years of experience and fields of discipline, eight are females (p.4).The most relevant section of his

study is that of “what leaders think of themselves” and from Calma’s analysis “a persistently strong

narrative about their roles emerged” relating that their responses were “intricately woven into a web

of stories of projected identities” (p.4). These projected identities, as earlier mentioned, were similar

to Allan’s description of constructed images of leaders namely (descriptions and issues involved per

leader-image based on Calma’s study (2013, pp. 5-10):

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 1. Facilitators (difficult role but have less impact/ insignificant influence)
2. Heroes (role as mentors and teachers full-time, heavily engaged in scaffolding others,
active in research, help in capacity building)
3. Experts (great deal of understanding of complexity of managing university research but
view selves as powerless in convincing people to do research)
4. Beneficiaries (manage research in ad-hoc role, struggle with research funding, difficulty
finding time to do research due to work commitments, lack of skills, challenge to engage
staff in research, manager role is ‘extra’ as working full-time, need for teaching staff to
investigate relevant and meaningful areas of research and come up with good research
questions, research not seen as integral to advancement/ over-all see themselves as interim
solution providers)
5. Negotiators (liaison research center managers who manage government funds, maintain
offices in host universities, work with staff from host universities to help other academic
staff within their zones, pressing need to train academic staff in proposal writing, view
themselves as helping to develop research through a piece-meal approach, find it difficult
to develop strong research cultures in less research-orientated universities, capacity issues
with both trainers and trainees)

As to leadership development, Calma (2013) reports that participants’ needs in this area

relate to how research is seen as secondary to teaching so it needs to be made more attractive, as well

as to “managing tensions that exist between teaching, research and leadership” (p.11).The impact of

this study on leadership in HEIs, aside from these categorizations (which are relevant to this present

study), is in identifying how higher education in this nation has a system where “inadequately trained

teachers and researchers provide training to others” so that these unqualified staff “may not

effectively build research capacity and a strong research culture locally, let alone compare

internationally” (pp.11-12). Internationalization and global competitiveness are current key issues

already identified by HEI leaders whether locally or overseas, as mentioned by both respondents in

the present study and referenced works included in this literature review. As such, these are leadership

concerns not just to be addressed in terms of organizational strategies but also involve leadership

practices and behaviors that may consequently need to change in response to contingencies brought

about by global systemic shifts. It can then be assumed that the conceptualization of leadership in

various cultures also change as affected by these phenomena and as cultures evolve.

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 Even more recently, Valdez, et.al., (2016) studied Filipino women as educational leaders in

HEIs as windows of opportunities in the region began widening in 2015. At that time ASEAN opened

with a free flow of employees among its member states, which inevitably affected education. Leaders

in the sector had to start working from thence to ensure that their graduates can compete with

graduates from HEIs in other member nations. The need to produce graduates who have capabilities

that are either equal to or better than those from other states in the region surfaced. With competitively

skilled graduates, the economy of a particular nation can improve and progress on a global scale or

even just within the ASEAN region (p. 204). A number of 21st century skills were identified by the

Asia-Pacific Economic Cooperation (APEC, 2015 as cited in Valdez et.al, 2016) as necessary for all

students and graduates to acquire across the region for competitiveness and integration within the

region. These 5 domains of competencies and skills labelled as transversal (generic and transferable

to a wide variety of functions and tasks enabling people to integrate successfully in employment and

social contexts) (UNESCO, 2015a, 2015b as cited in Valdez, et.al., 2016, p. 205) include the

following: Critical and innovative skills, interpersonal skills, intrapersonal skills, global

citizenship, and media and information literacy. The study is included in this review as it featured

outstanding Filipino women educational leaders (presidents) who all came from state universities and

colleges in Northern Mindanao where these HEI women leaders were assessed based on how they

exemplified and applied the above-listed 21st century skills in their leadership roles and functions

(p.206).This 2016 study is relevant to review as it identified particular skills that may align or match

the ones that have surfaced in the present study since it also focused on leaders in Philippine HEIs,

albeit solely women. The methodology is qualitative, utilizing a self-reporting questionnaire where

the women educational leaders were asked “which of the APEC competencies did they perform, how

often they performed them and the instances where these skills were used in their power roles to

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achieve their objectives” (p.207). Each domain was defined with specific key skills and

competencies.

The findings of the study revealed the following specific skills and competencies these

Filipina HEI leaders exhibited (pp. 210-211): under Critical & Innovative skills - entrepreneurship,

resourcefulness, reflective thinking; under Interpersonal skills - communication skills, organizational

skills, teamwork, empathy; under Intrapersonal skills – self-discipline, the ability to learn

independently, flexibility and adaptability, self-awareness, perseverance, self-motivation,

compassion, integrity, risk-taking and self-respect; under the Global Citizenship domain – awareness,

tolerance, responsibility, respect for diversity, ethical understanding, intercultural understanding,

democratic participation, conflict resolution, respect for the environment, national identity and a sense

of belonging; under the Media and Information literacy domain competencies of these women leaders

include – expressing and communicating ideas through ICT, using media and ICT to participate in

democratic processes, and the ability to analyze and evaluate media content. All these women leaders

have expressed their desire and intent to align their institutions with ASEAN goals whereby it is

envisioned that there will be “a single common market and production base leading to the free flow

of goods, services, investment capital, and skilled labor in Southeast Asia” (Valdez, et. al., 2016,

p.212).

The authors’ discussion particularly on internationalization/ globalization bears upon the

present study as having a ‘global perspective’; it is coded as one of the major leadership characteristics

emerged from the interviews done with various leaders in both private and public HEIs, a domain

which APEC places under Global Citizenship. Skills/ competencies that also resonate with the present

63
study are encompassed in the other major domains of Critical & Innovative skills, Interpersonal and

Intrapersonal skills, so it is interesting to note that the only domain that does not is that of Media and

Information literacy, which presumably could be because at the time the interviews for this present

study were done ASEAN’s opening of skilled labor exchanges between member states has not

materialized yet (only in 2015), eventually leading to APEC’s identification of this important domain

for global competitiveness. Nevertheless, the fact that quantum leaps in technology have already

taken place even before transitioning to the 21st century, Media and Information literacy skills as a

transversal domain is worthy of regard as a ‘must-inclusion’ for leader effectiveness especially in

educational contexts such as HEIs. It would be ironic and paradoxical that HEI leaders who belong

to institutions with CHED autonomous or deregulated status - therefore considered excellent

educational institutions - would not be aware of the increasing need for literacy in this domain when

their very institutions are offering degree programs in ICT or ICT-related courses, and the HEIs

themselves are offering tutorials or seminars for the continuing professional development of teachers

in this specific area. On the other hand, it could also be surmised that ICT and media literacy are just

not specifically identified by the interviewed leaders in this study as skills a 21st century educational

leader must have, but perhaps was just lumped together with all the ‘professional’ competencies and

skills that HEI leaders need in order to function effectively in their roles this millennium.

Although the theme of having competitive or globally competent graduates were mentioned

by a number of HEI leaders interviewed for this study, upon review of interview notes this seems to

be more of a concern of leaders in private HEIs and mostly leaders who have an institution-wide

responsibility (presidents) rather than those who are in middle management. Respondents who are in

middle management mainly advocate teachers going abroad for graduate studies as part of continuing

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professional development (CPD) with a myopic view of just gaining credentials and be eligible for

promotion, rather than from a standpoint of global competitiveness or for the purpose of their HEIs

being globally ranked. Global ranking gains more credibility and prestige not just for themselves, but

serves as a value-proposition to faculty, staff, and students - more so as a contribution to valuation of

the nation as a whole. The fact that the present study has more male respondents than females also

make the inclusion of this literature on Filipina HEI leaders who are re-positioning their institutions

to be at least competitive within the ASEAN region for the possibility of national economic

betterment – a reasonable choice. It is worthwhile to note that these Filipina HEI leaders were

analyzed in comparison with male leaders on traditional traits of masculinity such as ‘risk-taking,

aggressiveness, competitiveness, and esprit de corps” as they worked to close the gap according to

regional standards and make their HEIs fit soonest for ASEAN integration (Valdez et. al, 2016,

p.214). It was indicated that these women leaders harbored these same competencies as men so that

the usual masculine characteristics were found to “belong to neither women nor men leaders” (p.214).

Furthermore, Valdez et. al (2016) reports that to be a successful woman leader especially within the

Asian cultural milieu, characteristics like empathy, organizational skills, perseverance,

communication skills, compassion, and tolerance are necessary. Finally, the APEC-identified

domains of competencies and skills are suitable to include in this review as a reference for the

identification, matching, and confirmation of emergent categories that will be included in the final

conceptual framework as the outcome of this study.

One woman leader who was recently elected into public office in the Philippines, who seems

to embody all the aforementioned leadership skills identified in Valdez et. al.’s study is incumbent

vice-president Leni Robredo. She is for anti-corruption in public service and just like her husband

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apparently has a heart for the welfare of her constituency. Her husband, a public official that has

gained national respect and the general public’s trust, was the late Interior Secretary Jesse Robredo

(a 2000 Magsaysay awardee for Government Service). Vice-President Leni carries the same mantle

of integrity so that she was catapulted from congresswoman of Camarines Sur to the vice-presidency

in the last elections (2016). In a speech at the Ateneo Professional Schools in March 2017, she paid

homage to her late husband and his pragmatic style of leadership – poignantly termed as ‘tsinelas’

leadership because her husband used to bicycle around Naga, as the then youngest mayor ever in

Philippine history, only in shorts, shirt, and slippers with no bodyguards at all. VP Leni said: “It was

critical that power was shared with the people... If we all allow the concept of ‘tsinelas leadership’ to

guide the way we make policies, we would include rather than exclude”, adding that the windows of

service can quickly close when the poor speaks, advising to approach them with empathy leading to

collaboration, which she believes is the “essence of democracy and engagement”. The current vice-

president endorses “tsinelas leadership”, saying that local leaders must “have ears close to the ground,

feet planted in reality really big hearts, and a lot of patience”. The three key elements that her husband

espoused as governance model when he was in public office were: progressive perspective,

partnerships, and people participation – a brand of public service that endeared him to his constituents

(ateneo.gsb.edu, 2020). Interestingly, these are elements that were also favored by majority of the

HEI leaders interviewed for this study.

The Robredos’ confidence in the people to participate in the act of helping themselves and

allowing them to contribute to their own upliftment and progress echoes the cultural value of

“bayanihan” whose root-word is “bayan” meaning “country or nation” and is also derived from

“bayani” or a hero who does noble deeds for others. This evokes a sense of solidarity, service, kinship,

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camaraderie, and involves voluntary co-laboring with others out of concern for them and the

community. It is the Filipino community spirit of cooperation; a custom and tradition of communal

action and social cooperation usually depicted by people carrying a ‘cogon house’ or ‘nipa hut’ to

move it to another location.“Bayanihan” is related to “damayan” which translates to empathy and

involving oneself with another to alleviate problems/ burdens as well as the “capacity to be

compassionate to another”.“Bayanihan” is described as done without any expectations of a reward,

although generally people who have been helped feel an obligation to return the favor by some means

or another sometime during their lifetime (Ealdama, 2012, p.7). It could be concluded then as one

reason for earning the public’s trust, loyalty, and cooperation – as constituents are included rather

than excluded, where a sense of belonging and community is established, thus resulting to effective

leadership. This serves as an example of how cultural values and norms can be harnessed for the

mutual benefit of all concerned, through the challenges of executing organizational plans to the

achievement of predetermined goals.

Another local study from the Ateneo that employed a similar GT methodology with a social-

constructivist approach is that of Emerald Jay Ilac’s 2018 study of the leadership process of the

indigenous Batad community situated in Banaue, Ifugao in the uplands of northern Philippines. His

rationale for studying leadership with an indigenous people group, was to “better understand the

Filipino mindset” and to “have a better grasp of the Filipino conceptualization of leadership”

(p.2).Thus, he chose a people group who was never Islamized and remained unexposed to Spanish

and American influence till mid-20th Century. He cites Philippine National Scientist and former

Ateneo University president Bienvenido Nebres who “described the Philippine psyche as a

dissonance between an indigenous affect and an American consciousness” (p.2). He also cited the

same observation of interdisciplinary researchers for Project GLOBE that although there was

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agreement on a unified meaning/ definition of leadership, there were differences in leadership

practices based on cultural values influencing it, thus definitions are not readily expandable to a

universal degree. Furthermore, he also cites Jocano (1998) that the Philippines “with its strong

collectivist background...may have its own independent framework in conceptualizing leadership

that is different from other Asian countries” (p.2). Indeed, a country’s historical, societal and cultural

heritage, its demographics and socio-economic, political and educational structures and systems can

affect leadership behaviors, practices, and outcomes, as supported by the findings of Project

GLOBE.As recent as 2018 when Ilac published his study, he was still lamenting the “dearth of

research theorizing leadership in the Philippines”, saying that most of these come from the fields of

psychology, business, sociology and anthropology – to which this researcher concurs and finds

relevance in doing the present study. These assertions strengthen the rationale for doing this study as

it engages with the conceptualization of leadership within the context of an important societal domain/

structure as Education.

Involved in the Batad study were 15 participants, eight of which were community leaders and

seven direct followers who came from three different sitios so that there was more than one data

source for each sitio, allowing for the corroboration of information as well as data triangulation and

validation. Ilac’s study focused on the following questions (2018, p.5):

1) recalling an event demonstrating leader importance;

2) roles and tasks of the leaders in the community;
3) conflict resolution approaches;
4) disagreement with leader decisions;
5) participants’ own understanding of what leadership is;
6) leadership characteristics perceived unique to Batad;
7) important lessons and traits needed by the next generation of leaders.

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 As Ilac chose a constructivist approach within the GT method, he mainly utilized Charmaz’s

(2008) guidelines where data gathered were coded at various levels from initial codes to conceptual

categories. After the usual iterative-analytical process applied to the data as characteristic of GT, Ilac

presented his findings based on the earlier questions posed and categorized them accordingly. Of the

seven questions, the last three apparently has the most relevance to this present study as these pertain

more specifically to concepts of leadership: understanding of leadership, leadership characteristics

unique to the context, and what is perceived to be necessary lessons and traits for the next generation

of leaders in the indigenous community. Although one can glean conceptions of leadership from the

first four questions, these pertain mainly to leadership practices within the Batad community. These

included: recalling events demonstrating leaders’ importance, conflict resolution, disagreements with

leader decisions, and roles and tasks within that indigenous context. Responses to these points are

fully incorporated in Ilac’s emerged theory anyhow, and it is to his socially constructed theory as a

whole that this study’s emerged conceptual framework will refer to in the later section on theoretical

grounding/ matching.

Ilac’s findings showed that on the question of their understanding of leadership, all of the

participants cited leadership characteristics or “focusing on the person rather than the act” (2018, p.9);

most zeroed in on the leaders’ capacity to plan, initiate action, engage in positive behavior and good

interpersonal relations, be non-authoritarian, a role model, diligent, persistent through hardships,

enforce the law without regard to family ties, be transparent and accountable to the community,

putting communal interests first before family or self. Aside from these, being a father-figure in the

community and having a heart for all or “may puso sa lahat ng tao” were ideal characteristics

underscoring the collectivist identity and nature of the Filipino. He expects his leader to put others or

the group first before himself, which Project GLOBE replicates in their findings, as Team and

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Humane-oriented are part of the top three leadership styles found to be effective in the local setting.

Ilac’s study then corroborates Project GLOBE’s findings, even though the respondents in the GLOBE

study are from a different local context (industries). Ilac’s are from a marginalized ethnic group who

remained mostly untouched by foreign cultures while those of the latter are middle-managers of

modern industries. It is also interesting to note that Ilac’s respondents are both leaders and followers

whereas Project GLOBE were all leaders.

The same collectivistic nature is evident in what Ilac’s respondents see as leadership

characteristics unique to Batads. Respondents acknowledged the primacy of family in their leadership

context with some highlighting its positive impact such as the maintenance of bayanihan (or

voluntary help/ community assistance) as a highly regarded community value, and the pervasive sense

of peace and order in their community where families are able to settle issues among themselves

rather than bringing it to the barangay (community government office). On the downside, this family-

centered nature is seen to be a hindrance particularly in the enforcement of laws, with the children of

those in authority the first to disobey rules, yet escape punishment or consequences due to family

relations. Constituents also expressed their observation that their leaders seem to be powerless outside

of Batad so that there is a limitation to their leaders’ strength as they are unable to stand up to people

outside.

With regard to traits the next generation leaders the Batad deem as important - upholding

cultural values and traditions (Ilac termed as ‘cultural/ traditional guardianship) take high priority

as respondents expressed the need to inculcate these through both education and the elders’ teaching.

Values such as respect, cooperation, understanding, fairness, justice, accountability, transparency,

enforcing the law without family-bias, humility, and being action-oriented are anchor words in this

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area - again highlighting the relational or communal nature of the Filipino. Added to these were the

importance of literacy, knowledge and education, with present leaders preferring succeeding leaders

to “step out of Batad in order to familiarize themselves with the external world and accrue knowledge”

(Ilac, 2018, p.11).

More importantly, what Ilac’s study significantly contributes is his socially constructed

Leadership Process Model for the Batad community of Ifugao province (for diagram see Chapter 4,

p. 187). As grounded on the data which underwent a coding process through to conceptual categories

which answered his query on “how leadership happens” within the Batad - this process illustrates the

interactions between conceptual categories such as leader characteristics, actions, the community,

their collective values, and impact on their social group (pp.11-12). The BATAD leadership model

emerged through a social constructivist GT approach is a process model where there is a sequenced

pattern or phases of how leadership unfolds within their indigenous context. It begins within the

individual himself, where requisite leadership characteristics must be found and harbored by the

individual, then leadership is translated into actions, which are strongly influenced by family relations

however detrimental as most actions favor family interests rather than general public welfare (“seen

as nepotism, biases, and corruption”) (2018, p.13) , and finally the outcomes of which impacts society.

A diagram of this leadership process model is included in Chapter 4 (p.197) where it is discussed in

relation to the emerged conceptual framework of the present study for theoretical grounding/

validation purposes. In Ilac’s (2018) leadership process model diagram, he labeled the three phases/

sequences in the model as: leadership precursors, leadership agency and leadership value. Precursors

include “diverse personal characteristics, competencies and expertise brought into the leadership

exercise and required in specific leadership roles” (p.13) with communality as a guiding principle

where both leaders and followers perceive leadership as community service - that is working for the

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welfare and betterment of the community rather than in the interest of self or family. Since family

relations detract from leaders completely exercising leadership without bias then the collective

requires transparency and accountability from their leaders. The category of leadership agency dealt

with leadership actions as it attempts to answer the researcher’s query: “what do leaders do?” (p.12).

These actions included meeting the social demands, responsibilities and behaviors expected of

leaders, especially the stringent implementation of rules and ordinances, foregoing self or family

interests in favor of the public good. Leadership outcomes are seen as having positive value when the

leader gives his attention to community infrastructures and models positive behaviors such as not

being authoritarian, being paternal, and establishing good interpersonal relations even with those from

outside the community itself. The dual aspects of communality as a guiding principle which highlights

collectivism, and “the notion that leadership should be conscious of its collective context” (p.15), are

what Ilac believes his study contributes to the literature on leadership in the Philippines. However,

both Jocano (1990,1999) and Andres (1981,1989) who have written on Filipino culture and its

influence in organizational behavior and leadership have already brought to the fore both this theme

of collectivity in leadership in the local setting. Thus, it is actually not original nor a new contribution

to the literature, except that it explores leadership in an indigenous culture which Jocano has also

written extensively on, though involving different tribal peoples from the Batad.

Although Ilac’s is a process model of Leadership grounded from a constructivist approach,

because it originated from an indigenous context it presents additional information and empirical

basis on which to theoretically ground a conceptual framework that emerges from the present study.

So far, his theoretical model has served to validate findings from most research studies regarding the

impact of cultural milieus on leadership behaviors and practices including those mentioned earlier

such as Project GLOBE, Cimene & Aladano’s leadership perspectives, Ellamil’s study of Filipino

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leaders’ ideal traits and characteristics, Lupdag’s study of effective and ineffective leaders, as well as

the works of Andres and Jocano who both endorsed the application of cultural values to the

management of Philippine organizations in order to increase organizational effectiveness and attain

corporate goals.

In their discussion of cultural evolution Creanza, et.al. (2017) stated that: “…cultural traits

can be more or less adaptive depending on the environment and spread accordingly” and that “new

cultural traits can also originate when existing traits are combined in novel ways, which can lead to

exponential rates of cultural accumulation” (p.7783). Thus, given the current rapidly changing global

environments in all aspects – physical, political, social, economic and definitely technological, it

could be safely assumed that indigenous cultures’ conceptualization of leadership also inevitably

evolved as a result of environmental adaptation and in response to the accelerated speed at which

these changes take place. A succinct example would be the Batad’s desire for their future leaders to

be educated and to step outside of their community “to familiarize themselves with the external world

and to accrue knowledge” (Ilac, 2018, p.11). More broadly, the rise of populist strongmen globally

including the present Philippines’ own president Rodrigo Duterte is viewed as “a reaction to the

unmet promises of globalization in nominally democratic nations” (McCoy, 2017, p.7). According to

Aytaç and Önis (2014 as cited in McCoy, 2017) these populist regimes emerged as “a ‘serious

backlash’ against the ‘highly inegalitarian’ impact of neoliberal economic policy marked by

deregulation and open markets”; strongmen leaders arose in nations across the globe with “surprising

speed and simultaneity from the margins of their respective societies…where they gained influence

by giving voice, often with violent or virulent inflections to public concerns about the social costs of

globalization” (p. 8). McCoy (2017, citing Agence France Presse, 2013; Sicat, 2016; Yap, 2016)

elucidated how the Philippine economy had a sustained annual growth of six percent from 2010 to

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2016, however levels of poverty remained largely unchanged as the poor, at a staggering count of 26

million then, survived on a dollar a day and were constantly evicted from their ‘informal settlements’,

whereas the wealthiest forty Filipino families, as ranked by Forbes, controlled 76 percent of this

economic growth (p.9). It is in this context that this present study has mostly taken place. With these

stark Philippine realities, it probably should not be of wonder that the core category of economics

emerged in the conceptual framework as it has factored in heavily in all the leader-participants’

responses.

Literature Relevant to Leadership and Economics

Finally, since an emerged core category within the conceptual framework involves economics

which closely relates to a development agenda, an article reviewing economic literature in relation to

leadership and a paper discussing areas of an economics perspective on leadership, which can be

further studied, are included here. Both of these journal articles maintain that leadership and

economics have in the past remained divergent fields and only recently have been considered as being

complementary to each other and can make further contributions if they are brought together in

research studies, especially to inform how each impacts the other, though the articles cited here focus

on the economics perspectives or approaches to leadership.

As mentioned, leadership and economics are two domains that mainly remained

within their respective spheres until recently when more research that traversed both fields became

noted in the literature. Garretsen, et.al., (2020) in a special issue of The Leadership Quarterly (31)

wrote on how both fields would immensely benefit with more dialogues between them, especially in

grasping a better understanding of such a broad and complex phenomenon as leadership. Thus, the

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journal issue focused on demonstrating the potential benefits of such dialogues, particularly in taking

an economic perspective of leadership – which is only now gaining traction and getting more attention

by way of increasing research studies involving both leadership scholars and economists. The authors

reasoned that leadership can be defined as “a formal or informal contextually-rooted and goal-

influencing process that occurs between a leader and a follower, groups of followers or institutions”

(Antonakis & Day, 2017 as cited in Garretsen, et. al., 2020, p.1) which imply that it is a means to an

end, just as economics is – so they both entail achieving desirable outcomes. Thus, the interaction of

the two and research involving both should be nothing but beneficial especially to the functioning

and efficiency of organizations, markets, and institutions. The authors inform that a growing body of

research in economics seeks to understand the influence of leadership in public and private

organizations (p.1). The special journal issue focused on showcasing why and how economics can be

useful in studying leadership and so provided examples of research which highlighted how

cooperation between the two fields can benefit leadership research in general (p.2). The authors cited

three main topics central to economic perspectives of leadership: 1) conceptualization, 2) causality

and 3) context. It is not the aim in this section to delve into these perspectives any further except to

mention it in relation to the present study where the core categories are that of a development agenda

and economics-driven leadership and that this concept is already on the uptake in present research

literature. The trend though of relating economics to leadership could possibly be extracted or traced

from neologisms found in the popular cultural lexicon where a leader’s name is appended to his

economic policies – such as Reaganomics, Obamanomics, Abenomics, and more recently Xienomics.

It is also worthy to note that this was not an a priori construct, but rather emerged through the

abstraction process followed using the MGT approach.

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 A diagram of the economic perspectives of leadership showing these 3 central topics as

proposed by Garretsen, et. al. (2020) is provided below:

FIGURE 1: ECONOMIC PERSPECTIVES OF LEADERSHIP (Garretsen, Stoker & Weber, 2020)

In a review of the economics literature on leadership in organizations, which looked at the

benefits from what economists have developed with regard to transactional methods, Zehnder, et.al.,

(2017) link the contribution of economics to a broad set of leadership topics which includes:

foundations of leadership, leader emergence and leader effectiveness. The authors show that these

two seemingly disparate fields do have something to contribute to the body of knowledge in each. At

the outset they trace how the need for leaders actually stem from market failures. Market

inefficiencies brought about by a number of factors such as excessive transaction costs, lack of

teamwork and distorted incentives can be mitigated by vertical authority based leader-follower

relations (p.66). Thus, in the context of organizations and from the economic viewpoint, the

justification for the need for leadership is market failure. Citing Williamson (1975, 1985), Zehnder

et. al (2017) add that leaders are needed to foster cooperation and coordination within the workforce.

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They also cite Holmström who argued how leaders (management) need to be endowed with the power

to define tasks and incentives because incentives may be desirable in some situations but can be

counter-productive in others. In this approach, the firm is seen as a sub-economy, and the leader takes

over the role of the rule-setting government (p.69).

. With all these different views of leadership and its roles, the authors highlight how leaders

need to play these various roles effectively in order for organizations to be successful. They assert

that from an economic perspective two conditions must be satisfied for effective leadership: 1)

selection of the right leader and; 2) the application of the best leadership strategy adapted to the

situation. Zehnder et. al (2017) argue that the definition of effective leadership is dependent on the

situation (p.69). Applying these 2 conditions to the Philippine situation, one can say that from an

economic perspective: 1) the right leader must be selected which for Filipinos are charismatic leaders

who espouse similar cultural values; and 2) the leader must be able to apply the best leadership

strategy adapted to the current situation of the Philippines.

The review by Zehnder, et. al. (2017) linking economics and leadership is relevant to the

present study especially in their discussion of leader effectiveness or what leaders should do, stating

that leader responsibilities are manifold and are often specific to the environment. The authors note

that despite the apparent complexity of the leaders’ roles and lack of a unified understanding of what

constitutes leadership, most leadership scholars will agree that influencing followers to act in the best

interest of the organization they are responsible for is the leader’s primary concern (Bass, 1990;

House, 1999 as cited in Zehnder et. all, 2017), underscoring that enhancement of cooperation and

coordination is its crucial task. Although leadership scholars and economists mostly agree on these

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aims of leadership, these two fields focus on very different methods to achieve these aims. To address

motivation problems for example, an economics perspective considers contracting solutions where

leaders move followers to act for the best interest of the organization by creating incentives - linking

pay-offs to performance (p. 74) in other words called as the “transactional’ style of leadership which

corresponds to the ‘contingent reward’ dimension (identified by Burns,1978 and Bass,1985, as cited

in Zehnder, et. al., 2017). The authors expound that economists have “largely ignored that leaders

may also have other softer channels through which they can influence their followers’ behaviors”.

On the other hand, in psychology and management literature, this transactional style is deemed basic

and ‘rather unimportant’ as ‘transformational leadership’ and other related theories (e.g. charismatic,

inspirational, visionary leadership styles) is emphasized. In this leadership approach, leaders provide

followers with a shared vision mission together with a sense of identity (p.74). Zehnder et. al (2017)

propose that both of these views are too narrow, arguing that there is no justification for either fully

espousing only contractual solutions nor for underestimating the power of incentives, with too much

emphasis on non-transactional leadership styles.

The authors propose a framework which considers a variety of organizational environments

and which leadership styles are classified as appropriate based on the complexities of these

environments. This includes environments where purely transactional leadership types may suffice

than those wherein transformational, charismatic, or inspirational leadership may be more needed.

Zehnder, et. al. (2017) argue that leadership scholars can benefit by taking insights from economists

especially in environments or situations where it has been established that contractual solutions or

creating incentives are likely to work well. But they also highlight the limit of the transactional

approach and enhance the economists’ framework with “insights on the transformational tactics” that

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psychology and management leadership studies have put forth over the years (p.74). The map below

is a guide on how environmental characteristics affect which leadership style is optimal for that

specific environment:

FIGURE 2: Environmental Characteristics and Leadership Style (Zehnder, et.al., 2017)

The figure above identifies environmental complexity as the single most important

determinant of choice of leadership style. With simpler environments it is easier to lead with

transactional tools, however when environments are multi-dimensional and non-stationary (such as

what society is on the whole) then this calls for transformational leadership as the optimal choice.

The authors showed some key novel roles for leaders in the illustration above so that aside from being

a control device (to make sure the organization is achieving its goals) and a contract designer (giving

out performance pay, coordinating teams and getting into relational contracts which are informal and

enforced through reputational concerns within repeated interactions), leaders are also creators of a

shared/ uniform identity and provide clarity for all stakeholders within and without the organization.

According to the authors, “transformational interventions require substantial investments because the

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leader needs to influence the followers’ preferences by creating a common vision or even a shared

identity” and as these types of leaders are scarce, their talents and skills must be used in cases where

they are needed most (2017, p.75). This economic perspective of applying leadership styles optimally

based on economic contexts, whether they are simple or complex, is applicable to academic

leadership in HEIs as well as to political leadership in nations. In such economic contexts, it is

certainly most complex as environments exhibit both multi-dimensionality and non-stationarity so

that transformational leadership styles best apply. The authors assert that if this view of leadership

could be integrated into economic frameworks it would allow building leadership models that

“provide a richer and more in-depth understanding of the interplay of environment, leadership styles,

and leader effectiveness” (p.77). The relevance of this literature review of economics linked to

leadership studies with regard to the present study is the emergence of this particular core category

in Filipino educational leaders’ conceptualization of leadership. The economics-driven core category

relates to the proposal of the authors that both transactional styles of leadership (with rewards and

incentives/ contract-based) and transformational styles (including charismatic, visionary and

inspirational) can be applied depending on the economic context of the leader – whether it is simple

or complex. The authors make a strong argument that applying just one or the other predominantly is

not beneficial to the organization or to whoever is being led. Situations the leader finds himself in

determine which leadership style one should adopt and would be optimal. Conceptualizing leadership

with consideration to the economic context is what educational leaders interviewed for the study in

the Philippines have emphasized so far. It would be truly interesting and contributory to both fields

to understand how the economic environment figures into the practice of leadership and its

effectiveness. Staying within the bounds of this study though, it suffices that the concept of economics

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factoring into leadership concepts of HEI leaders within the Philippine context as core category is

what emerged as part of the conceptual framework.

It is also relevant to add that with regard to the role of leaders in creating a shared identity in

order to address problems of motivation (which in turn affect performance and economic outcomes),

the authors mention Akerlof and Kranton’s ‘identity economics’ (2000, 2005, 2010, as cited in

Zehnder, et. al, 2017) which is a novel approach to leadership as linked to economics, where they

“push the notion that people derive utility from having an identity” and this identity is defined as

social categories a person belongs to. This need to belong motivates people to work compatibly with

what those categories require for membership. Explaining further Zehnder et. al. (2017, p.78) state:

“According to this theory, people not only care about outcomes per se, but they are
also concerned about the extent to which these outcomes are compatible with social
norms they identify with. To the extent that leaders can affect the emergence and
persistence of social norms within the groups they lead, this theory provides the
leader with a natural role as a shaper of identities.”

Thus, when transactional models of leadership do not apply due to the complexity of the

situation or context, the leader can choose to apply a transformational model where ‘identity

economics’ can be harnessed to achieve organizational goals and economic success. This tactic aligns

well with the Filipino culture because of the high need for social acceptance or the need to identify

with a group. This economic approach to leadership utilizing a transformational style to engage and

motivate people using ‘identity economics’ suits the Philippine cultural context and can be beneficial

for establishing a strong Filipino identity in the face of the possible erosive effects of globalization.

Another study where the focus was on impact of national leaders on economic growth was

mentioned in the review. Their data set included every post-war leader in every sovereign nation in

the Penn World Tables for which there is sufficient data to estimate leader effects. A total of 130

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countries which basically covered every nation presently and existed prior to 1990. The resulting data

set includes 1,108 different national leaders, representing 1,294 distinct leadership periods. The

authors, Jones and Olken (2005), focused on national leaders who died in office either due to natural

causes or by accident, doing biographical research to narrow the cases to study. Finally, they found

57 leaders who fit their criteria of ‘random’ deaths (which they termed as exogenously timed leader

transitions) and for whom they could estimate growth effects. In order to address the problem of their

study they used rigorous econometric methods, casting aside historical arguments first.

The authors report that results indicate that on the average leaders have detectable causative

impacts on national growth, but the degree to which the leaders matter may be a function of their

context, as different institutional systems may amplify or retard a leader’s influence (p.19). Jones and

Olken (2005) found that countries experience persistent changes in growth rate through these

leadership transitions where autocratic leaders have a stronger impact on the economic outcomes of

their nations than democratic ones. The authors claim that what their paper suggests is that while

political institutions may matter, it is not deterministic rather its important effect is that of

constraining powers of individual leaders. They cite for example democracies that may be able to

prevent the disastrous economic policies of Robert Mugabe in Zimbabwe or Samora Machel in

Mozambique, but this political set-up might also have constrained the successful economic policies

of Lee-Kwan Yew in Singapore or Deng Xiaoping in China (p.26). The authors conclude that their

primary interest is to understand forces behind economic outcomes, which strong evidence in their

study points to leadership. Leaders matter significantly especially in terms of national economic

growth. Using their econometric methodology, they prove the causative impact of leaders and settle

the debate on whether leader influence is deterministic (have little or no influence) or on the other

extreme, that leaders shape history so that it is as the biographies of a few individuals (the Great Man

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view of history). Through their scientific (econometric) study of leaders’ impact on growth of national

economy, the authors debunk Tolstoy’s belief that this centuries-old debate is methodologically

impossible to settle (Tolstoy, 1896 as cited in Jones & Olken, 2005, p.26).

These various studies and literature focused on the link between the fields of economics and

leadership, informs and lends validity to the emerged core category of the conceptual framework in

this present study. An economics perspective of leadership and how leadership effectiveness and even

leadership emergence, may be determined by economics is already on the horizon and currently more

and more studies are being done relating these two fields as they are increasingly found to be

complementary to each other. It is hoped that the emergence of economics as a core category in the

conceptualization of Filipino leadership by leaders in HEIs will serve as an impetus to spur more

research into the merger and update of knowledge between these two fields.

Synthesis of the Review of Related Literature

To synthesize the review which included a total of 15 studies and one proposed model

of good governance which has yet to be studied (Robredo’s ‘tsinelas’ style of leadership akin to

servant leadership), the researcher has classified these according to a number of themes such

as: (1) Leadership as Traits, Roles, Behaviors and Skills/Competencies; (2) Leadership perspectives

and concepts; (3) Leadership as process and practices/ actions; (4) Leadership and Economics. This

synthesis also surveys and classifies which studies involved: (a) Gender; (b) Indigenous communities;

(c) educational contexts; (d) organizational contexts. An infographic to visualize these classifications

of the reviewed studies for easier perusal is included at end of the section. Gaps in the research

literature will be discussed toward the conclusion of the chapter.

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 Of the 17 papers included in the review, ten or more than half are local studies done in the

Philippine setting, five are foreign studies (U.S.), one an article in a foreign journal summarizing

leadership research, one a local article on community/ political leadership and one, a global study on

leadership, organizations, and culture. Two of the foreign studies involved the use of classic GT and

were included in the dissertation proposal as preliminary exploration of studies that may inform this

present one and illumine the process of doing GT as these also involved conceptualizations of

leadership – one of an indigenous people in the U.S. and the other involving women in schools. The

other foreign review of literature is actually an article providing additional information on the global

study and summarizing research on how the meaning of leadership varies systematically across

cultures. It also described the conflict in literature between the quest for universals and the

identification of cultural contingencies in leadership theory. Three of the other foreign studies

involved economic perspectives on leadership which is an emerging area of interest to both leadership

scholars and economists alike. Since this is an emergent substantive area of study, it was classified

separately on its own in the diagram provided as a visual summary of the literature reviewed. The

researcher classified these various studies and references according to two major classifications for

clarity and conciseness: first, according to theme of the leadership studies, and secondly, according

to the contexts in which the research was conducted. Notably, there are more leadership studies that

involved leadership traits, roles, behaviors, and skills or competencies than any other theme. Also,

with regard to contexts, 4 studies were in educational contexts, 7 were in organizational contexts, 4

were in community/ indigenous or political contexts, and one had participants from mixed contexts.

Under the thematic classification of leadership studies reviewed four themes apply, those that

refer to: 1) leadership traits, roles, behaviors and skills/ competencies; 2) leadership perspectives and

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concepts; 3) leadership process and practices; 4) leadership and economics. The Philippine-based

studies that highlight the first thematic conceptualization of leadership as traits, roles, behaviors, and

skills/ competencies include: Lupdag (1984), Ellamil (2010), Calma (2013), and partly, Andres

(1981), Jocano (1990), Ilac (2018) as they include Filipino traits and characteristics within the scope

of their studies. One study reviewed involving leadership traits and characteristics as well but on a

global scale is Project GLOBE (2004). Lupdag (1984, pp.15-17) enumerates eleven characteristics of

an effective leader within the Philippine setting based on his study of primarily student leaders: 1)

goal seeking, 2) friendly, 3) influence, 4) democratic orientation, 5) concern for the welfare of others,

6) morality, 7) seeks help from others, 8) intelligent, 9) flexibility/ adaptability, 10) verbal ability and,

11) creativity. Ellamil’s (2010) local organizational study involving 1,141 employees across job

levels and professions revealed that the topmost characteristics of Filipino bosses idealized by

employees are: 1) makatao or a people person, having compassion and care for the employee, and, 2)

kakayahang mamuno or competence to lead with mentoring skills to boot. Calma (2013), enlisting

research managers in HEIs as participants in his study using discourse analysis identified 5 roles or

constructed images of HEI research leaders: 1) facilitators, 2) heroes, 3) experts, 4) beneficiaries, 5)

negotiators. The rest of the Philippine leadership studies classified here mainly include the dominant

Filipino cultural characteristics such as familism, paternalism, personalism in their discussions and

study, but involve other leadership concepts such as process or practices as well. Additionally, the

study of Valdez,,et.al., (2017) involving Filipino women as leaders mainly looked at the various

competencies and skills among women HEI leaders in Mindanao as they prepare for competitiveness

of their graduates as ASEAN opened up to the flow of workers throughout the region. These skills

include: critical and innovative thinking skills, interpersonal, and communication skills, intrapersonal

skills, global citizenship, and media and information literacy including the use of ICT. Project

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GLOBE (2004) which is a global study also involved effective leadership traits and the large-scale

research identified six leadership dimensions discussed in detail in Chapter 4. These include: 1)

charismatic/ value-based leadership; 2) team-oriented leadership; 3) participative leadership; 4)

humane-oriented leadership; 5) autonomous leadership; and 6) self-protective leadership.

For the second theme of leadership perspectives and concepts, this includes mainly Cimene

and Aladano’s (2013) study, which refers to three perspectives of leadership based on their study of

leaders from a mix of contexts including organizational, political/community, and educational. These

perspectives are namely: 1) leadership as art; 2) leadership as process; and 3) leadership as ability.

These authors also utilized a GT methodology and was chosen as one of the studies to do theoretical

matching with the present one. Others are foreign studies that dealt with conceptualization of

leadership such as Munson’s (2007) but involving the Native Americans, and Aulicino’s (2006)

involving secondary school girls in American schools and their perceptions of leadership. There is

also one journal article which is a review of leadership studies on the conceptualization of leadership

across cultures (Dickson, et. al, 2012).

The third thematic classification involves leadership as process and practices with the

following reviewed studies classified as such: 1) Project GLOBE (2004); 2) Cimene and Aladano

(2013); 3) Ilac (2018); 4) Andres (1981, 1989); and 5) Jocano (1990, 1999). Ilac’s study describes

the leadership process among the indigenous community of the Batads in northern Philippines

involving three distinct phases: 1) leadership requisites (personal characteristics) or precursors; 2)

leadership agency involving tasks and roles, including preservation of culture; 3) leadership value as

measured by the leaders’ impact on the community. Both Andres and Jocano include leadership

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processes in their work theorizing that leadership should be culturally-contextualized thereby

proposing similar processes for leading organizations (or enterprises) except that Jocano (1990) calls

his theory for leadership Management by Culture and Andres (1981) calls his Management by

Values. Andres underscores his theory with his theorized hierarchy of Filipino needs similar to

Maslow’s except his is culturally-predicated on the Filipino. Jocano, on the other hand proposes a

“Gabay” type of leadership as culturally-appropriate for the local setting. Cimene and Aladano

(2013) included process as one of their leadership perspectives mainly since it involves a continuous

learning process. Project GLOBE (2004) discusses leadership as process and practice mainly as their

study involved exploring how culture impacts on organizational practices and values as well as on

leadership practices and values both at the institutional and societal level.

Lastly, the theme of leadership and economics includes three studies reviewed that merged

these two fields or mainly looking at leadership from the economic viewpoint: 1) Garretsen, et. al.

(2020), 2) Zehnder et.al. (2017), and 3) Jones and Olken (2005). Garretsen, et al (2020), did a review

of the literature as there are an increasing number of studies on leadership applying economics and

its tools for analyses onto problems related to leadership, thus incorporating economics perspectives

and methods into leadership research which the authors deem crucial for progress in the latter. They

argued that the field of economics can advance leadership studies in 3 main areas: concepts, causality

and context. Meanwhile, Zehnder et. al., (2017) also review and synthesize economics literature on

leadership in organizations discussing how leadership scholars can benefit from the detailed

understanding of economists regarding transactional methods. These authors provided an illustrated

guide of how the two different leadership styles: transactional and transformational styles may best

be applied based on the economic environment of the organization or leader. In their review, they

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also linked the contributions in economics to a broad set of topics in leadership including: a) the

foundations of leadership; b) leader emergence, and c) leader effectiveness, although in this review

the focus as relevant to the present study is on leader effectiveness. Finally, Jones and Olken (2005)

explored the relationship of leadership to national economic growth, looking at whether exogenous

leader transitions (death in office) are associated with shifts in economic growth rates, finding that

leadership does matter for growth. Results of their study reveal that individual leaders can play crucial

roles in shaping the growth of their nations.

With regard to classifying the reviews done according to contexts/ settings, there are four

classifications identified: 1) according to gender (or gender context); 2) indigenous/ community or

political contexts; 3) organizational contexts; and 4) educational contexts. Studies that fall in the first

classification, according to gender or gender context include: Aulicino (2006) who studied secondary

school girls supplemented by women school leaders regarding their perceptions of leadership; and

Valdez, et.al. (2017) who studied Filipino women educational leaders in Mindanao HEIs with regard

to various competencies and skills needed to create globally competitive institutional environments

for integration into the ASEAN region and for their students and graduates to be successful or be at

par with graduates from other countries within the region, better yet globally. These were called

APEC 21st century skills.

According to the community/ indigenous or political contexts, there is mainly the study of

Ilac (2018) with the indigenous Batad tribe using a social constructivist GT approach and resulting to

a leadership process model. Another is an article reviewed that dwelt on the “tsinelas” (slipper) brand

of servant leadership as practiced by a late local politician, based on the discussion of his wife,

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incumbent vice-president of the Philippines Leni Robredo who advocated for the practice of the 3 P’s

as a model for good governance and as suitable for the cultural context: progressive perspective,

partnerships, and people participation. Thirdly, is the foreign study of Munson (2007) which focused

on the conceptualization of leadership among a particular Native American tribe for the purpose of

helping in their economic progress and development and uplift their quality of life in the reservation.

According to organizational contexts, the following studies under this classification have all

been mentioned and describe earlier: Ellamil (2010) on supervisory leaders’ traits and behaviors as

viewed by employees including leader-follower exchange, Andres (1981, 1989) and Jocano (1990,

1999) who both dealt with management processes and proposed culturally-appropriate systems for

effective leadership in organizations, Dickson, et. al (2012), who reviewed various leadership

literature as mostly practiced in organizations and to a large degree discussing the Project GLOBE

study as they concentrated on conceptualizations of leadership across cultures, and lastly, Project

GLOBE itself, by House et.al. (2004) as this worldwide, long-term study focused on culture,

leadership and organizations looking at the practices and values of organizations within three

industrial sectors: financial services, telecommunications, and the food-processing industry.

And last but not least, according to the educational context, the following studies are classified

herein, all of which have also been described already: 1) Aulicino (2006) in secondary schools; 2)

Lupdag (1984) with college student leaders; 3) Valdez, et.al., (2017) with women HEI leaders; 4)

Calma (2013) with research managers in HEIs; and partly, 5) Cimene and Aladano (2013) in HEIs

(mixed respondents including those in the education sector).

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 The diagram provided below (Figure 3) summarizes visually these classifications of the

literature covered and reviewed:

FIGURE 3: Classifications of the Review of Related Literature

Based on this review and survey of the related literature, it can be concluded that there is

indeed a gap that the present study can fill and contribute to. Most of the leadership studies regarding

leadership concepts involved traits, roles, behaviors and skills or competencies (9 in total either in

part or fully encompassing this theme). Lupdag’s study which involved college student organization

leaders was quantitative in nature as it used standardized measures/ tests and statistical analysis to

identify traits/ characteristics seen as effective among these student leaders. It was also done more

than three decades ago, aside from not including other dimensions of leadership. Of the four

leadership studies done in educational contexts, one was foreign and involved secondary schools

although it used the GT methodology (Aulicino, 2006), another involved only women leaders in HEIs

in northern Mindanao (Valdez, et.al., 2017) investigating whether they had the 21st century leadership

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skills APEC recommended. Calma’s (2013) study of research managers in HEIs using discourse

analysis largely focused on their leadership roles based on the narratives of the respondents. Project

GLOBE (2004) also looked at traits and characteristics of leaders on a global scale, but mainly

focused on how culture impacts perceptions of leadership and its practice. It does confirm that

leadership – how it is perceived and conceptualized is culturally-contingent, showing which particular

leadership dimensions apply to the Philippines: charismatic, team-oriented and humane-oriented are

the top 3. Ilac’s (2018) study utilized GT methodology, specifically the constructivist approach, but

he engaged with an indigenous community and focused on the leadership process resulting to a

theorized process model applicable mainly to that tribe. Thus, the present study can fill the gap for a

study on leadership done in an educational context and one that focuses on the conceptualization of

Filipino leadership from this sector.

Furthermore, a search of the university databases such as ProQuest online has not yielded any

local study pertinent to the substantive area as majority are studies done by Filipinos (usually Filipino

Americans) in the U.S. and not in the local setting. A search on the open access library of the

University of the Philippines specifically in the Faculty of Education and the Faculty of Management

and Development Studies only yielded one study related to leadership and this involves social-work

leaders and social administration which is different from the substantive area of this present study. A

copy of the available theses from this state university is included in the Appendix. Ateneo de Manila

University has yielded two of the studies cited in this review: Ellamil (2010) on organizational

leadership and Ilac (2018) on indigenous community leadership. A search of the De La Salle

University theses and dissertations section from the library’s open access system has yielded a total

of 35 leadership studies, spanning the last decade from 2010 to the present, however, none dealt with

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the substantive area of study. There were a number of related studies based on the focus such as

emerging a framework or perspectives on educational leadership - however, one was situated in

Vietnam HEIs, two were situated in basic education and used case study methods and one on

sustainable leadership in HEIs (A framework for understanding sustainable educational leadership,

Estrañero, 2016) also used cross-case analysis and the case study method to evolve a framework

which is different from the GT approach and methodology. Based on these quite exhaustive searches,

the conclusion is that the present study will be able to contribute to existing literature and fill the gap

for GT studies concerning leadership - particularly on Filipino leadership conceptualizations among

HEI leaders in the Philippines.

A priori or initial leadership concepts based on the Review of Related Literature

The initial review of literature conducted during the proposal stage of the study was very

limited as the researcher initially applied the method of classic GT. This aligns anyhow with the

multi-grounded (MGT) approach as this methodology diverts from classic GT only in the latter part

where further grounding processes are involved, after the inductive method has been applied to the

initial analysis of data. As for the reading of pertinent literature, MGT’s authors Goldkuhl and

Cronholm (2010), counter the requirement in classic GT to “ignore the literature of theory and

especially the area under study” by asserting that the researcher runs the risk of “reinventing the

wheel” in doing so since “we often build new knowledge on existing knowledge” (p.191). Therefore,

the a priori concepts here come from the limited initial review of literature done at the beginning of

the study which MGT makes allowance for. These a priori leadership concepts are illustrated in the

following diagram (Figure 4) :

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 FIGURE 4: A Priori Leadership Concepts

From Lupdag’s study, the concept of leadership traits and characteristics based on student

leaders in HEIs was identified as possibly contributing to evolving the framework for this study. From

Garcia-Marasigan’s study which dealt mostly with leadership competencies and practices, these

initially emerged as ideas that to a large extent relate to the present study and from Andres (1981) a

priori concepts concerning leadership being different according to culture and relating to historical

roots were noted, as these may have bearing on the present study. The concepts of attitudes and

variations in leadership styles based on the researcher’s extant knowledge, which could possibly

emerge in the present study were initially considered. Some of these actually were mentioned by

participant leaders and were included in in-vivo codes then eventually abstracted and subsumed under

more all-encompassing categories such as exemplars or professional competencies.

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 CHAPTER 3

METHODOLOGY

This chapter is concerned with providing information on the methodology utilized in the

present study which is a modification of the classic or Glaserian grounded theory approach. A brief

discussion of the classic grounded theory methodology is included as a starting point and foundation

of this approach. A qualitative design suits to address the problem statement and research questions

with the aim of emerging a conceptual framework of leadership among academic leaders in Philippine

HEIs. The modified GT approach was discussed in-depth and at length in this chapter as well as the

rationale for its utilization in and suitability to this study. The various grounding processes entailed

in this approach was also described and discussed in detail based on the work of its originators and

proponents – Goldkuhl and Cronholm (2002, 2010), who are practitioners in the field of information

systems and have published papers on their modified GT approach since early 2000. They challenged

the cornerstones of the classic GT method and proposed an extended and partially alternative

approach to address the various weaknesses and issues classic GT faced even from one of its original

authors (Strauss who did his own modifications with Corbin: Strauss & Corbin, 1990). The discussion

includes a comparison of the classic GT approach with the modified GT methodology used in the

present study as well as the principles and measures of what comprises good grounded theory as

defined by Glaser (1978,1998) and Charmaz (2014).

This chapter also includes a discussion of the process of choosing sample respondents

following theoretical sampling in grounded theory until theoretical saturation was reached, a profile

of the participants who were interviewed for the study, the criteria for selection of participant HEIs,

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how the data was collected, the process of data analysis including the various phases of coding, and

the instrument used.

Research Design

A qualitative research design was used as it answers the question ‘What?” which involves a

conceptualization of the matter being investigated as a whole and in its various parts including how

these parts are related and organized as a whole and how this whole is similar to and different from

other things. Knowing the “what” of something may also involve conceptualization of its “how”, its

process and temporal unfolding in time (Wertz,et.al., 2011).

“Qualitative knowledge may also include an understanding of the context, the

consequences/outcomes, and even the significance of what is investigated in the larger
world. The construction of theories, hypothetical explanation, prediction, and measurement
of a subject matter presupposes qualitative knowledge—that is, knowledge of the basic
characteristics of the subject matter” (Wertz, et al., 2011,p.2).

Based on Denzin and Lincoln’s definition (2011, as cited in Cresswell & Poth, 2018),

the study is appropriately designed as qualitative since this type of research “involves an

interpretive, naturalistic approach to the world”…where the researcher “studies things in their

natural settings, attempting to make sense of, or interpret phenomena in terms of the

meanings people bring to them” (p.41). As the present study is concerned with studying the

phenomena of leadership in the Philippine context and what meaning is ascribed to it or how

it is conceptualized by purposively-sampled participants interviewed in their natural local

settings (in HEIs), then the nature of this study suits a qualitative design. Moreover, based on

Cresswell and Poth’s (2018) definition of qualitative research design, as the research focus of

this study is concerned with the meaning individuals ascribe to a human/ social problem –

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such as leadership – then researchers in such cases use an “emerging qualitative approach to

inquiry”, where “collection of data is done in a natural setting sensitive to the people and

places under study” and where data analysis is both inductive and deductive eventually

establishing patterns or themes (p.42). The researcher then chose the qualitative research

design for the present study as it fulfils these descriptions of how, when, and why such a

design is used.

This research design and subsequent choice of methodology follows the above-mentioned

rationale as the purpose of the study is to explore and discover whether there is a distinctly Filipino

conceptualization of leadership among HEI leaders. However, due to apparent limitations, the study

only covers those who are within the local context (NCR) and selected according to a set of criteria

described in a later section. Since the study is conceptual in nature, adopting a qualitative design and

consequent methodology was imperative as “…Asking good qualitative questions and using careful,

self-critical, methodical, and accountable procedures to answer them is crucial for science.” (Wertz,

et al., 2011, p.3). The process of research involves emerging questions and procedures, where data is

typically collected in the participant’s setting, data analysis involves inductively building from

particulars to general themes, and the researcher making interpretations of the meaning of the data

(Cresswell & Cresswell, 2018, p.43).

For Glaser and Strauss (1967), conceptual thinking and theory building is interrelated

with the qualitative research method approach: with grounded theory (GT), using inductive

reasoning to arrive at or develop a theory. Gray (2009, cited in Khan, 2014) essays how

inductive reasoning aims to discover a binding principle and to construct generalizations,

relationships, and even theories by analysing the data purposely collected toward this end; in

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contrast to deductive reasoning which involves hypothesis-testing to verify, refuse or modify

a theory based on experimentally-gathered data (p.224). However, Gray (cited in Khan,

2014) highlighted as well that “the inductive process may still have some pre-existing

theories or ideas when approaching a problem. Nonetheless, it does not pursue to approve or

negate the existing theories, but endeavours to create outlines, stabilities and significances by

collecting data” (p.224) (italics added). In the present study on the conceptualization of

leadership, it was inevitable that there were some of these pre-existing theories or ideas with

regard to the problem, thus a suitable methodology that allows for this is applied.

Grounded Theory

Glaser (1998), an originator of the GT method, defined grounded theory

as the “systematic generation of theory from data acquired by a rigorous research method . . .

grounded theory is the discovery of what is there and emerges” (pp.3-4). Glaser and Strauss,

in their landmark original work The Discovery of Grounded Theory: Strategies for Qualitative

Research (1967) described it as “the discovery of theory from data systematically obtained from

social research” (p. 2), further explaining that “theory in sociology is a strategy for handling data

in research providing modes of conceptualization for describing and explaining… theory must

fit the situation being researched and work when put into use.” (p.3). Strauss and Corbin (1990)

explained that GT is designed to “develop a well-integrated set of concepts that provide a

thorough theoretical explanation of social phenomena under study. A grounded theory should

explain as well as describe. It may also implicitly give some degree of predictability, but only

with regard to specific conditions.” (p.5). In their updated Basics of Qualitative Research book

(Strauss & Corbin, 2015), the authors explained the value of using GT over other methods of

descriptive and theory-building qualitative research (pp.32-33):

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 1. the procedures used “enable researchers to examine topics and related behaviours from

many different angles, thus developing comprehensive explanations”;

2. It can be used to “gain new insights into old problems as well as to study new and emerging

areas to be investigated”;

3. Also, “to uncover the beliefs and meanings that underlie action”,

4. “to examine rational as well as nonrational aspects of behaviour”, and

5. “to demonstrate how logic and emotion combine to influence how persons respond to

events or handle problems through action and interaction”.

It is additionally important to note that GT procedures have been proven to be culturally-

sensitive and applicable to individuals as well as to larger organizations and societies. It can be used

to generate both substantive and general theories (Strauss & Corbin, 1990, p.11). Grounded theory

has evolved from a purely inductivist approach and versions now use both the inductive and deductive

methods to develop theory. Deduction happens during the theoretical sampling phase, where theory

emerges after the inductive process of coding, collecting and analysing data, then based on initially

emerged categorizations more data is collected from theoretical samples. Charmaz (2014) adds that

grounded theory allows researchers to construct a theory ‘grounded’ in their data. It begins with

inductive data where constant comparison or iterative strategies are used between data collected and

its analysis so that one keeps interacting with in-depth involvement with the data to advance theory

development until there is an emergent theory constructed from the data itself.

Although GT methodology has its strengths as proven by its longevity and extensive use since

Glaser and Straus first used it in their ground-breaking study [published as: Awareness of Dying

(1965, cited in Strauss & Corbin, 2015)], it has spawned numerous versions with a smorgasbord and

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diversity of applications and procedures. Neither of them saw that GT, also known as the constant

comparative method, will be adopted in a multi-disciplinary way and across a range of professions

(Charmaz, et.al, 2011). In fact, it is widely-known that these two sociologists have diverged more

manifestly upon the publication of Strauss’ book Qualitative Analysis for Social Scientists (1987).

Even the rationale for their divergence is still debated in academia today, Glaser (1998) calls it a

‘rhetoric wrestle’, meanwhile Corbin (2015) states: ‘It’s not that he (Strauss) departed from the

methodology developed by him and Glaser, but that he had his own techniques or ways of thinking

about data when doing analysis” (p.7). Kelle (2005) attributes it to the question of whether the

researcher uses a well-defined 'coding paradigm' and always looking systematically for 'causal

conditions,' 'phenomena/context, intervening conditions, action strategies' and 'consequences' in the

data (Straussian), or whether theoretical codes are employed as they emerge in the same way as

substantive codes emerge, but drawing on a huge fund of 'coding families (Glaserian).' (paragraphs

49 & 50). Another GT school of thought has surfaced in more recent years and this is the

Constructivist grounded theory as proposed by Charmaz (2000, 2006, 2008, 2009, 2014, Bryant,

2002).

Charmaz (2014) attests that grounded theory has “generated innovative ideas” since its

inception and that its “concepts can travel within and beyond their disciplinary origins”, accounting

for the multiple variations of its application. In fact, Charmaz confirms that a researcher can “adopt

and adapt” methodological guidelines to help them “solve varied problems and to conduct diverse

studies, whether or not you aim for theory development” (p.16). Mey and Mruck (2011) confirm that

further developments of grounded theory resulted in different methodologies and procedures, thus it

has been suggested to talk about a plurality of GT methodologies or at the very least acknowledge

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that there are numerous modi operandi involving GT methods in different disciplines and areas of

research as well as different traditions even across nations (cited in Vollsted & Rezat, 2019).

Bulawa (2014) who adapted GT methodology for his research in basic education noted that

the literature on research shows that there is no particular way of doing GT studies. He mentions

Glaser & Strauss’ statement in their original work (1967) where they mention: “Our principal aim is

to stimulate other theorists to codify and publish their own methods for generating theory” (p.8),

suggesting that they never intended GT to be prescriptive. La Rossa (2005 cited in Bulawa, 2014)

asserts that such comments indicates that the initial approach was not intended by the authors to be

dogmatic. In the same way, Strauss & Corbin (1998) did modify their position with regards to coding

and the process of construction explaining that it was not their intention to advocate for a ‘rigidly-

staged process’ (cited in Bulawa, 2014).

Charmaz further elucidates this point in her book Constructing Grounded Theory (2014)

saying how she sees the major versions of GT as “constituting a constellation of methods rather than

an array of different methods”. The multiplicity of methodologies share much in common although

differing on “foundational assumptions” shaping their studies. These researchers/ authors may have

different viewpoints and ‘conceptual agendas‘- yet all begin with inductive logic, impose rigorous

comparative analysis on the data, emerge a theory from this thorough, in-depth analytical process,

and find GT studies to be of tremendous value especially as it informs policy and practice (pp.14-15).

Bryant (2017) a co-editor/ co-author of Charmaz (2007, 2011) wrote that he has always argued

that GT is best thought of as a family of methods and suggests that rather than dwelling on variant

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GT methodologies and their acceptability within the GT family, instead ‘orient around clarifying the

relationships and derivations between different generations and offspring of the method…as taken

together, they attest to the vibrancy and vitality that the method engendered in the research

community’(p.84). He noted though the irony of how a method that came from a “motivation to

provide novice researchers with a flexible and open approach to research has become a subject of

claims regarding classic forms, orthodoxy, remodeling, intellectual property and even jargonizing”

(p.104), and how Glaser has characterized alterations as either ‘remodeling’ or ‘not GT’ at all. Bryant

(2017) argues that these GTM-claims are not as important as the research outcomes. He makes a

strongly valid point: “Use of research methods is not a case of taking sides, rather one of whatever

works” (p.87). Raising the question as to why there should be ‘boundary disputes as long as these

methodological developments and innovations lead to insightful and useful outcomes’, he offered for

consideration two key criteria for GT research, which are: that outcomes should be both useful and

modifiable; these he claimed should also apply to the method itself (p.87). As Glaser and Strauss

highlighted the importance of developing or having ‘theoretical sensitivity’, the same skills likewise

are necessary for choosing and implementing research methods or what you can call ‘methodological

sensitivity’ (p.88). Bryant has likened methods to sharks, as they ‘have to keep moving or die’ (2017,

p.87).

Because of this variance in methodologies, it is beneficial to go back to what the progenitors

of this qualitative approach actually look for in terms of ‘grounded-ness’ of a theory. Cited below

are what comprises or are considered as measures of good grounded theory as Glaser (1978) described

it: a ‘'completed' grounded theory is a theory that comprises a core category and related categories.

Each category will have either properties and/ or dimensions. A property may also have dimensions.

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A grounded theory however must adhere to four principles of grounded-ness when evaluated (Glaser,

1978, 1998). These principles are summarized as follows (Glaser & Strauss, 1967, pp. 237):

1. Fit – does the theory fit the incidents that they are representing?

2. Understandability/Relevance– will a non-professional concerned with the

substantive area understand the theory?

3. Generalizability/Workability – does the theory apply to most situations or

contexts?

4. Control/Modifiability – does the theory allow the user to alter it when new and

relevant data is available?

“In terms of credibility, validity and rigor, it should be observed that grounded theory is
based on a systematic and formal process of data collection, analysis and theory
generation. Inaccuracies and misleading interpretations are guarded against by various
means including comparative analysis, investigation of different slices of data, and
integration of theoretical concepts” (Glaser & Strauss, 1967).

Charmaz (2014) on the other hand, has expertly distinguished what stands as grounded theory

by giving the following core criteria which Bryant (2017) also includes in his recent book Grounded

Theory and grounded theorizing: Pragmatism in Research Practice. Bryant believes these sensitizes

the GT researcher/ theorist to the GT process and what is distinctively a GT methodology. Charmaz

(2014) listed the following criteria which are useful for guiding researchers’ actions (p.15):

1. Conduct data collection and analysis simultaneously in an iterative process

2. Analyze actions and processes rather than themes and structure

3. Use comparative methods

4. Draw on data (e.g. narratives and descriptions) in service of developing new conceptual

categories

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 5. Develop inductive abstract analytic categories through systematic data analysis

6. Emphasize theory construction rather than description or application of current theories

7. Engage in theoretical sampling

8. Search for variation in the studied categories or process

9. Pursue developing a category rather than covering a specific empirical topic (also in

Charmaz, 2010a, p.11 and Bryant, 2017, p.111).

Multi-Grounded Theory

A Multi-Grounded Theory (MGT) approach was utilized as the method for the

development of a conceptual framework as the researcher deemed its processes to be rightly

contributing to satisfactorily address the statement of the problem. This version of GT

methodology certainly acknowledges its origins and foundations in classical GT. The researcher

sought to employ a methodology that fulfils the above-mentioned criteria by Charmaz (2014) and at

the same time has suitability to enable outcomes that are useful, insightful, and modifiable – a

modified GT methodology proposed by Goldkuhl and Cronholm (2003, 2010) they termed as ‘multi-

grounded theory’.

Timonen, et.al., (2018) explains that recent developments in the ‘family’ or ‘constellation’ of

GT methodologies, such as MGT, align with a critical realist perspective – “a perspective that

adheres to one reality that is open, fluid, and shaped by how people interpret (construct meaning) in

it”. Critical realist GT methods focus on “the human perspective, and on the structures, processes,

and social relations that shape events and outcomes” (Oliver cited in Timonen, et.al, 2018, p.3), thus

it potentially navigates between the positivist (classical) and radical constructivist positions within

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the GT approach. MGT apparently falls within this category of GT methodologies because it has the

central feature of critical realism (and other forms of critical inquiry) – which is retroduction. Bhaskar

(1986/ 2009 as cited in Timonen, et. al, 2018) defines retroduction as moving from description to

causal inference via engaging with pre-existing theories and knowledge (thus, a priori review of

literature is done). To gain conceptual clarity about phenomena, critical realist GT entails combining

the processes of induction, deduction and retroduction. In contrast to classical GT, “the critical

grounded theorist begins with critical observations, and/ or experiences of the critical issues prior to

the study and seeks to enact change – the field research in critical GT is always intended to be

emancipatory” (p.3). Critical GT, similar to other GT variants, “can be further developed or modified

as new data are gathered, thus it is well-suited to achieving greater conceptual clarity and to the

refinement and reconstruction of existing theory” (Belfrage & Hauf, 2017; Hadley, 2015 as cited in

Timonen, et. al, 2018, p.3).

In the present study, critical issues regarding leadership and experiences of these critical issues

– for example: the empowerment of people, engaging in strategic collaboration, and acquiring a

global perspective (categories later emerged through induction) - were easily observable within the

researcher’s local context, with a variety of leaders on display whether in the political, community,

or educational stage. Having taken a number of courses within the academic program has also exposed

the researcher to various issues surrounding leadership, thus the necessity for change which leaders

can enact, has been another forceful impetus to pursue this research study. Additionally, as espoused

in critical GT, it is certainly desirable and ideal that when new data on the substantive area is gathered,

that consequently the theorized framework is expected/ permitted to be further developed and

modified. Because of these elements, MGT methodology which can be categorized under critical GT

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has a good fit with the aim of the study, which is to arrive at and contribute to “greater conceptual

clarity and refinement of existing theories” about leadership in the Philippine setting.

A major characteristic of MGT is the comprehensive grounding view consisting of three

explicit grounding processes, which was originated by Goldkuhl (1993, 1999) and can be found also

in Lind and Goldkuhl (2002). In the present study on the conceptualization of leadership among

Filipino HEI leaders, the researcher applied Goldkuhl and Cronholm’s (2003) Multi-Grounded

Theory (MGT) method synthesizing inductivism and deductivism in its approach. The diagram below

illustrates this dialectical synthesis (p.4):

Rationale for using a Multi-Grounded Theory (MGT) Approach

The MGT approach was developed within the information systems (IS) discipline, a social

science concerned with the design and use of information technology in practices (Goldkuhl &

Cronholm, 2018).Articulation of MGT was based on (1) a critical analysis of identified strengths and

weaknesses of GT and (2) an integration of the three grounding principles into MGT (p.2). The

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following discussion further expounds a rationale for using MGT in the current study, besides

primarily addressing the weaknesses of classic GT:

1. A priori review of related literature to find out gaps in the field of inquiry is allowed in

MGT. An initial review of related literature was necessary to find out whether there is

actually a gap in the existing knowledge in the specific area of a Filipino conceptualization

of leadership especially in HEI’s. Also, what specific topics regarding leadership in the

Philippine context have been studied (e.g. leadership development, factors affecting

leadership effectiveness, business leadership, etc.)

2. The MGT Approach involves enhanced ways of grounding theory as there are three explicit

grounding processes instead of one, thus strengthening any evolved theory because of

triangulation in grounding: Empirical grounding, theoretical grounding, and internal

grounding. This approach also increases validity. These three grounding processes are

explained as follows:

2.1 Empirical grounding – analysis of empirical data based mainly on an inductive approach

(similar to classic GT);

2.2 Theoretical grounding – from pre-existing theories well-selected as relevant to the

theorized phenomena;

2.3 Internal grounding - explicit congruence and consistency within the theory itself

(between elements in the theory) (Goldkuhl & Cronholm, 2010)

The figure below provides illustration of these multi-grounding processes (p.193)

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 External
Theories

Theoretical grounding

Theory Internal grounding

Empirical grounding

FIGURE 6 : MGT Multi-grounding Empirical

processes ( Goldkuhl & Cronholm, 2010) Data

3. The theoretical matching aspect in the MGT approach enables the researcher to compare the

emerged theory with other theories of a similar phenomenon studied

by other researchers/ leadership scholars. This may warrant revisions to ensure adequacy

and further theoretical saturation. Theory development then becomes more robust as

categories, subcategories, and concepts drawn from the coding process are refined and more

systematically organized based on this ‘constant comparison’ process with other extant

theories. This theoretical matching process can lead to 3 types of results according to the

authors (Goldkuhl & Crönholm, 2010, p.198):

3.1 adaptation of evolving theory;

3.2 explicit theoretical grounding

3.3 comments and/ or criticisms toward existing theories

The risk of over-generalizations from a few cases can also be avoided through the use of

pre-existing theories, whether in integrating or relating it to the currently evolved one

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 because of their explanatory power. Other theories can actually help in condensing the

presently emerged one, an explicit aim in GT (p.200). For example, in the present study this

process has helped condense from in vivo codes to pattern codes the category of global

perspectives which is an element in Project Globe’s culturally-endorsed leadership theory

and is also found in the study of Valdez, et.al., (2017). Below is a diagram of this process:

FIGURE 7: THEORETICAL MATCHING PROCESS (Goldkuhl & Cronholm, 2010)

4. Another grounding process which is an evaluation of internal theoretical cohesion

systematizes the “investigation of the conceptual structure of the evolving theory, where

consistency and congruency are checked” (p.198). The authors strongly proposed the use of

appropriate diagrams to describe the conceptual structures as they deem it important for

theory construction as well as for presentation of the theory to others. Theoretical cohesion

involves assessing a part of the theory in relation to other parts, indicating internal

grounding with clarity and soundness (p.199).

The authors conclude that with theoretical grounding they aim to “avoid an isolated

knowledge development” with a risk to ‘introvert theorizing’ (p.200) to which this

researcher concurs. Other relevant sources can definitely help in refining, re-arranging,

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 reconceptualizing abstracted generalizations. A strong argument for this is indeed that we do

not have to ‘reinvent the wheel’ and that ‘science does evolve through cumulative

knowledge development’ (p.200).

The following Table 3 provides a comparison of the GT and MGT approach:

TABLE 3 : Comparison of Classic Grounded Theory and Multi-Grounded Theory

Grounded Theory Multi-grounded theory Comparison
(GT)
- Research interest reflection & revision Not existing explicitly in GT
Open coding Inductive coding Similar approach
- Conceptual refinement Not existing explicitly in GT
Axial coding Pattern coding Similar approach
Selective coding Theory condensation No requirement in MGT for
one core category
- Theoretical matching Not existing explicitly in GT
- Explicit empirical validation Not existing explicitly in GT
- Evaluation of theoretical cohesion Not existing explicitly in GT

Goldkuhl and Cronholm (2010, p.200) also cited numerous research papers and studies

that have utilized the MGT approach in various areas and disciplines including technology,

business, government, and healthcare. The diagram of the MGT process flow (Figure 6) is provided

for easier perusal. It shows how the inductive and deductive approaches are both used in the

method. Constant comparison essential to all GT approaches, is applied throughout from beginning

to final stage. The diagram also shows the three explicit grounding processes proposed by Goldkuhl

and Cronholm (2003, 2010) which are characteristic of MGT methodology. This process flow was

followed by the researcher:

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DIAGRAM FIGURE 8

110
: MGT
PROCESS
 Goldkuhl and Cronholm (2018, p.4), in an update to their theory discussed the following core

principles as distilled by Timonen, et. al (2018) which underpin the different variants of the GT

method. These MGT authors provided their own explanations for how these core principles are

embedded or are applied specific to MGT:

• CORE Principle 1: Taking the word “grounded” seriously. MGT shares this principle, as
“grounding” is a cornerstone of MGT where there is emphasis on the importance of both the
emergence of codes and concepts from empirical data and the importance of theoretical
and internal grounding.

• CORE Principle 2: Capturing and Explaining Context-Related Processes and Phenomena –

Timonen, et. al (2018, p.6) claim “In GT-based interviews and focus groups, the researcher
must seek to probe into, and seek clarification about, how key events, incidents, and
behaviors grounded in the data are shaped by context”. In MGT, the process of theory
generation is always contextual. MGT stresses the importance of understanding identified
phenomena based on their contexts (which aligns with the present study as it is specifically
concerned about leadership within the context of the Philippines). MGT also claims that the
context of a phenomenon has a great impact on the phenomenon.

• CORE Principle 3: Pursuing Theory Through Engagement with Data – Timonen, et. al (2018,
p.7) state that “…argumentation and theorizing must ultimately be brought back to, and
justified against the data”- meaning data are the most central component in GT. MGT’s
authors explain that in MGT data are also regarded as the most central component, but at
the same time it puts a strong emphasis on extant theories, which are/ should be well-
curated for the theorized phenomena. The rationale is that MGT’s authors have experienced
GT-based analysis can sometimes be “too unfocused both in the empirical and theoretical
phases”.

• CORE Principle 4: Pursuing Theory through Theoretical Sampling – According to Timonen,

et. al. (2018, p.8) “…a GT study must always seek to theories, that is, try to elucidate and
explain all other parts of a process or phenomenon under study.” Goldkuhl and Cronholm
(2018) agree with this principle, claiming that it is not sufficient to ground the evolving theory
in data and that grounding means more than empirical grounding. In MGT, there is an explicit
recommendation to conduct “theoretical matching”. Theoretical matching means that the
evolving theory, including the categories, is confronted with and is compared to external
theories.

Goldkuhl and Cronholm (2018) conclude that these 4 core principles as outlined by Timonen,

et. al., largely correspond to MGT. However, whereas Timonen, et. al. (2018) formulated these as a

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response to a widespread misunderstanding of how to use GT (p.2), contending that the different

formats “appear to be partly in contradiction or dispute each other”, with “students and even

experienced researchers frequently wondering whether they are applying the GT method correctly or

whether they are able to deploy the method in full” (p.1). Goldkuhl and Cronholm developed MGT

to address classic GT’s various issues and weaknesses, uphold its strengths, and to explicitly apply

the integration of the three grounding principles in MGT (i.e. empirical, theoretical, internal).

Process

In the current study a conceptualization of leadership, its nature, and processes as elucidated

by the respondents was analyzed from interviews, field notes, transcribed video recordings, and from

published literature. This triangulation of data is shown in the following diagram:

Participant Interviews/
Video recording/

Field notes/ CHED docs/

Books, journals, other HEI infos including history,
literature & publications institutional profile, etc/

Figure 9: Triangulation of Data

A detailed (line-by-line) manual micro-analysis of responses was done to establish ‘meaning

units’ (words and phrases that are relevant and may contribute to the generation of conceptual

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categories) and ultimately a conceptual framework of Filipino of leadership among HEI leaders in

the local setting. The study is also developmental since process was utilized throughout the

development of a conceptual framework. Process was used in the constant comparison of responses

from various participants during the coding phase and writing of the categories, in the integration of

categories, in the search for samples based on what is relevant theoretically and in the iterative nature

of the method to achieve what Glaser calls ‘theoretical saturation’, delimiting collection and analysis,

and stabilization of categories leading to ‘theoretical completeness’ (Glaser, 1967, pp.157,159).

Theoretical saturation of a category is defined by Glaser and Strauss (1967) as “the criterion for

judging when to stop sampling the different groups, pertinent to a category” where saturation means

that there “are no additional data being found whereby the sociologist can develop properties of the

category” and is reached “by joint collection and analysis of data” (p.61). Theoretical saturation

cannot be reached without first the process of theoretical sampling, so purposive sampling is done to

“discover categories and their properties and to suggest interrelationships into a theory” (p.62).

Limited and selected archival research was done to find preliminary studies in the field, also

later on in the process, after categories were emerged, so as to engage in theoretical grounding where

one does a constant comparison of the emergent theory/ conceptual framework to other relevant pre-

existing theories. One of the foundational and consistent aspects of grounded theory, through the

many versions evolved over the years is the constant comparative method. As comparison with extant

literature and other relevant studies preferably of a similar nature using the same methodology is

done, another level of ‘theoretical saturation’ and completeness is hopefully achieved. Glaser (1967)

pointed out that the search and reading of literature can be done when the grounded theory is nearly

completed, however it was necessary to do preliminary archival research when the study commenced

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in order to find gaps in extant literature, particularly studies on Filipino definitions and practice of

leadership. This gave a sense of what is lacking and what contributions the present study can make

to current published literature as well as to qualitative local studies on the subject. Additional

information from literature are woven into the theory as more data for constant comparison (p.67).

“The literature is discovered just as the theory is. Once discovered, the literature is compared as

simply more data” (p.69). This process is also part of MGT, which diverges from classic GT where

it is rigidly advised to withhold this activity (review of related literature) so that the researcher may

avoid any preconceived notions or biases that may affect or influence theory development. In MGT

a review can be done so that the researcher does not embark on the process naively. MGT’s authors

Goldkuhl and Cronholm (2003) reason that “being un-prejudiced can mean being uninformed” and

argue that “there in such cases is a risk of being too naïve and even ignorant when entering the

empirical field” (p.3). For them, it is “important to relate the evolving theory to established research

during the process of theorizing. Existing theory can be used as a building block that supports the

empirical data forming the new emergent theory” (Goldkuhl & Cronholm, 2010, p.191). The process

MGT authors call ‘theoretical matching’ is when literature is reviewed to find similar extant theories

and see if the emergent theory can be further refined and more systematically organized through

another iterative process of constant comparison, which actually makes the method more rigorous

and consequently the theory more robust. This is an additional grounding process or the ‘theoretical

grounding’ phase of MGT (Goldkuhl & Cronholm, 2003, 2010).Also, another grounding process is

done for internal cohesion within the emergent theory itself so that there is internal consistency and

congruency. These two additional grounding processes distinguishes MGT from classic GT and

makes it a more “grounded’ methodological approach.

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 To give a visual summary of theory development in MGT, Figure 7 below indicates the three

elements informing this process as explained by Goldkuhl and Cronholm (2010, p.194): (1) empirical

data from the interviews and related literature; (2) the research interest or substantive area of study

(Filipino concepts of leadership among educational leaders); (3) existing theories (six were used for

theoretical matching/ grounding).

FIGURE 10: MGT THEORY DEVELOPMENT

Sampling Procedure

A multi-stage process was used for getting the samples for the study. Grounded theory

research necessitates that a preliminary purposive sampling be undertaken. Thus, an initial sample set

of four participants from the identified institutions which fit the specified criteria were included in

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the study. Sampling in grounded theory is ‘theoretically driven’ and involves ‘dynamic sample

building’ (Münster, 2013), as participants are incrementally added after coding has been applied to

the initial data collected. Theoretical sampling is used to focus on participants knowledgeable within

the field of inquiry who can provide data and increase understanding of the subject being analyzed.

As discussed in their original work: “Theoretical sampling is the process of data collection for

generating theory whereby the analyst jointly collects, codes, and analyses his data and decides what

data to collect next and where to find them, in order to develop his theory as it emerges” (Glaser &

Strauss, 1967, p.45). This process is undertaken until ‘theoretical saturation’ is reached whereby any

new data falls within all the named categories already and no new categories are emerged. MGT

authors Goldkuhl and Cronholm (2010) identify theoretical sampling as a strength of classic GT,

defining it as a process of gathering new data to enrich evolving theory; that it is aimed at discovering

variations among concepts and to enrich the categories in terms of their properties and dimensions.

They argued that there is a need to take a critical stance toward empirical data and “theoretical

sampling provides an opportunity not only to enrich categories, but also to triangulate in order to

validate or to achieve an improved and deepened understanding of earlier utterances” (p.190).

Locke (2001) explains that sampling comes from across different groups. “Sampling similar

and different groups and situations ensures that researchers will collect enough information to

stabilize and saturate each of the conceptual elements in their working theory … sampling across

diverse groups and situations can help researchers to discriminate the boundaries of the theory – those

situations where it is more or less useful” (p.57). Thus, the samples for this study has included

respondents from both public and private higher educational institutions (HEIs) as well as from

various levels of leadership in the education sector within the NCR.

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 According to Locke (2001), Glaser and Strauss suggested that the practice of actively

searching for and ‘sampling’ data in order to provide the best possible information for theorizing a

substantive topic area is a foundation of the GT method. Again, Glaser defines this as theoretical

sampling. The point of theoretical sampling is to find relevant data that supports the development of

conceptual categories until theoretical saturation is reached and consequently the completeness of the

theoretical framework. Stern (in Locke, 2001) commented that randomly selecting informants which

is common to hypothetico-deductive methods “makes as much sense as seeking information in the

library by randomly selecting a book from a randomly selected shelf” (p.55). The basis then for doing

theoretical sampling or theoretically-driven sampling is “to direct all data gathering efforts towards

gathering information that will best support development of the theoretical framework” (p.55). Stern

added that the researcher cannot know beforehand the number of participants necessary for the study

to reach saturation and stability of categories. In fact, also “how long an interview will last or when

the analysis will be complete” (cited in Glaser, 1998, p.159).

Participants

For this research on Filipino leadership concepts as found among HEI leaders of selected

Philippine institutions, it was necessary to have purposive samples from as much a range of

respondents as necessary to reach theoretical saturation. In this case, a total number of eight

respondents was enough to reach a point of saturation to address the stated problem. According to

Glaser (1998), “data completeness is based only on theoretical completeness not on number or length

of interviews or number of interviewees” (p.159). Thus, in the proposal for this study no exact number

of respondents was specified. Eventually, the researcher was able to sample first four participants as

representatives of both public and private institutions which then expanded to a total of 10 but due to

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unforeseen circumstances two dropped out. Theoretical saturation was reached with responses from

these eight participants. They are of varying genders and ages so that the samples offer diversity and

a range, although purposively selected first, then theoretically sampled.

The study includes participants from both public and private HEIs within Metro Manila that

fulfils the following:

1) awarded an autonomous and deregulated status by the Commission on Higher Education

(CHED) on a number of programs/ courses;

2) high percentage of board passers in the various courses the HEI offers;

3) ranked as a top HEI in the Philippines by an independent poll body within the last ten

years, and

4) has been in existence as an HEI for at least 30 years* at the time of this study

*(average years of a generation / source: ISOGG – International Society of Genetic

Genealogy, Devine, D., 2016)

The HEIs selected must fulfill all of the above-mentioned criteria to be part of the

sample. A list of public and private HEIs in Metro Manila was easily procured from CHED to know

which ones have been awarded an autonomous and deregulated status. Two major criteria for an HEI

to be awarded an autonomous status are: the institution: a) has centers of excellence; and b) level 3

accreditation. Respondents from the institutions included key educational leaders particularly

department chairperson, college deans/ vice-dean, registrar and presidents. Sampling of these key

leaders was done purposively in terms of the HEIs they represent. They must have been in their

official positions within the institution for at least two years so they would already have settled in

their leadership roles and responsibilities as such. Those who have been identified as fulfilling this

purposive requirement was then sampled at random based on willingness to participate in the study

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and availability. Random purposive sampling at this point may have contributed to reduce some

researcher bias in identifying samples since self-elected samples from the narrowed purposive

samples was utilized. Data then came from a triangulated source: 1) the educational leaders

themselves, 2) from published literature (i.e. books, articles, journals) relevant to a culturally-based

understanding of leadership by Filipinos, and published studies on concepts of Filipino leadership,

3) from field notes and video recordings of the participants.

The following table shows details of the educational leaders who participated in the present

study including their positions and institutions they served in at the time of the study.

Summary of Participant Profiles:

As previously detailed the participants of the study were purposively sampled from both public and

private HEIs within Metro Manila according to a specified set of criteria. Below is a table

summarizing their profiles:

TABLE 4 : Participant Profiles

PARTICIPANT AGE GENDER EDUC’L POSITION INSTITUTION

(According to RANGE Male (M) ATTAIN
Sampling Order) (Approx) Female (F) MENT
Participant 1 (P1) 60-65 yo M PhD Uni President DLSU
Participant 2 (P2) 55-60 yo M MBA Dean ATENEO
Participant 3 (P3) 55-60 yo M PhD Registrar ATENEO
Participant 4 (P4) 35-40 yo M MBA Curriculum ATENEO
Coordinator
Participant 5 (P5) 40-45 yo F PhD Assoc Dean UP
Participant 6 (P6) 45-50 yo M PhD Dean PNU
Participant 7 (P7) 55-60 F MA Dept Chair DLSU
Participant 8 (P8) 60-65 yo M MA (x2) College President DLSU-CSB
Participant 9 (P9) 30-35 yo F PhD Assoc Dean UP (dropped)*
Particpant10(P10) 30-35 yo M PhD Stud Services DLSU
(dropped)*
*Those who eventually dropped either did so for health reasons or unavailability

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 From the above table it can be seen that most of the participants are males and the average

age is between 40’s-50’s. Also, most have at least attained a master’s degree and come from private

HEIs which are well-known Catholic educational institutions [the country is 86% Catholic or more

than 86 million Catholics: statistics derived from the Vatican's official publication, Statistical

Yearbook of the Church, 2017 ( Vatican City: Librera Editrice Vaticana, 2019)]. The academic

positions of these educational leader-participants ranged from curriculum coordinator (also the

youngest in the group) to former university president. All have been in their respective positions for

more than 2 years. There was an attempt to balance the gender of participants represented so that

there may be an equal number of both males and females. However, as mentioned earlier due to

unforeseen circumstances such as declining health due to a life-threatening disease as well as

tightened schedules, a couple of the participants eventually dropped out.

Instruments

Semi-structured interviews were conducted to have the necessary data that may divulge

information relevant to the substantive topic being investigated. The following questions based on

the suggested revisions to the proposal of the study were asked of the participants. There were three

main exploratory questions, then questions were added as the study progressed and clarifications of

participants’ responses were needed or when there was a gap in the initial data collected with regard

to their concept of leadership (for list of interview questions see Appendix):

• How would you define Leadership?

• How would you define Educational Leadership?

• How would you define Leadership in HEIs?

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Added were:

• What is a great or exemplary Filipino educational leader in the context of Philippine HEIs?

• How would you define effective leadership in the context of Philippine HEI’s?

Other questions evolved as the study progressed which are listed in the appendix. The

interviews also included some background information and data for the profiles of the participants at

the time the research study was conducted. For the educational leaders the following was included

in the survey to answer questions stated in the research problem: educational attainment and HEI

represented (must be local public or private HEI with autonomous status).

Based on initial responses, different additional questions were formulated until concepts were

clarified and stabilized (please see Appendix). In fact, Glaser (1967) expounds that the first step in

grounded theory is to enter the field for research “without knowing” the problem. He stated that the

researcher must take a ‘no preconceived interest’ approach and not ask questions that might be on his

mind. Suspending knowledge applies to both the conceptual and descriptive level. “The researcher

goes into the study with a totally open mind as best he can” (p.122). Questions though may be asked

of the data to start the researcher’s collection, coding, and analyzing. These crucial questions include:

1) What is this a study of? 2) What category does the incident indicate? 3) What property of the

category does this incident indicate? (p.123). Tuettemann (2003) states four questions from Glaser’s

book (1978, p.53), and according to her the basic set of questions governing open coding are:

1) What are these data a study of?

2) What category does this incident indicate?

3) What is actually happening in the data?

4) What accounts for the basic problem and process?

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 However, it must be mentioned that in the MGT approach, Goldkuhl and Cronholm (2003)

assert that there is “a need for defining a relative explicit research question that supports and governs

you in the data collection” (p.3), although this does not have to be too restricted and should have

possibilities for refining the formulations of the question as the study progresses. They recognize that

being un-prejudiced in data collection and analysis is imperative in the GT method, but this can also

mean being “uninformed and that there is in such cases a risk of being too naïve and even ignorant

when entering the empirical field” (p.3). They explain further saying that if the researcher is too open-

minded in the data collection phase, he may end up with a large and diverging amount of data which

“often results in frustration because there are no clues about where to start categorization” (2010,

p.190) and this is “especially valid for novice users” (Goldkuhl, 2002 as cited in Goldkuhl &

Cronholm, 2010, p.190). Having clear initial questions on a specific topic in the present study has

indeed helped the researcher to organize the data collected and gave direction for refining the

questions to elicit what is needed to address the problem statement.

Glaser (1978) discussed that in theoretical sampling, the researcher is not “collecting the same

data over and over based on the same questions which ignore the interchangeability of

indices…Questions may constantly change with the requirements of the emergent theory and

theoretical sampling. Once saturation occurs new questions must be asked pertinent to the new

emergent issues of the main concern of the perhaps new interviewees” (pp. 157-158). Thus, in terms

of interview questions, these evolved during and post-interviews (video recordings are available) and

as analysis of the data gathered progressed from the initial set of questions to the final set specified

above.

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Data Collection Procedure

After determining which HEIs in Metro Manila fulfilled the sampling criteria set forth, letters

of request for participation in the study were given to the relevant offices/ persons for permission to

conduct it. When the college presidents, deans/ vice-deans, registrar, and department chairperson

from the selected HEIs were identified through purposive sampling, the researcher started

correspondence with regards to their willingness to participate in the study and to schedule interview

dates. From the pool of positive respondents who were willing to participate, random sampling was

done based on availability and schedules. Those willing to participate were followed up for interview

schedules then eventually interviewed. Representatives from these various levels of educational

leadership in different representative HEIs eventually numbered 10 persons but as noted earlier due

to unavailability or busyness in schedule and in one case a health issue arose- thus, only eight persons

in total became participants in the study. The number of participants, as described in both the GT and

MGT methodology, should depend on theoretical saturation and category stability. In the course of

the research, new interviewees were added purposively and selected at random to adhere to the

process of theoretical sampling for further data collection, until data completeness or theoretical

saturation was reached.

From the interviews, field notes were initially recorded but because of the limitation of not

being able to go back to responses and the difficulties of taking field notes which are quickly scribbled

and sometimes ending up illegible, this process was abandoned in favor of video recordings which

were done with the permission of at least six of the (later interviewed) participants in the study. The

first two participants responses were manually written then transcribed, after which the video

recordings of the last six participants were also transcribed. Analysis of the data were conducted, line

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by line as prescribed in the methodology, manually with no software used. Responses were analyzed

and compared to elicit and abstract categories that led to the definition and theoretical formulation of

a conceptual framework of Filipino leadership among educational leaders in selected HEIs. The

various stages of the MGT method, as earlier discussed in this chapter, was the pattern followed by

the researcher. The researcher went back to some of the participants in selected HEIs until the point

of theoretical saturation and category stability was perceived to have been achieved. As the researcher

realized from the analysis of data that a theory was emerging with unifying concepts and categories,

and no new information is bringing forth more categories, then a closure of analysis was done together

with the end of further interviews.

The researcher then proceeded to further archival research aside from the preliminary one

done when the study commenced, where additional information was gleaned from different sources

– mostly published literature from the last thirty years. The initial review of literature included

published work written mainly within the Philippine context by Filipino authors. The data gathered

from this source serves as secondary data. These data were then compared with the categories already

named and if any refinement was necessary the categories were modified toward a more ‘complete’

theoretical framework. When published literature and extant studies were more or less exhausted, the

theorized conceptual framework had more supportive documentation and was stabilized. Another

literature review was done to fulfill the MGT approach requirement of reviewing extant theories so

that the emergent theory could also undergo constant comparison with these. Theoretically matching

with existing ones help achieve ‘theoretical grounding’ and strengthens validation as prescribed in

the MGT method. MGT’s authors claim that not only the evolving theory but other theories, too,

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should inform theoretical sampling. Theoretical grounding is the latter, more focused process of data

generation, according to GT (Strauss & Corbin, 1998 cited in Goldkuhl & Cronholm, 2010).

Data Analysis

Data analysis proceeded simultaneously as the interviews were being done. Glaser

discouraged taped interviews, although for the sake of proper and complete documentation this may

be utilized. He advocated field notes to be analyzed immediately for meaning and content relative to

the topic under study. However, there are researchers like Tuettemann (2003) who did taped

interviews. She noted preferring this as it freed her from note-taking and “gave greater opportunity

to be ‘present’ to the individual – and later repeatedly to listen to and reflect upon the conversation”

(p. 17). It was also the preferred option for the conduct of this study, using video recordings instead

of audio tapes. Moreover, there was no such limitation prescribed in the use of the MGT approach.

As Glaser (1998) himself describes it, doing grounded theory is “subsequent, sequential,

simultaneous, serendipitous, and scheduled”. By simultaneous, he means “doing many things at once

which will happen as the researcher sifts through data, analyzes, codes, memos, sorts, and writes

while collecting more data” (p.15). Analysis will not happen in sequence but throughout and while

gathering data. Locke (2001), on the other hand, explained “composing an emerging theoretical

framework from data requires that data sampling or collection and analysis should be done together

as much as possible” (p. 58).

There are several stages to data analysis, it is important to note though that these stages are

not linear or sequential, rather they overlap. Once data was acquired, the researcher did what Strauss

and Corbin termed as “open coding” (1998, p.102) or inductive coding in MGT. This is the first

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analytic step where data were fractured into discrete parts, closely examined, and compared for

similarities and differences. As data incidents were examined, they were named. The researcher then

engaged in the process of conceptualizing. According to Strauss and Corbin (1998), a concept is a

labeled phenomenon (p.103). Names of these data incidents may actually be taken directly from the

respondents’ words – referred to as “in vivo” codes (p.105), so the researcher actually began with in

vivo codes. In vivo codes were done to start the codification process in the present study. When data

incidents were found to be similar conceptually or related in meaning they were grouped under more

abstract concepts termed as categories.

Researchers may then dig deeper to discover something new or gain greater understanding

from the data. This more detailed and discriminate type of analysis is called microanalysis. This

needs to be done to discern the “range of potential meanings” contained within the words used by

respondents and develop them more fully in terms of properties and dimensions (Strauss & Corbin,

1998, p.109). When the researcher realized that several concepts can be grouped under more abstract

higher order concepts then these were classified into categories, as explained earlier. This process of

categorization is important as it lessens the number of units the researcher has to work on. Moreover,

categories have “analytic power” because they have the potential to explain and predict (p.113). The

researcher applied the abstraction process in order to codify methodically all empirical data and arrive

at categories. Charmaz (2014), recommends to use categories as tools to build context and asserts that

“carefully crafted grounded theory categories work well as signposts” (p.298).

Since the present study utilized the MGT approach, then the terms used for the various coding

phases also followed those that MGT’s authors used. Goldkuhl and Cronholm (2010) employed these

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coding terms in their description of the work of theory generation and it consisted of the following

(p.193):

• inductive coding
• conceptual refinement,
• pattern coding, and
• theory condensation.

This MGT process of theory generation was done methodically continuing with the rigor

of empirical grounding similarly practiced in the inductive approach of classic GT methodology.

After naming categories, which are broader, more comprehensive and more abstract labels for

classes of objects or events that share similarities, subcategories may emerge, as they did in the

present study. These are subheadings that specify a category further by denoting information such as

when, where, why, and how a phenomenon is likely to occur (Strauss & Corbin, 1998, p.119).

Simultaneously, subcategories can also provide signposts for the reader, and Charmaz (2014)

suggested to “consider including only those subcategories as explicit headings that explain new ideas”

as well as to “keep the ideas but subjugate them to the main heading or purpose” (p. 298). Once

categories are identified, the researcher started developing each category’s specific properties and

dimensions. Specificity is given to categories by defining its particular characteristics. Variation

within properties along a dimensional range must also be identified and emerge. Categories become

more precise as each is differentiated from another through these identified properties and

dimensions. Properties are the general or specific characteristics or attributes of a category.

Dimensions represent the location of a property along a continuum or range (p.117). Delineating

categories through its specific properties and dimensions is important because patterns begin to

emerge along the variations within a property. In the present study, these categories were clearly

delineated based on the conceptual refinement process where each one was defined according to the

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data as well as according to sources such as dictionaries, thesauruses, and usage in journal articles

pertaining to leadership or at least related to higher education. Charmaz (2014) further recommends

at this point to think about including diagrams which may help clarify the researcher’s analysis and

argument for the reader, something that MGT’s authors also strongly recommend.

Open coding or termed as Inductive coding in the MGT approach ( Goldkuhl & Cronholm,

2010, p. 194) was done in various ways as described by Strauss and Corbin (p.119), with whom the

MGT proponents (Goldkuhl & Cronholm, 2010) agree to a greater extent than Glaser: 1) line-by-line

analysis (close examination of data, phrase by phrase or word by word) which is the most time

consuming but also the most generative; 2) analyzing whole sentences or paragraphs, where analysts

may ask: “What is the major idea brought out in this sentence or paragraph?”; 3) perusing the entire

document and asking: “What is going on here?” and “What makes this document the same as, or

different from, the previous ones I coded?”. Goldkuhl and Cronholm (2010) emphasize that this phase

should be free of pre-categorizations, instructing to “let the data speak!”. They argue that there is

“risk in destroying the freshness of the data if theories and categories are used too early in the process”

and claimed that “it is harder to discover something if predefined categories are obtruded on the data”

so in this initial phase MGT adheres to the basic principles of GT which is an inductive way of

working with data (p. 194).

The next step in the MGT approach is conceptual refinement with the authors cautioning

researchers regarding the linguistic formulations used in the empirical statements which has to do

with the quality assurance of the data. They contend that building categories on vague formulations

in data will not render any valid theories and they stress this, saying they have not found such an

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emphasis in classic GT. For the authors, conceptual refinement means “actively working with

clarifying used concepts” which can evolve during the various phases of MGT. They point out that

“important concepts need to be assessed and continually refined during theorizing” which for them

means working with different questions concerning categories. The MGT approach proposes the

following questions for conceptual refinement, Goldkuhl and Cronholm (2010) identified these six

essential questions that need to be posed to have a clear understanding of a conceptualized

phenomenon (pp. 194-195):

• What is it?: content determination

• Where does it exist?: determination of ontological position

• What is the context of it?: determination of context and related phenomena

• What is the function of it: determination of functions and purposes

• What is the origin of it?: determination of origin and emergence

• How do we speak about it?: determination of language use

According to the authors this process should be done “in full iteration with other parts of the theory

generation process (inductive coding, pattern coding, and theory condensation). Conceptual

refinement means creating a comprehensive definition of categories” (p.195). Goldkuhl and

Cronholm (2010) elucidated that defining concepts “should be seen as a pivotal task in qualitative

analysis and theory development” (p.196). They do state that there are attempts to clarify concepts in

GT analysis, but the methodological approach is inclined to clarifying categories in relation to the

data whereas for them conceptual refinement involves focusing on the emergent concepts per se.

Data-oriented conceptual clarification only serves as a complement to the conceptual refinement the

authors present in MGT. In this study, conceptual refinement involved looking at various sources to

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define and clarify the emerged categories and concepts aside from the definitions taken from the data

itself.

The next step in the process is axial coding or termed as pattern coding in the MGT approach,

which occurs when the researcher relates categories to subcategories to form more precise and

complete explanations about phenomena. Axial and open coding though, are not sequential acts

(Strauss & Corbin, 1998, p.136). Axial or pattern coding requires having some categories identified,

but often the researcher begins to sense how categories relate during open or inductive coding. MGT’s

authors concur with Strauss and Corbin (1990 as cited in Goldkuhl & Cronholm, 2010) that GT is

“an action/ interactional method of theory building” and that “an action-oriented paradigm model

should be used” (p.196). MGT identified this phase as pattern coding to imply an interest toward

conceptualizing action patterns and these kind of actions according to the authors are usually social

actions. They expound further that “the action performed has social grounds and social purposes. It

is based on social antecedent conditions, and it is socially oriented, having intended effects for other

humans” (p.196). Furthermore, they explain that “pattern coding comprises the structuring of action

conditions (external as well as internal), actions, and results, and consequences of actions” (p.196).

Hence, in the present study categories and subcategories are mostly verbs indicating action such as:

championing, building, developing, collaboration, identification, valuing, and differentiating, to name

some. The researcher abstracted subcategories linking two or more concepts, explaining the what,

why, where, and how of a phenomenon. These were further abstractions and later validated and

further elaborated by continually comparing data incidents with each other as well as categories with

each other.

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 As categories were more refined, and related to each other, and a clustering of similar codes

in the process of axial or ‘pattern coding’ (Goldkuhl & Cronholm, 2010, p.196) was found, the

researcher began the process of integration to form a larger theoretical scheme or framework . This

process of integrating and refining the categories identified is termed as selective coding (Strauss &

Corbin, 1998, p.143), which MGT terms as theory condensation (Goldkuhl & Cronholm, 2010,

p.196). Integration is described as “an interaction between analyst and the data”. It is the result of

“the evolution of thinking that occurs over time through immersion in the data and the cumulative

body of findings that have been recorded in memos and diagrams” (Strauss & Corbin, 1998, p.144).

These various phases of coding serves as an “audit trail” so that the emerged categories of the

conceptual framework can all be traced from empirical data where these were originally abstracted.

After the refinement of concepts, MGT advocates for an additional ‘grounding’ process which

is theoretical grounding done by matching the emergent theory with extant theories in literature. In

theory matching, deductivism takes over. In the initial phases of data analysis and theory generation,

an inductive way of working is applied, but now it is time to actively use other theories. These other

theories may also help in identifying possible categories or contribute to its refinement. Goldkuhl and

Cronholm (2010) assert further that: “References can be made to external theories and abstractions

with the purpose of providing theoretical warrants. Theoretical matching may lead to revisions of the

evolving theory. Categories from other theories can be proven to be more adequate and they can

replace some previously formulated categories” (p.198). Theoretical matching has an effect on the

cited external theories. The collected data and the consequent emergent theory might contradict what

was claimed earlier by these other identified theories. The comparison possibly might evoke

comments or even substantiate criticism toward these other theories (Goldkuhl & Cronholm, 2010,

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p. 198). In the present study, the emerged conceptual framework was theoretically matched with six

extant theories relevant to concepts of leadership in the Philippine context.

The focus in this entire process is the discovery of a central or core category and refinement

of the theory which the researcher aimed for and eventually achieved. In MGT this stage of selective

coding corresponds to the theory condensation stage. The core category represents the main theme of

the research; it explains what the research is all about. It has analytic power, is able to condense

categories to form an explanatory whole and can account for considerable variation within categories

(Strauss & Corbin, 1998, p.146). However, in the MGT approach the authors do not raise the claim

for one single core category, although they agree to the need for densifying the theory, “but this must

not lead to just one main category” (Goldkuhl & Cronholm, 2010, p.196), which serves the present

study well as two core categories were emerged in the process (discussed in Chapter 4). Strauss and

Corbin (1998) listed the following criteria for choosing a central category (p.147):

1. It must be central; that is all other major categories can be related to it.

2. It must appear frequently in the data. This means that within all or almost all cases, there

are indicators pointing to that concept.

3. The explanation that evolves by relating the categories is logical and consistent. There is

no forcing of data.

4. The name or phrase used to describe the central category should be sufficiently abstract

that it can be used to do research in other substantive areas, leading to the development of

a more general theory.

5. As the concept is refined analytically through integration with other concepts, the theory

grows in depth and explanatory power.

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 6. The concept is able to explain variation as well as the main point made by the data; that

is, when conditions vary, the explanation still holds, although the way in which a

phenomenon is expressed might look somewhat different. One also should be able to

explain contradictory or alternative cases in terms of that central idea.

To aid integration of concepts and identification of the central category, Strauss and

Corbin (1998) (similar to the MGT approach) gave the following techniques which are done in the

next chapter on Findings and Discussion/ Analysis):

1. Writing a few descriptive sentences about “What seems to be going on here?”. It is good

to return to the raw data, reread several interviews or observations to help stimulate

thinking, stand back, and ask questions such as: “What is the main issue or problem which

these people seem to be grappling with? What keeps striking me over and over? What

comes through, although it may not be said directly?” In this case, examples of incidents

are given for each category to showcase what the category is all about or for its conceptual

clarification.

2. Make use of diagrams (see Chapter 4) – diagrams may be useful for sorting out

relationships among concepts. It enables analysts to gain distance from the data, forcing

to work with concepts rather than details of the data. Diagrams should flow with apparent

logic, not requiring too much explanation (p.153). The MGT method also prescribes this

strongly. Thus, a number of diagrams to capture the essence of the findings and to illustrate

the conceptual framework were provided in the next chapter on Results and Discussions.

3. Reviewing and Sorting through Memos - memos contain clues to integration especially

if the properties and dimensions of categories were systematically identified. These

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 (memos) are usually sorted by categories and once sorted can be reviewed. Doing this

“sort and review” process, and looking for cross-dimensional linkages, should enable the

researcher to arrive at a certain amount of integration (p.155). One can also turn to

literature for a unifying concept, which the MGT authors also recommend for possible

refinement of categories and condensing of the emergent theory. Later on,

conceptualization of data can be compared to see how it extends or fits with existing

literature, in this case with leadership concepts as well as with relevant theories that can

provide constant comparison for achieving theory saturation or completeness. A unifying

concept should meet the criteria of a core category as described earlier.

As the overarching theorized conceptual framework was drawn, refining the theory was the

next step. This process of refinement consisted of reviewing the scheme for internal consistency and

gaps in logic, filling in poorly developed categories and trimming excess ones, and validating the

scheme (Strauss & Corbin, 1998, p.156). This corresponded to the MGT approach, where a final step

of grounding is proposed involving an evaluation of theoretical cohesion, therefore implying an

explicit internal grounding. A section in Chapter 4 is devoted to the evaluation of internal cohesion

of the emerged conceptual framework in the present study. MGT’s authors define it as “a systematic

investigation of the conceptual structure of the evolving theory, where consistency and congruency

are checked” (2010, p.198). Furthermore, they postulate that “evaluation of theoretical cohesion

means that a focused part of the theory (one or several concepts and possible relations) is assessed in

relation to other parts of the evolving theory. The theory itself is used for its grounding. The purpose

is to arrive at a theory that is conceptually clear and sound” (Goldkuhl & Cronholm, 2010, p. 198).

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Maintaining objectivity throughout the coding process:

In order to maintain objectivity through the coding process, the researcher has referred to

Thornberg (2012), who describes a number of data sensitizing principles in using literature by

organizing and presenting arguments from the field of qualitative research and philosophy of science

as well as his own arguments. These principles, he asserts, should help the researcher to avoid biases

and prejudices and from making insensitive theoretical interpretations of data. The researcher

particularly relied on three of these principles in order to maintain objectivity in the process of coding

and using the inductive approach to abstract categories:

1. Theoretical agnosticism: The trick in theoretical agnosticism is to treat all extant theories
and concepts that one already knows or might encounter during the pre-study or on-going
literature review as provisional, disputable and modifiable conceptual proposals One must
continually take a critical stance toward extant theories.

The literature review should therefore be seen as an open, critical and pluralistic
conversation between the researcher, the literature, the data and the emerging body of
concepts and ideas (Thornberg, 2012, p. 250).

2. Theoretical sampling of literature: To counter Glaser’s assertion that an initial literature

can just be a waste of time, Thornberg (2012) asserts that researchers can simply apply the
logic of theoretical sampling in relation to ongoing literature search during the study (and
after initial broad review before the study), Ongoing literature review based on theoretical
sampling can help the researcher be more sensitive to data, elaborate his or her constructed
themes, concepts and ideas and to offer new insights into questions and issues. Instead of
ignoring the literature, the researcher uses it for comparison with ‘emerging’ codes and
concepts (Morse, 2001 cited in Thornberg, 2012).

By applying this principle, the researcher searches and reads the literature guided by codes,
concepts, questions, and ideas that he or she develops during data collection and analysis.
Coding and questions send the researcher back to the field, to some of the literature, to his
tentative codes and concepts with new lenses and questions, so on.

3. Theoretical playfulness: In qualitative research, critical thinking has to be combined with

creative thinking to generate new possibilities and creative connection-making (Patton, 2002
cited in Thornberg, 2012), which is essential in abductive reasoning. Charmaz (2006) had
argued that constructing theory is not a mechanical process and involves what she calls
theoretical playfulness: “Whimsy and wonder can lead you to see the novel in the mundane.
Openness to the unexpected expands your view of studied life and subsequently of

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 theoretical possibilities” (p.136). Thornberg suggested to expand this notion of Charmaz by
also inviting extant theories and concepts in this playfulness. A way of enhancing the ability
of playing with and creatively using theories is to “read for ideas” (Glaser, 1978). By
abductive reasoning, theoretical playfulness and staying grounded, the researcher will go
beyond the “box” of extant theories.

Below is a sample of the coding process from in vivo codes to theory condensation

as emerged in the present study:

TABLE 5: SAMPLE CODING PROCESS: (Participant 2, ATENEO)

CATEGORY: EXEMPLARS

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
An influence process Influence process Influencing/ Influencer Exemplars
Works towards a Visionary Exemplar
vision, must provide Effective Competency
vision as articulated communicator
by group Achiever,
Outstanding Critical Critical thinking, Cognitive competency,
Thinking Skills, cognitive Exemplar
person full of hope competency,
Hopeful
For him there is a Possibility minded Positive worldview
world of possibilities Achievement mindset
A better leader is full Hopefulness, Positive worldview,
of hope& great optimism, Positive attitude
possibilities possibility minded Optimistic
Often a religious Possibility- Positive Mindset/
person has great Minded, Religious, Attitude, Courage,
possibilities, doing Courageous Spirituality
great things for God
How you look at a Compassionate Relational competency,
person - one of compassion
indifference or
compassion
If you are indifferent Indifference leads Concerned for People/
to people, you can say to Failure/ Need to Exemplar,
"doomed to failure" build up
people, concerned
with others
Compassionate means Loving, Positive, People
treating others with a Compassionate builder/Relational
positive loving competency/loves
attitude

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 people
Exemplar
like the concept 'win- Win-win attitude/ People builder/
win', and where Respect for others Exemplar
there's respect for
others
Both of you become Winner mindset/ People builder/
winners Collaborative Exemplar/ Achievement
mindset
How the person looks Courageous, Faith Winner Mindset/
at himself - in Fear or in Self/ positive Attitude (Exemplar)
Faith and freedom self-esteem
If there is fear, he Fearlessness, Winner Mindset/
can't be a good leader Courage Attitude (Exemplar)
Heroic leadership (by Heroic Leader as Hero
Lowney)
self-awareness - this Self-Aware Competency/ Exemplar
strength is necessary
has love: a positive, Loving attitude Love others/ Exemplar
loving attitude dealing
with others
has heroic ambitions Heroic, ambitious Exemplar/ Achievement
mindset
has will for action Pro-active,Doer / Purposive/ Achiever, Exemplar/
especially in this Action-taker Social action Achievement
country mindset/ Devt
Agenda
The kind of leader Fearless, Heroic, Courage, Hero
you want also Ambitious, Exemplars
(fearless, ambitious, Courageous
heroic)
Not live in fear
love, positive loving Loving, Positive Differentiating Differentiation/Value
attitude, ingenuity - attitude, ingenuity (Institution leaders Proposition/
that's where it will be Making a w/this character),Value Exemplars/
different difference proposition, People Human cap devt
skills/ Exemplar
Strength of character Integrity (Strength Achievement mindset/
needed to pursue the of Character)/ Exemplar
goals you have pursuit of goals
you have to respect Respect for People builder/
the student student, respectful empower-er/ Exemplar/
People skills
This is where love Love, Respect for Exemplars
comes in, respecting others People skills/ Relational
other people skills

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 The three distinct types of grounding processes required in the MGT approach

distinguishes it from other GT versions. Goldkuhl and Cronholm (2010) explained that the

three grounding processes correspond to the following three kinds of validity claims (p.197):

• Theoretical validity means that the theory is in accordance with other theoretical abstractions.
• Empirical validity means that the theory is in accordance with empirical observations of the
world.
• Internal validity means that the theory is considered to be a coherent way of talking about the
world.

After going through these coding processes: inductive (open) coding, conceptual refinement,

pattern (axial) coding, and theory condensation (selective coding) as well as undergoing the

additional grounding processes of theoretical grounding and internal grounding, data is finally

unified into a coherent theory (the emerged conceptual framework as illustrated in the next chapter-

Chapter 4) that explains the substantive area under study. Below is a diagram of the working structure

of the MGT approach which this researcher adhered to for the present study (Goldkuhl & Cronholm,

2010, p.199):

FIGURE 11: WORKING STRUCTURE OF MGT

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 CHAPTER 4

RESULTS AND DISCUSSIONS

The present research study focused on finding out what the leadership concepts are of

educational leaders within HEIs in the Philippine context. The aim is to develop a conceptual

framework using the rigorous multi-grounded theory (GT) approach where the initial phase of

induction similar to classic GT was applied for empirical grounding of the data. A deductive approach

was utilized in the comparison of the emerged conceptual framework with pre-existing theories for a

theoretical grounding process and in the evaluation of internal cohesion where categories are related

to each other supported by other research studies and extant literature. This chapter pertain to the

results and the discussions of the emerged conceptual framework. There are several parts to

discussing the results, so this chapter is divided into six parts. The first four parts include the coding

process using the inductive approach from in vivo codes through to theory condensation (Part 1 to

Part 4) which encompasses the entire empirical grounding process (first part of MGT methodology).

The last two - Part 5 and Part 6 include the other two explicit grounding processes of theoretical

grounding (or theoretical matching – the second grounding process in MGT) and internal grounding

(or internal cohesion) where consistency and congruence among the categories, sub-categories and

core categories are checked by showing the relationships between and among each other. In Part 5,

relevant extant theories first discussed in the review of related literature (Chapter 2) are re-visited,

but this time to explicitly match each one to the emerged conceptual framework for warrants,

validation and to add to its credibility. A diagrammatic matching process was utilized, aside from

textual explanations in order to clearly and succinctly show the areas of alignment between the

framework emerged in this study and those of the theory it is being matched with. In Part 6, another

diagram was provided (Figure 23, p. 235) in order to adhere to the proposal of MGT’s authors to use

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graphic illustrations beside textual presentations as this is important to the theory construction process

and for presenting the theory to others. A total of three diagrams were created to present the results

of this study.

The statement of the problem of the present study is specifically concerned with how

educational leaders in Philippine HEIs conceptualize leadership in the local setting. The questions

pertain to their understanding of leadership in general, and of educational leadership including

leadership in HEIs in particular. Their concepts of what makes a great Filipino educational leader

were also explored and analyzed, with the findings presented in this chapter and further discussed.

As mentioned separate phases of the theory generation process are exampled in the following

discussion, with the initial empirical grounding from the first participant illustrated with the tables

below. These include taking an inductive approach in the codification of data. The process ran

through from the transcript to the in vivo codes, where mostly the participant’s own language was

used, to open-coding (inductive codes in MGT terminology) as shown in Part 1. The transition from

open codes to pattern codes (equivalent to axial codes in classic GT), through to theory

condensation (or selective coding in classic GT) are all shown in Part 2. From the theory

condensation further abstraction is done toward sub-categories until core categories are emerged.

The initial findings where 7 categories and 2 sub-categories were emerged from the coding of the

first participant ‘s responses are shown in Part 3. In the MGT approach, it is possible to have more

than one core category (Goldkuhl & Cronholm, 2010, p. 196) which was what emerged in this study

toward a conceptual framework showing how educational leaders conceptualize leadership in the

Philippine setting.

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 From the initial findings more responses were collected for theoretical sampling from

participants who fulfill the criteria established for purposive random sampling and as more data was

gathered, these were continuously analyzed and constantly compared thus generating additional

categories which were further abstracted. This process was done throughout until theoretical

saturation was reached where no new categories were emerged after a total number of eight

participants were interviewed. The final emerged conceptual framework is comprised of a total of 10

categories, three sub-categories and three core categories. These 10 categories together with the sub-

categories and three core categories are all conceptually defined in Part 4 of this chapter on

Conceptual Refinement. These were defined based on three sources for a common understanding/

comprehension of the terms used: 1) from the data they were culled from; 2) from universally used

and accessible dictionaries/ thesauruses or relevant websites; and 3) from journal articles, scientific

studies, and published literature that relate to or apply the concept. As much as possible these are

within the field of leadership studies or related to education with preference given to those in higher

education.

Again, Part 5 is the section on theoretical matching where the emerged conceptual framework

is matched with six other extant theories/ models for another grounding process to establish validity

of the framework further. Part 6 discusses the evaluation of internal cohesion of the emerged

conceptual framework where the categories are analyzed in relation to each other and these

relationships are discussed with support from existing studies and literature, then presented in

diagrammatic form with the classification of the categories into three areas: personhood of the leader,

praxis, and potencies of leadership. These classifications are discussed in further detail in this section

of the chapter. It is aimed in this chapter to present the findings of this qualitative study using the

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MGT approach to address the problem statement of how educational leaders conceptualize leadership

in the Philippine setting.

A. RESULTS AND DISCUSSION: EMPIRICAL GROUNDING

THEORY GENERATION FROM THE CODING PROCESS: (Empirical Validation)

PART 1: From Transcripts to Inductive Codes

An initial data analysis was completed which produced inductive codes (or open codes in

classic GT). These codes are an abstraction and refinement that came from in vivo codes which are

codes that originate from what respondents themselves have said as seen from the transcribed

interviews (Glaser, 1998). The following is an extract of inductive codes for:

TABLE 6: Sample Transcript to Inductive Codes

Participant 1 (M/ PR). Legend: Gender (M/F). Sector [Public (PU)/ Private (PR)]

TRANSCRIPT IN VIVO CODES INDUCTIVE (Open)

(Incidents) CODES
(Descriptive)
First would be -having a very clear Having a clear vision Clarity of vision-mission
vision and mission for one’s org and mission
You must have a very clear vision- Have a very clear Very clear vision mission
mission, a clear understanding vision-mission
I have to be clear about what La Salle Have to be clear about Clear role, identity,
stands for, our objectives, what we’re what La Salle stands organizational objectives,
trying to do as an organization. for, our objectives, purpose
what we are trying to
do as an org
The leader must be able to ..accept, Must accept, fully Ownership of vision-
fully submit to the vision-mission of the submit to the vision- mission
institution. mission
Leadership is…doing the right things Doing the right things Doing right things for
for the institution, whereas management for the institution institution
is doing things right.
…they are conscious of what is the people are conscious of Consciousness of Vision-
vision-mission. the vision-mission Mission

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 His concern is how does he inspire Work towards the Achieve institutional V-M
everybody to work towards the vision vision mission of the
mission of the institution institution
One has to be very clear what the very clear Educ’l org Clarity of organizational
educational V-M of his organization is vision-mission vision-mission
For me, for us in La Salle, it is very, very clear we have a Clarity of DLSU’s two-
very clear that we have a two-fold mission fold mission
As a Catholic educational institution Specific mission as Specificity of V-M as a
this is more specific Catholic institution Catholic institution
Involves 2 things: one a very clear Very clear vision Clarity of vision and
vision and the dual mission of academic Dual mission of duality of mission
excellence & values formation academic excellence &
values formation
They have to say we believe in this we (faculty) believe in Imbuing belief in the
mission this mission mission
Leaders should be totally committed, no Totally committed/ Total commitment
question about that Being committed to the
V-M
There are 2 biggest problems HEIs must 2 biggest problems HEIs mission of social
address HEIs needs to address responsibility

PART 2: FROM INDUCTIVE TO PATTERN (Axial) CODES TO THEORY

CONDENSATION (Selective CODES)

From the inductive codes abstracted through an iterative process pattern codes are produced

(corresponding to axial codes in classical GT). At this stage categories are combined into theoretical

statements. Goldkuhl and Cronholm (2010) agree with Strauss and Corbin (1990), who asserted that

“Grounded theory is an action/interactional method of theory building” (p. 104), that an action-

oriented paradigm model should be used. The term ‘pattern coding’ is used to imply “interest in

conceptualizing action patterns, usually social action which has social grounds and social purposes –

based on social conditions, is socially oriented, having intended effects on humans. Pattern coding

then involves structuring action conditions (external and internal), actions, results and consequences

of actions.” (Goldkuhl & Cronholm, 2010, p.196).

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 The stage of theory condensation (corresponding to selective coding in GT) is a higher level

of abstraction where theoretical categories is arrived at from the constant comparison process. MGT

does not uphold the proposition for one single core category. MGT’s proponents agree concerning a

need for “densifying the theory, but this must not lead to just one main category” (p.196). The

concluding stage of the MGT approach is when the emerged theory (which corresponds to and

includes categories, subcategories, and core category in classical GT) has been validated in

comparison with other existing theories from literature (or what MGT terms as theoretical matching)

where ‘theoretical grounding’ then occurs. This makes the emerged theory using the MGT approach

a more ‘grounded’ one as it incorporates this explicit additional grounding process.

The following is an extract of inductive to pattern codes to theory condensation for:

TABLE 7: Sample Inductive Codes to Theory Condensation

Participant 1 (M/ PR). Legend: Gender (M/F). Sector [Public (PU)/ Private (PR)]
INDUCTIVE (Open) PATTERN (Axial) CODES THEORY
CODES (Descriptive) Condensation
(Selective Codes/
Category))
Clarity of vision-mission V/M-Focused Purpose-Driven later
renamed *Achievement
motive
Very clear vision mission V/M-Focused
Effective leader Purposive
Clear role, identity, Mission-focused
organizational objectives, Purpose-driven
purpose Goal-centric
Ownership of vision-mission Purpose-driven
Goal-centric
V/M ownership
Doing right things for Purpose-driven/ Goal centric
institution
Consciousness of Vision- Purpose-driven,
Mission Goal-centric
Achieve institutional V-M Achiever, Purpose-driven ,V/M
focused
Clarity of organizational V/M-Focused
vision-mission

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 Clarity of institution’s two- Mission-Focused
fold mission Purpose-driven
Specificity of V-M as a V/M-focused
Catholic institution Purpose-driven
Clarity of vision and duality V/M-grounded, Purpose-driven
of mission Mission-focused
Imbuing belief in the Purpose-driven
mission V/M Ownership
Committed V/M Ownership
HEIs addressing social Purpose-driven
problems, social response Goal-centric

After this process of empirical validation attained through the constant comparison method of

empirical data being repetitively analyzed, related to each other, studied for similarities and

differences, weighed against, carefully gauged, etc., then hopefully theoretical condensation is

reached where a number of categories may emerge. In this case, the following categories emerged

from the rigorous data analysis and constant-comparison of in-vivo, inductive to pattern codes and

between each other (please see diagram below/ next page):

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PART 3: FINDINGS OF INITIAL THEORY CONDENSATION - Emergent categories of
Leadership concepts as derived from analytical coding processes of interview with:

Participant 1 (M/ PR) * *Male/ Private HEI

CATEGORIES 1. SUB-CATEGORIES
(Further Theory Condensation)
PURPOSE-DRIVEN

PROFESSIONAL DEVELOPMENT OF
COMPETENCY HUMAN RESOURCES
AND CAPITAL
PEOPLE BUILDER &
OPTIMIZER
CONTRIBUTES TO
CHAMPIONING
VALUES & CHRISTIAN
MORALITY

STRATEGIC
COLLABORATION

INSTITUTIONAL INVESTING FOR

IDENTIFICATION & NATIONAL PROGRESS
VALUING, AND DEVELOPMENT
DIFFERENTIATING

EDUCATIONAL
REFORM &
DEVELOPMENT
AGENDA

FIGURE 12 : INITIAL CATEGORIES

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 Figure 13: EMERGENT THEORY: Conceptual Framework of Filipino
Leadership among leaders in selected Philippine HEIs

CATEGORIES SUB CATEGORIES CORE CATEGORIES

ACHIEVEMENT
ENDOGENOUS

MOTIVATION
PERSONHOOD

GLOBAL BUILDING HUMAN/

PERSPECTIVE INTELLECTUAL
CAPITAL
EXOGENOUS

EXEMPLARS
POTENCY
ALL CATEGORIES CONTRIBUTE TO

CONTRIBUTES TO
PROFESSIONAL
COMPETENCE VALUES-BASED,
PERSUASIVE INDIVIDUAL DEVELOPMENT
CHAMPIONING & INSTITUTIONAL VALUE ORIENTED
VALUES & PROPOSITIONING & ECONOMICS-
CHRISTIAN
DRIVEN /
MORALITY
CONCEPTUAL
CONTRIBUTES TO FRAMEWORK
STRATEGIC OF LEADERSHIP
COLLABORATION
PRAXIS

PEOPLE INVESTING IN
EMPOWERMENT NATIONAL PROGRESS
AND NATION-
EDUCATIONAL BUILDING
REFORM

INSTITUTIONAL
IDENTIFICATION &
VALUING

INSTITUTIONAL
DIFFERENTIATION

FIGURE 13: EMERGED CONCEPTUAL FRAMEWORK OF FILIPINO LEADERSHIP

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 TABLE 8: CLASSIFICATIONS OF CATEGORIES VALUE-BASED&ECONOMICS-DRIVEN LEADERSHIP
PERSONHOOD/ Pagkatao PRAXIS/ Gawa POTENCIES/Bisa o Lakas
(Traits/Characteristics/Qualities, (Practice, Actions, Exercise) (Affective Drivers &
Abilities/ Competencies) Rationale)
(Endogenous) CHAMPIONING VALUES & VALUES
ACHIEVEMENT MOTIVE CHRISTIAN MORALITY (Culture-based)
GLOBAL PERSPECTIVE STRATEGIC COLLABORATION DEVELOPMENT &
ECONOMICS
(Exogenous) PEOPLE EMPOWERMENT
EXEMPLARS INSTITUTIONAL DIFFERENTIATING
PROF COMPETENCIES INSTITUTIONAL IDENTIFICATION &
VALUING
EDUCATIONAL REFORM

PERSONHOOD OF PRAXIS FOR POTENCY BY

BUILDING HUMAN AND PERSUASIVE INDIVIDUAL & INVESTING IN NATIONAL
INTELLECTUAL CAPITAL INSTITUTIONAL VALUE PROGRESS/ NATION-
PROPOSITIONING BUILDING

The emerged conceptual framework based on the multi-grounded theory approach that was

applied to address the problem statement of this study reveals that among educational leaders from

selected Philippine HEIs the Filipino conceptualization of leadership involves the following core

categories of leadership: Values-based, Development Oriented, and Economics-driven. The

values that were dominantly found both from the study and the relevant literature are cultural values

that pertained to the collectivistic nature of the Filipino. These values included being family-centric,

group-oriented, with preference for desirable leadership traits that are reflected by a charismatic/

value-based leader (paternalistic) who has exemplary character, is competent in their area of work,

empowered people, collaborated with others, championed Christian morality and values such as

integrity, is socially aware and responsible, and for those within the education sector include:

identifying with and valuing their institutions, and seeking to contribute to national progress and

development via educational reform as well as espousing a development agenda. The various

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categories were classified under three areas namely: personhood, praxis, and potency of leadership.

Personhood refers to the personal traits, characteristics, abilities and competencies of a leader and

these was further divided into two sub-classifications: endogenous and exogenous features.

Endogenous features are those that are from within the leader or having an internal cause. The

categories of Achievement motive and Global perspective are both internal in origin, thus are

classified under Endogenous. Exogenous features, meanwhile relate to or develop from external

causes or are external to the leader’s person. The exogenous features include the following categories:

Exemplars and Professional Competencies.

Another classification is the praxis of leadership which refer to the actions, practices, and

exercise of leadership. The categories included here are: Championing Christian morality and values,

People Empowerment, Strategic Collaboration, Institutional Differentiating, Institutional

Identification and Valuing, Educational Reform and Development Agenda. The last classification is

Potency referring to the affective drivers or rationale for leader preference/ choice or acceptance.

This include the core categories of: Value-based, Development-Oriented, and Economics driven

leadership. Values refer to cultural values which permeate or are interwoven within the person and

praxis of the leader. These values include mainly those that have been earlier mentioned which mainly

emanate from the collectivistic nature of Filipinos. This finding was strongly validated by a number

of research studies, most notably that of Project GLOBE, a seminal and extensive study on the

significant influence of culture on what is seen as traits contributing to leader effectiveness, as well

as by extant theories related to leadership, specifically those proposed by Jocano (1990) and Andres

(1981). These are discussed more in-depth in the section on Theoretical matching/ grounding or

Part 5.

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 The emerged core categories of a Development-Oriented and Economics-driven leadership,

are also validated by theories although more tacitly, for example, as it relates to the hierarchy of needs

theorized by Andres (1981) where social mobility is the second highest need of the Filipino. Thus, it

can be inferred that due to his earnest need to gain a higher socio-economic status he prefers a leader

who will lead him to greener pastures, so to speak, rather than prioritizing ideologies or principles for

example. In Chapter 2 or the review of related literature, an article on an economics perspective of

leadership and a review of studies linking economics to leadership were included to support the

increasing recognition of both leadership scholars and economists of the potentially significant

contributions each can make to the other field and their complementarity. Economics have always

been related to organizations and play a large part in national progress and development, but the role

of leadership in relation to it and vice-versa is only now being attended to more considerably and

significantly. These literature validates this emerged core category and highlights its importance in

understanding how leadership is conceptualized in the context of the Philippines.

These conceptualizations of leadership among educational leaders in selected HEIs within

the Philippine setting resulted after the empirical and theoretical grounding processes were done. The

next section (Part 4) involves what the MGT approach requires as the conceptual refinement process

in order to bring a universal comprehension of all the labels and terms utilized in the emerged

conceptual framework. In Part 5, another rigorous grounding process is embarked on to match the

theorized conceptual framework with extant theories (six of them) relevant to leadership in the

Philippine context. The final grounding process involves the evaluation of the internal cohesion of

this theorized conceptual framework and this is found in the last section (Part 6) of this chapter.

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PART 4: CONCEPTUAL REFINEMENT:

This stage is described by MGT’s authors as “creating a comprehensive definition of

categories” (Goldkuhl & Cronholm, 2010, p.195). They see this as a pivotal task of qualitative data

analysis and theory development. In order to give a comprehensive definition, the categories will be

explained not just from the refinement/ abstraction process or from the ‘in-vivo’ and pattern (axial)

codes abstracted from the inductive (open) codes, which is based on what participants apparently

mean in using the terms, or simply what they seem to imply. This will also be done using

acknowledged credible sources such as other research studies, journal articles, textbooks,

encyclopedias, or dictionaries, relevant websites, etc. This is because conceptual refinement in MGT

is focused on the emergent category per se (independently, by itself, or aside from relation to data)

(p. 196) for an unbiased (or reduced bias) understanding of terms.

*As there are additional categories which emerged from the analysis of data from other respondents,

these categories are named below – added to those identified in the diagram in Part 3 (Initial Theory

Condensation) for a total of 15 categories and 2 core categories.

CATEGORY DEFINITIONS: Conceptual Refinement

The following categories emerged (as included in the definitions) from the total number of eight

respondents. Additional categories were included here which do not appear in the Part 3 diagram

(above), as more data from the rest of the participants were analyzed and coded after theoretical

sampling. The categories are methodically arranged according to the classifications under which they

belong: Personhood, Praxis, Potency, then those that belong to further abstractions/samples from

coded data presented. They are arranged alphabetically under each classification so for example under

Personhood there is Achievement motive first. The definitions given include those not immediately

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related to the data to provide the comprehensive definitions as MGT requires. Additional definitions

were referenced from dictionaries published by globally credible university presses (Cambridge

University Press and Oxford University Press) for common comprehension and understanding as well

as from journal articles/ literature that have relevance with the central theme of Leadership and as

much as possible relevant to Education:

A. PERSONHOOD (Endogenous)
1. ACHIEVEMENT MOTIVE (Achiever/ Purpose-driven)
From Data Analysis & Coding: Vision-Mission focused, purposive, goal-centric achiever,
problem solver, vision- mission ownership/ commitment, visionary, visionary guide,
responsiveness, intentional, purpose-driven, ambitious, action-taker, missional, quality-
conscious, attaining results and outcomes, strategist, external validation, meeting
expectations, meeting industry demands, achieve goals, benchmarking

From the Cambridge English Dictionary (Cambridge University Press, 2020): having a
purpose, done with the aim of achieving a thing, Related words: goals and purposes, aim,
aspiration, objective, ambition, deliverable, prize, end, orientation, utility, KPI (key
performance indicators)

From Journal Articles/ Literature:

Heydari, H., Davood, M., & Rostami, M. (2013). The study of the relationships
between Achievement motive, innovation, ambiguity tolerance, self-efficacy, self-
esteem, and self-actualization with the orientation of entrepreneurship in the Islamic
Azad University of Khomein students. Procedia - Social and Behavioral Sciences
84, 820 – 826.

The researchers cited McLand’s study who verified that: “the first variable to predict
entrepreneurship is achievement motive. Achievement motive is to be wishful for surpassing
in a particular behavior which has been considered as a scale. McLand (1962) reached this
conclusion that the need for progress in individuals who start their own activities, is higher.
McLand (1965) believes that the need to progress, is the main motivation for countries
economic developments and has a great role in the person’s decision-making to become an
entrepreneur. Also, Sexton and Bowman in their various researches they did conclude that
even though in different researches various tools has been used, and in the studies on
successful entrepreneurs a high progress incentive has been stably noticed. In another study
by Smith and Miner (1994), a scattering method was used to test the progress incentive and
the result was that there is a positive relationship between entrepreneur’s progress tendencies
and the growth of their corporations and businesses” (p. 821).

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 TABLE 9: CATEGORY ACHIEVEMENT MOTIVE
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: ACHIEVEMENT MOTIVE)
PARTICPANT 1 His concern is how does he inspire everybody to work towards the
(RD) vision-mission of the institution
PARTICIPANT 2 the leader works towards a vision you have as articulated by the
(AB) group
PARTICIPANT 3 he knows what he wants to be, what he wants to do
(CM)
PARTICIPANT 4 make sure that we are really evaluating whether we are really
(RP) achieving our goals
PARTICIPANT 5 Leadership for me is also motivating…members of my team, not just
(JDM) to accomplish the task or the goal assigned to us, but also go beyond.

2. GLOBAL MINDSET/ PERSPECTIVE

From the Data Analysis & Coding:
Mentions global competitiveness, globalization, comparison with other countries in terms of
education and economy, has a macro-perspective, looking beyond what is immediate and
beyond the local/ institutional context, involves looking across disciplines and industries
(beyond education), implies competitiveness with other institutions local and overseas,
planning and delivery of programs/ courses that has global accreditation, seeking partnerships
/ collaboration with international partners including those in education and in industry

From the Cambridge Advanced Learner’s Dictionary & Thesaurus/ Cambridge Academic
Content Dictionary (2020): Global
“relating to the whole world; considering or relating to all parts of the situation or subject”;

Cambridge Business English Dictionary: “including or affecting the whole world; to start
operating in countries all over the world”

From BusinessDictionary.com: “pertaining to the entire globe rather than a specific region
or country. Often used interchangeably with the term international, with one exception being
in regards to mutual funds.”

From Journal Articles/ Literature:

Dickson, et. al (2012). Conceptualizing leadership across cultures. Journal of World
Business, 47, 483-492.

Dickson, et. al (2012) discuss the importance of a global mindset and suggests how
leaders need to be aware of their global context in order to be effective. They also cited a
Global Mindset Inventory which validates this category for the emerged conceptual
framework of the present study. They discuss this in the following (p.489):
“For leaders to be effective in this global context, four developmental shifts are required:
developing multicultural effectiveness, becoming adept at managing paradoxes, cultivating

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the being dimension of human experience, and appreciating individual uniqueness in the
context of cultural differences.”

The Thunderbird School of Global Management, published The Global Mindset Inventory
(GMI), which is one measure of one’s interest in global situations and peoples. It assesses
an individual’s Intellectual Capital, Psychological Capital, and Social Capital related to
experiences and relationship across cultures, with each major form of capital being broken
down into sub- components (p. 489). These specific measures have contributed to the
categories on Building social and intellectual capital in the present study’s emerged
conceptual framework. The self-assessments for these measures are increasingly being taken
by leaders and those in executive programs to help prepare them for the challenges of
leadership across cultures that they will face within their organizations especially as global
business has expanded these past couple of decades together with shifting population
demographics.

TABLE 10: Dimensions of the Global Mindset Inventory (Dickson, et. al, 2012, p.492)

Intellectual Capital Psychological Capital Social Capital

Global business savvy Passion for diversity Intercultural Empathy
Cosmopolitan outlook Quest for adventure Interpersonal Impact
Cognitive complexity Self-Assurance Diplomacy

Case, R. (1993). Key Elements of a Global Perspective. Social Education 57(6), 318-
325 National Council for the Social Studies

“Global perspective refers to the capacity to see the ‘whole picture’ whether focusing on a
local or an international matter. Promoting the perceptual dimension involves nurturing
perspectives that are empathic, free of stereotypes, not predicated on naive or simplistic
assumptions, and not colored by prejudicial sentiments.”

The author proposed that the substantive dimension of a global perspective involves
understanding of the following (5) elements:

1. universal and cultural values and practices

2. global interconnections
3. present worldwide concerns and conditions
4. origins and past patterns of worldwide affairs
5. alternative future directions in worldwide affairs
Whereas for the perceptual dimension he proposed 5 elements representing key cognitive
and affective attributes associated with a global perspective which he believes global
educators (and educators generally) should address: Open-mindedness, Anticipation of
complexity, Resistance to stereotyping, Inclination to empathize, and Non-chauvinism.

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 TABLE 11: CATEGORY. GLOBAL MINDSET/ PERSPECTIVE
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: GLOBAL MINDSET/ PERSPECTIVE)
PARTICPANT 1 I still feel bad when I travel because we are still considered a
(RD) developing country. People still look down on us…There is no reason
for that. We are endowed with so many things – natural resources,
human resources. I still have to find a people who are naturally
endowed as we are. Why have we followed behind Japan, Korea,
Hong Kong, Malaysia… even Vietnam is catching up with us
PARTICIPANT 2 We will gain accreditation by different management development
(AB) agencies - again, responding to the needs of to be globally competitive
as a business school
PARTICIPANT 3 I think if it is also possible to open higher educational institutions to
(RP) global standards of quality education
PARTICIPANT 4 Foremost of which I think is the need to compete globally. We have a
(ML) big problem because the number of years of education we have so far
is less by a year at least
PARTICIPANT 5 We’re the only country in the world that has a 10-yr Basic Ed
(VF) program-that's ridiculous!...a way to make up for the past loss that
we've had in terms of helping our young people, to really get them
prepared, so that when they finish Engineering & they go to another
country, they're not treated as technicians because they only had a 10-
yr Basic Education program.

A. PERSONHOOD (Exogenous)
3. EXEMPLARS:
From the Data Analysis & Coding: heroic, courageous, fearless, respectful, hopeful,
optimistic, positive mindset, compassionate, loving attitude, positive self-esteem, doer,
integrity, strength of character, patriotic, concern for others
From the Oxford English Dictionary (2020): a person or thing serving as a typical
example or excellent model.
From Journal Articles/ Literature: norm of professionalism, ethicality, academic
integrity, being a mentor, ethical exemplar, honesty, academic ethics, moral
reasoning, responsible conduct
Gray, P. W. & Jordan, S. (2012) Supervisors and Academic Integrity:
Supervisors as Exemplars and Mentors. Journal of Academic Ethics,10(4): 299-311

TABLE 12: CATEGORY EXEMPLARS

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: EXEMPLARS)

PARTICPANT 1 Some people would like to define it as the 5c’s: Christian, competent,
(RD) confident, committed, and I think…yes the last one is concerned.

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PARTICIPANT 2 If you know there are 4 pillars of success: self-awareness, love - a
(AB) positive loving attitude, ingenuity, heroic ambitions
PARTICIPANT 3 he looks into his values and principles because the most important thing
(CM) about the leader is you cannot be a leader if you are not a leader unto
yourself. You cannot give unto others what you do not have.
PARTICIPANT 4 has the passion…passion is the right term, the passion, the commitment,
(DV) the dedication - traditional characteristics
PARTICIPANT 5 A person who has that charisma even to move people with diverse
(ML) interests, and backgrounds and experiences toward that one
vision…And I want to use that word again – the charisma, you must have
somebody with charisma – somebody who they can look up to..

4. PROFESSIONAL COMPETENCY:
From the Data Analysis & Coding: Good/ Effective communicator, effectivity, mindfulness,
cognitive competence, professionalism, professional skills, know-how, problem-solver,
intentional, self-aware, professional competence

From the Cambridge English Dictionary (2020): functional competence, behavioral

competence, the ability to do something well; Related words: skill, talent, ability, capability,
accomplishment, functional skills, specialty, acumen, endowment, accuracy, prowess

From Journal Articles/ Literature: Englefield, E., Black, S.A., Copsey, J.A., Knight,
A.T. (2019) Interpersonal competencies define effective conservation leadership.
Biological Conservation, 235, 18-26.

Although this study is within the discipline of the biological sciences, there is
relevance in terms of identifying leadership competencies contributing to effectiveness similar
to other sectors. The authors listed some of these leadership competencies that are found to
be effective across a broad range of other fields/ disciplines including in education. These are
described in their discussion but below they give a general description of what leadership
competencies are so the reader can gain better understanding (p.19):

Here, we define ‘leadership competencies’ as skills, behaviours, attitudes and judgements

that are required to guide individuals or groups towards a common goal. The term ‘qualities’
we apply more generally to refer to inherent characteristics that may be beneficial, neutral or
counter-productive to effective leadership (Black, et. al, 2011).”
Pires Da Silva, F., Jerónimo, H.M., Vieira, P. R. (2019). Leadership competencies
revisited: A causal configuration analysis of success in the requirements phase of
information systems projects. Journal of Business Research, 101, pp. 688-696

This article on leadership competencies deals with those related to management of

information systems (IS) projects and why these fails. Although the discussion of leadership
competencies is in a different field, the literature remains relevant in defining what leadership
competencies are as seen in their discussion below. The inclusion of a Leadership

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 Competencies Framework (Dulewicz and Higgs, 2003) with 15 dimensions in 3 categories of
quotients is particularly useful to know (p. 690):

“The literature shows that leadership is a critical factor for the success of information
systems (IS) projects (Turner and Müller, 2005). Leaders should be able to establish and
maintain vision, strategy, and communication throughout the project by influencing, guiding,
monitoring, and evaluating the performance of their team.

The literature defines leadership in terms of individual traits and behaviors (Müller &
Turner, 2007). Dulewicz and Higgs (2003) developed a leadership competencies
framework that comprises 15 dimensions in three categories of quotients: intellectual (IQ),
managerial (MQ), and emotional (EQ). This framework emphasizes the skills and
characteristics that a leader needs to develop. The IQ category comprises critical analysis and
judgment, vision, imagination, and strategic perspective; MQ comprises resource
management, engaging communication, empowering, developing, and achieving; and EQ
comprises self-awareness, emotional resilience, intuitiveness, interpersonal sensitivity,
influence, motivation, and conscientiousness. This framework shows the importance of all
these categories, although EQ is the quotient most commonly associated with leadership
(Dulewicz, Higgs & Slaski, 2003).”

TABLE 13: CATEGORY PROFESSIONAL COMPETENCY

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: PROFESSIONAL COMPETENCY)

PARTICPANT 1 Strategy to survive the changing environment will reflect ingenuity.

(AB) ‘magaling ung critical thinking nya…’
PARTICIPANT 2 you get into the act with a lot of strategic and critical judgment
(CM)
PARTICIPANT 3 matching the needs with what you can offer as a person based on,
(RP) also on your competency, your capabilities,
PARTICIPANT 4 I define leadership, a good type of leadership- if you have good
(JDM) communication skills
PARTICIPANT 5 . you have to be knowledgeable not only of the organization you are
(DV) actually leading

B. PRAXIS
5. CHAMPIONING VALUES & CHRISTIAN MORALITY:
From the Data Analysis & Coding: values crusader, moral evangelist, moral compass,
upholding morality and values, resisting/ fighting corruption, prioritizing values, strong sense
of morality & values, prioritizing/ upholding values education, recognition of service
*Values is defined in the core category section

From the Cambridge Advanced Learner’s English Dictionary & Thesaurus (2020):
Championing: (from root word ‘champion’)

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a person who enthusiastically supports, defends, or fights for a person, belief, right,
or principle; to support, defend, or fight for a person, belief, right, or principle enthusiastically.

Christian: of or belonging to the religion based on the teachings of Jesus Christ; someone
who believes in and follows the teachings of Jesus Christ; a person who follows or belongs
to a religion based on the worship of one God and the teachings of Jesus Christ as described
in the Bible

Cambridge Academic Content Dictionary: Christian

following or belonging to the Christian religion; if you describe a person or a person’s
actions, you mean that he or she acts according to Christian principles of goodness and
kindness toward others.

Morality: (from root word ‘moral’)

a set of personal, or social standards for good or bad behavior and character; the quality of
being right, honest, or acceptable;

From Cambridge Academic Content Dictionary: Morality

a personal or social set of standards for good or bad behavior and character, or the quality of
being right and honest.

From Journal Articles/ Literature:

Koka, S., Baba, K., Ercoli, C., Fitzpatrick, B., Jiang, X. (2019).
Leadership in an academic discipline. Journal of Dentistry. 87, pp. 40-44.
This journal article discusses the moral and ethical challenges faced by practitioners
in the field of dentistry specifically in prosthodontics where profitability may take prominence
over patient care and safety. However, these moral challenges can be applied to different
disciplines, even education so that what matters should be students first and what is beneficial
for them. This article verifies that with a ‘patient first’ policy (or ‘student first’, if applied to
education), as being the primary reason for the service, then economic sustainability can be
obtained through growth by referral, including extra benefits as high staff morale and low
turnover. The authors are advocating for morally uncompromising leadership for
effectiveness, where even the question of economics can be satisfactorily answered, in fact
with moral actions ‘intensifying’ sustainability. As one reads through the following statements
‘education’ or ‘students’ can be substituted for terms such as ‘clinical practice’ or ‘patients’
and these still remain relevant. The article also discusses other desirable leadership traits and
characteristics. The following are the discussions pertinent to morality and leadership
(pp.40,41, 43-44):

“Leadership in a clinical practice setting can present moral and ethical challenges. The
necessity to run a clinic at a profit, or to meet performance targets is accompanied by an
imperative to treat patients. If the primary ‘Why’ we are in practice is to be profitable then
one can see that leadership could assume the appearance of management, with the strategic
goal to sell more prosthodontic interventions. True leadership comes with a higher moral and
ethical obligation in the oral health care setting and demands a focus on patient needs to drive

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 interventions and outcomes. The imperative for patient focus does not have to result in a
decline in profitability but rather can lead to an outcome of enduring sustainability.”

TABLE 14: CATEGORY CHAMPIONING VALUES AND CHRISTIAN MORALITY

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: CHAMPIONING VALUES &
CHRISTIAN MORALITY)
PARTICPANT 1 we have a mission to impart right values to our students
(RD)
PARTICIPANT 2 You can claim to be a religious person then your worldview is full of
(AB) limitations then you are not a very religious person
PARTICIPANT 3 I think it goes down… it goes back to what the charism or what the gifts,
(CM) the Jesuits have…
PARTICIPANT 4 You have also the concerns about the…of the church and pro-life
(ML) people…and I think they are also very valid concerns and so how to walk
the tight rope now…
PARTICIPANT 5 It’s exciting to be in a La Salle school because it’s not simply a… we
(VF) don’t simply bring a very human element, we also bring a spiritual
element into our educational endeavours, and God is very much a part
of what we’re doing.

6. EDUCATIONAL REFORM:
From the Data Analysis & Coding: current contextual relevance, call for social responsibility
and action, patriotism, transformative agenda, education for national development, programs
for better educational access, inclusion of marginalized communities, implementation of
educational innovations, recognition of service for education, involvement in national affairs,
community involvement to address social needs

From RAND.org:
Education reform comprises any planned changes in the way a school or school system
functions, from teaching methodologies to administrative processes.

From the Oxford Bibliographies: Education Reform and School Change. Introduction.
(Hargreaves, A., Stone-Johnson, C., & Kew, K.L., 2016)

Educational change is a central topic of inquiry in education, and also a recognized field of
study, so that there are journals and special interest groups devoted to this topic and field. In
the introduction to this bibliography the authors discussed the field of educational change/
reform as follows enumerating what it encompasses:
“In the past, eagerness about what to change overlooked the complex processes of how people
changed or failed to change in practice. The field therefore addresses and analyzes deliberately
designed as well as implicit and unintended processes of educational change, such as
innovation, implementation, improvement and resistance; the forces that drive change
externally in policy and society and internally within schools and classrooms; the
orchestration by and impact of change on its various agents, such as teachers, students,
parents, and leaders; the experience and articulation of change across various educational

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domains such as pedagogy, curriculum, and assessment; and the evolution of change
processes and change strategies over time, as well as their geographical distribution and
variation across different systems and countries.”

From Journal Articles/ Literature: The Oxford Business Group (OBG)

(This article is from the Education chapter of The Report: The Philippines 2017)
Education Reform in the Philippines aims for better quality and more access
(Introduction)

The Philippine education system has evolved over hundreds of years of colonial occupation,
first by Spain and then by the US, through martial law and the people’s power revolution that
brought democracy to the sprawling archipelago. The education sector’s development has
mirrored the changes in the country’s administration. Today the focus is on expanding access
and ensuring more Filipinos receive a decent basic education, as a means of reducing poverty
and improving national competitiveness. The World Bank notes that in other countries such
initiatives have brought “large economic benefits”. The K-12 reform was introduced in 2016
and funding was increased, easing concerns that its implementation would be hindered by
limited resources and winning over new President Rodrigo Duterte, who was initially sceptical
about the plan.

Despite these successes and President Duterte’s commitment to socio-economic issues as his
policy priorities, the education system continues to struggle with deep inequalities. Quality
also remains a concern. Addressing these problems will require a continued commitment to
increased funding for education, and an efficient mechanism to ensure the money is spent in
the most effective manner.

The Philippines has embarked on education reforms that it considers crucial to its economic
development, bringing its school system into line with international standards and seeking to
open up its higher education sector to more people, while supporting R&D that will raise its
academic profile and bring lasting benefits to the country.

The government had to overcome substantial opposition to introduce K-12, a sign of its
determination to bring lasting change, but sustained funding to support the increased demand
on resources will be crucial if these bold reforms are to be a success.

* The Group publishes authoritative reports and online economic briefings covering 34 countries around the
world. OBG offers comprehensive and accurate analysis of macroeconomic and sectoral developments,
including banking, capital markets, tourism, energy, transport, industry and ICT.

Nebres, B. (A speech on “Schools of the People as a Philosophy of Education for the 21 st

century, cited in Colinares, 2010, pp.9-28)

Nebres spoke on how problems in mathematics education should be addressed but his analysis
of what ails this area of education can apply to the system in general as he took into account
the social context of Philippine schools. Reform must address both macro and micro-problems
in order for the education sector to be successful in this endeavor. He states:

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 “The improvement of (mathematics) education in developing countries such as those
in Southeast Asia requires continuing improvement of teacher-training, curriculum, textbooks
[the internal concern of (mathematics) education]. However, their improvements is only
possible if (mathematical) education has enough space and freedom (within the pressures of
economics, culture, organization of education) so as to be able to plan and implement. It is
the experience of developing countries that pressures from other structures of society
(economic, political, cultural) are often too strong for the system of (mathematics) education
to work realistically on its internal concerns” (pp. 12-13).

TABLE 15: EDUCATIONAL REFORM

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: EDUC REFORM)
PARTICPANT 1 Ateneo for the greater part already recognized even before the President
(CM) came into the presidency and you know, asking or trying to become a
reformist president. Ateneo has already been part and parcel of all these
activities even before any reform-minded President says… (leadership)
knowing the priorities, what are the areas to pursue, what kind of
education and programs you would like to put in.
PARTICIPANT 2 if we want to change this we have got to go to the roots and transform
(RD) basic education. So that would be the primary education.
PARTICIPANT 3 they have been saying it has long deteriorated so we are doing something
(DV) really to respond to the demand of restoring if we could call it restoring,
the quality of education
PARTICIPANT 4 For example, in business if you are in the business of Higher Educ in
(RP) Business, I think we should develop more models that are into entrepre-
neurship, or small and medium enterprises, rather than developing
models that are just patterned after Europe or U.S.
PARTICIPANT 5 We have to put money into research, research and development,
(ML) particularly in Science & Technology…Education has to be the highest in
the percentage of the budget because it’s got… based on the Constitution

7. INSTITUTIONAL DIFFERENTIATION:
From the Data Analysis & Coding: institutional positioning, differentiating from other
institutions based on program/ course offerings/ extra-curricular programs, upholding of
institutional values, differentiating on institutional role, differentiating based on charism,
differentiation based on institutional partnerships & community-programs

From the Cambridge English Dictionary (2020): the act of differentiating:

the process of becoming or making something different:

From Journal Articles/ Literature:

Rawlings, C.M. & Bourgeois (2004) The complexity of institutional niches:
Credentials and organizational differentiation in a field of U.S. higher education.
Poetics (32,6), 411–437

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The authors discussed the differentiation aspect in this article where they refer to the
“differentiation of social fields as the complex bundling of multiple orders of categories within
specific institutional and organizational regimes. In so doing they hoped to build on the
theoretical insights of field theory and in particular Bourdieu’s assertion that fields should be
seen ‘as a system of differences, differential deviations, allow[ing] the most fundamental
social differences to be expressed’ (1984: 226). They draw upon the spatial metaphor of the
niche for describing the formation of patterns of differentiation. Initially employed
sociologically in ecological perspectives on organizations, the niche concept has often been
used to explain how social entities compete in a manner akin to species—namely, by carving
spaces out of particular resource domains (Carroll, 1985; Carroll and Hannan, 2000; Hannan
and Freeman, 1989; McPherson, 1983). The authors follow constructivist logic by
considering institutional differentiation as a complex process wherein multiple layers of
categorization come together to form niches within institutional regimes. Specifically, they
analyze the emergence and organizational differentiation of a single field of credentials in
U.S. higher education, and the extent to which this process is embedded in symbolic boundary
maintenance at multiple levels. With the study they hoped to add further empirical weight to
these theoretical statements, all of which suggest academic credentials are relationally
meaningful institutional categories that reinforce important symbolic boundaries and status
distinctions.

Iannelli, C., Gamoran, A. & Paterson, L. (2018). Fields of study: Horizontal or vertical
differentiation within higher education sectors? Research in Social Stratification and
Mobility. (57), 11-23.

The authors tackled vertical and horizontal differentiation in higher education, which
suggests to the present researcher that this category has two aspects . They wrote the
following, describing vertical and horizontal differentiation (p.12):

“In a seminal paper on the organizational structure of schooling, Sørensen

(1970) distinguished between vertical differentiation, intended to reduce the variation within
an instructional unit in students’ capacities for learning, and horizontal differentiation,
designed to reduce the scope of knowledge that students were expected to master. Sørensen
offered age-grading as an example of vertical differentiation and curriculum differentiation
as an example of horizontal differentiation.

Roksa, J. (2008). Abstract. Structuring Access to Higher Education: The Role of

Differentiation and Privatization. Research in Social Stratification and Mobility 26,
57–75

This is how this study on the role of differentiation and privatization with regard
to access to higher education in the U.S. defines the term:

“Differentiation, which denotes the presence of community colleges (in the U.S.), has a
democratizing effect: it increases overall enrollment in postsecondary institutions as well as
decreases the gap in enrollment between students from different social strata. Moreover,

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 contrary to the diversion hypothesis, differentiation does not disproportionately divert
students from less privileged family backgrounds from 4-year institutions. Differentiation
does, nevertheless, divert another group of students: those with lower test scores.”

TABLE 16: CATEGORY INSTITUTIONAL DIFFERENTIATION

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: INSTITUTIONAL DIFFERENTIATION)

How is the institution different from others/ What makes it different
PARTICPANT 1 so in the La Sallian context, we talk about faith, we talk about service,
(RD) we talk about communion, bringing a 'faith' view into what we are doing,
It's not simply teaching or it's not simply getting a degree.
PARTICIPANT 2 ‘Mulat diwa’ programs started, simply what it literally means is ‘giving
(AB) consciousness’ for our students to understand and it's part of the
differentiation, what makes us different
PARTICIPANT 3 Aside from integrating it (Leadership) with all academic disciplines, we
(DV) also have programs to develop the leadership potentials of students via
the extra-curricular activities, or the extra-curricular programs &
through the Office of Student Affairs (OSA)
PARTICIPANT 4 I think our curriculum is basically more, more…you can say responsive
(RP) to the practitioners…courses that really respond to those that are…I
would say on the trenches or those who are really on the frontlines
PARTICIPANT 5 one of the advocacy of UP Education is for nationalism
(JDM)

8. INSTITUTIONAL IDENTIFICATION AND VALUING

From the Data Analysis & Coding:
Identification: Catholic identity, identifying with the academic institution, clear identity and
mission alignment, agreement with institutional goals and objectives, identifying graduate’s
role in society, student & faculty embracing institutional vision-mission, pride in institutional
achievements, pride in and valuing of institutional legacy, life-long institutional commitment,
valuing institutional leadership, valuing institutional programs & partnerships, valuing
uniqueness of educational programs and innovations, valuing institutional ‘calling’/ vision-
mission

From the Cambridge Business English Dictionary (2020):

Identification- the process of recognizing someone or something, and stating or proving who
or what they are

From Webster’s Essential Mini Dictionary (Cambridge University Press)

Identify with – to feel that you are similar to someone and can understand them or their
situation.

From Merriam-webster.com
Identify with- : to think of (something) as being the same as (something else); to think of
(someone) as being very closely associated with (something); to think of oneself as
having the same problems and feelings as someone.

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 From Cambridge Advanced Learner’s Dictionary & Thesaurus:
Valuing (verb/action) – showing the importance or worth of something or someone; showing
how useful or important something is; to consider something important

From Cambridge Academic Content Dictionary:

Importance, worth or benefit; to state the worth of something; to consider something as
important and worth having; to consider something important or good

From Journals Articles/ Literature:

Rodriguez, G. C., Román, C.R., & Zúñiga-Vicente, J.A. (2019). The relationship
between identification and loyalty in public university: Are there differences
between (the perceptions) professors and graduates? European Research on
Management and Business Economics, 25, 122-128.

The aim of the research is on the one hand, to see what kind of relationship there can
be between identification and loyalty of professors and graduates and on the other hand, to
explore the possible existence of significant differences in the perception of this relationship
between professors and graduates. They reason that identification and loyalty are vital so as
not to lose competitiveness. The concept of identification is defined as follows (p.123):

“The identification and stakeholder relationship is a mechanism of maximum union

between the organization and the stakeholder resulting from a voluntary, active and selective
relationship, maintained by the stakeholder, with the purpose of satisfying one or more of
his/her personal characteristic needs that generate commitments with the organization,
helping him/her to achieve its objectives (Sen, Johnson, Bhattacharya, & Wang, 2015).
Besides, this cognitive state will influence the affective states of the different stakeholders
with respect to the organization, and their subsequent behaviour towards the organization
(Wolter, Bock, Smith, & Cronin, 2017). The identification of stakeholders with a type of
organization, such as the university, is produced when they perceive and feel that the
distinctive and differentiating features of the organization are self-defined and correspond to
their own, generating behavioural intentions (Ali et al., 2016, Ashforth and Mael, 1992).”

TABLE 17: CATEGORY INSTITUTIONAL IDENTIFICATION AND VALUING

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: INSTITUTIONAL IDENTIFICATION
AND VALUING) What the institution is about, what are its programs
PARTICPANT 1 As a Catholic educational institution (we impart values) this is more
(RD) specific: the Gospel values, then more specifically the La Sallian
values (Religio, Mores, Cultura)
PARTICIPANT 2 We now have 2 Masters in Management programs which is the same
(AB) as AIM. We got it lock, stock and barrel from AIM but we changed it
because we knew that there are areas of improvement
PARTICIPANT 3 We are a Teacher Education university… see if PNU can make really
(DV) a difference, in terms of quality Basic Education

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PARTICIPANT 4 Ateneo has always been a champion for improving basic education
(CM) because Ateneo believes in the fundamentals.
PARTICIPANT 5 Benilde is a school for right-handed kids - those who are talented
(VF) differently. These are not your regular accountants and engineers,
you know.

9. PEOPLE EMPOWERMENT:
From the Data Analysis & Coding: collaborative, people-person, service-oriented,
community-oriented/ involved, capacity builder, inspirational, valuing people, equipper,
investing in human resources

From the Cambridge English Dictionary (2020): the process of

gaining freedom and power to do what you want or to control what happens to you;

Cambridge Business English Dictionary: the process of giving a group of people more
freedom or rights.

From Journal Articles/ Literature:

Cheong, M., Yammarino, F.J., Dionne, S.D., Spain, S.M., Tsai, C-Y. (2019).
Introduction. A review of the effectiveness of empowering leadership. The
Leadership Quarterly, 30, 34-58.

This article is a review on the effectiveness of empowering leadership and defines this style
of leadership in the following manner (p.34):
“Scholars define empowering leadership as a process of sharing power, and allocating
autonomy and responsibilities to followers, teams, or collectives through a specific set of
leader behaviors for employees to enhance internal motivation and achieve work success
(Ahearne, Mathieu, & Rapp, 2005; Amundsen & Martinsen, 2014a; Arnold, Arad, Rhoades,
& Drasgow, 2000; Sharma & Kirkman, 2015; Sims Jr, Faraj, & Yun, 2009; Strauss, 1964).
The concept of empowering leadership has been developed in line with a stream of positive
scholarship (Fineman, 2006; Spreitzer, 1995; Spreitzer & Doneson, 2005) and, as a
consequence, the returns of empowering leadership are often claimed to be mostly beneficial,
humane, and virtuous (Chen, Sharma, Edinger, Shapiro, & Farh, 2011; Srivastava, Bartol, &
Locke, 2006; Vecchio, Justin, & Pearce, 2010; Yun, Cox, & Sims Jr, 2006; Zhang & Bartol,
2010).”

Yu, M., Vaagaasar, A.L., Müller, R., Wang, L., & Zhu, F. (2018). Empowerment the
key to horizontal leadership in projects. International Journal of Project
Management, 36, 992- 1006.

Bill Gates’ famous quote “As we look ahead into the next century, leaders will be
those who empower others’’ (cited in Kruse, 2013) rings truer now more than ever. There is
such an increasing need to collaborate and work together with others, often across disciplines
in order to achieve goals so that empowering others to do their tasks and contribute to the
same vision/ goals is beneficial to all. This process as part of effective leadership is relevant

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 in the discussion and is defined in the article on empowering horizontal leaders situated in
project management contexts (pp.992,994):

“The concept of empowerment has been a part of organizational science for more than
50 years and has gained massive attention, as it has been suggested to provide benefits at
individual and organizational level, enhancing the performance of individuals, teams (Carmeli
et al., 2011) and organizations (Stewart et al., 2012). Empowerment was also found to have a
number of positive effects for employees, for example enhancing their well-being and positive
attitudes of various kinds related both to themselves, their work situation and the organization
they work with (e.g. Harris et al., 2014).

Empowerment is often equated with delegation of decision power from leaders to

subordinates. It can be defined as “a practice, or set of practices involving the delegation of
responsibility down the hierarchy so as to give employees increased decision-making
authority in respect to the execution of their primary work tasks” (Leach et al., 2003, p. 28).
As this focuses on conditions and structures in the organization that help sharing of power,
decision making, and control over resources, it is often labeled structural empowerment.
These conditions can also serve as indicators of empowerment (Kanter, 1977; Kirkman and
Rosen, 1999; Spreitzer, 2007).

Another form of empowerment relates to the enabling of subordinates to take on

responsibility. Enabling implies motivating through enhancing personal efficacy (Conger and
Kanungo, 1988). This is a form of psychological empowerment. It refers to employee
perception of themselves as having competence, autonomy, and impact, as well as their
experience of meaningfulness in their work (cf. Z. Chen et al., 2007; Maynard et al., 2012; G.
Chen et al., 2007).”

TABLE 18: CATEGORY PEOPLE EMPOWERMENT

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: PEOPLE EMPOWERMENT)

PARTICPANT 1 to be considered great they must be able to provide that kind of

(RD) program that will ensure that when our…by the time the graduates get
out of here - they are fully equipped...
PARTICIPANT 2 like the concept 'win-win', and where there's respect for others. Both
(AB) of you become winners
PARTICIPANT 3 Provide some kind of mirror to these people about who they can be and
(CM) what they can become. In other words, you provide some kind of a slide
for these people to see where they're supposed to go and help them
develop and understand who they are as persons
PARTICIPANT 4 It goes beyond purely information knowledge to your students…you
(JDM) consider your students members of the group, you have to lead them,
you have to motivate them, to show them how to do these things
PARTICIPANT 5 There’s so much that can be done in order to help our people to become
(VF) the best that they can be

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10. STRATEGIC COLLABORATION:
From the Data Analysis & Coding: social adeptness, relational competence, strategic
relations, strategic alliances, collaborative partnerships, mutually beneficial partnerships,
strong relationships, establish linkages, good links with industries

From the Cambridge English Dictionary (2020):

Strategic - relating to the way in which an organization, country, etc. decides what
it wants to achieve and plans both actions and use of resources over time to do this;
Collaboration - the situation of two or more people working together to create or achieve
the same thing: the act of working together with other people or
organizations to create or achieve something.

From web articles: Strategic collaboration: A springboard to business growth

Jennique consulting (medium.com, 2016, par. 1 & 2) gives the following definition:

“Strategic collaboration simply put could be said to be an agreement for cooperation among
two or more independent bodies to work together toward a common goal. It may also be
defined as a situation where two or more businesses agree to embark on certain lines of actions
or engage in certain activities in order to achieve certain goals and objectives of mutual benefit
to the parties involved and ultimately create value for their audience while they remain
independent organizations.”

From Journal Articles/ Literature

Liew, M.S., Tengku Shahdanb, T.N. , Lima, E.S. ( 2012 ) International Conference
on Teaching &Learning in Higher Education (ICTLHE 2012) in conjunction with RCEE &
RHED 2012 Strategic and Tactical Approaches on University - Industry Collaboration
Procedia - Social and Behavioral Sciences 56, 405-409

This journal article deals with the strategic collaboration done by a Malaysian university
(Universiti Teknologi Malaysia) to engage in more productive outcomes with industry
where factors for success were spelled out and what aspects are involved including different
possible forms of collaboration. What is intended is for more applicability of research done
by the university that will contribute to company productivity or efficiency including
transfer of technology or know-how to the industry. The authors discuss these as follows
(pp.405-406):

“A successful university and industry collaboration needs to involve a dedicated project

champion to manage the collaboration and to keep the relationship on-going at all
times. The success factors will depend largely on the strategic and tactical approaches
made by the university as one of the party or collaborators. This paper provides a
commercial approach which may be adopted by the university in propagating the
collaboration resulting in a win-win situation for both collaborators. First, the collaboration
in a strategic sense between the university and the industry can be shaped in ways such
as research, research consultancy, staff attachment, student internship, student placement,
examination of student scholastic achievement, and etc. The second stage is now known as
tactical aspect of the collaboration. The tactical aspect must address at least 3 aspects;

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personnel, finance and facilities, and a thorough implementation plan for both parties.
Milestones must be set to ensure that the support level is optimized so that the action plan and
successes arising from the plan are constantly monitored and adjusted if necessary

University-industry collaborations (UIC) have been the staple of development in science

and technology and as such, exist through many forms of collaboration. Collaborations
can take the form of differing levels of engagement; ranging from traditional forms of
engagement such as internships, and publications of results to more holistic forms of
engagement such as IP’s (intellectual property) and research consultancies. However, the
success of a relationship between the industry and universities are subjected to open
interpretation depending on the parameters of measure. Previous research have indicated
parameters of measurement which included the increased number of publications while some
others took claim to the number of IP patents being filed for. While they may account for a
certain weight age of the overall university’s Key Performance Indicators (KPI), they may not
necessarily reflect the success of the collaboration with the industry.”

Albats, E., Bogers, M., & Podmetina, D. (2020). Companies’ human capital for
university partnerships: A micro-foundational perspective. Technological
forecasting and social change, 157, 1-15.

The authors did 10 qualitative studies on the how individual manager-level characteristics
facilitate company collaboration with strategic partners as universities. They identify how
companies’ human capital helps overcome barriers and enhance the drivers of university–
industry collaboration. They propose a two-dimensional framework consisting of companies’
human capital components and their managerial roles for university partnerships—attitudinal,
relational, and cognitive—to guide future research on human capital in the context of
university–industry strategic partnerships. These authors also used the MGT approach. They
define partnerships/collaboration in the discussion below (pp. 1-2).

“University–company partnership is mostly considered by the literature as a knowledge

transfer process (Mowery et al., 1996; Villani et al., 2017) and as a part of companies’
knowledge-sourcing strategy to achieve competitive advantage (Laursen and Salter, 2004;
West and Bogers, 2014).”

Haddad (2002, p. 29) defines a strategic partnership for technological change as “a goal-
focused collaboration involving two or more parties operating with equal influence and
mutual respect, in which they jointly plan each step of the innovation process.” Lam (2014,
p. 138) describes a strategic partnership between universities and firms from a firm
perspective as a “special organizational and career arrangement” called to “forge long-term
multi-dimensional ties and trusting relationships with selected research universities.” These
ties, according to Lam (2011, 138), take the forms of “joint projects and hybrid research units”
in order to “breakdown the cognitive and institutional barriers between the two sectors and to
stimulate active collaboration with university scientists at the bench working level.” Lam
(2011, 138) also mentions the role of learning during the process, as well as of specific,
tailored human capital in defining strategic university partnerships: “firms seek to develop a
pool of human resources, the ‘linked scientists,’ whose work roles and careers span the two

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 sectors and are capable of linking Mode 1 scientific knowledge to Mode 2 industrial problem-
solving.”

TABLE 19: CATEGORY STRATEGIC COLLABORATION

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: STRATEGIC COLLABORATION)

PARTICPANT 1 Government partnership with private groups, individuals, maybe
(ML) that’s the way
PARTICIPANT 2 look at the big meetings we've been having not only at the school level
(VF) but at the district level for the La Sallian school network in the Phils
regarding the constant challenge in terms of what we call ‘formation’
PARTICIPANT 3 Partnering with different universities – top schools in foreign nations
(AB)
PARTICIPANT 4 we have a tie-up for those who also wanted to go into international
(RP) exposure, a tie-up with ESCA in France
PARTICIPANT 5 the process of working with and through people to achieve
(DV) organizational effectiveness;
top calibre universities have already established good relationships
and linkages w/ industries

C. Further Abstractions
11. BUILDING HUMAN RESOURCES/ CAPITAL:
From the Data Analysis & Coding:
Abstracted from: investing in human resources, capacity building, continuous professional
development, upskilling, human capital development, people optimization/ maximization,
people empowerment, professional competencies, developing human resources

From the Cambridge Business English Dictionary (2020):

“Employees and all of the knowledge, skills, experience, etc. that they have, which makes
them valuable to a company or economy.”

From Wikipedia.org: Human capital

“the value that the employees of a business provide through the application of skills, know-
how and expertise. Human capital is an organization's combined human capability for
solving business problems and exploiting its intellectual property. Human capital is inherent
in people and cannot be owned by an organization. Therefore, human capital can leave an
organization when people leave, and if the management has failed to provide a setting where
others can pick up their know-how. Human capital also encompasses how effectively an
organization uses its people resources as measured by creativity and innovation.”

From Investopedia.com: (Kenton, W., 2019. What is Human Capital?)

“Human capital is an intangible asset or quality not listed on a company's balance sheet. It
can be classified as the economic value of a worker's experience and skills. This includes

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assets like education, training, intelligence, skills, health, and other things employers value
such as loyalty and punctuality.

The concept of human capital recognizes that not all labor is equal. But employers can
improve the quality of that capital by investing in employees—the education, experience,
and abilities of employees all have economic value for employers and for the economy as a
whole.

Human capital is important because it is perceived to increase productivity and thus

profitability. So the more a company invests in its employees (i.e., in their education and
training), the more productive and profitable it could be.”

From Journal Articles/ Literature:

Subramony, M., Segers, J., Chadwick, C., Shyamsunder, A. (2018) Leadership
development practice bundles and organizational performance: The mediating
role of human capital and social capital. Journal of Business Research 83,
120-129.

The article focused on how leadership development programs (LDPs) impact organizational
performance based on testing two LDP bundles: a differentiating and integrating one with
human and social capital as mediators. The definition of human capital based on this study is
given below (p.122):

“human capital is a shared organization-level construct emerging from individual-level

knowledge, skills, abilities, and other characteristics (KSAOs) through composition
processes. Specifically, emergence-enabling processes and states such as task complexity
(e.g., the extent to which the task requires individuals to coordinate efforts), shared climate,
and organizational learning systems help bundle and amplify these KSAOs to create
organization-level human capital resources (see Ployhart & Moliterno, 2011).

a macro view of human capital suggests that it is an organization level resource that can be
accumulated or depleted (Crook, Todd, Combs, Woehr, & Ketchen, 2011; Ployhart, Nyberg,
Reilly, & Maltarich, 2014).”

Albats, E., Bogers, M., & Podmetina, D. (2020). Companies’ human capital for
university partnerships: A micro-foundational perspective. Technological
forecasting and social change, 157, 1-15.

The authors of this study focus on how human capital at the micro-level impacts on the
strategic partnerships of universities and companies as most studies involve social capital. The
authors also used an MGT approach. The following is how they defined human capital (p.3):

The human capital concept is grounded in economics and frames the nature of human
labor as a resource within inter-organizational transactions, represented by individual
characteristics, such as skills and abilities, knowledge, education, experiences (Goldin, 2016;
Schultz, 1962; Smith, 1976), and personal characteristics (Becker and Tomes, 1986). Given

170
 the bridging role of human capital in inter-organizational relations (Hitt et al., 2007), we seek
to understand how individual characteristics enable and facilitate firm–university
partnerships.

TABLE 20: CATEGORY BUILDING HUMAN RESOURCES AND CAPITAL

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: HUMAN RESOURCES /CAPITAL)
PARTICPANT 1 provide that kind of program that will ensure that when our…by the
(RD) time the graduates get out of here they are fully equipped not just
intellectually but also morally, emotionally, psychologically to
confront and take on the problems of Philippine society
PARTICIPANT 2 Understand the societal environment in the Philippines. What does
(AB) the market want? If you’re offering MBA- what does the industry
need? You can provide that. Who are the people you can work with?
PARTICIPANT 3 Making sure that the educational and operational aspect of that
(RP) education will provide them with that competency so that they can be
more effective individuals in their respective workplaces.
PARTICIPANT 4 We are also encouraging the faculty to take the initiative to develop
(DV) themselves – so it’s not just the mandate of top management.. we are
encouraging people to invest in their development, since they will be
the one to benefit also from that. While the community or the
education sector will benefit from that development then we ourselves
will also benefit from such
PARTICIPANT 5 . Of course, it will also require pushing for individuals to take up
(JDM) Education, to become would-be teachers in the future.

12. BUILDING INTELLECTUAL CAPITAL

From the Data Analysis & Coding:
Abstracted from the ff. categories: capacity building, building human resources, investing in
human resources, people optimizing/ maximization, people empowerment, professional
(cognitive) competencies, building human capital, investing in human capital development,
human capital development, development agenda

From the Cambridge Business English Dictionary (2020):

The value of all the knowledge and ideas of the people in an organization, a society, etc.

From businessdictionary.com
“Collective knowledge (whether or not documented) of the individuals in an organization or
society. This knowledge can be used to produce wealth, multiply output of physical assets,
gain competitive advantage, and/ or enhance value of other types of capital. Intellectual capital
is now beginning to be classified as a true capital cost because (1) investment in (and
replacement of) people is tantamount to investment in machines and plants, and (2) expenses
incurred in education and training (to maintain the shelf life of intellectual assets) are
equivalent to depreciation costs of physical assets.

From Investopedia.com: (Chen, J., 2019. What is Intellectual capital?)

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“Intellectual property is the value of a company or organization's employee knowledge,
skills, business training or any proprietary information that may provide the company with
a competitive advantage. Intellectual capital is considered an asset, and can broadly be
defined as the collection of all informational resources a company has at its disposal that can
be used to drive profits, gain new customers, create new products or otherwise improve the
business. It is the sum of employee expertise, organizational processes, and other intangibles
that contribute to a company's bottom line.

Some of the subsets of intellectual capital include human capital, information capital, brand
awareness, and instructional capital.

From Journal Articles/ Literature:

Villar, C. speech on Accreditation (with implications for investing in intellectual capital)
“Institutional Accreditation: Enhancing the Quality of Institutions”
(cited in Colinares, N., 2010, 21st c Trends, Issues, and Challenges in Philippine Education)

Recognizing the need for quality education in higher education institutions, Villar states:
“It is through our SUCs (state universities and colleges) that our young people hope to gain
access to good education at affordable costs. This makes it even more imperative for the SUCs
to maintain their quality of education…and the accrediting agency helps to ensure that our
institutions for higher learning are able to deliver the quality of education needed by our
graduates to make them competitive within our national boundaries and beyond. ..The
AACCUP’s role in ensuring that our SUCs remain competitive and relevant is very important
in the light of increasing global competitiveness. This is imperative because no country can
succeed without educating its people, education is key to sustaining growth and reducing
poverty…Education is a key investment to break the cycle of poverty and provide people with
opportunities” (pp.52-53)

Ricafort, N. “Translating Education to Sustainable Development” (former CHED

Commissioner speech cited in Colinares, N., 2010) on investing in our intellectual capital to
be able to sustain development in a globalized world:
“We are now in a highly competitive world where macro-thinking is being utilized with
information and communication technology playing key roles in both the economic
development and government functions. The scope and depth of information we gather,
affects the daily decisions we make from the simplest household chore, to the more complex
world of governance, academe and business. Indeed, technology has changed for the better
the way we work and live. This unprecedented advancement in science and technology has
brought significant changes in the landscape of higher education.

In keeping pace with these developments and challenges, higher education is required to play
a critical role to directly respond to these emerging realities. These brought about the
increasing demand for equivalency and accreditation of knowledge, skills and competencies
with the provision of life-long learning opportunities. In short, what counts now is what a
person knows and what he can do (intellectual capital). The schools where they graduated
or trained becomes a secondary element. Multi-skills and the ability to shift competencies are
the requirements of the current times” (pp.91-92). (parenthetical phrase added)

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 TABLE 21: CATEGORY. BUILDING INTELLECTUAL CAPITAL
PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: BUILDING INTELLECTUAL CAPITAL)
PARTICPANT 1 One, is to provide the highest possible level of academic quality of
(RD) education to our students
PARTICIPANT 2 I think we have to develop programs, processes and also assessment. I
(RP) think very importantly to define certain tools to make sure that we are
really evaluating whether we are really achieving our goals and that is
for the students to learn certain competencies or certain value
systems…. I think that the main consideration or rethinking now is
focusing on how to make sure that outcomes are achieved
PARTICIPANT 3 the new programs, the latest program we have opened is on gaming
(VF) design &….it's computer games and it can open up a lot of doors for
young people who don't even have to leave the country. They can be
here, work from here, &now with the technology, in terms of
communication, it's very possible & because our young people are so
talented. They’re so creative…
PARTICIPANT 4 To make them think critically, you would have to allow them to ask
(ML) questions. Some of the questions might be funny questions, the wrong
questions, you might even think. If you don’t make them ask, give them
a chance to ask questions, how's that? How will you shape that skill?
PARTICIPANT 5 A great educational leader does not end studying. There is no end to
(DV) studying, there is no end to doing research then making use of the
findings of research as a potent opportunity for developing a more
relevant program in the field of education

13. VALUE- PROPOSITIONING (of Institution):

From the Data Analysis & Coding:
- employing competent & exemplary faculty, administrative staff, academics within the
institution, those with outstanding professional competencies (i.e. PhD’s) & providing/
expecting continuing professionalization and upskilling, as well as those who exhibit
achievement motivation
- introducing educational reform and innovative programs within the institution
- seeking high level of accreditation (local & global)
- pursuing strategic collaboration with other institutions, agencies, industries (local &
global)
- empowerment of stakeholders including faculty and students

From Investopedia.com (2019): refers to the value a company promises to deliver to

customers should they choose to buy their product. A value proposition can be presented as
a business or marketing statement that a company uses to summarize why a consumer
should buy a product or use a service.

From BusinessDictionary.com: Value proposition

an analysis or statement of the combination of goods and services offered by a company to
its customers in exchange for payment.

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 From Journal Articles/ Literature:
Trkman, P. (2019). Value proposition of business schools. The International Journal
of Management Education (17), 1-11.

A paper investigating the implicit value proposition of business schools. It first reviews past
literature on the value of business schools and then attempts to explain additional, often
neglected, value propositions of teaching and research. The author notes that only a
profound understanding of the implicit parts of the value proposition can help guide the
transformation of existing business schools or help develop their alternatives in such a way
that achieves sustainable improvements for students, academics, and society as a whole.
(Abstract)

The general explanations of the value proposition of business schools [include] (e.g.,
improved knowledge and learning problem-solving skills) (Trkman, p.2).
“the value created for users by an offering based on technology (Chesbrough, 2010). A
remarkable value proposition focuses on jobs, pains, and gains that matter to customers and
achieves those exceedingly well (Osterwalder, Pigneur, Bernarda, & Smith, 2014). It is vital
to identify how the organization helps customers perform a specific job that alternative
offerings do not address (Demil & Lecocq, 2010). The value proposition dimension contains
a portfolio of solutions for customers and how they are offered (Clauss, 2017) (cited in
Trkman, p.3)”

TABLE 22: CATEGORY VALUE PROPOSITIONING

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: VALUE PROPOSITIONING)
PARTICPANT 1 The University must set up a curriculum that is targeting in some way,
(RD) that has a bearing on reduction of poverty. Specifically, even if we say
we are teaching art, literature or music - we should teach it in a way
that our students see a way how to connect it, how to put an end to
poverty and corruption
PARTICIPANT 2 I think the gift of the Jesuits is that they require you to become more
(CM) embedded, more strengthened in the basics, &more strategic and
critical minded. Yun bang marunong mag-isip…
PARTICIPANT 3 Former DLSU President Bro. Armin Luistro said we have to stick to it
(ML) because it's supposed to be our La Sallian stamp of education. If
students are able to think for themselves, ask the right questions, even
if they don’t know everything that we wanted to tell them in the
classroom, on their own they will discover that, because they're asking
questions.
PARTICIPANT 4 in UP there is what we call the RGEP (Revitalized General Education
(JDM) Program), which used to be the, simply the GE (Gen Education)
Program before And it is a mandate that those who would be teaching
and handling these courses are senior faculty…. they have their MA
and their PhD
PARTICIPANT 5 the OSA also has a well-defined leadership program package for
(DV) students

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D. CORE Categories

14. VALUES-BASED
From the Data Analysis & Coding: Abstracted to a large extent from the following categories:
• Exemplars
• Achievement Mindset
• Championing Values and Christian Morality
• People empowerment
• Strategic Collaboration

From the Cambridge English Dictionary (2020): Values

“the principles that help you to decide what is right and wrong, and wrong and
how to act in various situations”;

From the Cambridge Business English Dictionary:

“the beliefs that people have about what is right, wrong and most important in life, business,
etc. which control their behavior”.

From Oxford Languages: “a person's principles or standards of behavior; one's judgment of

what is important in life”.

From Journal Articles/ Literature:

Andres, T. (1981): “A very important characteristic of values is bipolarity. This means that a
value in its deepest structure never goes alone but is accompanied by a counter-value. To
every value is a counter value. Every Filipino value has a positive polarity and a negative
polarity…The need to clarify our values is based on the belief that values are personal matters
and that they cannot be of much significance unless they penetrate our lives. Our values are
true values if we will act upon them with pattern, consistency, and repetition because they
have been freely chosen by us after consideration of the consequences of each alternative.
Furthermore, a true value is prized and cherished and publicly affirmed” (pp. 8 & 9).

Thompson, J. (2012). Transformational leadership can improve workforce

Competencies. Nursing Management - UK, 18(10), 21-24.

“Values are a means of influencing behaviors without the need to resort to formal
structures, systems, strategies, or control mechanisms”

Hofstede, G. (2001). Culture’s consequences: comparing values, behaviors, institutions

and organizations across nations.
“Values are held by individuals as well as by collectivities…A value is a broad tendency
to prefer certain states of affairs over others”. Citing Kluckhohn (1951/1967): A value is a
conception, explicit or implicit, distinctive of an individual or characteristic of a group, of the
desirable which influences the selection from available modes, means and ends of actions.
And citing Rokeach’s (1972) definition: To say that a person “has a value” is to say

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 that he has an enduring belief that a specific mode of conduct or end-state of existence is
personally and socially preferable to alternative modes of conduct or end-states of existence.
Hofstede clarifies that this refers to mental programs that are unspecific but for more specific
ones, Rokeach and others use the term attitudes and beliefs. Because our values are
programmed early in our lives, they are non-rational. In fact values determine our subjective
definition of rationality. (p.30). Our values are mutually related and form value systems or
hierarchies, but these systems need not be in a state of harmony. Most people simultaneously
hold several conflicting values, such as ‘freedom’ and ‘equality’. Our internal value conflicts
are one of the sources of uncertainty in social systems. Nearly all our other mental programs
(such as attitudes and beliefs) carry a value component. Man is an evaluating animal
(Kluckhohn, 1951/1967 cited in Hofstede, 2001, p. 31).

TABLE 23: CORE CATEGORY VALUES-BASED

CATEGORY SAMPLE INCIDENTS (CORE CATEGORY: VALUES-BASED)
(Participant) Sample inductive (open) codes within each category contributory to
emerging the CORE
CATEGORY 1 (P1) Exemplars: Patriotism, Inspirational, Courageous,

CATEGORY 2 (P8) Achievement mindset: achieving institutional vision-mission

CATEGORY 3 (P2) Championing Values & Morality: leadership and spirituality are
Connected
CATEGORY 4 (P3) People Empowerment: providing a service to optimize people

CATEGORY 5 P4) Strategic Collaboration: forging partnerships for student’s

international exposure

15. ECONOMICS-DRIVEN
From the Data Analysis & Coding: Abstracted to a large extent from the following categories
and sub-categories:
• Professional Competencies
• Global Perspective
• Building Human, Social and
Intellectual capital
• Value propositioning
• Educational Reform and
Development Agenda
• Nation Building

From the Cambridge English Dictionary (2020): Economics

“the way in which trade, industry, or money is organized, or the study of this:
the scientific study of the system by which a country’s wealth is made and used;
the study of the way in which economies work, for example, the way in which they make
money and produce and distribute goods and services.”

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From BusinessDictionary.com:
“The theories, principles, and models that deal with how the market process works. It attempts
to explain how wealth is created and distributed in communities, how people allocate
resources that are scarce and have many alternative uses, and other such matters that arise in
dealing with human wants and their satisfaction.”

From Journal Articles/ Literature

Zehnder, C., Herz, H., & Bonardi, J-P. (2017). A productive clash of cultures: Injecting
economics into leadership research. The Leadership Quarterly, 28, 65-85.

The authors argue that both fields of economics and leadership could profit from
enriching their approach with insights from the other field. They reviewed and synthesized
the economics literature on leadership in organizations and discussed how leadership scholars
in management and psychology can benefit from the detailed understanding of transactional
methods that economists have developed. They also linked the contributions in economics to
a broad set of topics including the foundations of leadership, leader emergence, and leader
effectiveness. The authors outline economics in relation to leadership below (p.67):

“Economics is based on the assumption that people's behavior is driven by their

rational desire to maximize their well-being (or utility). Which action a decision maker picks
out of a given set of alternatives is determined by three components: i) preferences, ii) beliefs,
and iii) outcomes (see e.g., Mas-Colell, Whinston, & Green, 1995). Preferences represent a
person's tastes, that is, they define what a decision maker likes or dislikes. Preferences are
typically represented by utility functions, which order outcomes in terms of implied well-
being. Beliefs represent a decision maker's expectations about behavior of other people and/or
about the relevant state of the world. Outcomes are the consequences implied by a particular
decision or a combination of decisions. The economic framework therefore suggests that
leaders can potentially shape follower behavior by influencing their preferences, their beliefs,
their outcomes, or their choice sets. Traditionally, economists have assumed that preferences
are exogenous —that is, fixed and impossible to change. Much of the existing literature that
we discuss is therefore concerned with leader activities that either affect followers' beliefs,
outcomes or choice sets. However, the traditional view is currently being challenged and
economists have started working on models in which preferences are endogenous and can
change in response to both own decisions and decisions of others.

Another important aspect of the economic approach is that decisions are always regarded as
trade-offs. Each available option, including organizational choices, has advantages and
disadvantages and therefore the determination of the optimal decision requires a cost-benefit-
analysis in which one option is always compared to another. Typically, the cost and benefits
of each alternative depend on the situation at hand. This implies that in many cases there is
no globally best alternative.”

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 TABLE 24: CORE CATEGORY ECONOMICS-DRIVEN
CATEGORY SAMPLE INCIDENTS (CORE CATEGORY: ECONOMICS-DRIVEN)
(Participant) Sample in-vivo or inductive (open) codes within each category
contributory to emerging the CORE
CATEGORY 1 Professional Competency: effective communicator, problem solver,
(mixed) professional know-how
CATEGORY 2 (P1)/ Global Perspective: (1) they (other Southeast Asian countries) might
(P7) surpass us in terms of economic growth; (2) we have to bite the bullet
where this concern about globalization has been hounding us
CATEGORY 3 (P5) Building Human and Intellectual Capital: motivate the generation that
we have now - the students, to finish, and acquire the degree program,
go through the rigors again of higher education;
CATEGORY 4 (P2) Value Propositioning: we need to bring it a notch higher, make a value
proposition to students
CATEGORY 5 (P4) Education Reform & Development Agenda: Philippine education has a
responsibility to address needs

16. NATION-BUILDING/ DEVELOPMENT-ORIENTED

From the Data Analysis & Coding: patriotism, love of country, development agenda, calling
for social responsibility and action, seeking welfare and good for nation, addressing issues of
poverty and corruption, alleviation of economic situation,

From the Philippine Development Plan (2011-2016): “the ability of a county or countries to
improve the social welfare of the people e.g. by providing social amenities like quality
education, potable water, transportation infrastructure, medical care, etc”

From Journal Articles/ Literature:

Ricafort, N. (2010). Translating Education to Sustainable Development. In 21st century
trends, issues, and challenges in Philippine education. Colinares, N. & De la Rosa, L.
(eds.) pp.91-94.

Speaking on the topic of utilizing education and specifically HEIs’ critical role
to respond strategically to current realities, the former CHED commissioner Ricafort
highlights some of the programs and policies put in place to help in bringing about the
country’s sustainable development. These statements refer to the relevance of education to
national development and progress (p.93):

“A constant need for development and progress had characterized the history of
civilization. Underdeveloped and developing countries strive for development, and even
developed countries seek further development with the aim of attaining even more and greater
progress. That has been the tale of human civilization. And we would not have it any other
way for there can be no progress without development.

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 However, now, in the first decade of the 21st century and as we proceed further in this
age of advanced scientific and technological knowledge, there is an urgent need to look at the
way development has taken place and is taking place. Development and progress have come
at a price and in many cases, the price being paid is too high. The signs have been there and
it is time for us to ask if the end justifies the means or whether there are more acceptable
means available in the name of development and progress.

The Brundtland Commission of 1987 defined ‘Sustainable Development’ as ‘meeting

the needs of the present without compromising the ability of future generations to meet their
own needs’. The responsibility for sustainable development is not the sole responsibility of
just some governments, departments and agencies, certain organizations or committed
individuals. It is the responsibility of all – government, private corporations and the ordinary
person in the street. It is because of this need for full participation and effort by the citizens
of the world, that we ladies and gentlemen, are here today. And with all these development
programs at hand, no Filipino can truly say that he has no hope for employment and a better
life or a more secured future. Life-long learning and ladderized education programs are the
hope of our people. CHED and TESDA have built the ladder for our youth and our people for
them to climb on; the rest is up to each individual, depending on their respective ability and
desire to move up the ladder when they will it.”

TABLE 25: CATEGORY NATION-BUILDING & DEVELOPMENT ORIENTED

PARTICIPANTS SAMPLE INCIDENTS (CATEGORY: NATIONAL PROGRESS, NATION-
BUILDING & DEVELOPMENT ORIENTED)
PARTICPANT 1 being able to read very clearly the needs and greatest problems of
(RD) the country and what an educational institution would do to help meet
needs or problems
PARTICIPANT 2 It is only by balancing nation-building & profit maximization that
(AB) will give us long-term growth…
PARTICIPANT 3 a leader that has vision for the country not only for his or her own
(CM) school, but the vision of his school is also the vision of the country,
for the common good
PARTICIPANT 4 Help the Philippine define also its identity, and at the same time
(RP) culture, norms of people so even value systems so that they’ll be able
to define the best attribute and at the same time develop these
attributes in people so that they can manage the country effectively
PARTICIPANT 5 I was involved in a corporate foundation that…whose advocacy was
(ML) Education, primary… and it seems to be working, but that’s only for
what? 6,000 children at any one time in Metro Manila… out of so
many… it’s like a drop in the bucket.

A detailed discussion of these core categories of Value-based, Development Agenda and

Economics-driven leadership are also done earlier with the presentation of the emerged conceptual

framework and another in Part 6 which is the section on Evaluation of Internal Cohesion. This section

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is concerned with conceptual refinement alone thus, all the linguistic terms used for the various

emerged categories were defined according to the following:

1. Based on the initial and abstracted codes emerged as grounded from the data;

2. Based on common usage as defined from various dictionaries, thesaurus and such references
or sparsely from appropriate definitions as given in relevant websites;

3. Based on usage from journal articles or publications where there is relevance especially to
either leadership or education with preference to higher education as much as possible.

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B. RESULTS AND DISCUSSION: THEORETICAL GROUNDING

PART 5: THEORETICAL GROUNDING (Validation vis a vis Theoretical Matching)

Identified Theories for Comparison & Theoretical matching:

1. IN THESIS AND DISSERTATIONS

Garcia Marasigan, M. L.(2000). Tungo sa Isang Modelo ng Maka-Kristiyano at Maka-

Filipinong Pamumuno sa Edukasyon. De La Salle University – College of Education
Doctoral Dissertation.

II. In BOOKS

1. Andres, T. D. (1981) “Filipino Values Systems Analysis” in Understanding

Filipino Values: A Management Approach New Day Publishers, Quezon City,
Philippines

2. Andres, T.D. (1989). Positive Filipino Values. Quezon City, Philippines: New
Day Publishers.

3. Jocano, F. L. (1990). Management Culture: Fine-tuning Management to Filipino

Culture. Quezon City, Philippines: PUNLAD Research House.

4. Jocano, F. L. (1999) Toward Developing A Filipino Corporate Culture: Uses of Filipino

Traditional Structures and Values in Modern Management (Revised edition). Quezon
City, Philippines: PUNLAD Research House.

III. In CASE STUDIES (JOURNAL ARTICLES /RESEARCH STUDIES)

1. Cimene, F.T. & Aladano A.N. (2013). Leadership Perspective from the Philippines: Its
Implications for Theory, Research and Practice. In J. Rajasekar, & L.-S. Beh (Eds.),
Culture and Gender in Leadership: Perspectives from the Middle East and Asia (pp.48-
63). New York, NY: Palgrave McMillan.

2. House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W. & Gupta, V. (2004). Culture,
leadership and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA:
Sage Publications Inc .

Brief Description: The meta-goal of the Global Leadership and Organizational

Effectiveness (GLOBE) Research Program is to develop an empirically based theory to
describe, understand, and predict the impact of cultural variables on leadership and
organizational processes and the effectiveness of these processes.

3. Ilac, E. J. (2018) A social constructivist theory of Batad leadership in Ifugao Philippines

using the Grounded Theory Approach. Journal of Ethnographic and Qualitative
Research, 13, 1-17.

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PART 5: THEORETICAL GROUNDING: Theoretical Validation

Addressing the weaknesses and controversy concerning the use of the GT method

in generating theory, Goldkuhl and Cronholm (2010) argues that ignoring existing theory in the purely

inductivist approach of theory generation runs the risk of reinventing the wheel. They add how

researchers often build new knowledge on existing knowledge and explain that developing a theory

in isolation also means that there is a risk for noncumulative theory development. Therefore, they

believe that it is important to relate the evolving theory to established research during the process of

theorizing. Existing theories can be used as building blocks that support the empirical data forming

the new emergent theory (p.191).The authors then have added a more systematic use of pre-existing

theories in their proposed multi-grounded theory (MGT) approach which represent their enhanced

grounding perspective. An emergent theory is grounded in well-selected pre-existing theories which

serves as a different yet relevant knowledge source and warrants for its validity. Goldkuhl and

Cronholm (2010) meant “grounding” to mean “an analysis and control of the validity of the evolving

theory” (p.197).There are three grounding processes in the MGT approach which correspond to three

different kinds of validity claims, one of which is done in this section to address the theoretical

validity of the emerged conceptual framework. The theoretical validation process undertaken in this

section means that the emerged theory (conceptual framework of Filipino leadership) of the present

study is in accordance with other theoretical abstractions.This check of external congruencies (with

other theories) is expected to bring forth warrants for the emerged theory. However, aside from this,

another consequence of the constant judging and comparison with theoretical elements is that possible

modification and further development of the theory can result. Undergoing this grounding processes

will not only have validity controlling functions for the emerged theory; they will also have a

generative function concerning the contents and structure of the emerged theory. Thus, theory

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grounding implies theory generation and vice versa (p.197) . The authors claim that it is not sufficient

to ground the theory in empirical data so they include the process of theoretical matching in their

MGT approach. Grounding through theoretical matching means that the evolved theory is matched

and confronted with other existing theories, where comparison is done of the categories emerged as

well as of the theory itself. Researchers need to select pre-existing theories that have relevance or is

related in some way to the studied phenomena. In cases where an existing theory is used on a general

and abstract level to match an evolved theory, the question raised is if the evolved theory serves as a

specialization of the more general one. This process of theoretical matching implies theoretical

grounding, where referencing to external theories is done to provide theoretical warrants. Moreover,

revisions can take place when evolved categories are matched with other theories and these prove to

have more adequate categories, thus replacing previously formulated ones. External theories can be

used to interpret data or generated categories, as well as “to structure the analysis process into

different themes where existing theories or concepts might have an organizing function to the

analyzing process and the evolving theory” (Bowen, 2006 cited in Goldkuhl & Cronholm, 2010, p.

198). It is in theoretical matching that deductivism takes over and diverges from the purely inductivist

approach advocated by Glaser.

External theories may also be affected by the theoretical matching process as data from the

present study and the emerged theory may contradict what is earlier claimed by these existing

theories. The constant comparison process may evoke comments or give evidence to criticisms

leveled at existing theories. MGT’s authors then reason that theoretical matching can lead to three

types of results (p.198): adaptation of evolving theory, explicit theoretical grounding, or comments

and/or criticism toward existing theories. There are six theories referenced to in this section to

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compare the emerged theory with, which mostly led to two types of these results: explicit theoretical

grounding and comments/ critique of the existing theories.

Theoretical Matching 1: Garcia-Marasigan Dissertation-Model of Christian and Filipino

Leadership in Education (Education)

Garcia-Marasigan, L. (2000) Tungo sa Isang Modelo ng Maka-Kristiyano at

Maka-Filipinong Pamumuno sa Edukasyon. De La Salle University – College
of Education Doctoral Dissertation.

TABLE 26: GARCIA-MARASIGAN 4-PART CHRISTIAN & FILIPINO LEADERSHIP MODEL

4 AREAS 4-PART MODEL:
Beliefs or Principles (Paninindigan) Leadership according to Values (Pagpapahalaga)
Action (Pagkilos) Instructional Leadership (Pagtuturo)
Social Relations (Pakikipag-kapwa) Leadership of Stakeholders (Pamumuno sa mga
taong bumubuo sa Paaralan)
Preparation for Leadership Leadership in the School’s Operational systems
(Paghahanda sa Pamunuan) (Pamumuno sa pangangasiwa ng mga Sistema sa
Paaralan)

Garcia-Marasigan’s model was a result of his study conducted with 14 Christian HEI leaders

around Metro Manila where the goal was to formulate a model rather than to study the

conceptualization of leadership among these respondents. Of the four areas he came up with, the first

three as mentioned in the above table has similarities with the responses gleaned from interviews in

the present study. Since his study involved a particular sector of the Christian faith, expectedly the

area of beliefs is a solid category whereas in the present study this was reflected more strongly in

responses as coded from the majority of the participants coming from private religious-affiliated

universities. This area most strongly corresponds to a major component of the emerged theoretical

framework where Values-based was identified as a core attribute that majority of the respondents

thought what leadership is in the Philippine setting. These values are idealized as contributing to

effectiveness, however there are perceived incongruencies stated by respondents which they lament

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are mostly present in the nation’s political sector. These principles and beliefs were also expressed as

characterizations of Exemplar leadership traits or personal attributes which the participants in the

present study believe effective leaders should have, whichever sector these leaders belong to - either

political or educational. This area is also reflected in the category emerged within the present study

corresponding to Championing Morality and Values where examples of codes include: values

crusader, moral evangelist, upholding morality, moral compass, prioritizing or upholding values

education, etc. From one of Marasigan’s identified areas, there are two categories from the present

study it may align or relate to.

As for Action or Pagkilos the categories of Strategic Collaboration, Building Human or

Intellectual Capital, Educational Reform and Development Agenda, and Nation-building can all

relate to this area as these categories emerged from respondents’ statements referring to actions that

leaders take - again in whatever sector they may be in. These actions include working with or taking

action with others whether stakeholders, communities, accrediting agencies, or other HEIs so that

organizational or even national goals for education may be met and achieved.

With regard to Social Relations or the Pakikipag-kapwa area, some of the categories

mentioned above can be aligned to this as well such as: Strategic collaboration, Exemplars, People

empowerment, and Building Human capital. When respondents talk about strategic collaborations

these include leaders having partnerships or having relationships with individuals and organizations

that are usually mutually beneficial and serves the interest not just of the leader but his constituents/

stakeholders or even the greater social community. This may include teachers collaborating with

students for learning, an institution partnering with communities to offer learning or job opportunities,

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or institutions enabling students to attend leadership conferences and leadership development

programs outside of curricular programs to invest in their future and make them well-rounded

citizens.Exemplars that relate to this area include that of being compassionate, being a people-person,

motivating staff, students, followers, or being loving and having a servant attitude toward those being

led. People empowerment entails building up people, empowering and equipping them, investing in

them, enhancing skills and capacities which is a category that was eventually condensed into

‘Building Human Capital’ in the final emergent theory.

As for the fourth area which involves Preparation for leadership or paghahanda sa

pamumuno, the only category that may have relevance to this is that of People Empowerment which

subsumes such descriptions as capacity building, investing in human resources, or upskilling people

which is eventually condensed within the theoretical framework into Building human capital. This

particular area was discussed relevant mostly to giving students opportunities to participate in

leadership development programs or conferences where they can be groomed or trained in terms of

leadership skills and abilities. However, these programs are not related to leaders themselves in the

academe, instead respondents discussed the need for continuing professional development for faculty

in general, which may or may not include courses/ degrees in leadership.

With regard to his four-part model which refers to various components of educational

leadership the present study encompasses a more general conceptualization of leadership so that these

components could not be applied in parallel. The conceptualization of leadership of leaders in

Philippine HEIs include leadership outside of the academe, their responses involves concepts of

leadership in higher education, but also includes that of leading organizations including corporate/

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business, and even in the government sector or political arena. Although Garcia-Marasigan’s four

areas of leadership did not correspond fully to the categories emerged in the theoretical framework

of this study as it did not fully encompass nor capture the totality of the dimensions or properties of

these various categories, it does provide some measure of validity because of some alignment/

parallels identified, as explained earlier.

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Theoretical Matching 2: Cimene & Aladano (Education)

Cimene, F. T. & Aladano, A.N. (2013). Leadership Perspective from the Philippines: Its
Implications for Theory, Research and Practice.

The authors presented multiple perspectives on leadership based on their GT study where they

interviewed 71 leaders from various sectors in the region of Northern Mindanao. There are basically

three major perspectives that emerged from their study and they discussed each perspective at length

which was summarized in the literature review. Some of these discussions are also presented here for

ready reference and immediate clarity to the reader. The figure below shows these multiple

perspectives from Cimene & Aladano’s (2013) study :

FIGURE 14:: MULTIPLE LEADERSHIP PERSPECTIVES

. One of Cimene & Aladano’s emerged perspective is that Leadership is an art (2013, p.53).

They cited various reasons given by respondents to support this perspective of leadership. These

include: the challenge of rallying support for a vision then utilizing ingrained values and beliefs to

achieve organizational improvement, thus requiring leaders to be strategic; studying external

circumstances and internal tasks, persons involved and available resources to orchestrate strategies;

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recognizing how the values of paternalism and familism influence coordination and control within

organizations then building strong kin-like relations to foster belongingness, cooperation and loyalty

is an art. To deal with financial constraints and limited resources respondents had to engage in

networking which was also perceived as an art because there are no hard and fast rules for tapping

other organizations to share resources (p.54). Moreover, it is considered an art to successfully practice

the skills of communication and establishing smooth interpersonal relations, as we Filipinos highly

regard the value of pakikisama whether in formal or informal contexts. Leaders who are skillful at

these and get along well with staff, adjusting to their personalities, foster loyalty and cooperation.

This in turn result to staff achieving optimum performance as they go beyond what their duties and

responsibilities call for, which leads to leadership and corporate success. Building smooth relations

within the organization, strategically addressing budgetary constraints, navigating through the

cultural values that influence people and using it positively to attain organizational goals and

objectives, according to the respondents make leadership an art. From this researcher’s point of view

though, these are actually competencies and skills which can be mastered through leadership training

and experience. Hence, these reasons/ factors that respondents attribute to leadership being an art in

Cimene and Aladano’s study can be more appropriately classified under Leadership as ability

(competency or skill). In the present study some of these factors were expressed such as dealing with

budgetary constraints, and building smooth interpersonal relations, however these were categorized

as either professional competencies, capacity building/ investing in human resources or human

capital development. This is why it was difficult to place an emerged category from this present

study under the perspective of Leadership as Art, so that instead of these competencies the categories

of values and exemplars were classified in this perspective as it was better to view art in leadership

as dealing more with utilizing values and ideal leadership traits to achieve goals. The chart below

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details how the emerged categories from this present study are classified according to each

perspective as proposed by Cimene and Aladano (2013):

TABLE 27: LEADERSHIP PERSPECTIVES WITH EMERGED CATEGORIES CLASSIFIED IN

EACH
LEADERSHIP AS ART LEADERSHIP AS PROCESS LEADERSHIP AS ABILITY

Shaping Values / Traits Development Agenda Professional Competencies

(Personhood)
Exemplars Nation building Strategic Collaboration

Education Reform People Empowerment

Institutional Identification and Achievement

Valuing/ Differentiation motive/mindset
Global perspective-taking

As Cimene and Aladano’s study on leadership with multiple perspectives proposed were

discussed at length in the review of related literature (Chapter 2), the perspectives are just illustrated

in the colored diagram earlier. For clarity and brevity, a chart to classify the present study’s categories

as aligned to each perspective was created. Some of the categories and sub-categories emerged in

the present study were easily aligned and classified according to the multiple perspectives cited by

Cimene and Aladano, as similarity of description or label can immediately be seen. Some of the

categories could actually be classified under two perspectives simultaneously, however the more

heavily inclined or clearer a category’s properties/ definitions aligned with a perspective then it was

just classified under that perspective. For example, strategic collaboration could also fall under

leadership as process since collaboration is a process as it may take time to establish especially if

there are a considerable number of parties involved and depending on the complexities of the

undertaking. However, it can be more readily aligned with Leadership as ability because one cannot

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get a process of collaboration going unless one already has imbibed the skill to collaborate, hence this

particular category is primarily classified under Leadership as ability (competency or skill).

Leadership as ability relates to the ability in obtaining the trust, loyalty and cooperation of

employees/ staff which happens when they have a clear understanding of the vision where their

participation is valued and appreciated, as evidenced by generous compensation packages and

professional advancement or any other reward they value which satisfies their needs. Once again,

establishing positive relations is a crucial ability, where staff know the leader cares about them so

that they willingly partner, collaborate, then develop shared values and are bonded for a common

cause. It is also an ability to inspire people especially when they are already self-directed and

motivated individuals. Lastly, another important ability for leaders to have is to be able to create a

corporate culture of continuous learning where people are enjoined to face constant demand for

change, doing so reflectively and strategically, which contributes to being a learning organization

(p.57). Agreeably, these are all important skills and competencies that leaders must have – it just

worthy to note that cultural values such as personalism and familism continue to play significantly

into how leaders are expected to act and relate to their staff or employees.

The perspective of leadership as process based on the authors’ discussion involves the

exemplars of integrity, love for people and love for God, commitment, having discipline,

accountability, being reflective, creativity and treating employees with importance, love, respect,

recognition, dignity, and giving financial security which Filipinos generally crave. They have

classified these under the perspective of leadership as process because according to them it is a

process to establish integrity and leadership is a “continuous learning process” (p.58). They also

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continue to discuss strategizing for the future and embedded learning or continuously learning even

while on the job as part of this perspective. To have these elements classified under this perspective

is a bit confusing as most of what was discussed were actually leadership traits, as well as some

competencies – for example, creativity and being strategic. There was also redundancy as continuous

learning was already discussed under the perspective of leadership as ability. Therefore, in classifying

the present study’s emerged categories, these authors’ concept of their perspectives were not strictly

followed. In other words, even if Cimene and Aladano describe leadership as process was comprised

mostly of exemplars rather than processes itself, liberty was taken to classify the emerged categories

according to what process universally means – for example, nation building and education reform

are processes that leaders engage in based on the responses of leaders in this present study. As a final

word in relation to this study, the authors also mention Andres (1985, as cited in Cimene & Aladano,

2013) who has implied that “leadership in the Philippines must be indigenized” to take into account

the two subcultures of the organization and the community where employees are from, noting that

“Filipinos have a rich Eastern and Western heritage that influences their mental models of

leadership”, thus expectedly an indigenized model integrates both (p.60).

This GT study cuts across professions and leadership levels although most respondents belong

to the public sector, which differentiates it with the present one in terms of both the number and type

of respondents. It was also concerned with presenting a model, which is a simplified schematic form

of an existing or future state/ situation (Verbrugge, n.d.) , whereas the present study is concerned

with presenting a conceptual framework thus, is based on existing theories to which one can add his

own concepts/ constructs or variables which are relevant and then proceed to explore or test the

relationship between these (Nikitina, 2015). As mentioned before in Chapter 2, the intention of the

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present study is not to produce a generalized result but to contribute to the formation of a body of

knowledge on Philippine leadership as reference, or for comparative purposes. What the present study

has gathered from Cimene and Aladano’s model is the three-part classification which was utilized as

suited to the classification of categories – however, using very different labels/ terminologies. The

three-part classification of the present study is presented in the next sub-section or Part 6 on the

evaluation of internal cohesion of the emerged conceptual framework.

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Theoretical Matching 3: BATAD Leadership Process Model (Ilac, 2018) (Community)

Ilac, E. J. (2018). A social constructivist theory of Batad leadership in Ifugao

Philippines using the Grounded Theory Approach.

The Batads are a marginalized ethnic community found in the hinterlands of Ifugao

province who were never Islamized nor encroached upon by American or other foreign invaders until

the mid-20th century. They satisfied Ilac’s purpose to do a social-constructivist GT study with a

sample population to discover an indigenous leadership model. Ilac (2018) highlights the importance

of doing this as there are around 15% of Filipinos who identify being part of an indigenous group

which total 112 ethno-linguistic groups as based on statistics by the National Commission on

Indigenous Peoples of the Philippines (NCIP). From these statistics he cited that there are 61% in the

Mindanao region, harboring the majority, but Ilac chose a community in Luzon where only 33% or

nearly half of these people groups reside. Citing various studies and researchers, Ilac agrees in

positing that there is a need to respect a country’s historical, societal, and cultural background to study

leadership, thereby it is challenging to propose a uniform view of leadership that applies to every

Asian nation. He contends that even the Philippines “may have its own independent framework in

conceptualizing leadership that is different from other Asian countries” (p.2). He argues that although

there are existing literature on leadership in the Philippines these are mainly in the disciplines of:

psychology, business, sociology and anthropology, employing prescriptive models and competency

theories based on foreign studies and research. He maintains that “to have a better grasp of the

Filipino conceptualization of leadership, research must stress characteristics of the Filipino

specifically” (p.2). Citing Roces (1994, in Ilac, 2018) who suggested to “source data where the

Filipino identity resides, with the peasants, the masses, or the tribal Filipinos who were least

influenced by the colonial culture” in order to have a better understanding of the Filipino mindset,

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Ilac proceeded to study the indigenous culture of the Batads. He emerged a leadership process model

based on 15 leader and follower respondents, and this was matched with the emerged framework of

the present study as part of the theoretical grounding process in MGT, as seen in the diagram below:

FIGURE 15: THEORIZED LEADERSHIP PROCESS MODEL - BATAD

It is important to note though that since indigenous peoples, important as they are, still

represent only 15% of the entire population, this leadership model cannot be over-generalized to apply

to the 85% or majority of Filipinos, nor even to the rest of the country’s different ethno-linguistic

people groups. By his own explanation that the premise is context-specific, “the resultant model is

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implicitly atypical and contextual” thus, needs to be checked “vis-à-vis current literature in order to

validate the research contribution” (p.14). The same holds true for this present study as it only

involves leader respondents from selected HEIs which are mostly situated in the National Capital

Region (NCR). The emerged conceptual framework of the present study similarly cannot be over-

generalized and be applied to how leaders conceptualize leadership within the Philippine setting.

As Ilac’s proposed leadership model is a process model – with the dynamics of key factors

such as personal traits/ characteristics, a collective consciousness, the need to preserve culture

(guardianship), social tasks and roles, influence of the family, and outcomes as perceived by the

public, affecting the exercise of leadership – there are expected differences with the emerged

conceptual framework of this present study. Highlighting process which is concerned with how

leadership happens or is practiced, is essentially different from how leadership is conceptualized –

since it is possible to have a set of concepts/ideas or even beliefs, yet practice or exercise it to the

contrary. Countless examples from both ancient and modern texts expose this as being the nature of

man, so that there are disparities and incongruencies between a person’s dearly held beliefs (moral,

religious, cultural) and how these are acted out or are exercised in their lives. Perhaps a great irony

relevant to this is how for centuries the Philippines has been the only Christian nation in all of Asia,

yet consistently figures in the list as one of the most corrupt. Recently, it was widely publicized that

the Philippines has fallen 14 notches (the worst since 2012), in the list of the least corrupt nations as

reported by Transparency International, a global corruption watchdog (Ramos, 2020). This is in fact

part of Project GLOBE’s premise so that they formulated measures for both practices and values at

the organizational and societal level where the researchers attempted to find if there were significant

differences between these two based on responses from middle-managers. These measures were

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applied per country/ society and disparities in the cultural as well as organizational values held and

what was practiced was noted (House, et. al, 2004).

Ilac (2018) organized the above mentioned factors into a leadership process sequence with

three major phases: 1) leadership precursors; 2) leadership agency; and 3) leadership value, which

can also be categorized as traits/ characteristics (with communality or a collective awareness of

public welfare as guiding factor), actions (with strong family influence) and outcomes/ evaluation

of society. In brief, the theorized model shows how leadership occurs or is practiced within the Batad

community where the leader must first have the ideal traits of a leader as perceived by the people,

then it is expected that he takes action for the welfare of the community where these actions and

decisions are strongly influenced by family ties and relations, and finally the outcome of his actions

is evaluated by the community so that to sustain leadership he must have a positive impact upon the

majority. The cultural values of familism, paternalism, personalism, and small-group centeredness

(communities are in the context of sitios or small barangays) as identified by Jocano (1990, 1999)

and Andres (1981, 1989) were shown to continue to play significant influence in both the

conceptualization and practice of leadership within this indigenous community, even evidenced by

such labels as communality, collective, family influence, and cultural preservation, used in the

emerged model. Thus, the core category of a values-based leadership in the present study’s emerged

conceptual framework is validated by Ilac’s study, though the present study with HEI leaders are

quite different from his respondents who are an indigenous people group largely unexposed to

western civilization till recently.

To theoretically match with the present study, these labels were analyzed as having a match

specifically with leadership precursors or traits matching the categories of Exemplars, Championing

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Values and Morality, Achievement motive, and possibly Professional Competencies as Batad

leaders are expected to have skills to lead. The only category that does not find a match within this

phase is that of having a Global/ Macro-perspective although Batad’s present leaders did express that

they would like to have their next generation leaders to have more exposure to the outside world and

accrue knowledge (2018, p.11). As for leadership actions, this phase in the process sequence model

matches categories in the present study such as: Development Agenda/ Building human and

intellectual capital, Strategic Collaboration, People Empowerment, Nation-building, and

Institutional Differentiation. In terms of leadership outcomes or impact on the community, all of

the leader respondents in the present study have expressed that the aim of leadership whether in the

area of education, business, or politics is to strive for national progress and development. Thus, impact

of leadership is seen when there are tangible contributions to the community such as scholarships for

students, poverty-alleviation projects, providing more relevant and accessible business education, or

having leadership development programs as extra-curricular activities. These are seen as contributing

to national progress and development even if the actions undertaken are just within a particular

community - whether that is an educational community, a neighborhood community, or a business

community. This conceptualization of leadership as making significant contributions to the nation’s

growth especially in the socio-economic upliftment of every Filipino was strongly expressed by

leaders interviewed for this study. Perhaps the most concise, poignant and compelling expression of

this is a motto a HEI adopted: “Our country, our business”.

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Theoretical Matching 4: Management by Values (Andres, 1981) (Corporate)

Filipino Values: A Management Approach New Day Publishers, Quezon City,

Philippines

Andres (1981), as mentioned in Chapter 2 has advocated for a management approach using

values endemic to the Filipino culture. He termed this management approach, which was founded on

the value clarification theory, as Management by Values (MBV), defining it as “a planning and

results-oriented strategy” wherein management clarifies its value goals to employees or participants

who are simultaneously given the opportunity to clarify their personal values and to examine whether

these are compatible with those of management” (p.34). Andres expounds that MBV emphasizes the

value systems members of the organization/ company have and points out that before management

systems should be implemented, the values of every implementor within the system must be clarified

and harmonized with organizational value goals. Although Andres discusses management rather than

leadership, there are leadership concepts to be found within his discussion of Filipino managers. This

is what is most relevant to the present study and will be thus be focused on. It is just worthy to note

that the emerged theoretical/ conceptual framework of leadership in this study substantiates how in

similar fashion Philippine HEI leaders conceptualize leadership as deeply woven with Filipino values.

Andres (1989) maintains that management can largely benefit from understanding people’s

behaviors in organizations as these are mostly imbibed from their cultures. He states that having

knowledge of Filipino cultural values “can enable management to exercise control over its

employees” (p.162). He proposes understanding and using these cultural values to steer employees

to attainment of organizational goals and corporate objectives. Moreover, he underscores how our

cultural value systems strongly influence Filipino employees to the point that these respond to

incentives, such as compensation and benefits, only when his cultural beliefs and values are not

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violated (p.163). For example, Filipinos value their dignity and self-esteem (amor propio) so that a

superior should be extra careful in dealing with him so as not to put him to shame (mapahiya) or give

offense, otherwise the very sensitive Filipino employee will get hurt and take it personally. In his

discussion of management, Andres proposes three specific Filipino values that the formation of

professional managers can be based on (p.161):

1. Loyalty (katapatan) - involves loyalty to the company and its objectives

2. Knowledge and competence (kaalaman at kahusayan) – traits that are always

appreciated

3. Stability (katatagan) – important for companies to prosper and a winning attitude is

what companies look for

Of these three values, knowledge and competence figures in the present study’s emerged

conceptual framework. A category that pertains to this is Professional competency and the

intentional formation of leaders (managers) aligns with People empowerment, both of which are

further abstracted and condensed in the emerged theory as Building human and intellectual capital

which lends toward the core categories of both Development-Oriented and Economics-driven

leadership.

In an earlier publication, Andres (1981) describes two kinds of leaders: one who “uses

authority and compels grudging obedience by his followers” and another who “inspires, persuades,

and sets an example” claiming that the latter is what befits leadership and is more acceptable in the

Philippine setting (p.80). In a sub-section on Leadership by Filipino values within the book, he cites

familism (or kinship), m, and small-group centeredness as Filipino values that must be considered by

those in leadership in this setting. He specifies how “wealth and the size of a man’s family and kinship

group are the primary determinants of leadership” and observes that Filipinos “seek the superficial

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realities rather than the internal qualifications for leadership” (p.78). According to Andres, familism

is “best understood in terms of inter-generational reciprocal assistance among members” which

provides a psychological sense of security to Filipinos enabling him to overcome challenges in his

environment because he knows that there will always be family or relatives who will be willing to

help in times of need (p. 68). Because of this value orientation, a Filipino who finds himself employed

in a formal organization that is complex and impersonal and where his internal security is threatened,

responds initially by not being more competent at work, but by establishing kinship- like relations

with superiors and workmates to simulate a less threatening situation in the workplace (p.68). Thus,

the boss oftentimes is seen as a father-figure, asked to stand as a godfather in weddings or baptisms.

It is safe to conclude then that to the Filipino a leader to be considered as such has to have this same

sense of kinship or be able to establish it with those he leads.

Andres (1989) adds how Filipinos identify leadership with benevolence and this is due to the

value of personalism, where “focus is not so much on what a person does as who he is; not so much

on what a person knows as whom he knows and who knows him; not so much on the objective reality

of things as on the way things are actually perceived” (p.78). He explains that since to a Filipino

everything he does is “personalized in terms of kin-like relationships”, a superior is perceived in this

manner so that in formal organizations there is “a strong sense of personal loyalty not to the

organization but to the superiors (or leaders)” and “commitment is not to the goals but to the

incumbent officers” which then leads to values and attitudes such as “lagay, lakad, utang-na-loob,

pakikisama, etc.” (p.69).

As for small-group centeredness (or tayo-tayo/ sila-sila), Andres (1989) asserts that Filipinos

finds “big identity with small groups”, and that the behavior of a Filipino follower is purposeful from

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a subjective point of view which he orders based on his self-image, the kind of person he is, and how

he wants to be perceived by others, thus his choice of a leader is influenced by the status symbol of

the person or the group (p.79). He describes the Filipino as a “defensive follower” and chooses to

follow a leader he likes. All these values of familism, personalism, and small group-centeredness

affect how Filipinos conceptualize leadership thus Andres strongly advocated that for management

to be effective in the Philippines, the cultural values of the Filipino must be taken into account. This

then validates the emerged conceptual framework where values are a major component found from

the collective responses eventually abstracted into the term Value-based concept of leadership.

An important theoretical framework Andres (1981) proposed which is relevant to how

Filipinos conceptualize leadership is the Filipino hierarchy of needs as seen in the diagram below

(p.52):

PAGKABAYANI
BEING A HERO
need to be esteemed
and revered

SOCIAL MOBILITY
need to climb the socio-economic level

SOCIAL ACCEPTANCE
need to be accepted in a bigger group

RECIPROCITY
need to be reciprocated

FAMILISM
the need to belong

FIGURE 16: THE FILIPINO HIERARCHY OF NEEDS (Andres, 1981)

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 This hierarchy, similar to Maslow’s as it ranks the needs from the most basic to the highest

level in order, is unique to the Filipino in that it illustrates that the most important and at the apex is

the Filipinos’ need to be esteemed and revered (Pagkabayani). The implication is that for Filipinos,

whether leaders or not, our greatest need is to be valued as a person. We aspire to be heroes, to be

thought of highly and seek social approval. Little wonder that millions of our overseas workers

(OFWs) are called “mga bayani ng bayan” or that we totally esteem our medical and other front-

liners amidst the ongoing pandemic, honoring them as heroes more than even local politicians.

According to Andres, this corresponds to the value of hiya which “in the broadest sense refers to

self-esteem” and includes “the values of ‘honor’, ‘dignity’, and ‘pride’, adding that it is ‘one of the

most important concepts in the social psychology of the Filipino because in it are found almost all of

the aspects of the Filipino value and motivation’(p.51). At this level “what is most important is the

Filipino’s image as a person per se and his achievements. He expects to be respected and to be

esteemed” (p.52). This corresponds to the present study’s emerged conceptual framework as leader-

respondents from HEIs consistently expressed the importance of leadership as being inspirational,

service-oriented, community-involved, taking on social responsibilities, working for the common

good, valuing and building up people, helping the poor, fighting corruption, being loving and

compassionate, and one, in fact, specifically mentioned ‘courageous leadership’ and being heroic. All

these were either categorized as Exemplars or being a role-model, or as Championing morality and

values, as well as relevant to People Empowerment which includes capacity building, investing in/

developing human resources, equipping people, upskilling them or encouraging them to better

themselves. These categories that were abstracted as Building human and intellectual capital or as

Persuasive Value Propositions of the Institution or Individual which led to the core category of a

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Values-based concept of leadership (see emergent conceptual framework), are then validated based

on this hierarchy of Filipino needs.

The hierarchy also illustrates and validates another component of the core category in the

emerged conceptual framework as it shows how the second highest need of the Filipino is that of

Social Mobility or the need to climb up the socio-economic level. Andres states that once the need

for social acceptance is satisfied, the need to have better finances with the goal of climbing up the

social ladder arises especially as social class is based on economic factors. He explains that those who

need the most help are low-paid workers so Filipinos are motivated to work to achieve this goal of

upward socio-economic mobility (p.51). One observable indicator of this is the number of Filipinos

who have gone overseas for ‘greener pastures’, 2.2 million OFWs according to the latest statistics

(Philippine Statistics Authority, 2020). This particular need has emerged in the conceptual framework

presented in this study as a major component of the core category, with all leader-respondents

expressing their over-arching concern that leadership in the Philippine setting involves taking action

and addressing the flagrant issue of poverty or alleviating the dire economic circumstances of the

common Filipino. Especially if one is a leader in the ‘noble’ sector of Education, then there is

agreement among respondents that as educators we have the moral impetus or we are morally bound

to be socially responsible, to raise social awareness, and to take substantive action to help raise the

socio-economic status of every one of our fellow Filipino. Such emphatic statements as:

“Before I die, I would like to see my country free from corruption, free from poverty… and proud –
a proud country, prosperous” or

“school is not just academic. I have to be responsive to societal needs” or

“higher education institutions have to sit down really, CHED for instance, has to really sit down,
and make some hard decisions – CHED (Commission on Higher Education) and DEP-ED

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(Department of Education) – What do we do with this extra year that’s needed? Otherwise, we’ll
always be the poor cousin!”

are just some of the responses reflective of this hierarchical need at the second highest level and

corresponds strongly to categories such as Nationalism/ Nation-building, Education Reform

contributing toward and further condensed in the core categories as that of Development-oriented

and Economics-driven conceptualization of leadership.

The rest of the needs in the hierarchy such as familism, reciprocation, and social acceptance

as discussed by Andres, bear the Filipino values such as utang-na-loob (for reciprocity or value where

for any service, favor, or treatment given one is expected to return this or reciprocate), and pakikisama

(for social acceptance). These combined values affect Filipinos’ worldviews, including how they see

themselves, their fellowmen, their work, their managers and leaders. Management by Values (MBV)

present logical and well-founded arguments for its application in the local context to increase

corporate effectiveness and achieve the long-term goals of the organization.

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Theoretical Matching 5: Management by Culture (Jocano, 1990) (Corporate)

Management Culture: Fine-tuning Management to Filipino Culture. Quezon City,

Philippines: PUNLAD Research House.

Toward Developing A Filipino Corporate Culture: Uses of Filipino Traditional

Structures and Values in Modern Management (Revised edition). Quezon City,
Philippines: PUNLAD Research House (1999).

Another Filipino who was a prolific writer on Philippine culture is well-known anthropologist

F. Landa Jocano, who just like Andres advocated for management Philippine-style for organizations/

corporations operating within the Philippine context. Jocano, on the other hand, termed his approach

to management as Management by Culture (1990) , writing at least two books to expound on and

discuss it. Similar to Andres, he cites the cultural values of paternalism, personalism, and familism to

undergird the new leadership paradigm he espouses to maneuver organizations to corporate success.

Jocano (1999) maintains that “effective managers are those who manage not only by objectives but

by culture”; further asserting that “management by culture is the key to managerial leadership and

sustained corporate growth in a rapidly changing business environment” (p.167). He persuasively

writes that if we take a closer look at Filipino leaders who were successful, notably they were not

exceptionally gifted, rather they invested time and effort to learn not just the business, but more so

the people who they showed malasakit or abiding concern for – this made them exemplary. He adds

that having a thorough understanding of and respect for people’s cultural backgrounds affecting their

behaviors has been found to consequently lead to effective managerial leadership. He shares that

Filipinos’ hierarchy of needs may have similarities with Anglo-Americans but how we label them

and rank or place significance on each of them is different - with Filipinos emphasizing group and

social needs while Anglo-Americans on individual needs (p.156). Jocano further explains that the

undercurrent in the importance given to social relations are “deep-seated moral obligations to satisfy

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the basic needs of the group”, thus it is clear that Filipinos are group-oriented or collectivist in nature

(p.157). He further explains that isolation from the collectivity is unthinkable for Filipinos, and

belongingness to a group is strongly embedded in the culture and aspired to (1990, p. 30).

Jocano (1990) discussed three core elements of social organization on which Filipinos base

how they organize ideas, define needs, interpret experiences, pass judgments, and guide behavior,

whether in formal (such as the office or school) or informal environments (such as the community).

These are the following: Paternalism, Personalism, and Familism (p. 31, see Figure below):

PATERNALISM

FILIPINO SOCIAL
ORGANIZATION

FAMILISM PERSONALISM

FIGURE 17 : SOCIAL FRAMEWORK OF FILIPINO SOCIETY

Although Andres (1981) discusses the same value-orientations, he classifies

paternalism under the umbrella of familism/ kinship (p.69), Jocano differentiates as seen in the above

diagram, where paternalism is a core element on its own separate from familism. According to him,

paternalism is ‘concerned leadership’ rather than authoritarian, dictatorial or coercive, where even

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though there is centralized authority there is unanimous acceptance that this is the ‘right way to lead’

being the ‘moral base of leadership and followership’ (1990, p.34). In the vernacular he terms it maka-

magulang na pagpansin (elderly concern), so that leaders are expected to act as responsible elders,

be morally upright as well as compassionate and hardly ever repress those they lead. Jocano describes

paternalistic leaders as follows (p.35):

“They are morally concerned individuals whose primary interest

is the good of the group, like a good father. They may be strict and dis-
ciplinarian but they abide by the rule of consultation, persuasion, and
consensus. They lead, they do not coerce; they coordinate, they do not
impose; they inspire, they do not repress. They exercise authority by
example.” (italics added)

He recommends being paternalistic to enhance managerial communication and

maintains that this can be redefined as a corporate value where responsibility over workers/

employees does not just involve overseeing job performance, but additionally having over-all concern

for the well-being of workers and their families so that paternalism will hence be construed as

leadership by example. This conceptualization of leadership is coded in such categories as People

Empowerment, Championing values and Christian morality, Strategic collaboration, and

Exemplars (role-model traits) within the present study.

Personalism meanwhile refers to “the degree of emphasis Filipinos give to

interpersonal relations or to face-to-face encounters”, this includes sharing burdens or feeling morally

obligated to help others in trouble and expecting personalized service, indicating how one innately

desires to be counted as part of a group or collectivity (1990, p. 31). Jocano calls this “groupism” and

sees this exemplified in such practices as damayan (involvement in times of crises), bayanihan (group

voluntary cooperation to accomplish tasks) as well as in sharing with and concern for the welfare of

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others; specifically he advocates that to be successful leaders show personal touch and to solve

problems effectively one must sustain good interpersonal relations. Jocano translates personalism as

makapansariling pagmamasid (personalized care), further defined as being concerned about

fellowmen as one is for himself so that when they are suffering one looks at how they can be helped

as though the problem were yours. For Jocano this can also mean “do unto others what you would

want others to do unto you”, which is why Filipinos expect personalized service or to be sought when

kin/ relatives are in dire need because there is a “culturally defined moral obligation to kinsmen” (p.

33). Although this is often criticized as encouraging dependency, Jocano contends that it

(personalism) is rather a source of moral actions because to trust family or near-kin to help you is to

have hope (asa) so that if you are a person who can be depended on you are appreciated (maaasahan).

Asa (having hope) is “an ideal most Filipinos expect fellow Filipinos to observe (p.33). This

essentially captures the demand for having personal concern, especially in familial relationships so

that dependency (asa) does not connote irresponsibility, rather it is the virtue of hope and trust in

close relations, having assurance that there will always be someone to turn to in times of need. He

adds that “it is also a belief, a reliance on the goodness of humanity in every person” and that it (asa)

“implies moral responsibility to reciprocate the assistance given” reflected in the value of utang-na-

loob or debt of gratitude (p.34). This personalized care or concern for others and the common

expectation among Filipinos to help fellowmen in need, troubled or suffering, reflects why political

leaders such as Robredo with his “tsinelas” brand of servant leadership (see more in Chapter 2) or

former President Magsaysay who is famously known as the ‘champion of the masses’, were widely

popular and still idolized. The importance of concern for others, helping needy fellowmen,

undertaking moral obligations to be of assistance when necessary as indicators of personalism are

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coded within this present study under the categories of Exemplars, People Empowerment, and

Championing values and Christian morality.

As for familism, which was also extensively discussed in Andres’ proposed theoretical

framework of management by values (MBV), Jocano (1990) similarly explains that for the Filipino

the family is the center of his concern so that both individual and group behaviors reinforce a highly

personalistic emphasis on social interaction with particularistic inclinations. This value still pertains

to concern for people especially to one’s kinship and family, which Jocano terms as makamag-anak

na pananaw (looking at people as members of one’s own family). It involves equal treatment or an

‘egalitarian spirit’ prevailing in the family where there should be no favorites among children/

siblings to avoid conflict and embodies the expectation that manager-leaders are like guardians with

employees as wards. Thus, egalitarianism or equality and cooperation should ideally prevail in

orchestrating, implementing and achieving corporate goals and objectives. This cultural value should

imbue the group with “ a spirit of collective concern and sentiment as though the organization is one

big family”, where leaders attend equally to the needs of their followers “as parents are expected to

do at home”, being their moral obligation to do so, and providing labor/ employees with a “strong

sense of belongingness” strengthening team spirit and collaboration within the organization (p.36).

Jocano (1990) advocates using this value of familism to “create a psychological contract between

management and labor” and to foster a “protective bond” among team members so that concern for

each other’s well-being goes beyond mere occupational or professional relations (p.36). This value

validates the categories of People empowerment, Strategic collaboration and leadership traits

defined in Exemplars within the present study.

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 These three core elements of Paternalism, Personalism and Familism are encoded within the

theoretical framework proposed by Jocano (1990) in his proposed model of Gabay leadership, a core

concept of his Management by Culture (p.64, see Figure below). He definitively stated: “Management

is Leadership”, adding that “it is the ability to make people do things because they love to do it, to

follow because they want to and to act because they believe in it” (p.63).

FIGURE 18: Dominant Elements of GABAY Leadership (Jocano, 1990)

He believed that the Filipino concept of gabay (meaning ‘guide’) is useful in

describing effective leadership within the Philippine context as Filipinos expect leaders to behave

like guides rather than as ‘imperious autocrats’, an expectation deeply rooted in our highly

personalized, collectivist nature, traditional values, as well as given our historical-cultural

background (p.63). He maintains that a good manager-leader must utilize these internalized values in

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motivating, communicating, and leading people, thus contextualizing management practices in

familiar grounds where leaders are generally elders and models of good behavior for the group. As

gabay or guides, managers need to be competent and are expected to “behave as models of what the

company stands for and what it aims to do” (p.63). They are looked up to as authority figures and

guides “from whom employees can seek counsel or guidance and whose moral leadership they cannot

question” (p.64).

Although there seems to be stringent requirements for a gabay approach to leadership, Jocano

(1990) enthuses that it is actually not, saying it may only be a matter of delegation. The leader just

has to genuinely convey as needed such attention, care and concern, since after all leading involves

motivating, deciding, developing and communicating with people. In order to build employees’

confidence in him, the leader has to personally attend to the needs of his people - behaving as an elder

concerned for the welfare of those he leads. If he does this, matching his skills with employee

perceptions and expectations, he can proceed to develop their work habits and increasingly deepen

their commitment to the company. When manager-leaders meet people in their own terms then they

can more easily communicate and guide people to accept his own and those of the company.

Jocano (1990) enumerates these actions which he believes will help in building confidence in

leadership and enhancing identity, pride, and commitment, these include: making the company vision

clear, reflecting this vision in the management style, being visible and getting involved in the job,

communicating openly, creating excitement for excellence, sharing honor with employees, and

providing opportunities for personal and career development. Jocano (1990) also lists the following

as helpful for the gabay approach to people management (p.65):

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 • Be consistent

• Be persistent, and

• Be firm.

• Be fair

• Be just

In its over-all structure, Jocano’s gabay approach to leadership within the Philippine

setting, takes into considerable account cultural factors such as traditional values, system of social

organization, and accepted norms for effective leadership. This validates a core category in the

present study - that of a values-based conceptualization of leadership among selected HEI leaders in

the Philippine setting. Both Jocano and Andres, although they each have different terms for their

theoretical frameworks for management, essentially propose that cultural values play a significant

role and influence how leadership is perceived and is conceptualized within a particular context. They

concur on the foundational concept of leading effectively by harnessing deeply embedded cultural

values and employing these appropriately to achieve organizational goals. In Jocano’s words:

“Managing by culture gives due recognition to, and respect for the influence of culture on behavior

and tells the manager (leader) how to use the people’s patterned ways of thinking, believing, feeling,

and doing things to enhance corporate success” (p.67). Leader-respondents in the present study

expressed these cultural values either in a straightforward manner:

“We want to be conscious about the big gap between the rich and the poor…and bridge the
gap” (social responsibility);

“We bring in the faith dimension that young people are entrusted to us for us to help them
become the best they can be in every respect” (moral responsibility);

“a leader should always be looking after the common good” (collectivist/ paternalism);

“a leader has to be a good role model” (paternalism, guide)

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or in subtle ways:

“I don’t want to be a wet blanket when people are excited about the possibilities…but I’ve
seen it happen too many times…” (on new political leadership and the need for integrity in leadership)

“Research is so myopic. It really gets to be very individualistic.” (on being more

community involved/ indicating preference for collectivism)

However, they expressed it, these HEI leaders showed that in the Philippine context, the

collectivist nature and innate values of familism, personalism, and paternalism do play a significant

role in their concepts of leadership. This validates the core category of a values-driven

conceptualization of leadership which is different for example to a concept of leader-ship as art or

leadership as phenomenon.

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Theoretical Matching 6: Project GLOBE’s Culturally Endorsed Leadership Theory (CLT)

(Corporate)

House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W. & Gupta, V. (2004). Culture,
leadership and organizations: The GLOBE study of 62 societies.

Founded in 1991 by Robert House, Project GLOBE (Global Leadership and Organizational

Behavior Effectiveness) is a multi-phase, multi-method and multi-sample research project conducted

worldwide with 170 country co-investigators (or CCI’s/ social scientists) involving 17,000 middle

managers in 825 organizations across 62 cultures (in Phase 1 expanding to 950 organizations in Phase

2) to examine the inter-relationships between culture, societal effectiveness and leadership in

organizations. Aside from the questionnaire responses that were taken from these middle managers

from three industries (telecommunications, financial services and food processing), information

about culture and leadership was also collected using focus group meetings, media analyses,

unobtrusive measures, and archival data.

Based on Project Globe’s findings nine cultural dimensions were identified and briefly

described here for reference (also in Chapter 2):

1. Performance orientation - degree to which a collective encourages and rewards

group members for performance improvement and excellence;
2. Assertiveness - degree to which individuals are assertive, confrontational and aggressive
in their relationships with others;
3. Future orientation - extent to which individuals engage in future-oriented behaviors
such as delaying gratification, planning, and investing in the future;
4. Humane orientation - degree to which a collective encourages and rewards individuals
for being fair, altruistic, generous, caring and kind to others;
5. Institutional collectivism - degree to which organizational and societal institutional
practices encourage and reward collective distribution of resources and collective action;
6. In-group collectivism - degree to which individuals express pride, loyalty, and
cohesiveness in their organizations or families;
7. Gender egalitarianism - degree to which a collective minimizes gender inequality;

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 8. Power distance - extent to which the community accepts and endorses authority, power
differences, and status privileges;
9. Uncertainty avoidance-extent to which a society, organization, or group relies on social
norms, rules, and procedures to alleviate unpredictability of future events.

Country scores were identified as to the present existence of the culture dimension (“as is”

scores/ practices) and the values as to what the country aspires to be (“should be” scores/ values) for

each of the cultural dimensions. The researchers were able to clearly confirm how cultural values and

practices correlate to societal achievement including how societies generate and distribute wealth and

look after people’s welfare. Thus, high performance societies are better off economically with higher

levels of human development, compared to lower performance oriented societies. Knowledge and

understanding of these cultural influences, the differences between what is ideal (or values aspired

to) with what is existing practice, enable organizational leaders either to implement changes or create

work environments that are responsive to all stakeholders and gear the organization more effectively

toward competitiveness and success. The table below shows these cultural dimensions including

examples of extremes on both ends (House et. al, 2002, pp.5-6):

TABLE 28 : GLOBE CULTURAL DIMENSIONS WITH EXTREMES

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 Project GLOBE researchers also grouped societies according to regional clusters to

create meaning around societal views of both culture and leadership, with each cluster having

characteristics that are specific to their region, language, religion, history and a shared cultural

understanding. This regional clustering was also shown in Chapter 2, it is presented here in this

figure:

FIGURE 19 : Regional Clustering (Adapted from House, 2004)

From this circular diagram, one can see the Philippines clustered in the region of

Southern Asia with other countries such as: Indonesia, Malaysia, India, Thailand and Iran,

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meaning these are the societies we are most similar to as based on the cultural dimension scores

gathered from the research study. Notably we share proximity with most of these countries

geographically except for Iran which is usually viewed as part of the M iddle East. In another table

the cultural dimensions of societies are shown with classification of each societal cluster according

to their being high score or low score within that dimension:

TABLE 29: Society clusters according to High or Low Scores in Cultural Dimensions

Note that the Southern Asia cluster, to which the Philippines belong is classified as

high scoring in only one cultural dimension: in-group collectivism (or the degree to which

individuals express pride, loyalty, and cohesiveness in their organizations or families). Southern Asia

as a cluster only has a significant score in this particular cultural dimension. This result validates

much of the literature on Philippine culture being a family-oriented culture (Jocano, 1990; Andres,

1981), where often the needs and welfare of the family precedes the needs and goals of organizations

so that leaders in the Philippine setting are expected to behave in ways such that families or close-

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relations have primacy rather than individuals (e.g. familism, paternalism), and for leaders to create

family-like relations or familial environments within the organization for him to be effective and

successful. A more detailed analysis of the Philippines culture-wise based on Project GLOBE’s

research findings is discussed below. The cultural dimensions in which we have high or low scores

are significant in understanding how cultural values (or aspirations) and practices affect Filipinos’

perceptions of leaders and what leadership attributes are more acceptable than others in the Philippine

context.

Shown in the diagram below are the country results/scores for the Philippines in

each dimension:

FIGURE 20 : COUNTRY RESULTS ON CULTURAL DIMENSIONS (House, et.al., 2004)

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 According to House et. al. (2004), the scores in these cultural dimensions can predict which

leadership attributes are desirable for a particular society/ culture. From the above diagram of scores

for each cultural dimension, we can see scores representing cultural practice (purple) and cultural

value (in green). For each dimension there are differences between these scores, in some dimensions

the difference is more, than in other dimensions. In the Philippines for example, the cultural

dimensions of power distance, performance orientation and future orientation show large gaps

between how society values that particular dimension (or ‘what should be’) to what is being done in

actuality or practice (‘what is’). These disparities/ incongruencies should be a concern because it

means that what is culturally valued is either not being implemented/ practiced or is not being

exercised to the degree that it is valued (as in the case of performance orientation and future

orientation), and vice-versa what is not culturally valued is actually what is being practiced or

implemented (as in the case of power distance). It was mentioned earlier that high scores in the

cultural dimension of performance orientation has a bearing on a society’s economic well-being and

human development, therefore to ‘close the gap’ between what is (practice) and what should be

(value) with regard to this dimension is imperative if a society intends to achieve over-all social

development and progress. The same with future-orientation, if a country wishes to keep up or

advance in this age of rapid change and shifting global circumstances, then to be future-orientated is

a logical advantage. To value this cultural dimension will not suffice, it is in the practice of it that a

country can leverage their human, social, and technological capital to intentionally innovate, create

opportunities, and spur growth to continuously benefit their society.

It is not surprising that results of the Project GLOBE study in terms of the cultural dimensions

which have the least differences in score for the Philippines are those of: institutional collectivism,

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in-group collectivism and humane orientation. The Philippines continues to uphold its collectivistic

and socially-oriented nature as a people, and Filipinos will continue to uphold the supremacy of the

family in its culture. As for the dimension of humane orientation, Filipinos have also been long-

known for warmth and hospitality (The Manila Times, 2019; Filipino culture provide warm

hospitality to all, par.1, n.d.). Thus, the description of being fair, altruistic, generous, and caring as

defined in this cultural dimension merely reflect the positive and praise-worthy traits of Filipinos. In

relation to leadership, these traits/ characteristics have been found by earlier mentioned studies

(Cimene & Aladano, 2013; Ilac, 2018; Jocano, 1990; Andres, 1989) to be more desirable for leaders

especially as they are expected to be role models or examples to those they lead.

These cultural dimensions are discussed with some weight in this section as there is a

significant relationship between a society’s scores in particular dimensions and what desirable traits

they expect from a leader. House et. al (2002) have stated that “cross-cultural literature has generally

stressed a strong connection between culture and leadership styles” (p.3). Findings of their study

indicated that there are many leadership behaviors that are similar across societies, so that even with

cultural differences there are leadership attributes that were seen as effective or ineffective

universally. The study revealed six global leadership dimensions as shown in the table below with

corresponding behaviors/ characteristics:

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 TABLE 30: 6 GLOBAL LEADERSHIP DIMENSIONS (Project GLOBE)

In phase 2 of the Project GLOBE study, the relationships between societal culture, organizational

culture, and leadership dimensions of the culturally endorsed leadership theory (CLT) were tested.

In the foreword of Project GLOBE’s book detailing methods and findings of the study, House states

the primary question of their research: “How is culture related to societal, organizational, and

leadership effectiveness?” (2004, p. xv). House et. al (2002) based their theoretical model on an

integration of the implicit leadership theory (ILT) (Lord & Maher, 1991), the value/ belief theory of

culture (Hofstede,1980), implicit motivation theory (McClelland, 1985), and the structural contingent

theory of organizational form and effectiveness (Donaldson,1993; Hickson, Hinings, McMillan, &

Schwitter, 1974) (p.8). Project GLOBE’s integrated theory shows how societal culture, organizational

culture, and leadership are significantly inter-related so that both organizational and societal cultural

values and practices are predictive of leadership attributes and behaviors seen desirable or effective

by employees and a society. Project GLOBE researchers developed leadership scales to measure the

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shared implicit leadership beliefs (ILTs) held by individuals in a culture. Thus, these scales are called

culturally endorsed implicit leadership theory (CLT) dimensions and these six global dimensions

of leadership are shown in the table above.

On the other hand, the following table shows each societal cluster and the leadership

dimensions/ profile for each cluster (ordered from most to least desirable):

TABLE 31: Leadership Dimension Profile per Societal Cluster

The Philippines belongs to the Southern Asia cluster which shows that the first or most

desirable leadership attribute is Self-protective, however this cluster ordering does not hold true for

our specific Filipino culture. From the country-specific data & report, it was revealed that the primary

leadership dimension that Filipinos see as contributing to outstanding or effective leadership is the

Charismatic dimension. This was described as :

Charismatic/ Value-based leadership: reflects the ability to inspire,

motivate, and expect high performance outcomes from others based

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 on firmly held core values. It includes the following six primary leadership dimensions: (a)
visionary, (b) inspirational, (c) self-sacrifice, (d) integrity,
(e) decisive and (f) performance oriented. (House et. al, 2004, p. 675).

This description from the Project Globe culturally-endorsed leadership theory fully validates

the emerged conceptual framework of the present study as a core category of the framework is

precisely labelled as Values-based leadership. This core category was abstracted through the gradual

iterative process of constant comparison and reflection on the responses of the HEI leaders

interviewed for this study. This result also coincides with the Filipino hierarchy of needs as theorized

by Andres (1981) where the Filipinos’ highest need is to be esteemed and revered which the author

terms as pagkabayani (being heroic). This validates why leaders who are self-sacrificial, visionary,

inspirational and morally upright are seen as outstanding leaders in the Philippines. Jocano (1990)

and Ilac (2018) both depict this leadership dimension in the paternalistic value and behaviors seen

or expected in Filipino leaders where these are morally concerned individuals who look after public

good/ welfare, inspire others and lead by example or by being role models in the group. This result is

also cross-validated in Ellamil’s largely-sampled 2010 study (Ilac, 2011) where most employees

preferred leaders who are makatao or person-centered, has compassion and looks after their welfare,

but at the same time competent on the job. The same holds true for the tsinelas servant leadership

style advocated by the Robredos (2017) where integrity, self-sacrifice and competent performance is

key to outstanding leadership. The categories in the emerged conceptual framework validated by the

Project GLOBE study for this particular leadership dimension (Charismatic/ Value-based) include:

Achievement motive, Exemplars, and Championing Values and Christian Morality. The more

detailed results of Project GLOBE’s study specific to the Philippines is shown in the diagram below

where other leadership dimensions are ordered based on scores:

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 FIGURE 21 : LEADERSHIP DIMENSION SCORES FOR THE PHILIPPINES

The second leadership dimension looked upon as effective/ outstanding within the Philippine

setting is Team-oriented which emphasizes effective team-building and implementation of a

common purpose or goal among team-members. This CLT leadership dimension includes 5 primary

leadership subscales: (a) collaborative team orientation, (b) team integrator, (c) diplomatic, (d)

malevolent (reverse scored), and (e) administratively competent (House, et. al, 2004, p. 675). This

dimension corroborates categories in the emerged conceptual framework of this present study such

as Strategic collaboration, Professional competencies, and even People empowerment where

leader respondents build their teams of faculty/ staff and collaborate with communities or industries

to grow, invest in, and develop people. This dimension is consistent with the Filipino cultural value

of familism/kinship and pakikipag-kapwa (relating with others), strongly reflecting his collectivistic

nature. Jocano (1990) defines kapwa as “being equal in terms with others, as in being members of the

same organization, peer group, nation or race” which emphasizes the high premium of relationships

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and importance of group relations rather than assertion of an individual’s rights and obligations

(p.38). This unity of ‘self’ with ‘other selves’ that kapwa emphasizes is the moral basis of

relationships, however perception of status is another thing. Though some have higher social status

there must be equal treatment for they are kapwa tao (or fellow human beings) (p.39). It is also

interesting to note that in the national language (Filipino) there is no term for gender as ‘he’ or ‘she’

in English which Jocano asserts as indicative of Filipinos’ perception of themselves as not being

“individuals isolated from other members of the group” (p.38). He underscores the value of kapwa

which “can be used to provide the proper cultural environment for sustained teamwork” (p.55). He

also highlights groupism as seen in the practice of bayanihan or group cooperation where there is a

voluntary coming together to accomplish tasks (p.32), as well as familism which is a principle of

group spirit and involves equal treatment among family members to avoid conflict. These cultural

values can be applied in organizations to foster a spirit of cooperation, collective concern, harmony,

and a sense of belongingness among team members so that they view themselves as being one big

family (p.36). Because these are deeply-ingrained values in the Filipino psyche, it is understandable

why a leader who is team-orientated is highly esteemed in the Philippines as the Project Globe study

reveals. Andres (1981) similarly depicts an effective leader in management within the Philippines in

the following manner (p.80):

“A leader must know how to work with other people. He must command the
admiration and respect of the Filipino followers in order to get their trust, loyalty,
and responsiveness. Furthermore, he must be able to organize them that they achieve
their maximum potential under his guidance. Genuine friendliness and outgoing
concern for others are two qualities Filipino subordinates look for in a
leader. They need a leader who has time for a smile; a friendly chat; and shows
sincere interest in their lives, hopes and dreams. He builds a sense of comradeship
with them without losing their respect for him.”

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 Team-orientation as a leadership dimension also aligns with the Filipino hierarchy of needs

proposed by Andres (1981) where the third highest need is social acceptance so the Filipino aims to

cultivate goodwill and preserve good social relations because they are “investments for future

economic, religious, social, and political gains” (p.51). The value of pakikisama figures in this

dimension as it involves yielding to the group’s or leader’s decisions so that there is conformity and

cooperation among all. This dimension also matches the guiding principle of communality as found

in Ilac’s leadership process model among the Batads; to the area of pakikipag-kapwa (social relations)

in Garcia-Marasigan’s concept of Christian leadership in the Philippines; is fundamental to Robredos’

governance model which includes partnerships; aside from being an essential aspect of the

management models proposed by Andres (Management by Values, 1981) and Jocano (Management

by Culture, 1990).

The third leadership dimension considered by Filipinos as contributing to outstanding

leadership and effectiveness in the global study is Humane-oriented, which according to House, et.

al (2004) reflects supportive and considerate leadership, but also includes compassion and generosity.

This CLT leadership dimension includes two primary leadership subscales labelled (a) modesty and

(b) humane oriented (p.675). Humane orientation is defined in Project GLOBE’s cultural dimensions

as the degree to which an organization or society encourages and rewards individuals for being fair,

altruistic, friendly, generous, caring, and kind to others (House et al., 1999 cited in House et.al., 2004).

This cultural dimension is “manifested in the way people treat one another and in the social programs

institutionalized within each society” (p. 569). Because of the Filipino’s need to be esteemed

(Andres,1981) and the thematic trio of sensitivity, reciprocity, and collectivity in Philippine culture

(Jocano, 1990), there is no mystery in the Filipinos’ desire for and admiration of a leader who is

humane. Andres puts this cultural value succinctly in the statement: “No word is uttered, not an act

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is done, especially if it concerns a fellow human being, without thought of how others will be affected

by it” (1981, p.50). Jocano (1990) comments how the sensitivity of the Filipino is considered by some

to be a weakness but he argues that this is actually Filipinos’ major source of psychological strength,

as we are also known to be a resilient people. He essays poetically that Filipinos “like their

mythological bamboo…have the ability to bow down when the storm is raging, only to rise when the

tempest is over to reach out, once more, for the warmth of the morning sun” (p.28). This is reinforced

by the cultural principle of reciprocity, where social and moral obligations are expected to be repaid,

adding that this leads to social acceptance and the strengthening of social relationships. Reciprocity

is also a basic moral link to collectivity, which is founded on the importance of the group so that the

emphasis to get along well or harmoniously with others, avoiding conflict or hurting their feelings

which again relates to social acceptance. Isolation and independence from the collective is

unthinkable, thus belonging to a group is an ideal most Filipinos aspire to. These cultural values and

characteristics classify the Philippines as a humane-oriented society as evidenced in its ranking with

least difference in scores between value and practices in this particular cultural dimension. This means

that humane-ness is both culturally valued and practiced, and score with very little difference in

Project GLOBE’s study so it also matches and is predictive of the kind of leader we see as desirable

or effective. The study found that the cultural value scales predicted the CLT leadership dimensions

better than the cultural practices scales. More specifically, findings revealed how the cultural value

of in-group collectivism were positively associated with charismatic/ value-based and team-oriented

leadership but negatively associated with self-protective leadership (House, et.al, 2004). These results

are consistent with the country scores and data from the Philippines. We highly score in both in-group

and institutional collectivism which predicted our preference for leaders who are charismatic/ value-

based and are team oriented. Our preference for humane-oriented leaders match the ranking in score

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for the cultural dimension of humane-orientation being third-ranked in both cultural and leadership

dimensions. Preference for humane-oriented leaders is evident in the study of Ellamil (labelled as

‘makatao’, Ilac, 2010); in the ideal paternal/ father-figure authorities of an indigenous community -

the Batads (Ilac, 2018); as well as that found in Jocano’s proffered Gabay (guide) leadership model

where the head is an elder or role model looking after the welfare of many and where followers can

seek wise counsel from. Even a recent business blog of Globe Telecom (a major telecommunications

service in the Philippines) where the top 5 must-have qualities of a business leader was featured,

empathy (pagmamalasakit) was the first and servant leadership (pakikisama) was included among

these ideal leadership qualities in the Philippine setting (Globe.com.ph/blog, 2018). The ideal

humane leader whose character includes fairness, generosity, friendliness, caring, kind to others, and

modesty, may even account for the ascendancy of populist presidents in recent years including Joseph

Estrada and the incumbent president Duterte, who are both seen as identifying with the masses who

are generally poor. Although these leaders may not display all the identified traits within the humane-

oriented leadership dimension in its totality, their perceived images as being maka-masa (or pro-poor/

pro-masses) can be argued as having contributed to their attaining political power. Take for example

what the heads of survey companies Social Weather Station (SWS) and Pulse Asia surveys, Mahar

Mangahas and Ana Maria Tabunda say (Paris, 2019). They explained how Duterte’s brand as a

populist leader contributed much to maintaining good ratings among the country’s poor. Mangahas

says that although there is blatant disregard for human rights in the President’s declared war against

drugs, “what will always come first for classes D and E are ‘bread and butter’ issues. And as long as

Duterte delivers in that aspect, one can expect satisfaction among the poor to remain high” (par. 4).

Additionally, Tabunda explained that the poor see empathy and authenticity in President Duterte, “He

sounds like their neighborhood siga (tough guy) with a dirty mouth but with a pusong mamon (soft

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heart),” she described (par.5). Tony La Viña, former dean of the Ateneo School of Government,

concurs: “He ran [in the elections] as a populist and he continues to rule as a populist. People like

him kasi aksyon kaagad (act fast), even if it seems unreasonable” (par. 6). According to the Philippine

Statistics Authority (PSA) in April 2019 there were approximately 21% of the population or 21

million Filipinos who were living in poverty based on income per capita. These survey companies

include in the socio-economic classes D and E those who work as public transportation drivers, public

school teachers, market vendors, security guards, fishermen, and farmers, constituting about

14,500,000 households across the country.

As for Estrada, a sociologist who is an assistant professor in at the University of Chicago, did

a grassroots study (instead of top-down) of the former president’s appeal to the masses. Garrido

(2017 as cited in Gaulkin, 2018) found that Estrada (whose slogan was ‘Erap para sa mahirap’) was

more approachable and was viewed as genuine by the poor. He earned their admiration through his

sincerity and acted in ways that helped overcome the ‘stigma of poverty’ in his interactions with poor

voters as well as effectively helping them overcome wariness of politicians (par 8 & 9). At one point,

Garrido shares how Estrada used his hands and fingers while eating with supporters. Garrido, whose

research appeared in the American Journal of Sociology in November 2017, explained that Estrada’s

acts of consideration for the poor were not remarkable in themselves. Garrido adds: “This is how

people should treat people. But they are remarkable in a context when people are not being treated

this way on a regular basis. These acts forge a kind of bond that you can almost describe in terms of

love” (par.9). What Estrada and Duterte apparently have in common, when they were elected and

came into power, was their appeal to the poor masses and this is observed to stem from leadership

qualities defined to be within the bounds of humane-oriented leadership such as: concern for others,

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 caring, generosity, compassion, and modesty. Over-all the leadership dimension Philippine results

validate the emerged conceptual framework. A diagram of Project GLOBE’s conceptual model and

which aspects of it correspond to the present study is shown below:

FIGURE 22: Project GLOBE CONCEPTUAL MODEL & ASPECTS CORRESPONDING TO PRESENT STUDY

The elements in Project GLOBE’s conceptual model which correspond to the emerged

framework of the present study include: societal cultural values and practices, actual leader attributes

and behaviors (person & praxis of the leader in this study), leader acceptance and effectiveness

which respondents in this study describe and discuss - reflecting each of their culturally-endorsed

implicit leadership theory (CLT or what they deem are leader traits/ characteristics contributing to

effective leadership), which in turn are influenced by societal cultural values. The same cultural

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values predict what traits are desirable for a particular society, thus preferred CLTs differentiate

societies one from another. Cultural values also determine what set of practices or praxis a leader

chooses to engage in which determine his effectiveness and acceptance. Leaders who are effective

and align their person (attributes) with the cultural values of a society are more accepted than those

who do not. Potency of leadership is related to leader effectiveness and acceptance as conceptualized

by HEI leaders in the present study. Charismatic/ value-based leaders who can deliver economic

progress and sustain a development agenda are looked upon as effective and are widely accepted in

the Philippine setting.

Summary of Theoretical Grounding Results: To summarize this section on theoretical matching/

grounding, the extant theories with which the emerged conceptual framework in the present study

were matched with are detailed in the following comparative diagrams (see below/ next page):

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233
234
235
236
 The table below provides a brief and concise summary of al the extant theories utilized for the explicit

process of theoretical grounding:

TABLE 32: SUMMARY OF THEORIES FOR THEORETICAL GROUNDING

THEORIES for Theoretical Grounding/ Matching AUTHORS/ Year

(Sector where study was conducted/ Methodology)
Model of Christian and Filipino Leadership in Education: 4 Part Model Garcia-Marasigan, 2000
(Education- Case Study)
Multiple Leadership Perspectives: Leadership as Art, Process, Ability Cimene & Aladano, 2013
(Education – Grounded Theory)
Management by Values (Hierarchy of needs) Familism, Personalism Andres, T.Q., 1981/ 1989
Small-group centeredness
(Industry - Anthropology)
Management by Culture: Paternalism, Personalism, Familism Jocano, 1990, 1999
GABAY leadership model (Industry – Anthropology)
BATAD Leadership Process Model Ilac, E.J., 2018
(Indigenous Community – Constructivist Grounded Theory)
Culturally Endorsed Leadership Theory (CLT, Project GLOBE) House, et.al, 2004
(Industry – Multi-method: Qualitative/Quantitative)

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 Based on the theoretical matching done with these six theories/ models, the core category of

Values-based leadership within the emerged conceptual framework was more highly validated as

there was a match found for a number of categories in all of these. The core categories of

Development Agenda and Economics-driven leadership is supported mainly in the Management

by Values (MBV) model prescribed by Andres (1981) and the Management by Culture by Jocano

(1990). In the MBV model, this is particularly embedded in the Filipino hierarchy of needs where

social mobility or the need to climb socio-economic levels is second highest. In Management by

Culture, this is embedded within the Gabay leadership where the leader-guide is source of “guidance,

direction, decisions, and assistance” in fulfilling the follower’s dreams (p.65) which for most

Filipinos includes economic betterment and attaining a higher social status in life. There is also some

congruence seen with the CLT leadership theory of Project GLOBE in that leadership dimensions

culturally endorsed in the Philippines point to leaders who are self-sacrificial, fair, have integrity, are

team-oriented, generous, compassionate, and caring, implying a concern for the collective and thus,

are expected to work not for self-interest but for the welfare and good of the majority, where if the

majority is in poverty then leaders are expected to pave the way to a better life (which necessarily

involves the economy). This is why it is postulated here that this may be the reason for the rise of

populist leaders in the country in recent years. This point on the relevance of a development agenda

and economics to leadership is addressed some more in the next section (Part 6) on evaluation of

internal cohesion.

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C. RESULTS AND DISCUSSION: INTERNAL GROUNDING

PART 6: EVALUATION OF THEORETICAL COHESION (Validation vis a vis evaluation of

internal cohesion and congruence)

Cultural values determine how potent the praxis of leadership will be and which qualities and

characteristics a leader displays referring to the area of his personhood. “Having strong values is

important in any leadership role” (Martin, n.d., p.5) and expressing values clearly is the most

important aspect of value-based leadership. If a leader displays characteristics that are acceptable to

the culture and aligns to its values then the leader will be seen as effective (Project GLOBE, House,

et. al., 2004). As cultural values determine the set of practices and actions a leader does or undertakes,

referring to his praxis, so values are predictive as to whether these practices will serve the group/

institution/ country in a beneficial and effective way or not. Therefore, values determine how potent

or powerful the leader will be. If values are utilized to maximize or build up constituencies then the

leader is perceived as effective & successful and the potency of values are seen. A study (Sidani &

Rowe, 2018) focusing on the reconceptualization of authentic leadership shows the importance of

follower perceptions on reception of a person as a leader: They reason: “The overlap between leaders'

and followers' value systems leads to impressions of authenticity, even in cases in which there are no

clear universal moral standards. An authentic person's behavior cannot be labeled as ‘leadership’

unless it is embraced by a follower who grants moral legitimacy to the leader” (abstract). The person

of the leader in which his cultural values are embedded were clearly identified by respondents in this

study to be integral to conceptualizing leadership in the Philippine setting. The person of the leader

is also essential as contributing to the building up of the human, intellectual, and social capital of the

nation. Clearly, based on a number of studies and literature reviewed, the Filipino favors a

charismatic/ value-based leader, aligning with his primary need of being heroic and reflecting this in

the kind of leader he sees as outstanding – one who sees the collective as family, and works for their

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welfare and the common good. The present study’s alignment with the findings of Project GLOBE is

more extensively discussed and diagrammed in the section on Theoretical Grounding (matching) or

Part 5.

With regard to development agenda and economics, if the leader is seen as contributing to the

socio-economic progress & development of the group/ community/ country then he is perceived as

effective & successful. Whether he uses the potency of leadership for self-interest or for public/

institutional-organizational welfare will depend on the values he espouses. Achieving economic

upliftment, a better quality of life, higher social status, or progress in terms of economics, factors

toward sustained development, thus a more potent leadership. This is because it will answer a deep

hierarchical need of most Filipinos to attain a higher socio-economic status for himself & his family

based on Andres’ (1981) Filipino hierarchy of needs. Since the Filipino’s highest need is to be heroic

(pagka-bayani), according to the cultural hierarchy Andres proposed, then it is logical to expect that

an ideal leader will strive to do what is best for the collective rather than for the individual. A leader

who is heroic and self-sacrificing is aligned to the findings of Project GLOBE’s study (2004) where

it was revealed that Filipinos perceive Charismatic and Value-based leaders as outstanding and

effective. This same finding is seen in the studies done with an indigenous tribe, the Batads of Ifugao

province (Ilac, 2018), in the anthropological studies of Jocano (1990, 1999), and organizational

cultures studied by Andres (1981, 1989) and (Ellamil, 2010). To attain to and provide for a better life

for all Filipinos is expected to be the priority of any leader in the Philippine setting, whether in the

educational, industrial or political sector. The rise of populist national leaders in recent times seem to

reflect this need of the poor masses to have a leader who identifies with them and has compassion

regarding their situation so that they will be alleviated from the miseries of poverty. This may also be

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traced to the country’s cultural-historical roots having suffered from a colonial past of many centuries

where the ruling class belonged mostly to the elite and the bourgeoisie, which was also postulated

by Andres (1981).

The acute need for socio-economic progress, national development, and betterment seems to

be the driver for putting such populist, paternalistic/ charismatic leaders in power, thus a

development agenda and economics-driven concept of leadership are identified as core. All of the

categories classified under the personhood of the leader contributes toward this core category. For

example, having an achievement motive/ mindset was shown to lend to success in entrepreneurship

or to obtaining corporate visions, goals and objectives. Having an achievement motive predisposes an

individual to act in ways that aligns to this frame of mind as shown in a study of achievement motives

in relation to entrepreneurship orientations among college students (Heydari, et.al., 2013).

The same with the category of professional competencies and skills, and having outstanding

personal traits (exemplars) expected of leaders such as being caring, fearless or courageous –

contribute to having and expanding the nation’s valuable and skilled intellectual, human and social

capital. At the same time, leaders with global perspectives participate in and act on the need for global

competitiveness, rising to the various challenges posed by the new information/ knowledge economy.

This category under personhood of the leader is extremely relevant and related to the core categories

of a development agenda and economics-driven leadership. All these categories under Personhood

are relevant to the 3 (abstracted) sub-categories of: building human, and intellectual capital,

persuasive individual and institutional value-propositioning, as well as investing in national progress

and development or nation-building. However, personhood is in a major way aligned with building

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human and intellectual capital as shown in the theorised conceptual framework diagram (p.141).

Developing leaders who have global perspectives, achievement motives/ mindsets, and professional

competencies are definitely integral to building human and all such capital based on an economic and

development framework or perspective. Moreover, leaders with exemplary traits and having global

perspectives are imbued with motivation to engage in persuasive value-propositioning to achieve

vision-mission and goals for himself as individual and for the institution where he belongs. A better

qualified and highly competent individual or faculty/ staff is able to offer better value to the customer/

student which lends to better opportunities for enhancing social, human and intellectual capital, and

can eventually lead to solid and sustained economic development and prosperity for the nation. A

concrete example to establish this is De La Salle University’s (DLSU) continued collaboration and

partnership with industry to empower youth and develop leaders. DLSU student organizations

participated in the recently concluded Pilipinas Shell ‘Shell’s Young Leadership Program’, where

young leaders from 15 different student organizations from top universities in the country were

trained intensively for 8 months to strengthen leadership skills at the university level (Hilario, Manila

Bulletin Tech news, 2020). The CEO and President of Pilipinas Shell company Cesar Romero

commented:

“The main intent of the program is to encourage students and academic institutions to
provide adequate focus on leadership, on extracurricular activities, and out-of-
classroom learning experiences in order to help shape and develop graduates that are
more competitive in the workforce (par. 4).”

In this program, the students were engaged under the tutelage of some of Shell’s senior leaders.

They went through capability building workshops and mentorship sessions covering a wide

range of organizational skills such as branding, internal relations, strategic planning,

communications, sustainability, and nation-building (par.5).

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 All the sub-categories abstracted also contribute to the potency of values and the driver of

economics for effective leadership. Championing values and morality upholds the cultural values of

Filipinos, as majority identify as Christians. It is a well-known fact that most Filipinos attribute their

resilience in the face of national disasters and emergencies to their faith. This can also be traced to

historical roots of religion brought by colonization and cultural values such as bahala na or fatalism

(Andres, 1981). This trait of resilience is nothing but good especially for continuing in the path of

national progress and development. The Filipino hardly loses hope, thus he will always strive to rise

again with even seemingly insurmountable odds. Andres addresses this characteristic noting the

popular expression: “the Filipino is as pliant as a bamboo” (1981, p.11). He explains that a bamboo

is a symbol of flexibility, endurance and harmony with nature, bending with the wind and outlasting

the storm. Because it bends, the bamboo is able to withstand natural forces such as wind and rain. In

the same way, Filipinos goes along with things, and bends to fate rather than stand against it – thus,

he is flexible and enduring. Further, Andres (1981) describes:

“The Filipino is pliant like the bamboo….His resiliency helps to

maintain his good-naturedness, and good sense and ability to achieve
a measure of recovery and progress under the most discouraging barriers.
Resiliency made the Filipino people such a hardy and indomitable race
that they survived the soft and insidious corruption and patent
inadequacy of his colonizers and neo-colonizers” (p.12).

His resilient character enables the Filipino to continue to rise, develop and progress

despite numerous life challenges and difficulties to attend to the need for socio-economic

advancement not only of himself but his entire family. The recently popular lingo “sana all” describe

how Filipinos think collectively and wishes for the common good rather than just his own. OFWs

epitomize this resiliency and innate desire of Filipinos to provide for the needs of their family. They

continue to face the many challenges of working overseas because of the economic and social benefits

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this may eventually bring to their families. A local news publication (Pilipino Star Ngayon) shared

six challenges OFWs face, foremost of which is intense longing for family (pangungulila), yet many

continue to work overseas just to provide for their loved ones. The article reads (Dizon, 2019, par. 15

& 16): (*Translation supplied)

“Hindi biro ang lahat ng ginagawa ng mga mahal nating OFW—ang

bawat pakikipagsapalaran ay laging may kasamang hirap at pagsubok.

(*All that our beloved OFWs do are not a joke – every risk they take involve hardships and
suffering)

“Pero para sa ikagaganda ng buhay ng kani-kanilang pamilya, handa silang. ituloy

ang laban. Maliban dito, malaki rin ang naitutulong ng mga OFW sa ekonomiya ng
bansa, dala ng mga remittances na dumarating”

(*For the betterment of each of their families’ lives, they are prepared to keep fighting.
Besides, OFWs contribute much to the economy, due to the remittances sent).

Institutional identity and valuing shows a Filipino’s strong commitment to and pride with the

institutions he belongs to that adhere to his cultural values and align with his faith. When the

institution shows malasakit or concern for him and advocates for his welfare then the Filipino, who

values utang-na-loob, will remain grateful and loyal to serve in that place, sometimes even going

beyond what his duties and responsibilities call for (Andres, 1981). Endurance and longevity in

professional service can only translate to enhancement of human and intellectual capital as institutions

invest in its people especially those loyal and long-serving, thus continuing to lend to better economic

situations for all. As institutions and organizations practice empowerment of the people it employs

then it will certainly contribute to sustained economic development and validation of cultural values

such as pakikisama or harmonious relations. Andres (1981) elaborates that an analysis of Filipino

values reveals that “attachment and fidelity to family, country, God and benefactors are all forms of

the ethical value of loyalty (a variety of justice)” so that companies who are honest and give the

worker what is due result to gaining his utang-na-loob making him render “fidelity, adherence, and

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service due to the feeling of a special bond of relationship and gratitude” (p.63). This in turn leads to

enriched strategic collaborations which again relates to cultural values such as bayanihan or voluntary

cooperation. The more collaborative and cooperative people are, the more institutions and

organizations are strengthened and progress. This is one way institutional differentiation happens

through the display of cultural values in positive ways influencing work environments and social

relationships, again adding to expanded social, human, and intellectual capital.

Once again citing DLSU, take for example the university’s initiative to house medical/

healthcare workers during this time of strict quarantine amidst the pandemic. The Safe Shelter

program started by accommodating homeless families in partnership with Divine Word Missionaries’

KAin, LIgo NG ayos (KALINGA) program in March 2020, then extended to housing medical front-

liners of Philippine General Hospital in April (Baquillas, Manila Standard, 2020, par. 2). The

university opened its doors to care for and provide shelter to healthcare workers who were given

comfortable accommodations with a care package (personal care products), hot meals, fast wireless

internet, laundry facilities including the assistance of volunteers or ‘backliners’ and even occasional

entertainment to buoy their spirits. The writer asks why this took place and suggests that it must be

the spirit of ‘bayanihan’ ingrained in Filipinos which she defines as a “custom of group work, where

every person completes a task to contribute to the common good. It is synonymous with ‘pagtulong’

(help) or ‘pagdamay’ (aid) and is built on mutual help and concern, the backbone of accomplishing

tasks, and surviving disasters in the Philippines” (par.8). She further elucidates how encouraging it

was to witness an overflow of kindness and compassion across the nation, so typical of Filipinos. Yet

another program that highlights Filipino values as exemplified by the university is DLSU’s alignment

of its institutional mission to address the current crisis via adopting a care-centered model for online

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learning specifically by the Dasmariñas branch (DLSU-D). In his memorandum to the community

(June 1, 2020), Vice-Chancellor Dr. Marcos Saez emphasized the university’s commitment to explore

all resources at its disposal to bring the same brand of La Sallian education using technology as a

platform for growth and development. He further wrote:

“De La Salle University-Dasmarinas advocates a technology-driven

and care-centered teaching-learning experience aimed at challenging
students to understand the world and authentically respond to its needs.
This is achieved by creating a flexible, reflective, and collaborative
space, whether online or onsite, that will help unleash the students’
Animo - innate talents, skills, and compassion for others - and develop
the attributes that the University envisions its graduates to exhibit,”
(Memorandum Office of the Vice-Chancellor for Academics, 2020)

These institutional initiatives and moves that align with Filipino cultural values and utilizes

its positive aspects adds to DLSU’s differentiation and unique value-propositions as a higher

education provider. The potency of harnessing cultural values in positive ways, can induce and

emerge meaningful educational reforms that are unified instead of fragmented, where majority of the

constituents can participate in and contribute to, leading to increased ownership of planned and

implemented changes. This would then substantiate and validate any development agenda - whether

involving the education, corporate or political sectors. Unity and harmony through the positive

interaction of culture and capital investments (human, social, and intellectual) can only result to

achieving a progressive economy, ensuring a sustained better life-quality for all Filipinos.

Andres (1981) discussed the relation of Filipinos’ choice of a leader to his economic state,

pointing out three basic values that motivate and largely control his behaviors namely: social

acceptance by people of high social status, who can potentially offer financial aid, economic security;

the ability to meet ordinary material needs through one’s family or group; and social mobility or

advancement up the social scale to another class or higher positions (p.63). These values indicate that

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Filipinos are situationally-minded or oriented, and can easily vacillate. Further described by Andres

as being led by circumstances rather than principles, the Filipino is alert to opportunities, and indulges

in a kind of situation ethics and is able to shift gears easily. His pliancy, compared earlier to a bamboo,

applies to how he relates to leaders: “He may denounce and decry a political leader, but in a face-to-

face encounter with the same person, and at the realization that there is some chance of benefitting

from him, he fawns upon him” (1989, p.12). He also added how Filipinos are fond of religious

activities, as seen in any traditional calendar marked with feasts of the saints, yet is mostly enamored

with material pursuits (evidenced in the hierarchical needs). He cites the late Manila mayor Arsenio

Lacson’s depiction: “We Filipinos like a cadillac way of life in a carretela economy” (p.12).

Andres (1989) posits how our poor economic conditions may be attributed to Filipinos’

negative self-concept. He cites Dr. Ricardo Soler, a noted Filipino psychiatrist who wrote how the

negativism in the Filipino national personality in turn “creates a crisis of national identity and a crisis

of national self-confidence…Self-abnegation is considered by Filipinos to be a form of honesty”

(p.7). Dr. Soler further states how Filipinos are uncomfortable with their own merits and cannot quite

accept his own sense of worth. This negativism is reflected in the tendency to identify with underdogs.

Andres underscores how the major cause of negativism in Filipinos’ consciousness is due to the

inferiority complex imposed by our colonizers upon us, which deceived us, eroded our self-

confidence, and “shook the positiveness of our value system” (p.9). More than two decades later, one

of the respondents in the present study has echoed this need for the clarification of a Filipino identity.

He said:

“I think the Philippines is in the process of not only transitioning in terms

of economic criterion, but also in terms of defining itself as a people. And
I think that’s important – to define what the Filipino is, what are the things
that are important to the Filipino, to the Philippine society, and at the same

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 time enable the people to respond appropriately based on that character
and on that need. Again, based on an understanding of what is needed by
the country…Also, developing paradigms that will address concerns that
factors in poverty issues because substantially, most of our people are poor.”

The Filipinos’ pre-occupation with bettering his lot in life does play an integral part in his

choice of leaders. As previously mentioned, the rise of populist strongmen worldwide share the

particular commonality of being a “serious backlash against the highly inegalitarian impact of

neoliberal economic policy marked by deregulation and open markets” (Aytaç and Önis, 2014 as

cited in McCoy, 2017) and public concerns over the social costs of globalization (p.8) The emergence

of these demagogues, including the Philippines’ Rodrigo Duterte, was brought about by the promise

of prosperity colliding with huge disparities in wealth, power, education and status (Mishra, 2016 as

cited in McCoy, 2017). With the current health and economic crisis brought about by the corona virus

(Covid-19), these disparities have become even more evident, with the forced lockdowns on a global

scale inevitably making it necessary to speed up transitions to a digital economy. This has exposed a

huge chasm in terms of access to connectivity and revealed increasingly widening socio-economic

gaps across the globe with many left behind on the digital uptake. The United Nations conference on

Trade and Development (UNCTAD, 2020) has noted that this has significant implications for

development that cannot be ignored. UNCTAD’s technology and logistics director, Shamika

Sirimanne comments (par.4): “We need to ensure that we do not leave those who are less digitally

equipped even further behind in a post-coronavirus world”. Kapoor and Yadav (2020) agree, saying

how indeed upon closer inspection it is evident that the most vulnerable sections of society are usually

the most affected. They significantly deepen the discussion with observations on how levels of

societal inequalities are intricately related with pandemics. The authors contend that inequality “is

not simply a tool that creates differential impact across society during pandemics and further

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exacerbates the gap”, but may also be the reason behind such outbreaks - basing this hypothesis on

historical trends showing that pandemics are more likely to occur in times of growth inequality

(par.2). Citing the historian Peter Turchin, the authors argue that this theory has been tested with

strong statistical associations found between the level of global connectedness, levels of inequality in

society and pandemics through history. The role and injustices of inequality does not end at this point

unfortunately, as this has repercussions to people’s behavior during lockdowns, to the percentage of

job losses and unemployment, to the drop-out rate in the education of children and youth, to access

to healthcare, medical aid, and vaccines, and of course to number of lives lost, so that future

generations of the poor will be even poorer - the pandemic leaving in its wake more inequality

worldwide. The losses the pandemic brings are more permanent for the poor as these various effects

widen and cement the gap across income levels, thus a leader’s pursuit of a development agenda

counts for his impact on them. More concerning are the effects of these social transformations that

are not limited to the poor alone as gaping disparities can bring about and create social unrest or

discontentment among peoples. Kapoor and Yadav (2020) expound further (par. 17 & 18):

“Over the long run, these sentiments can materialise in the form
of political upheavals and emergence of populist leaders who can
tap into the adverse sentiment of the masses with the status quo.
The effects of inequality on pandemics are, thus, quite perilous
for societies and go way beyond the immediate health risks.”

Because of these long-term and far-reaching effects, the authors propose that discussions

around and responses in terms of policies with regard to the pandemic should not have a narrow focus

on economic revival. This is not to say that these are unimportant, but that there must be recognition

of the fact that economic revival of global economies will have overarching implications on the fate

of the world’s poor – where in the Philippines there are about 17 percent or nearly 18 million Filipinos

(PSA, 2020 based on 2018 estimates). This poverty rate is expected to rise in the aftermath of this

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pandemic. World bank senior economist Rong Qian was quoted as saying that the poverty rate can

rise up to 3.3 percentage points in 2020 (Valencia, The Philippine Star, par. 3), raising that number

to more than 20 million Filipinos instead.

Leadership in relation to the economy and a development agenda is vital as it is evident that

the very lives of fellow Filipinos is on the line, not just presently but for generations to come. This is

one reason why the researcher has gone through the above lengthy discussion, mainly to illustrate the

interweaving or intersecting of various domains/ disciplines that affect our everyday lives such as

politics, health, psychology, education, economics, etc., which in turn affect our behavior/ actions,

perceptions, world views, and conceptualizations of phenomena such as leadership.

The increasing body of research concerning the economics perspectives of leadership (which

the articles reviewed in the journal and the journal issue itself gives evidence to) suggest that

leadership scholars and economists alike find these to be worthy contributions to the field of

leadership. Citing the article of Garretsen, et. al. (2020) as well as the review of Zehnder, et. al.

(2017) evidences how there are already a number of leadership studies conducted utilizing an

economics perspective. These serve to validate and gain theoretical warrants for the emerged core

category of an economics-driven leadership framework. Since it has also been shown that all the

various emerged categories interact, relate, and influence each other in substantial ways (supported

by findings of several studies cited), then it validates the internal cohesion of the emerged conceptual

frame work of the present study.

As MGT’s authors Goldkuhl and Cronholm (2010) advocate diagrammatic conceptualizations for

better understanding, a conceptual framework diagram is provided below:

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FIGURE 29: LEADERSHIP CONCEPTUAL FRAMEWORK – FILIPINO LEADERSHIP CONCEPTUALIZATION

In addition to the above discussions, the following illustration of the roots of the Filipino

based on the work of Andres (1981) also serve to validate the internal cohesion of the conceptual

framework in this present study. The illustration shows how Filipinos have an American mind which

result to his pragmatism and can relate to the categories within the leaders’ personhood such as

having an achievement motive and being professionally competent. The Filipino has a Spanish-

Christian heart which can account for exemplars as well as the various leadership praxis identified,

with categories such as championing values and morality, people empowerment, and strategic

collaboration. The Filipino has Chinese-Malay roots which displays itself in his ready adjustment to

new situations and a desire to be pleasant, agreeable, and nice (p.5). Our passion for education and

self-improvement can be traced to Confucian philosophy including the importance of ethics and

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honor. This aligns as well with exemplars and the value of ‘sageliness’, thus our regard for the

importance of education and the worldview that economic prosperity and national development

cannot happen without it. Dr. Clarita Carillo (2017), Vice-Rector for Academic Affairs, University

of Santo Tomas, Manila articulated well how highly Filipinos value education:

“At the macro-level, higher education remains key to economic

growth and national development, spurred by research and innovation;
hence the desired emphasis on science, technology, engineering,
agriculture, and mathematics. At the micro-level, higher education
is an investment not only for the individual, but for the basic social
unit (the family). An immediate return on investment becomes
necessary as employment opportunities are culturally synonymous
with affording education for core and extended families” (par.7).

These descriptions match with the categories of education reform/ development agenda and

investing for national progress and development or nation-building, classified under leadership

praxis. HEI leaders’ conceptualization of leadership as being values-based, development agenda

and economics-driven are classified as potencies as these are the drivers for leadership in the

Philippine setting. These categories are traceable and show strong connections to our historical-

cultural roots as Filipinos. This is why the comparison with the compendium of cultural

characteristics and values, as discussed by Andres, was included in this evaluation of the conceptual

framework’s internal cohesion.

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 Conceptualization of
LEADERSHIP among
THE FILIPINO leaders in Philippine HEIs
A Compendium of Cultures

ROOTS OF THE FILIPINO PERSONHOOD

(Endogenous)
Achievement motive
Global perspective
American MIND
(Pragmatic/ Realist) PERSONHOOD
(Exogenous)
Exemplars
Professional
Competencies

Spanish Christian HEART

(Greco-Roman)
PRAXIS
Champions Values
and Morality
Strategic Collaboration
People Empowerment
Chinese Malay
Inst’l Differentiating/
ROOTS
Identification &
Valuing
Educ Reform &Devt
(Ref: Andres, 1981, p.4) Agenda
POTENCY
*VALUE-BASED
*DEVT AGENDA
& ECONOMICS

FIGURE 30: Historical – Cultural Roots of the FILIPINO and Conceptualization of Leadership

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 CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

“Leadership is one of the most observed and least understood phenomena on earth.”
James McGregor Burns (1978, p.2)

Leadership is a broad and complex phenomenon that over centuries has not been wholly

understood till the present. As evidence, scores of articles, studies, books, stories, newspaper reports,

programs, including artforms such as poetry, films, videos and even games have been created to

understand, analyze, interpret, judge, develop, train, raise up, or educate leaders. Newton (2016)

recounts that its evolution has spawned a succession of theories from the Great Man and Traits theory

of the 19th century to the Shared and Complexity theories of the 21st. The earliest ones focused on

character, personality, and behaviors of successful leaders, but in more recent times these theories

focused more on what leaders actually do (p.8). The present study dealt with the conceptualization of

leadership among educational leaders in the Philippine setting which involved eight higher education

leaders randomly selected from both public and private HEIs having fulfilled a set of criteria, with

both males and females represented.

In this final chapter, a summary of the results of the study is presented with brief explanations

of emerged core categories, how these relate to each other, how they were classified, and the

conceptual framework of leadership theorized from responses among educational leaders in selected

Philippine HEIs. Multi-grounded theory (MGT) was the more novel approach applied in theorizing

the conceptual framework, with the classic GT method of induction used mainly in the initial phase

of emerging categories and subcategories. Additional explicit grounding processes (i.e. empirical,

theoretical and internal), were applied to generate the theory with more rigor and for stronger

validation. Recommendations as to what further studies relevant to the area of leadership and related

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disciplines can be potentially carried out in the Philippine setting are discussed. Implications for

practice and theory building aside from further research are also included in the following discussions.

The use of the MGT approach is a primary contribution of this study, at least within the

researcher’s educational context, as this is a method not as widely used as classic GT or other

divergent methods are, such as the Straussian and Constructivist approaches. Although divergent, all

of these are still considered as being within the ‘family’ of GT methodology. The use of MGT for a

doctoral research/ study is in fact a first for the department to which the researcher belongs. Aside

from this, the present study’s contribution to the qualitative literature on leadership studies in the

Philippines remains salient, as most of the relevant and recent studies still mention the dearth of

materials/ books on the topic and the need for more of these types of studies within the Philippine

setting (Ilac, 2018; Labor, 2017; Cimene & Aladano, 2013).The present study serves to validate

various studies previously done on leadership, but presents the conceptualization of leadership

specifically from the perspective of educational leaders, whereas previously mentioned studies, were

mainly from a corporate, political/ administrative or community/ ethnographic point of view.

Understanding how the education sector conceptualizes leadership is important since education has

always been recognized as a harbinger of national progress and development.

Summary of Results

Based on the emerged conceptual framework of the present study with its different related

categories – how educational leaders view and conceptualize leadership were shown to be identical

or similar with those of other sectors - such as those in industry (Ellamil, 2010), in indigenous

communities (Ilac, 2018), and in the rural barangays or communities (Ramirez & Talisayon, 1995;

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Jocano, 1969, 1988/1989). These results verify how pagkatao or the person of the leader (classified

as personhood) is foremost in the Filipinos’ conception of leadership so that charismatic leaders are

perceived to be effective and outstanding. This finding is widely supported by various studies and

literature in the field, including those mentioned in earlier chapters, as well as cited by credible

authorities in Philippine culture including the late Filipino anthropologist F. Landa Jocano (1990,

1999), and leading organizational culture/ HR expert Dr. Tomas Quintin Andres (1981, 1989), who

both wrote extensively on Philippine cultural values and the person of the Filipino. Similarly, Project

GLOBE, to-date the most extensive study done on the relationships between culture, leadership and

organizations as it involved 62 societies over a span of 10 years, reveal the same findings on

Philippine culture. The study which “redefined scholarly understanding of how culture and leadership

vary by national culture” (globeproject.com, par. 4), reinforce with empirical data that Filipinos find

Charismatic/ Value-based leadership to be most effective, with the Team-oriented and Humane-

oriented leadership dimensions scoring as next highest consecutively. These three dimensions of

leadership within the nine dimensions that were identified and presented in this seminal ground-

breaking study, correspond closely to Filipino cultural values which are collectivistic and family-

oriented in nature. Furthermore, this preference for leadership that is makatao (or humane) is

underscored by the hierarchical needs of the Filipinos as theorized by Andres (1981), topmost of

which is pagkabayani (or being heroic), someone who looks after the welfare of others. In fact, this

also corresponds to the cultural value of paternalism where an effective leader is seen as one who

stands as a ‘father-figure’ among the staff, employees, or members of the organization. Specifically,

exemplar traits (an emerged category) such as integrity, courage, being heroic, spiritual, and

patriotic, encapsulate some characteristics respondents identified as imperatives for leaders to have.

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From this and other categories the present study has emerged the core category of values-based

leadership in the conceptual framework.

The other core categories in the emerged framework of a development agenda and

economics-driven leadership was derived similarly from the conceptual refinement process.

Categories such as: achievement motives and global perspectives (classified under personhood); and

people empowerment, strategic collaboration, institutional differentiation, educational reform

(classified under praxis), all accrue to the interrelated subcategories of: persuasive individual and

institutional value-propositioning, and investing in national progress, nation-building, and

development agenda. The practical realities in the Philippine context, where poverty is widespread

is thought to contribute to this, as all of the leader-respondents in the study have mentioned how

education must necessarily address this persistent problem in our society. The fact that we are a

people-oriented (as opposed to task or performance oriented), humane, family-centred, and

collectivist society is already predictive of our view of leaders as those who will help eradicate social

ills – the two most pervasive of which are (as one leader-respondent emphatically declared) -

corruption and poverty!

In fact, way back in the late 60’s, well-known historian and educator Renato Constantino

(1967, as cited in Alfiler & Nicolas, 1997) had stressed the need to define the qualities of a Filipino

leader based on his analysis of the state of Philippine society, stating that the country is “beset with

the ills of poverty, cultural stagnation and political backwardness…one where mass vision is blinded

by myths, where illusion is taken for reality, where what the people think they want is not what they

really need” (p.96). Fast forward to the 21st century and this description seems to be even more

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amplified with the inevitable increase in population (roughly 110 million based on PSA current

statistics), together with all of the political and social upheavals that has since then transpired and are

still happening today.

Notwithstanding the era of dictatorship which lasted two decades leaving an indelible mark

upon Philippine history and society, the ill effects of which are still being countered to this day.

Leadership has definitely played a flagrant and principal role in the turn of historical events in the

country with rippling damaging effects across all domains and sectors of society, especially the

economy. The same holds true for Education, which at present is still grappling with the same issues

it has borne since colonial times, and again political leadership has to shoulder much of the blame.

Former Secretary of Education (2010-2016) and De La Salle brother, Armin Luistro characterized

the state of Philippine education (cited in Colinares, 2010), still applicable to present day: “I do not

think that it will be a mistake or it would be fairly easy to claim that Philippine education is in

crisis…Philippine education is not in a crisis. The better description of the state of Philippine

education is that it is in a chronic illness” (p.118). Thus, highlighting its state as being in a recurrent

crisis. The litany of woes confronting Philippine education has been largely attributed to leadership

as based on a World Bank study: first, there was no broad political support for real reform and second,

a weak institutional environment for change such that there is lack of integrated leadership crippling

the ability of policy makers to act strategically across the sub-sectors (Colinares, 2010, p.122). With

the current global health and economic crisis brought about by the pandemic, these woes have

worsened and exacerbated as students, teachers, and parents, struggle to cope with the migration to

digital platforms in education. The Department of Education (DEPed) is constantly in the news these

days with media actively documenting all that education stakeholders are going through as they deal

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with the social and educational transformations happening at all levels, not only within Philippine

society, but across the world.

Social weather stations (SWS) & Pulse Asia’s popularity ratings of the incumbent president

continue to be positive (as of this writing), but this was analysed as due to the government’s being

able to address basic issues such as the prices of basic goods and commodities, and employment.

Surveys analysis shows that the steepest drops in the president’s approval ratings occurred when

inflation rates reached record highs, such as the one in 2018 when the Philippines recorded its highest

inflation rate in 9 years (Paris, 2019, par. 15). However, with the dismal state of the nation’s economy

at present – with an ongoing ‘technical recession’ and the rate of unemployment at an all-time high

(45.5% or 27.3 million jobless according to SWS survey, July 2020) as caused by the pandemic – the

political leadership may actually be undergoing a test of stability, even as economic conditions

remain bleak. These SWS’s are tangible and direct evidences of how majority of the population

perceive the leader’s effectiveness as related to the nation’s economic state. In other words, the

Filipino looks at the state of the economy as the president’s report card, with his approval hinging on

it being able to stay in the black instead of bordering or worse getting stuck in the red.

Further contribution of the study

With all of the leader-respondents in this study uniformly concerned for building the nation’s

intellectual and human capital as well as investing in nation-building, (emerged sub-categories

classified under praxis after abstraction), the development agenda and economics-driven core

categories emerged as part of the conceptual framework in this study. The core categories of a

development agenda and economics-driven leadership has been validated with current studies and

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pertinent literature. It has been shown that fairly recently, significant increase in and considerable

attention is being paid to leadership studies linking particularly the two fields (of leadership and

economics), by both leadership scholars and economists alike.

Other studies done in the Philippine context were reviewed to inform the present study for

gaps in the literature without intent to seek for a priori concepts (the initial review of related literature

during the proposal stage was exploratory, a more in-depth review was done after the categories have

been emerged). The final review done after the conceptual framework has been drawn, was done in

order to utilize literature for additional relevant data, and proceed with MGT’s requirement to

theoretically match these categories with those found in extant theories. From the literature review

and matching process, it was found that the significant contribution of this present study is with regard

to the core category of the potency of economics and a development agenda in relation to leadership

- being perceived as crucial factors for leader effectiveness.

Thus far, from the compilation of local research studies read or perused for this present study,

none has established nor recognized the palpable role of economics in leader preference or its

significance in the Filipino’s conceptualization of leadership. Perhaps, the closest data that relates to

this is Andres’ (1981) theory of the Filipino hierarchy of needs where he asserts that the second

highest need of the Filipino is for social mobility or to attain to a higher social and economic state.

The relationship of leadership to economics has also been universally overlooked in the past, and

scholars only now admit this (Garretsen, et. al., 2020; Zehnder, et.al., 2017). Therefore, it can be

safely concluded that this similar state (having a dearth of studies) applies to local leadership studies

which links these two, except for those earlier studies cited by Alfiler and Nicolas (1997, pp. 101,

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110, 116), where the socio-economic backgrounds of Filipino leaders have been surveyed to present

a picture of leaders’ demographics revealing that most political leaders in the past belonged to the

ruling elite, which was perceived to be beneficial for the country as constituents thought that this was

a deterrent for politicos to be dipping into public coffers or may curb widespread corruption since the

leader was already wealthy. This, however, seems not proven to be true.

After various categories were emerged in this study, these were classified according to the

following: personhood, praxis, and potencies of leadership. Personhood involves the person and

character of the leader, with two sub-classifications: exogenous and endogenous features.

Endogenous is from within or having an internal cause so these include the categories of Achievement

motive and Global perspective which are both internal in origin. Exogenous, on the other hand, relate

to or develop from external causes or is external to the person. These include the following categories:

Exemplars and Professional Competencies. The second set of classification for categories is Praxis,

which refer to the actions, exercise or practices of leadership. These include the categories of:

Championing morality and values, People Empowerment, Strategic Collaboration, Institutional

Differentiating, Institutional Identification and Valuing, Educational Reform, and Development

Agenda. Lastly, the classification set of Potency referring to the affective drivers or rationale for

leader preference/ choice or acceptance, which include (as earlier mentioned) the core categories of :

Values-based, Development agenda, and Economics-driven. Detailed definitions and discussions

of these categories and how they relate are found in the previous chapter, Chapter 4 on Results and

Discussion. There are 3 subcategories which were abstracted from the above-mentioned categories,

these are: Building human and intellectual capital, Persuasive Individual and Institutional Value

Propositioning, and Investing in National Progress and/or Nation-building. Building human and

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intellectual capital relate to Personhood of the leader, Persuasive Individual and Institutional Value

Propositioning relates to the Praxis of Leadership, while Investing in National Progress and/or

Nation-building relates to Potencies of Leadership. These are the totality of categories and

subcategories emerged within the conceptual framework of Filipino leadership for this present study.

Implication for practice

A strong implication of the present study’s results would be its instigation for re-thinking how

to design leadership development programs that incorporates the positive dimensions of our cultural

values in 21st century realities, and reinforcing these through the courses and training programs

offered by HEIs. HEIs may also consider integrating leadership development in all courses rather

than as a program on its own or as an extra-curricular one. Specifically, if the literature and recent

studies show that a makatao or compassionate/ humane leader is seen as effective, then HEIs should

ensure that leadership programs/ courses deal with this side of leadership – in other words dealing

not just with the skills needed, but also with the attitude, values, and internal/ endogenous aspects of

leadership. This actually coincides with recent universal conversations about leadership with the rise

of books such as: Compassionate Leadership (Hopkinson, 2014), Emotional Intelligence for the

Modern Leader (Connors, 2020) and even an edition of Harvard Business Review Guide dedicated

to emotional intelligence (2017). In terms of skills or competencies the study could serve as a starting

point to look at how to better equip future leaders to be more knowledgeable or competent not only

in their specific fields, but armed also with an in-depth understanding of how economics plays a role

in their leadership and vice versa. This may be used to help address how leaders can develop and

sustain organizations or industries that are economically efficient, able to sustain development, and

are successful, particularly in the rapidly changing landscape across business, media, science and

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technology and other sectors in the 21 st century. If a leader is not agile, strategic, and globally

competitive enough, it is highly possible that they would be unable to maintain their businesses’

profitability and can immediately lose gains in very fluid economic environments. It is imperative

with global scenarios that are in constant flux, that would-be leaders be adept in forecasting, strategic

planning, analysing, innovating and even disrupting current conditions, systems and technologies in

order to keep pace, if not ahead of an increasingly globalized world. For example, the jobs that people

hold today and the courses that prepared them for it may not even exist in the next decade. This is a

future scenario that is viewed as likely to happen with the quantum leaps in technology, volatile

environmental conditions, and the likely possibility of future pandemics happening again. It is

imperative that leaders study emerging global trends in education and different sectors, but

importantly trends in education.

These scenarios, together with widening economic and social disparities as effects, undeniably

provide glimpses of days to come and can be expected to even accelerate changes in the world as we

know it. Therefore, if we wish to successfully navigate highly challenging times and thrive, then

leaders or would-be leaders especially in education, should be prepared for these with an urgency,

even now, not just to adapt to these changes but to envision and intentionally design it. With

reflexivity, intentional purpose, and design, education can help lead and craft a world that aligns with

its values rather than just be swept along by advances in technology.

Moreover with regard to practice, the implication is that educational leaders are decision-

makers in terms of the courses, programs, and trainings being offered by their respective institutions

– including those that pertain to leadership development of students. Their conceptualization of

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leadership therefore, may have a bearing on the choices of course offerings or leadership development

programs that their institutions make available. Bill Gates, philanthropist and founder of Microsoft,

in his short video introduction of the top 10 finalists for the Global Teacher Prize in 2018 (one was

Filipino) mentioned: “When you think about what drives progress and improvement in the world,

education is like a master switch. One that opens up all sorts of opportunities for individuals and

societies” (Talking Education, 2018). Overall, education is considered an important sector of any

society or economy, thus understanding how representatives from this sector conceptualize leadership

will contribute to the aggregation of knowledge regarding Filipinos as leaders and its application or

practice can help in producing more effective leaders not just in the education sector itself, but in

other sectors of Philippine society as well .

Implications for Theory-building

Implications for theory-building based on the utilization of the MGT approach include the

following: the application of more rigorous grounding processes for both internal and external

validation is proven to be necessary to arrive at theoretically-tight results and conclusions; a more

explicit theoretical matching process with related extant theories strengthens validity, thus must be

engaged in thoroughly; an a priori review of related literature and extant theories does not have to

bias the researcher and result to forcing, instead it can contribute to the emergence and validation of

categories – preconceptions and biases can be constrained with data sensitizing principles as

suggested by Thornberg (2012, see Appendix). Finally, internal cohesion between and among

categories, subcategories, and core categories is another essential indicator of the validity of the

theory. It must be engaged in more in-depth and exhaustively for a more solid argument of the

theory’s credibility and validation.

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Recommendations

A notable category emerged relevant to this is that of leaders’ having a global perspective,

which has not been identified in most extant local leadership studies reviewed, except for Valdez,

et.al., (2017), which in their study was identified as global citizenship. Valdez, et. al.’s study done

earlier only serves to validate this particular category emerged in the present one. Thus, this can be

an added and significant contribution that the present study also made. Ricafort (as cited in Colinares,

2010) recognized this when she said: “It is not sufficient for future leaders to be well-prepared only

in the academic and technical fields but to be prepared also to think and act with global leadership

qualities” (p.5) [see Global Mindset inventory, p. 148].Thus, it is highly recommended that leadership

programs/ courses should incorporate this aspect in their aim, design, and contents. A comparative

study of educational systems globally, their organizational structures, operations, including the

economics of their organization, should be a standard feature of leadership courses in education. Also,

integration of courses/study of emerging global trends in education is so much more relevant now,

given the recent compulsory migration of educational systems to digital platforms worldwide due to

the pandemic.

The results of this study where educational leaders’ conception of effective leadership

(whether academic or political) is seen as linked to the nation’s economy is an impetus then to review

whether the leadership development programs we provide our students with, actually factor this in its

design, outcomes, and contents. If not, then that would be the strongest recommendation from this

study. The design of such leadership programs/ courses should include not only ingraining a global

perspective among potential leaders, but also as mentioned earlier, an understanding of economics

and the role it plays in leadership.

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Recommendations for further research

Additional recommendations for further studies can include research into followers’

conceptions including students and other stakeholders as the present study involved educational

leaders alone. There are also other key sectors that are interesting to study within the Philippine

context with regard to their conceptualizations of leadership, such as media, the health sector,

information technology, and other sciences. Comparative studies on leadership across these various

sub-groups may be conducted to add to existing literature. Since the present study was concerned

specifically with conceptualizing leadership, it would be additionally important to research how these

concepts are practiced in reality, then compare these practices to the concepts emerged. A recent

study by the present dean of the DLSU College of Education, Dr. Raymund Sison entitled

“Simulchieving Forward” (2018) using classic GT actually dealt with this.

Project GLOBE did a comparison of values and practices among cultures and organizations,

but these were mostly self-reported responses in the form of survey questionnaires, which may not

have totally precluded some bias. This large-scale study was also done in the area of enterprise/

industries thus, there are other sectors that may still need representation in the area of leadership

studies, such as non-government organizations or charitable institutions, for example, and those

mentioned earlier. More research into leadership emergence and how this process/ phenomenon

evolve over time is also lacking in the local context. Also, the global seismic shifts that are currently

happening is an impetus to do more research on how leadership should be exercised in the context of

increasing digital organizational networks and platforms, which influence how employees, followers,

students or other constituencies engage with each other and with leaders themselves, as this in turn

can affect performance and achievement. How leaders address the digital divide and connectivity

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issues to make education more accessible, may also be relevant as more and more schools, including

HEIs migrate to online learning. Additional recommended topics would be how leaders make

decisions as to what students should learn in this global age, how these should be delivered within

online platforms, and how they address assessments issues - may also be timely to research on and

study. Another important topic for research could be how leaders address and handle crisis, as we

see more and more disasters and crises, either man-made or natural, occurring across the globe where

leadership plays an important role as to the impact and consequences of these on entire populations.

From an education perspective, this could include how administrators and educational leaders handle

events that could negatively impact their institutions such as what has happened in this pandemic,

which brought closure to many schools and colleges, especially private ones not just locally but

worldwide. Finally, since it has been found that there are no substantial research studies done yet

with regard to leadership and economics, and how they significantly relate to each other, this is an

area of study recommended with three specific topics that are central (Garretsen, et. al., 2020):

conceptualization, context, and causality. The present study may be extended in this aspect since the

emergence of the field of economics in relation to leadership, as shown in the theorized conceptual

framework, is relatively new. Further research linking economics and leadership could draw out

more of the significance of each field to the other, adding knowledge to both and understanding their

relationship more in depth particularly with regard to leadership effectiveness and emergence as

Zehnder, et. al., (2017) had recommended.

Former CHED commissioner Nona Ricafort quoted how a sage once said: “Whether we are

conscious or not, education is the force that will, more than any other, shape the world’s future”

(Colinares, 2010, p. 3), which underscores how every educational institution has a great and noble

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mission to carry out in this global century. Higher education institutions definitely impact society and

the significance of its contribution to national progress and development is without question immense

as many authors, scholars, even policy-makers concur (Colinares, 2010; Luz, 2011; Valisno, 2012).

One such is former senator and UP president Edgardo Angara (cited in Colinares, 2010) who

pronounced the following when the world was just recovering from a global economic crises more

than a decade ago:

“Few would disagree that education and training are among

the most significant investments a society can make for its own
development. As the world slowly recovers from the financial crisis,
the key to restoring long-term growth is our ability to innovate, which
requires massive human capital development. By investing smart,
governments can buffer the downturn, accelerate recovery, and
lay the foundation for strong and sustainable growth” (p. 281).

Many of the leader-respondents in the present study have articulated that what is essential for

leaders to have, particularly to successfully govern this country is ’will-for-action’, something that

others in the literature have also pointed out (Luistro as cited in Colinares, 2010; Cruz as cited in

Colinares, 2010; Luz, 2011). How leaders conceptualize and think about leadership, inclusive of the

influence of cultural values, then the consequent actions and practices they take in line with this, will

vastly matter – Why? Because it counts toward the fulfilment of not just a nation’s aspirations for

itself, but for the entire citizenry of nations as we have become more and more inter-connected, our

lives more and more intertwined and inter-dependent through the process of globalization. Project

GLOBE’s expansive study continues to this day (Phase 4) with grants from various governments -

indicative of its importance and the notable contribution this work makes toward the effectiveness of

organizations and industries. Also, their research findings benefit both individual leaders and

corporate leadership with expectedly positive effects toward national/ societal progress and

development with the information and insight their studies offer.

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 Remembering chaos theory as proposed by Lorenz (1993), where it says that there are certain

systems that are quite sensitive so that even minute changes may result to a completely different way

the system behaves, or where a minor difference at the start of a process can make a major change in

it as time progresses – leads us to an understanding that minor changes in the field of leadership, and

more importantly educational leadership at present, may eventually lead to monumental changes in

time, proving this theory right. Reflecting on and re-thinking leadership in general and educational

leadership in particular, with consequences to its practice is just outright necessary, especially in the

current situation where Filipinos as a nation, together with other nations are undergoing these massive

and unprecedented transformations in systems and processes within the social, economic,

educational, religious, political, and other major societal spheres. It is inevitable, according to chaos

theory, that the effects of these unprecedented transformations on humanity, to also be unparalleled,

with repercussions globally even to succeeding generations. Leadership, as history gives evidence

to, is a potent and strategic force that will determine which way we will ultimately go and what we

as humans will end up eventually becoming.

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A P P E N D I C E S

281
CODING PROCESS: PARTICIPANT 1 (DLSU)
CATEGORY: ACHIEVEMENT MOTIVE

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

(Incidents) CODES Condense

Having a clear vision and Clarity of vision- V/M-Focused Achievement

mission mission Motive
Have a very clear vision- Very clear vision V/M-Focused
mission mission
Have to be an effective leader Effective leader Purposive
Have to be clear about what La Clear role, identity, Mission-focused
Salle stands for, our objectives, organizational Purpose-driven
what we are trying to do as an objectives, purpose Goal-centric
org
Must accept, fully submit to Ownership of Purpose-driven
the vision-mission vision-mission Goal-centric
V/M ownership
Doing the right things for the Doing right things Purpose-driven/
institution for institution Goal centric
people are conscious of the Consciousness of Purpose-driven,
vision-mission Vision-Mission Goal-centric
Work towards the vision Achieve Achiever, Purpose-
mission of the institution institutional V-M driven ,V/M focused
One has to be very clear what Clarity of V/M-Focused
the Educ’l vision-mission of organizational
his organization is vision-mission
very clear we have a two-fold Clarity of institutns Mission-Focused
mission two-fold mission Purpose-driven
As a Catholic educ’l institution Specificity of V-M V/M-focused
this is more specific as a Catholic Purpose-driven
institution
Involves 2 things: one a very Clarity of vision V/M-grounded,
clear vision and the dual and duality of Purpose-driven
mission of academic mission Mission-focused
excellence & values formation
They have to say we believe in Imbuing belief in Purpose-driven
this mission the mission V/M Ownership
Totally committed/ Committed V/M Ownership
Being committed to the V-M
There are 2 biggest problems Two biggest Purpose-driven
HEIs must address problems of HEIs Goal-centric
what an educational institution Meeting needs/ Purposive
would do to help meet needs or Solving problems Problem solver
problems

282
Able to read very clearly the Clarity seeing Mission-focused
needs & greatest problems of needs & problems
Targeting in some way… has Targeted mission Purposive.
some bearing on reduction of Meet needs/probs Problem solving
poverty
For a Filipino leader to be Providing direction Visionary guide
considered great he/ she must and leadership Goal-centric
be able to provide that kind of
direction & leadership
Must be really very, very Awareness of Social Awareness
aware what the country’s country’s greatest Purpose-driven,
greatest problems, needs are needs, problems
Must be able to provide that Equipping Purpose-driven
kind of program that will graduates Mission-focused
ensure that our grads – they Visionary
are fully equipped
Our graduates will be Ensuring Purpose-driven
committed to that kind of role commitment of Mission-focused
graduates
To put an end to the problems Ending country’s Purpose driven
that bedevil this country problems Mission-focused

Before I die, I would like to see Clarity of purpose/ Purpose-driven

my country… Purpose driven Mission-focused
Before I leave this world, I Clear vision Vision focus
would like to see my country Clear Purpose Purpose-driven
It is a herculean task but it can Purpose-driven. Achievement focus
be done Task achievement
Massive transformation can Can-do attitude, Positive mindset &
happen positive attitude
In 10 years it can be Can-do attitude, Positive mindset &
done…..All things can be positive, attitude
done.
A program to turn things Hopeful, can-do, Positive mindset &
around in 10 years - it can be positive attitude
done. I haven't lost hope

CATEGORY: PROFESSIONAL COMPETENCY

IN VIVO INDUCTIVE PATTERN CODES THEORY
(Incidents) CODES CONDENSE
(Category)
be able to communicate to Ability to Good communicator Prof Competency:
his followers communicate Problem solver
Intentional/Mindful

283
Has to be an effective leader Effective leader Effectivity/Competence
Have always been very Conscious Intentional/
conscious of that (Leader is knowledge/ Mindfulness
different from Manager) Conscious doing
Be able to distinguish the Big picture focus/ Mindfulness/Cognitive
forest from the trees Mindful Competence
Not be involved in details & Big picture focus
minutiae Collaborative
Competent, Confident, Desirable/ Valued Professionalism
Committed (3 of 5 C’s) traits Competence
In Higher Educ it is more Cognitive Professional skills
the knowledge the technical Competence Knowhow/Competence
skill
Leaders must be effective in Effectiveness in Competence
addressing these problems addressing probs Problem solver
Must teach in a way that our Intentionality in Professional
students see a way how to teaching/ Competence/
connect it -end poverty & Problem Solving Problem Solver
corruption Intentional
Look for ways & means to Problem solver/ Competency
address the 2 biggest Intentionality Problem solver
problems of the country Solutions-minded Intentional
I will have to address their Addressing Problem solver
biggest problems there problems Purposive/ Intentional
fully equipped not just Full equipping Professional
intellectually….to confront Address Problems competence/
& take on the problems Problem solving
Put an end to the problems Resolve problems Problem solver
Why have we followed Resolve problems Problem Solver
behind (other nations) Address problems Intentional
Be able to communicate this Ability to Professional
to his/ her followers communicate competence
gear the whole educational Meet needs Problem solving
institution & programs Solve problems Prof’l competence.
towards that Purposive

CATEGORY: PEOPLE BUILDER /OPTIMIZER & COLLABORATOR (EMPOWERMENT)

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY
(Incidents) CODES CONDENSE
(Category)
Delegates to his people Delegates People optimizer People
Trusts people Collaborative Empowerment
Concerned Concern for People person People builder/
others optimizer &
collaborator

284
For common good Welfare of others People person/
service oriented
ways to make it easier for people Makes it easier Collaborative
to get a handle on for people Service-oriented
Not only for yourself but to Community Community-oriented
inspire this to the whole concerned/ Inspirational
community Inspirational Collaborative
useless if I haven’t done this, Faculty support Supportive
helped faculty embrace this Collaborative
In some cases the leader has it, Must be Inspirational
but he is not able to inspire it in Inspirational
his followers
Be able to inspire Inspirational Inspirational
Concern is how does he inspire Inspiring Inspiring
everybody to work Collaborative
Provide highest level of acad Quality education Capacity builder
quality of Education provider People optimizer
I still have to find a people Recognizing People optimizer
naturally endowed as we are human resources Human resources
development
They still give the CHIMES* Giving Valuing people
awards – the Lorenzo Tañada recognition People optimizer
CHIMES Awards
dual mission of academic Imbuing People optimizer &
excellence& values formation excellence & builder
values
Fully equipped not just Fully equipping Equipper
intellectually… students Capacity builder

CATEGORY: CHAMPIONING GOSPEL VALUES & CHRISTIAN MORALITY

IN VIVO CODES INDUCTIVE PATTERN THEORY
(Incidents) CODES CODES CONDENSE

Equally important is value – Upholding values Values crusader Champions values

formation & morality
Mission to impart right values to Imparting values Formation
our students conscious/discipler
More specific the Gospel values Imparting Gospel Valuing formation
values
More specifically La Sallian Upholding Values formation
values ..the 5Cs (Christian) Christian values
I personally during my term, Specifying values Upholding &
introduced CHIMES* Common to uphold recognition of
Good, Honesty, Integrity, values in action

285
Meritocracy, Excellence,
Service
Sadly, I don’t see it around Sad about eroding Need for values
anymore values recognition
We give this (CHIMES Award) Recognition of Recognition of
to faculty & students who we meritorious service service
feel epitomize the values & laudable values
Mission of academic excellence Prioritizing Values Prioritizing values
& values formation formation
the more important academic Importance of Strong sense of
quality of an institution is its giving strong sense morality & values
ability to give a strong sense of of morality &
morals/ values formation values
In the lower grades…morals/ Priority of morals Prioritizing morals
values formation are more & values in the
important really lower grades
It has been in this area, in the Recognizing failure Values formation
values, moral formation of our in values formation priority
young that we have failed & wanting to change
therefore if we want to change
this…go to roots
It is our widespread failure to Recognizing failure Aligning values &
practice Christian values & in practice of practice
virtues beliefs
It is the moral education that is Importance of Upholding moral
more important moral education education
They believe it is a moral issue Connecting Devaluing
– connected with corruption morality with Resisting
corruption corruption
It’s my commitment to a moral Moral compass of a Moral compass/
compass or leadership needed to leader to fight moral evangelist
fight corruption. And poverty corruption and
the same thing poverty
(Grads) Fully equipped not just Full equipping Moral, Emotional
intellectually , but also morally, includes. Moral, &psychological
emotionally, psychologically… emotional & equipment
psychological
This university called for the Acting on moral Practicing &
resignation of…(corruption) beliefs upholding beliefs
Now, who is the most despised Politicians despised Upholding moral
person in the country?...the for corruption/ values
politician (referring to corrupt) Morality Expected
in public office
See my country free from Corruption-free Morality
corruption, free from poverty Poverty-free Concern for the
poor

286
CATEGORY: INSTITUTIONAL IDENTIFICATION, DIFFERENTIATING & VALUING
IN VIVO CODES INDUCTIVE PATTERN THEORY
(Incidents) CODES CODES CONDENSE

As a Catholic educational Catholic identification Institutional Institutional

institution… identification Identification/
differentiation &
valuing
I have been with La Salle all Life-long DLSU Institutional
my life- just about commitment identification
Have to be clear what La Salle Clear identity & Institutional
stands for mission alignment identity/ value
As Chairman of CHED Role identification Identity
For me, for us in La Salle… Identifying with… Identification
More specifically the La Clear identification & Institutional
Sallian values alignment Identification/
values
For me as a La Sallian Identification with Institutional
educator… institution Identification
De La Salle is a higher Identifying/ Institutional
education institution… Positioning Institution Identification
When La Salle takes a very Identification with, Institutional
strong stand on this… alignment/agreement identification &
on position differentiation
For De La Salle leadership to Institutional Institutional
be considered great… leadership value/ differentiation/
legacy value
-that our graduates will be identification of Institutional
committed to that kind of role students with identity &
institution differentiation

CATEGORY: EDUCATIONAL REFORM & DEVELOPMENT AGENDA

IN VIVO CODES INDUCTIVE CODES PATTERN THEORY
(Incidents) CODES CONDENSE
You may be a good leader but Must be relevant to Current contextual Educational
if you are irrelevant to Phil Philippine needs relevance Reform &
needs today -so it’s a question Development
of relevance Agenda/
Our biggest problems today is Identification of Call for social
the 2-headed monster: Philippine problems responsibility &
corruption & poverty, massive that must be addressed action
corruption & massive
poverty…the 2 biggest
problems HEIs must address

287
Corruption is the number one Relating corruption & Need for social
cause of poverty poverty responsibility &
Action
the University to be relevant, Relevance based on Social
it must look for ways & means addressing country’s Responsibility &
to address the two biggest pressing needs Action needed
problems of the country
I think LaSalle, we have to Imbue patriotism Patriotism
keep ‘brainwashing’ our
students, so that when they get
out they’re super patriotic
we have failed & therefore if Effecting Change at Purpose-driven,
we want to change this we the roots Transformation
have got to go to the roots and agenda
transform
gear the whole educational Contributing/ Respon- Education for
institution & programs towards ding to social needs National Dev’t/
that (country’s needs) Social Action
Even if we say we are teaching Bridging education and Education for
art, literature or music – teach societal problems National Dev’t
it in a way that students see
how to connect it (to society’s
problems)
(Graduates) fully equipped ..to Respond to nation’s Education for
confront & take on the problems National Dev’t
problems of Phil society
our graduates will not try to Effect change out of Social
change the Phils unless they concern for country’s responsibility
are concerned with the problems
problems of the country, unless Imbuing patriotism
sufficiently patriotic
‘Common good’ includes Address social needs Social
patriotism as part of Patriotism responsibility &
Action/Patriotism
When they (students) get out of Patriotism/ Social
here they are super patriotic. Love of country responsibility &
Talagang mahal ang bayan Action/ Love of
(Truly loves our nation) country/Patriot
to put an end to the problems Contribute to resolve Call for social
that bedevil this country social problems action
Why have we followed behind Concern for national Call for social
(countries)… even Vietnam is development inclusive action & reform/
catching up w/ us & in 5 years of economic growth Global perspective
they might surpass us in terms
of economic growth

288
 We are still considered a Rationale for national National
developing country. People development agenda & development
still look down on us...There is Education’s possible agenda/
no reason for that. We are contribution with Development of
endowed w/many things- human resources human resources
natural resources, human
resources
In many ways we are better, & Recognition of National
yet in many ways why is our possibilities & Development
country relatively poor? problem to address agenda in Educ/
(poverty) Global perspective

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

(Incidents) CODES CONDENSE
(Category)
Global Perspective
If I were an educational leader in Must serve to Contextual Global perspective
the U.S. or in Western Europe or address biggest relevance, able to
a more affluent country…to be a problems in see beyond local
great leader there I will have to context context – global
address their biggest problems perspective
there…
The U.S. president is worst they Worst president There are effective Global comparisons
ever had…President has done in the U.S. and ineffective
more harm than any single leaders – based on
president in U.S. history global comparisons
I still feel bad when I travel Uncomfortable Global comparison/
because we are still considered a when traveling sees dichotomy &
developing country due to country gap between
status developing &
developed nations
People still look down on us, Experience of Insight on treatment
they patronize us, there is no discrimination received from others
reason for that Global comparisons
still have to find a people who We are a naturally Pride in national
are naturally endowed as we are endowed peoples identity, global
– see unique comparison &
attribute in perspective
comparison to
followed behind Japan, Korea, Knows country Able to take a global
HK, Malaysia, even Vietnam is status compared perspective and
catching up – may surpass us in to Asian compare
economic growth neighbors
In many ways we are better/ Looking at cause Global comparison,
Why is our country relatively of poverty in perspectives
poor?

289
 relation to other
nations
can be proud of our race and our Wants to have Sees nation in
country pride in race and comparison to other
country/ nations, global
patriotism comparison &
perspective

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

(Incidents) CODES CONDENSE
(Category)
Exemplars
be able to inspire, accept, fully Inspires others Inspirational Exemplar
submit to the vision-mission
Doing the right things for the Does the right Ability to distinguish Exemplar
institution things right things & does
them
lifetime service/ have to be an Life of service Servanthood Exemplar
effective leader
e inspire everybody to work Inspires everyone Inspirational Exemplar
towards the vision-mission of toward V-M
the
Competent, Confident, Committed, Servanthood Exemplars
Committed, and I think yes, the Concerned
last one is Concerned
CHIMES awards: Common C-H-I-M-E-S Exemplars Exemplars
good, Honesty, Integrity,
Meritocracy, Excellence, Service
inspire the whole community Inspires Inspirational Exemplar
community
La Salle took a very strong stand Strong moral Moral Exemplar
- My commitment to a moral compass
compass
Common good includes Patriotism Patriotic Exemplar
patriotism
in La Salle we need to keep Students to be Patriotic Exemplar
'brainwashing' our students - so super patriotic
that when they get out of here
they are super patriotic
I would like to see my country- Proud of race and Patriotic Exemplar
We can be proud of our race and country
our country

290
IN VIVO CODES INDUCTIVE PATTERN CODES THEORY
(Incidents) CODES CONDENSE
(Category)
Strategic
Collaboration
Each company can adopt one Companies Social responsibility, Strategic
public school - collaborate & adopting public Dev’t focus, collaboration
help schools collaboration
Make sure enough classrooms, Corporate/ Corporate social Strategic
textbooks. Company X & Y if Business input to responsibility, collaboration
we can do that… address lack Collaborate to meet
needs in education
if we can get a President Government and Collaboration of Dev’t agenda, nation
committed to educational education govt and education building, strategic
leadership… leadership to work sector/ political will collaboration
together and & commit to action
commit to action – dev’t focus,
national progress
truly enlightened Need for leadership Prioritize education Dev’t agenda, nation
leadership…Congress that will prioritizing in national budget building, strategic
allocate money education collaboration
If GK only gets a little more Government Government & Dev’t agenda, nation
support from government in support for GK organizations must building, strategic
terms of work together collaboration
funding, in 10 years we can put Funding of NGOs Government & other Dev’t agenda, nation
an end to poverty- at least who help to end organizations must building, strategic
relatively poor poverty, working partner & collaboration
together to end collaborate
poverty

291
CODING PROCESS: PARTICIPANT 2 (DEAN, ATENEO GSB)
CATEGORY: EXEMPLARS

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
An influence process Influence process Influencing/ Influencer Exemplars
Works towards a Visionary Exemplar
vision, must provide Effective Competency
vision as articulated communicator
by group Achiever,
Outstanding Critical Critical thinking, Cognitive competency,
Thinking Skills, cognitive Exemplar
person full of hope competency,
Hopeful
For him there is a Possibility minded Positive worldview
world of possibilities Achievement mindset
A better leader is full Hopefulness, Positive worldview,
of hope& great optimism, Positive attitude
possibilities possibility minded Optimistic
Often a religious Possibility- Positive Mindset/
person has great Minded, Religious, Attitude, Courage,
possibilities, doing Courageous Spirituality
great things for God
How you look at a Compassionate Relational competency,
person - one of compassion
indifference or
compassion
If you are indifferent Indifference leads Concerned for People/
to people, you can say to Failure/ Need to Exemplar,
"doomed to failure" build up
people, concerned
with others
Compassionate means Loving, Positive, Relational
treating others with a Compassionate competency/loves
positive loving people
attitude Exemplar
like the concept 'win- Win-win attitude/ Respect
win', and where Respect for others Mutual achievement
there's respect for
others
How the person looks Courageous, Faith Winner Mindset/
at himself - in Fear or in Self/ positive Attitude (Exemplar)
Faith and freedom self-esteem
If there is fear, he Fearlessness, Winner Mindset/
can't be a good leader Courage Attitude (Exemplar)

292
Heroic leadership (by Heroic Leader as Hero
Lowney)
self-awareness - this Self-Aware Competency/ Exemplar
strength is necessary
has love: a positive, Loving attitude Love others/ Exemplar
loving attitude dealing
with others
has heroic ambitions Heroic, ambitious Hero – Exemplar
The kind of leader Fearless, Heroic, Courage, Hero
you want also Ambitious, Exemplars
(fearless, ambitious, Courageous
heroic)
Not live in fear
love, positive loving Loving, Positive Differentiating Differentiation/Value
attitude, ingenuity - attitude, ingenuity (Institution leaders Proposition/
that's where it will be Making a w/this character),Value Exemplars/
different difference proposition, People Human cap devt
skills/ Exemplar
Strength of character Integrity (Strength Achievement mindset/
needed to pursue the of Character)/ Character - Exemplar
goals you have pursuit of goals
you have to respect Respect for Respect, empower –
the student student, respectful Exemplar
This is where love Love, Respect for Love & Respect for
comes in, respecting others people - Exemplars
other people

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Win-win Achievement Motive
works towards a Vision-focus, Exemplar/ Competency
vision you have/must Effective Achievement
provide vision. Communicator
as articulated by Achiever,
group
Has possibility for Possibility-minded. Possibility mindset/
doing great things Doing great things Achiever-Doer
has will for action Pro-active, Doer Purposive, Achiever
especially in this Will for Action Action-taker
country
The leader needs to Internal victory, Achievement mindset,
work at attaining achiever Goal-oriented,
private victory before Purposeful

293
you move.
into public victory
Has ambitions beyond Goal-driven/ Achievement mindset/
the Self Ambitions beyond Macro perspective,
the Self. Purpose-driven
Expansive Goals/
Macro Perspective
Strength of character Integrity (Strength Achievement mindset,
needed to pursue the of Character)/ Exemplar
goals you have pursuit of goals
Both of you become Winner mindset/ People builder/
winners Collaborative Exemplar/ Achievement
mindset
has heroic ambitions Heroic, ambitious Exemplar/ Achievement
mindset
Provide a good vision Visionary/ Future Inspirational/
where everyone can oriented Motivator/ Purpose
rally & believe it Rally people to driven/
believe (Buy in) Achievement mindset
set the time-table for Goal-centered/ Achievement mindset/
it, set targets for Results-driven/ purpose driven
everyone Outcome focused/.
Mission-minded
they believe it can be Positive 'can do' Achievement mindset
done belief & attitude/
Persistent
Strength of character Integrity (Strength Achievement mindset/
needed to pursue the of Character)/ Exemplar
goals you have pursuit of goals
Action is very, very Action oriented Responsive, Achiever
important leadership Exemplars

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Professional
Competency
be a good planner and Good Planner & Prof competency
implementer - a Implementer
combination
Outstanding critical Critical Thinking/ Cognitive Competency/ Professional
thinking skills/ person Cognitive Exemplar Competency
full of hope Competency/
Hopeful
A leadership Pillars of Success Leaders can be a Effective Leadership/
framework from success or not Prof Competency

294
Lowney: Heroic
Leadership.
4 Pillars of Success
self-awareness - this Self -Aware Exemplar/ Competency Professional
strength is necessary Competency
Has ingenuity Ingenious Cognitive competency Professional
competency
these are the things I Validates/ Being a reader, Professional
find relevant. It's more Supplements experiential competency
experiential…. experience
later on after the with Reading
experience, I read
having self-awareness Self-Awareness identifying with HEIs/ Prof competency
of managing an HEI managing HEI/ self-aware
as opposed to Basic Institutional
Ed or identity (HEI)
corporations
There must be a set of strengths/ skills/ Competencies Prof competencies
strengths to manage abilities
an organization
more than respond I Proactive/ Achievement, Purpose- Prof competencies
believe it's important Intentional/ driven/ Competence
to shape the Builder/ act for (Pro Active)/ invest in
environment devt devt
requires a certain strategic planning/ Ability to plan Prof competencies
strength - there are competence strategically/ cognitive
other strengths like competence
in strategic planning
each individual has know weakness/ Self-awareness of Prof competencies
their own weaknesses In-competencies limitations
one must accept it and do something Self-awareness/ Prof competencies
do something about it about weakness/ cognitive competence
- is really part of self- Self Aware
awareness
Strategy to survive the Strategy to survive Strategic-Analytic/ Prof competencies
changing environment fluid environment, Proactive/ Competence
will reflect ingenuity Strategic,
Ingenuity
responding to the Social Global competitiveness/ Prof competencies
needs to be globally Responsiveness, competency/ capacity
competitive as a Global building
business school competitiveness
not just talk about the Problem solving, Will for action, Doer/ Prof competencies
gap, but how to bridge being strategic, Action-taker, Strategic
the gap Bridging the gap plan

295
IN VIVO CODES INDUCTIVE PATTERN CODES THEORY
CODES CONDENSE
Global Perspective/
Mindset
Worldview how a Worldview counts/ Importance of Positive Worldview/
leader looks at Macro Perspective Worldview Macro-Global
external environment perspective
can look at the world Limited worldview Importance of Positive Worldview/
as full of limitations is undesirable Worldview Macro-Global
perspective
A better leader is full Hopefulness/ Worldview/ Mindset/ Positive Worldview/
of hope & great Optimism. Positive Attitude Macro perspective/
possibilities Possibility-minded Exemplar
have ambitions Goal-driven/ Achievement mindset/ Achievement mindset/
beyond the Self Ambitions beyond Macro perspective Purpose-driven/.
the Self. Macro perspective
Expansive Goals/
Macro Perspective
based on the type of Macro// Global Global perspective, Global perspective,
program you're Perspective, Contextual relevance/ Contextual relevance/
running - how competitiveness, developing human developing human
globally competitive it relevance s, resources resources
is, how relevant building human
resource
Started about the development Nation-building & Development Agenda.
Philippines and also concerns, national + regional devt. Global - Macro
the Asia-Pacific expansive mindset Macro perspective perspective
region
yet can't limit Meet Int'l Global competitiveness/ Macro-Perspective/
ourselves to these/ standards, Macro-perspective/ Strategic
seeking international Strategic Collaboration, capacity Collaboration,
accreditation, partnerships, building
partnering with competitiveness
different universities -
top schools in foreign
nations
We will gain Int'l accreditation, Competencies/ capacity Prof
accreditation by strategic building/ differentiating Competency/Strategic
different management partnerships Collaboration/
dev't agencies Institutional identity &
differentiation, Macro-
perspective
responding to the Social Global competitiveness/ Global/ Macro-
needs to be globally Responsiveness, competency/ capacity perspective/
competitive as a Global building Development Agenda/
business school competitiveness Prof competencies

296
but it must be Social relevance, Contextual Relevance, Macro-Global
Relevant, when we global Macro-Global perspective,
talk about onus of competitiveness, perspective, Economic Development Agenda,
global economic agenda Nation-building
competitiveness aspirations
to be globally globally Global perspective, Global perspective,
competitive, competitiveness, Institutional Institutional
accredited reaching differentiation, value differentiation, value
internationally international propositioning propositioning
standards &
getting
accreditation

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
People
Empowerment
like the concept 'win- Win-win attitude/ People builder/ People empower-er
win', and where Respect for others Exemplar
there's respect for
others
Both of you become Winner mindset/ People builder/ People empowerment
winners Collaborative Exemplar/ Achievement
mindset
(if) my attitude is you Autocratic People empowerment/ People empowerment/
have to follow me leadership is collaboration/ collaboration
because I have the undesirable/ partnership
best Democratic &
intentions, best Collaborative more
knowledge - then desirable/ Allow
you'll have problems people's input
you have to respect Respect for student People builder- People empowerment/
the student empower-er/ People Exemplar
skills/ Exemplar
Mulat diwa programs Community Social consciousness & Social responsibility/
started - literally Involvement, responsibility/ People Human cap devt/
means 'giving Social awareness/ empowerment/ Nation-building/
consciousness' Giving Investing human cap People empowerment
consciousness
should try to integrate Integration of. Social responsibility, Education Reform &
this (social action Social concern & course integration to Innovation, People
programs) not just in action/ offering empower people empowerment Human
our course and all resources cap devt/ Devt agenda/
other courses Nation building

297
we need to bring it a Strategic, Value Value proposition, build Value proposition,
notch higher, make a propositioning, capacity differentiating/ People empowerment,
value proposition to higher goals/ Achievement of goals Dev't Agenda,
students Achieve higher Institutional
goals, build student differentiation/
capacity Achievement Motive
Not only for profit but Formation People builder, Human cap devt,
for Formation- building, capacity developing human People Empowerment
building building, Value resources, institutional Championing values,
proposition beyond difference Institutional Identity &
profit Differentiation
challenge and new program people empowerment, Devt agenda/ investing
opportunity to development, investing in human in human cap/ Educ
develop new program capacity building resources/ program reform/ People
innovation & devt empowerment

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Strategic
Collaboration
Vision- output of a Influencer, Influencing process, Strategic
bigger group Collaborator strategic collaboration collaboration/
Exemplar
(if) my attitude is you Autocratic People empowerment/ People empowerment/
have to follow me leadership is collaboration/ Strategic collaboration
because I have the undesirable/ partnership
best Democratic &
intentions, best Collaborative more
knowledge - then desirable/ Allow
you'll have problems people's input
What does the Responsiveness, Market responsiveness, Strategic
industry need? You Strategic, Industrial partnerships Collaboration,
can provide that. Who Collaborative Development Agenda/
are the partnerships, Prof Competency
people you can work supplier (feeder)
with?
As far as companies Market-driven/ Strategic Collaboration, Strategic
where our students are Industry Industrial partnerships Collaboration,
working Partnership Development Agenda,
Human cap devt
(Associations) are Importance of Strategic Collaboration, Strategic
important for us partnerships Industrial partnerships Collaboration,
Development Agenda/

298
Important Partnership/ Strategic Collaboration, Strategic
partnerships/ grad Collaborative, Industrial partnerships Collaboration, Human
students are aware adding value to cap devt
students
yet can't limit Meet Int'l Global competitiveness/ Macro-Perspective/
ourselves to these/ standards, Macro-perspective/ Strategic
seeking international Strategic Collaboration, capacity Collaboration,
accreditation, partnerships, building
partnering with competitiveness
different universities -
top schools in foreign
nations
We will gain Int'l accreditation, Competencies/ capacity Prof
accreditation by strategic building/ differentiating Competency/Strategic
different management partnerships Collaboration/
dev't agencies Institutional identity &
differentiation, Macro-
perspective
partnerships wit one partnerships with institutional Strategic
of top MBA schools other educ'l partnerships collaborations/
in France (ESCA) institutions Institutional
overseas differentiation &
valuing

IN VIVO CODES INDUCTIVE PATTERN THEORY CONDENSE

CODES CODES
Championing Values &
Morality
Leadership & Spirituality Spirituality & Spirituality/ Championing
Spirituality have a connected to Values Morality & Values
connection Leadership
Both are a way of Integrity (Unity of Upholding Values Championing Morality &
being & acting being & acting) Values
Leader of integrity - Integrity Upholding Values Championing Morality &
way of being & seeing Values
others align
Actions align with Integrity Upholding Values Championing Morality &
being and seeing Values
Often a religious Possibility- Positive Mindset/ Positive Worldview/
person has great Minded, Religious, Courage/ Attitude Spirituality/ Championing
possibilities doing Courageous (Exemplar) Values/ Courage
great things for God Exemplar

299
Not only for profit but Formation People builder, Human cap devt,
for Formation- building, capacity developing human Empowerment
building building, Value resources, Championing values,
proposition beyond institutional Institutional Identity &
profit difference, giving Differentiation
importance to
formation

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Institutional
differentiation &
valuing
love, positive loving Loving, Positive Differentiating Differentiation/Value
attitude, ingenuity - attitude, ingenuity (Institution leaders w/ Proposition/ Exemplars/.
that's where it will this character),Value Human cap devt
be different proposition, People
skills/ Exemplar
for our students to Institutional Institutional identity/ Institutional
understand, and it's alignment differentiating identification/
part of the (students)/ differentiation, value
differentiation differentiating proposition
what makes us Social Social consciousness Social responsibility/
different, What we consciousness, & responsibility/ building human cap devt/
want to be conscious Bridging the building human Devt Agenda Institutional
about is the big gap economic gap resources/ Differentiation
between the rich and Differentiating
(the poor)
we need to bring it a Strategic, Value Value proposition, Value proposition, People
notch higher, make a propositioning, build capacity empowerment, Dev't
value proposition to higher goals/ differentiating Agenda, Institutional
students Achieve higher differentiation
goals, build
student capacity
Not only for profit Formation People builder, Human cap devt,
but for Formation- building, capacity developing human Empowerment
building building, Value resources, institutional Championing values,
proposition difference, giving Institutional Identity &
beyond profit importance to Differentiation
formation
What we did was to Inspiring, Goal/ Investing in national Educational innovation &
spin that. We Results-driven, progress, Educational reform/ Differentiating/
converted this to our love of country/ innovation & reform/ Dev't Agenda, Nation
slogan: patriotism Differentiating/ Dev't building

300
"Our country, Our Agenda, Nation
business" building
similar masters benchmarking devt focus/ Devt agenda/ Educ
programs with AIM with outstanding institutional reform/ institutional
institutions benchmarking differentiation & valuing
modified AIM modification & program devt/ Human & intellectual cap
program in areas of improvement of improvement/investing investment/ Devt Agenda/
improvement graduate programs in human resources Institutional
differentiation & valuing
programs connected connecting devt focus, macro- Devt agenda/ Educ
to nation-building academe with perspective, reform/ institutional
national differentiation & valuing/
development Nation-building
partnerships wit one partnerships with institutional Strategic collaborations/
of top MBA schools other educ'l partnerships Institutional
in France (ESCA) institutions differentiation & valuing
overseas
masters with masters with globally competitive global perspective,
overseas classes opportunities to masteral programs institutional
components study overseas differentiation & valuing
Accreditation obtaining working toward global global perspective/
overseas/ international standards/ institutional institutional
institutional & accreditation devt differentiation & valuing
program
accreditation
Accredited by obtaining working toward global global perspective/
European agency international standards/ institutional institutional
accreditation devt differentiation & valuing
part of response to response to strategic response/ institutional
recession economic situation economic differentiation & valuing,
considerations strategic leadership
(Exemplar)/ Economic
drivers of Education
new ways of novel marketing economic Institutional
marketing programs ideas considerations differentiation & valuing,
strategic leadership
(Exemplar)/ Economic
drivers of Education
beyond expected goal-oriented/ strategic success/ Institutional
intake for new success in economic differentiation & valuing,
accredited programs marketing considerations strategic leadership
(Exemplar)/ Economic
drivers of Education
from 120 to 150 to jump/ increase in strategic success/ Institutional
350 students number of economic differentiation & valuing,
students considerations strategic leadership

301
 (Exemplar)/ Economic
drivers of Education
Challenge to make Sustaining Economic Institutional
operations operations through sustainability of differentiation & valuing,
sustainable economic institution/ Economics Economic drivers of
recession of education Education
to be globally globally Global perspective, Global perspective,
competitive, competitiveness, Institutional Institutional
accredited reaching differentiation, value differentiation, value
internationally international propositioning propositioning
standards &
getting
accreditation

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Development
Agenda & Nation
building
(identify strengths) Relevant Social Social responsibility/
'social, eco-political responsiveness awareness/Responsiveness/ Development
situation in the based on socio, Development Agenda Agenda
world, and country eco-political
where you exist bec situation/ Social -
how can you respond Environmental
to demands awareness
Started about the development Nation-building & national Development
Philippines and also concerns, + regional devt. Agenda.
the Asia-Pacific expansive mindset Macro perspective Global - Macro
region perspective
be able to understand Understands social Social awareness/ Development
the societal environment/ analytical/ Agenda, Social
environment in the Social awareness/ awareness
Philippines consciousness
be able to understand Understands social Social awareness/ Development
the societal environment/ analytical/ Agenda, Social
environment in the Social awareness/ awareness
Philippines consciousness
What does the Informed, Pro- Strategic-analytical/ Development
market want? active, Market- Development focus Agenda, Nation-
driven building
What does the Responsiveness, Market responsiveness, Strategic
industry need? You Strategic, Industrial partnerships Collaboration,
can provide that. Collaborative Development

302
Who are the partnerships, Agenda/ Prof
people you can work supplier (feeder) Competency
with?
They can Invest Strategic Human Capital, Education Reform &
money in new investments, New investment, Strategic Innovation/ Dev't
programs that will programs, collaboration & Agenda, Building
address the needs. Building human partnerships, Program Human Capital
of the market resource, Mutually Innovation
beneficial
partnerships
the needs of the Sectoral analysis Strategic analysis, Prof Competency,
Education sector & understanding, responsiveness, Development
needs to be strategic competency Agenda, Building
understood responsiveness, Human capital
Market-driven
Depends on what Strategic, Professional Competency/ Professional
you're managing, Analytic, Critical Developing human Competency/ Devt
could be an IT Thinker resources agenda, human cap
school. devt
Hopefully, they Strategic plans, Market relevance, Development
(school) will Grow Relevant to strategic, human resources Agenda/ Human cap
because some of the student & industry devt, capacity building devt/ Nation-building
strategic plans for needs, Investing
the students in students,
capacity building
Are these relevant in Relevant Contextual Relevance/ Development
response to the needs responsiveness to Social Responsibility & Agenda/ Human cap
of society? social needs/ awareness investment/ Nation
Social awareness building
It is only by Balancing Nation- Purpose-driven, Goal Purpose driven,
balancing nation- building & Profit oriented, Nation building, Development
building & profit- maximization/ strategic focus Agenda, Nation
maximation will give Outcome/ Results- building
long term growth driven/ Growth
focus
As far as companies Market-driven/ Strategic Collaboration, Strategic
where our students Industry Industrial partnerships Collaboration,
are working Partnership Development
Agenda, Human cap
devt
responding to the Social Global competitiveness/ Global/ Macro-
needs to be globally Responsiveness, competency/ capacity perspective/
competitive as a Global building Development
business school competitiveness Agenda/ Prof
competencies

303
Because School is Going beyond Call for Social Social
not just academic academics/ Social Responsibility/ Dev’t focus Responsibility/
consciousness Value beyond academics, Nation-building/
& responsibility/ educ’l innovation Devt agenda, Inst'l
Value of schools Valuing, Educ
Reform
have to consider the Analyze Call for Social Awareness, Social
social environment Environment/ Responsibility &Concern Responsibility, Devt
Social awareness Agenda
Mulat diwa Community Social consciousness & Social responsibility/
programs started - Involvement, responsibility/ People Human cap devt/
literally means Social awareness/ empowerment Investing Devt agenda People
'giving Giving human cap/ Innovating empowerment/
consciousness' consciousness/ educ’l programs Educ Reform
innovative prog
our resources (web/ Social Social responsibility, Social responsibility,
library) there's a responsibility, investing in human Human Cap Devt/
great number of Bridging the resources/ capacity Dev't Agenda,
sources of info to economic gap, building Nation-building
provide this kind of
assessment
should try to Integration of. Social responsibility, Education Reform &
integrate this (social Social concern & course integration to Innovation, People
action) not just in action/ offering empower people, educ’l empowerment
our course but also resources, Multi- innovation Human cap devt/
in other courses disciplinary Devt agenda/ Nation
integration building
but it must be Social relevance, Contextual Relevance, Macro-Global
Relevant, when we global Macro-Global perspective, perspective,
talk about onus of competitiveness, Economic agenda Development
global economic Agenda, Nation-
competitiveness aspirations building
not just talk about Problem solving, Will for action, Doer/ Prof Competence,
the gap, but how to being strategic, Action-taker, Strategic Dev't Agenda/
bridge the gap Bridging the gap plan Nation building
we need to bring it a Strategic, Value Value proposition, build Value proposition,
notch higher, make a propositioning, capacity differentiation People
value proposition to higher goals/ empowerment, Dev't
students Achieve higher Agenda, Institutional
goals, build differentiation
student capacity
What we did was to Inspiring, Goal/ Investing in national Educational
spin that. We Results-driven, progress, Educational innovation & reform/
converted this to our love of country/ innovation & reform/ Differentiating/ Dev't
slogan: patriotism Differentiating/ Dev't Agenda, Nation
Agenda, Nation building building

304
"Our country, Our
business"
Since big chunk of Responsiveness, Social responsibility, human cap devt
engagement is in the Engagement w/ integration, investing in Development
classes, we'll put it Students, human resources Agenda/ Nation
in. integrating in building/ Education
program & Reform & Innovation
courses
programs connected connecting devt focus, macro- Devt agenda/ Educ
to nation-building academe with perspective, reform/ institutional
national differentiation &
development valuing/ Nation-
building
not everyone allowed requirement for accessing graduate Investing in human
to get masters, must access to graduate education cap devt/ Devt
be college grads studies Agenda
modified AIM modification & program devt/ Human & intellectual
program in areas of improvement of improvement/investing in cap investment/
improvement graduate programs human resources, Educ Institutional
innovation & reform differentiation &
valuing, Educ reform
& innovation

305
CODING PROCESS: PARTICIPANT 3 (REGISTRAR, ATENEO GSB)
CATEGORY: EXEMPLARS

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Exemplars
Leadership of the Self-leadership, a Self-discipline /Self Prof Competence/
Self…a leader must leader unto leadership Exemplar trait
be a leader unto himself, Self-
himself discipline
he knows what he knows what he Achiever/ Intentional Achievement Mindset/
wants to be, what he wants to be/to do, Exemplar trait
wants to do Achiever/
Intentional,
Vision-focused,
Purposive
looks into his values Looks into own Values/ Integrity Exemplar traits
and principles because values and
principles,
Integrity
the most important a leader unto Self-leadership Prof'l Competence/
thing about the leader yourself/ must lead Exemplar trait
is you cannot be a self, Self-
leader if you are not a leadership/
leader unto yourself
Concomitant to this leadership has Intentional/ competencies/
(relationships) are all difficulties, Inspirational/ Influencer exemplar traits
the difficulties, the &challenges, must
challenges, but also inspire/
the inspiration, that inspirational
one goes with it.
very important and critical attributes Intentional/ Strategic/ Exemplar traits
critical that a leader and traits, Proactive
has to have all this
(desirable traits)
Educational leaders Leaders are Inspirational/ Role Exemplars
must be exemplars or exemplars or models
models models
Models of values, Models of values, Inspirational/ Disciples Champions values/
models of character, models of students beyond Exemplar
so that they in fact can character to academics
impart to the students impart/
Inspirational/
Disciples students
beyond academics

306
So educational leaders role-modelling, Leader-Exemplars Leader-Exemplars
or educational necessary to be
leadership has to be role-models
role models. I think
they have to be role
models.
I think that's importance of Exemplar/ Proactive Exemplars
important for an 'walking the talk'//
educational leader to Proactive/ Lives
walk the talk. out values
It goes back to what leadership has Giftedness Exemplar
the charism or what charism & gifts traits/Institutional
the gifts, the Jesuits (e.g. Jesuits), Identity,
have Giftedness differentiating,Valuing

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Achievement Motive
he knows what he knows what he Achiever/ Intentional Achievement Mindset/
wants to be, what he wants to be/to do, Exemplar trait
wants to do Achiever/
Intentional,
Vision-focused,
Purposive
I like to always look modelling, Inspirational/ Proactive/ Achievement motive/
at high-fetched inspiration & Strategic Achiever /Competence
models perspiration,
Leadership is both an strategic
inspiration and also a
perspiration.
It inspires but at the inspirational, Achiever/ Professional Achievement motive/
same time you have to background competence/ Integrity Prof'l competence/
perspire in order to difficulties/ Exemplar
achieve it challenges
(perspiration),
putting in the hard
work
there are a lot of a challenging role, Achiever/ Ability to Achievement motive/
challenges that each a process overcome/ competence/ Prof competencies/
individual has to go being empowered People Empowerment
through, in so far as
leadership is
concerned

307
and they can do the help people do Intentional/ Intentional/
things that they can do what they can do empowering people/ empowering people/
in the best way they in the best way developing competence, Prof competence,
can possible achieve achievement motive
mould them in a way Moulding students Strategic/ Intentional/ People
that they should be so to become, Enabler, empowerment, empowerment/Dev't
that they can become achieve all they can agenda/ Nation-
building, Achievement
motive
Leadership should be Leaders are Visionary/ Strategic to Competence/
visionary, strategic, visionary, achieve/ Macro Achievement motive/
looking at the big strategic, looks at perspective Macro-Global
picture big picture perspective
a leader that has a has a vision Visionary/ Strategy to Achievement Motive/
vision for the country beyond own achieve/ Macro-Global Macro-Global
not only for his or her school, includes a perspective perspective/ Dev't
own school vision for country, Agenda/
strategic Nation-building
the vision of the Alignment and Vision to achieve/ Achievement Motive/
school is also the Unity in Vision of Nationalism Dev't Agenda/ Nation-
vision of the country Institution & building/
Country Macro perspective
you get into the act strategic and Strategy to achieve/ Professional
with a lot of strategic critical judgments Intentional/ Proactive/ competencies/
and critical judgment before acting, Critical Judgment Achievement motive
achiever
then the student more productive Goal-oriented, Goal-oriented,
becomes more students/ Achiever/ strategy to Achievement motive/
productive. achieve/ developing strategic/ developing
human resources, human resources,
reform for nat'l devt reform for nat'l devt
That's why in Ateneo increased number Strategy to achieve/ Nation-building/ Dev't
we have been of years in basic Goal-oriented, Reform Agenda/ Educ
increasing the number education/ for Nat'l Devt/ increase Reform/ Institutional
of years in the. Basic champion for competence, inst'l Identity,
Education - Ateneo quality basic differentiation, differentiating,
has always education/ achiever champion quality educ, Valuing/ Achievement
championed that. develop human motive
resources
What is the purpose of Education has Strategic, Goal of Achievement motive
Education? purpose Education, purposive

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE

308
 Global perspective
Leadership should be Leaders are visionary, Visionary/ Strategic to Competence/
visionary, strategic, strategic, looks at big achieve/ Macro Achiever/ Macro-
looking at the big picture perspective Global perspective
picture
A leader in a HEI Outward-looking, Macro-Global Macro-Global
should not be always concern for country & perspective/ Social perspective/ Dev't
looking inward but its needs to respond/ consciousness Agenda/ Nation
what the country social consciousness building
needs. I think that's
something very
important
a leader that has a has a vision beyond Visionary/ Strategic/ Achievement
vision for the country own school, includes Macro-Global Mindset/ Macro-
not only for his or a vision for country, perspective Global perspective/
her own school strategic Dev't Agenda/
Nation-building
the vision of the Alignment and Unity Vision to achieve/ Achievement
school is also the in Vision of Nationalism Mindset/ Dev't
vision of the country Institution & Country Agenda/ Nation-
building/
Macro perspective
but in relation to the beyond and greater Macro-Global Dev't Agenda/
greater system out than internal perspective/ Systemic Nation-building/
there - the greater institutional Thinking Macro- perspective/
community, the development is Strategic partnerships
greater country community &
national development,
Systemic Thinking
A leader in a HEI Social consciousness Strategic/ Macro- Dev't Agenda/
should always be & responsibility/ perspective/ Nation-building/
looking after the Nationalism/Strategic/ Nationalism/ Social Macro-Global
common good or the responsibility perspective
country as a whole

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Professional
Competencies
Leadership of the Self- leadership, a Self-discipline/Self Prof Competence/
Self…a leader must leader unto leadership Exemplar trait
be a leader unto himself, Self -
himself discipline/

309
the most important a leader unto Self-leadership Prof Competence/
thing about the yourself/ must Exemplar trait
leader is you cannot lead self, Self-
be a leader if you are leadership/
not a leader unto
yourself
you cannot give unto Self-knowledge, Self-awareness/ Prof Self-awareness/ Prof
others what you do personal Competence Competence
not have development, self-
initiative
A leader does not know who one is, Self-awareness/ Self- Prof Competence
become a leader one's total human- leadership
until he knows who ness Cognitive competence
he is…. his total
human-ness
A leader is a leader leads others/ able Social competence/ Professional competence/
of others to lead others, Influencer
Influencer, People
person
to provide some kind a mirror to people/ People builder/ Prof Competence/ People-
of mirror to these reflector, Empowering/ empowerment/ Human cap
people about who maximizes people, Investing in human devt
they can be and what empowering resource
they can become people to be all
they can be/
partner with
people
I like to always look modelling, Inspirational/ Achievement motive/ Prof
at high-fetched inspiration & Proactive/ Strategic Competence
models perspiration to Achiever/ need skills
Leadership is both acquire skills,
an inspiration and strategic
also a perspiration.
It inspires but at the inspirational, Achiever/ Achievement motive/
same time you have background Professional Prof competence/
to perspire in order difficulties/ competence/ Integrity Exemplar
to achieve it challenges
(perspiration),
putting in the hard
work
there are a lot of a challenging role, Achiever/ Ability to Achiever/ Prof
challenges that each a process overcome/ competencies/ People
individual has to go competence/ being Empowerment
through, in so far as empowered
leadership is
concerned

310
easily or actually, importance of Interpersonal/ Prof competence/
leadership is relationships, Intrapersonal Partnerships with people
relationships. relate w/Self & competence
Relationships w/ others
one's self and
relationships with
others
Concomitant to this leadership has Intentional/ Prof competencies/
(relationships) are difficulties, Inspirational/ exemplar traits
all the difficulties, &challenges, must Influencer/
the challenges, but inspire/ Interpersonal & Social
also the inspiration, inspirational competence
that one goes with it.
To provide a service Education is a empowering people/ Prof competence/ People
to people so that service to developing empowerment, Devt
they can become the maximize/ competence, capacity Agenda
total persons they optimize people/ building
can be enabler
and they can do the help people do Intentional/ Prof competence/ People
things that they can what they can do empowering people/ empowerment,
do in the best way in the best way developing Achievement motive
they can possible competence, achieve
Leadership should Leaders are Visionary/ Strategic to Competence/ Achiever/
be visionary, visionary, achieve/ Macro Macro-Global perspective
strategic, looking at strategic, looks at perspective
the big picture big picture
I think it should Matches country's Intentional/ Strategic/ Competence/ Dev't
match what the needs (Visioning Proactive Agenda/ Nation-building
country needs. and Mission)
The problem with a problem about Intentional/ Strategic/ Prof Competencies
the Phils, we all like just talking about
to say a lot of things things/ need to
act/Intentional/
Strategic/ Will to
act (ability)
We all like to talk Mostly talk, lack Action-taker Prof Competencies
but we lack action. action, must be
Strategic/
Proactive/Doer
not only in terms of school Enabler/ Proactive/ Prof competence/People
how he builds the development Intentional/ Prof empowerment/ Dev't
school to develop involves competence, Agenda/
the capacity of the developing developing human Nation-building/
students student capacities, resources
Enabler/

311
 Proactive/
Intentional/
But not getting into well-thought of Strategic/ Intentional/ Prof Competence
the act that is actions, well- Proactive
so…lacking in judged steps,
critical judgment judicious exercise
you get into the act strategic and Strategic/ Intentional/ Professional
with a lot of critical judgments Proactive/ Critical competencies/
strategic and critical before acting, Judgment Achievement motive
judgment achiever
knowing the knows areas of Strategic/ Intentional/ Prof'l Competence/ Dev't
priorities, what are priorities and Proactive Agenda
the areas to pursue, pursuit, strategic
what kind of well-thought out Strategic/ Proactive/ Prof'l Competence/ Dev't
education and & planned Nationalism Agenda
programs you would programs &
like to put in…to delivery,
offer
so that it will Matching Strategic/ Intentional/ Prof'l Competence/ Dev't
actually match what country's needs, Proactive, Agenda/ Nation-building
the country needs Strategic/ knows Nationalism/
essential things,
Ateneo has always champions basic Strategic/ Goal- Prof Competence/ Dev't
been a champion for education oriented, Reform for Agenda/ Nation-building,
improving basic improvement, Nat'l Devt/ increase Educ Reform/
education because competencies, People Empowerment
Ateneo believes in institutional Inst'l Identity,
the fundamentals differentiation, differentiating, Valuing
empowering people
then the student more productive Goal-oriented, Prof'l Competencies/ Dev't
becomes more students/ Achiever/ strategic/ Agenda/ Nation-building,
productive. developing human People
resources, reform for Empowerment/
nat'l devt Achievement motive
That is what are the embedded-ness, well-grounded, solid Competencies, People-
gifts of the strengthened in foundations empowerment/Institutional
Jesuits?....the gift of basics, well- Identity, differentiating,
the Jesuits is that grounded, Valuing
they require you to solid foundations/
become more
embedded,
more strengthened in building solid capacity building/ Prof'l competence/ People
the basics. foundations/ / Goal oriented/ Strong empowerment/ Educ
Goal oriented/ foundations in basic Reform/ /Dev't agenda/
strengthened competencies
abilities

312
(Require you to be) strategic, critical- Strategic/ Cognitive Prof competence/ People-
more strategic and minded competence empowerment
critical-minded.
One who knows how critical thinking Cognitive competence Prof competence/ Dev't
to think. A leader ability Agenda
who knows how to
think
because …one of the all talk, no action Takes action/ ability Prof Competence/ Dev't
major concerns is or will for action for Agenda
that we have a lot of national development
leaders….you know
blah, blah, blah (full
of talk)
a lot of talk but does all talk, no Cognitive Prof competence/ Strategic
not think thought given to competence/
things, lacks Strategic/ Critical
critical thinking ( Thinker
should be a
Critical Thinker-
ability)/ Strategic
what we need is a critically-minded Cognitive- Prof competence, Dev't
leader (na nag-iisip) leader needed Professional Agenda, Nation-building
who thinks competence

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
People
Empowerment
to provide some kind a mirror to people/ People builder/ Prof Competence/
of mirror to these reflector, Empowering/ Investing People-
people about who maximizes people, in human resource empowerment/ Human
they can be and what empowering cap devt
they can become people to be all
they can be/
partner with people
you provide some people guidance, Influencer/ Intentional/ Influencer/ Intentional/
kind of a slide for people optimizer, empower people/ work empower people/ work
these people reflector, & partner & partner
collaborate with
people,
people to see where show people the guide people people empowerment/
they're supposed to go way Human cap devt

313
help them develop develop and invest in human people empowerment/
and understand who understand people resources Human cap devt
they are as persons
there are a lot of a challenging role, Achiever/ Ability to Achievement motive/
challenges that each a process overcome/ competence/ Prof competencies/
individual has to go being empowered People Empowerment
through, in so far as
leadership is
concerned
To provide a service Education is a empowering people/ Prof competence/
to people so that they service to developing competence People empowerment,
can become the total maximize/ capacity building Devt Agenda
persons they can be optimize people/
enabler
and they can do the help people do Intentional/ Prof competence/
things that they can do what they can do empowering people/ People empowerment,
in the best way they in the best way developing competence, Achievement motive
can possible achieve
mould them in a way Moulding students Strategic/ Intentional/ People
that they should be so to become, Enabler, empowerment, empowerment/Dev't
that they can become achiever agenda/ Nation-
building, Achievement
motive
can become good good citizens are Proactive/ developing People
citizens or become productive citizens human resources, empowerment/Dev't
productive citizens, empowering, agenda/ Nation-
building
attain their total Students' self- Leader-Exemplars/ People
personhood actualization/ Enabler, Optimizer, empowerment/Dev't
helping total Empowerment agenda/ Nation-
person/ building
After all, an capacity building Capacity-builder/ Dev't Agenda/ Prof
educational competencies/ competence/ People
institution, a higher empowering, Empowerment
educational institution developing human
at that, is a capacity resources
builder
It is building capacity builder/ Empowering, investing People empowerment/
capacity…therefore enabler in human cap Devt Agenda/ Nation-
that leader should be a building
capacity builder
not only in terms of school dev’t Enabler/ Proactive/ Prof
how he builds the involves Intentional/ Prof competence/People
school to develop the developing student competence, developing empowerment/ Dev't
capacity of the capacities, human resources Agenda/
students Nation-building/

314
 Enabler/ Proactive/
Intentional/
Ateneo has always champions basic Strategic/ Goal- Prof Competence/
been a champion for education oriented, Reform for Dev't Agenda/ Nation-
improving basic improvement, Nat'l Devt/ increase building, Educ
education because competencies, Reform/
Ateneo believes in the institutional People Empowerment
fundamentals differentiation, Institutional Identity,
empowering people differentiating,
Valuing
then the student more productive Goal-oriented, Prof Competencies/
becomes more students/ Achiever/ strategic/ Dev't Agenda/ Nation-
productive. developing human building, People
resources, reform for Empowerment/
National devt Achievement motive

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Strategic
Collaboration
easily or actually, importance of Interpersonal-social/ Prof competence/
leadership is relationships, Intrapersonal Partnerships w/
relationships. relate w/Self & competence people/ Collaboration
Relationships w/ one's others
self and relationships
with others
It's for the common Concern for others/ Nationalism/ Partner w/ Nation-building /
good Others oriented/ others/ Social Dev't Agenda/
Work for good of responsibility Collaboration
others
but in relation to the beyond and greater Macro-Global Dev't Agenda/ Nation-
greater system out than internal perspective/ Systemic building/ Macro-
there - the greater institutional Thinking, Community perspective/
community, the development is partnerships Strategic partnerships
greater country community & & collaboration
national
development,
Systemic Thinking

315
IN VIVO CODES INDUCTIVE PATTERN CODES THEORY
CODES CONDENSE
Championing Values
& Morality
looks into his values Looks into own Values/ Integrity Exemplar traits/
and principles because values and Championing values
principles,
Integrity
Models of values, Models of values, Inspirational/ Disciples Champions values/
models of character, models of students beyond Exemplar
so that they in fact can character to academics
impart to the students impart/
Inspirational/
Disciples students
beyond academics
It goes back to what leadership has Leaders have values and Exemplar traits/
the charism or what charism & gifts gifts /Christian values &
the gifts, the Jesuits (e.g. Jesuits), gifts/ Institutional
have Giftedness, leaders Identity,
have values differentiating,
Valuing

IN VIVO INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES CODES
Institutional Identity,
Differentiating and
Valuing
ATENEO for the Foresight Visionary/ Proactive/ Nation-building/ Dev't
greater part (ability), Intentional/ Agenda/ Institutional
already Visionary/ Nationalism/Differentiating Identity,
recognized even Proactive/ differentiating, Valuing
before the Ateneo's
President came difference
into the
presidency
Ateneo has Ateneo's Visionary/ Proactive/ Dev't Agenda/ Nation-
already been part activities part Strategic/ Nationalism, building/ Educ Reform/
and parcel of all of/ contributing Reform for Nat'l Devt Institutional
these activities to reform, l Identity, differentiating,
Valuing
that's why Ateneo gets into the act, Strategic/ Intentional/ Dev't Agenda/ Nation
has always been achiever, Proactive building/ Institutional
action-taker, Identity,

316
getting into the differentiating, Valuing/
act Achievement motive
Dev't Agenda/ champions basic Strategic/ Goal-oriented, Prof'l Competence/ Dev't
Nation building/ education Reform for Nat'l Devt/ Agenda/ Nation-building,
Institutional improvement, increase competencies, Educ Reform/
Identity, institutional differentiation, People Empowerment
differentiating, empowering people Inst'l Identity,
Valuing/ differentiating, Valuing
Achievement
motive
That's why in increased Strategic/ Goal-oriented, Nation-building/ Dev't
Ateneo we have number of years Reform for Nat'l Devt/ Agenda/ Educ Reform/
been increasing in basic increase competence, inst'l Institutional Identity,
the number of education/ differentiation, empower differentiating, Valuing/
years in the. champion for develop human resources Achievement motive
Basic Education - quality basic
Ateneo has education/
always achiever
championed that.
It goes back to leadership has Leaders have values and Exemplar traits/ /Christian
what the charism charism & gifts gifts values & gifts/
or what the gifts, (e.g. Jesuits), Institutional Identity,
the Jesuits have leaders have differentiating, Valuing
values,
Giftedness
That is what are embedded-ness, well-grounded, solid Competencies, People-
the gifts of the strengthened in foundations empowerment/Institutional
Jesuits?....the gift basics, well- Identity, differentiating,
of the Jesuits is grounded, Valuing
that they require solid
you to become foundations/
more embedded,

IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY

CONDENSE
Development
Agenda & Nation
building/
Educ Reform
To provide a Education is a service to empowering people/ Prof competence/
service to people maximize/ optimize developing People
so that they can people/ enabler competence capacity empowerment, Devt
become the total building Agenda

317
persons they can
be
mould them in a Moulding students to Strategic/ Intentional/ People
way that they become, Enabler, empowerment/Dev't
should be so that empowerment, agenda/ Nation-
they can become achiever building,
Achievement motive
can become good good citizens are Proactive/ developing People
citizens or become productive citizens human resources, empowerment/Dev't
productive citizens, empowering, agenda/ Nation-
building
attain their total Students' self- Leader-Exemplars/ People
personhood actualization/ helping Enabler, Optimizer, empowerment/Dev't
total person/ Empowerment agenda/ Nation-
building
I think it should Matches country's needs Intentional/ Strategic/ Competence/ Dev't
match what the (Visioning and Mission) Proactive Agenda/ Nation-
country needs. building
A leader in a HEI Outward-looking, Macro-Global Macro-Global
should not be concern for country & perspective/ Social perspective/ Dev't
always looking its needs to respond/ consciousness Agenda/ Nation
inward but what social consciousness building
the country needs. I
think that's
something very
important
It's for the common Concern for others/ Nationalism/ Partner Nation-building /
good Others oriented/ Work w/ others/ Social Dev't Agenda/
for good of others responsibility Collaboration
A leader in a HEI Social consciousness & Strategic/ Macro- Dev't Agenda/
should always be responsibility/ perspective/ Nation-building/
looking after the Nationalism/Strategic/ Nationalism/ Social Macro-Global
common good or responsibility perspective
the country as a
whole
a leader that has a has a vision beyond own Visionary/ Strategic/ Achievement
vision for the school, includes a vision Macro-Global Mindset/ Macro-
country not only for country, strategic perspective Global perspective/
for his or her own Dev't Agenda/
school Nation-building
the vision of the Alignment and Unity in Vision to achieve/ Achievement
school is also the Vision of Institution & Nationalism Mindset/ Dev't
vision of the Country Agenda/ Nation-
country building/
Macro perspective

318
for the common Works for common Nationalism/ Macro- Nation-
good good, attainment of Global perspective, building/Dev't
national and institutional investing in human cap Agenda/.
vision
Be more involved country-involvement, Intentional/ Strategic/ Nation-building/
in the affairs of the social awareness/ Proactive/Nationalism/ Dev't Agenda
country, what responsibility/ Social responsibility
happens to the Intentional/ Strategic/
country Proactive/
After all, an capacity building Capacity-builder/ Dev't Agenda/ Prof
educational competencies/ competence/ People
institution, a higher empowering, Empowerment
educational developing human
institution at that, resources
is a capacity
builder
It is building capacity builder/ enabler Empowering, investing People
capacity…therefore in human cap empowerment/ Devt
that leader should Agenda/ Nation-
be a capacity building
builder
not only in terms of school development Enabler/ Proactive/ Prof'l
how he builds the involves developing Intentional/ Prof'l competence/People
school to develop student capacities, competence, empowerment/ Dev't
the capacity of the Enabler/ Proactive/ developing human Agenda/
students Intentional/ resources Nation-building/
but in relation to beyond and greater than Macro-Global Dev't Agenda/
the greater system internal institutional perspective/ Systemic Nation-building/
out there - the development is Thinking, community Macro- perspective/
greater community, community & national partnerships Strategic
the greater country development, Systemic partnerships
Thinking
Ateneo has already Ateneo's activities part Visionary/ Proactive/ Dev't Agenda/
been part and of/ contributing to Strategic/ Nationalism, Nation-building/
parcel of all these reform, Reform for Nat'l Devt Educ Reform/
activities Institutional
Identity,
differentiating,
Valuing
even before any Ateneo beforehand has a Visionary/ Proactive/ Visionary/ Strategic/
reform-minded reform agenda Strategic/ Nationalism, Devt Agenda/ Educ
President Reform for Nat'l Devt Reform
we have already Foresight of necessary Visionary/ Proactive/ Visionary/ Proactive/
recognized that a reform Nationalism,Reform Nation-building/
long, long time ago for Nat'l Devt Educ Reform

319
that's why Ateneo gets into the act, Strategic/ Intentional/ Dev't Agenda/
has always been achiever, action-taker, Proactive Nation building/
getting into the act Institutional Identity,
differentiating,
Valuing/
Achievement motive
knowing the knows areas of priorities Strategic/ Intentional/ Prof'l Competence/
priorities, what are and pursuit, strategic Proactive Dev't Agenda
the areas to pursue,
what kind of well-thought out & Strategic/ Proactive/ Prof'l Competence/
education and planned programs & Nationalism Dev't Agenda
programs you delivery,
would like to put
in…to offer
so that it will Matching country's Strategic/ Intentional/ Prof'l Competence/
actually match needs, Strategic/ knows Proactive, Nationalism/ Dev't Agenda/
what the country essential things, Nation-building
needs
Ateneo has always champions basic Educ Strategic/ Goal- Prof Competence/
been a champion improvement, oriented, Reform for Dev't Agenda/
for improving basic Nat'l Devt/ increase Nation-building,
education because competencies, Educ Reform/
Ateneo believes in institutional People
the fundamentals differentiation, Empowerment Inst'l
empowering people Identity,
differentiating,
Valuing
then the student more productive Goal-oriented, Prof Competencies/
becomes more students/ Achiever/ strategic/ Dev't Agenda/
productive. developing human Nation-building,
resources, reform for People
nat'l devt Empowerment/
Achievement motive
That's why in increased number of Strategic/ Goal- Nation-building/
Ateneo we have years in basic education/ oriented, Reform for Dev't Agenda/ Educ
been increasing the champion for quality Nat'l Devt/ increase Reform/ Institutional
number of years in basic education/ competence, inst'l Identity,
the. Basic achiever differentiation, differentiating,
Education - Ateneo empower, develop Valuing/
has always human resources Achievement motive
championed that.
more strengthened building solid capacity building/ Goal Prof'l competence/
in the basics. foundations/ / Goal oriented/ Strong Educ Reform/ /Dev't
oriented/ strengthened foundations in basic agenda/
abilities competencies

320
One who knows critical thinking ability Cognitive competence Prof competence/
how to think. A (for effective leadership) Dev't Agenda
leader who knows
how to think
because …one of all talk, no action Takes action/ ability or Prof competence/
the major concerns will for action for Dev't Agenda
is that we have a national dev't
lot of
leaders….you
know blah, blah,
blah (full of talk)
what we need is a critically-minded leader Cognitive-Professional Prof'l competence,
leader (na nag- needed competence Dev't Agenda,
iisip) who thinks Nation-building

321
CODING PROCESS: PARTICIPANT 4 (CURRICULUM COORDINATOR, ATENEO GSB)
CATEGORY: EXEMPLARS

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Exemplars
Basically first Self- Self-awareness (ability), Gifted
understanding understanding, cognitive competence, Prof competence
yourself, your one's giftedness EQ, gifted
giftedness as a person,
your
moving them Move people to Strategic/ Empowering/ Empowerment/
(community/people) better futures, Achiever Achievement
forward into a much mover, builder motive/Partnerships,
better future Lead to progress Exemplar
equip them with Equipping with developing human Empowerment/ Dev't
competences and competencies and resources, capability Agenda, Nation-
capabilities capabilities building, helping people building/ Achievement
achieve, equipper/ motive, Exemplar
builder
a way of serving a Community developing Empowerment/ Dev't
community service & communities, Agenda, Nation-
involvement/ heart partnering, developing building/ Partnerships,
to serve human resources, Exemplar (servant
service-oriented leadership)

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Achievement Motive
moving them Move people to Strategic/ Empowering/ Empowerment/
(community/people) better futures, Achiever Competence/
forward into a much mover, builder, Achievement
better future lead to progress motivation/Partnerships,
Exemplar
making sure you providing needed Structure provision to Empowerment/ Dev't
provide the necessary structures to stakeholders, Strategic/ Agenda, Nation-
structure so various stakeholders, Empowering building/ Competence/
stakeholders in Achievement
community motivation
particularly students honing/ people optimizing, Empowerment/ Dev't
& faculty will developing developing human Agenda, Nation-
understand their people's (students resources, helping people building/ Competence/
giftedness as persons, & faculty's) achieve Achievement
hone it, develop it giftedness motivation

322
aside from making make people developing/ maximizing Empowerment/
them understand their understand their people, helping them Competence/
giftedness giftedness achieve, honing gifts & Achievement motive
abilities
equip them with Equipping with developing human Empowerment/ Dev't
competences and competencies resources, capability Agenda, Nation-
capabilities and capabilities building, helping people building/ Competence/
achieve, equipper/ Achievement motive,
builder Exemplar
they can respond to responding to Community Empowerment/ Dev't
the needs of society social needs & involvement/ Social Agenda, Nation-
where they desire to operating within responsibility, building/ Achievement
live or operate as valuable empowering people motive/Partnerships
as valuable people,
individuals
in terms of a more being effective in Effectiveness in society, Empowerment/ Dev't
effective person and role in society productive contribution Agenda, Nation-
wife, to society, building/ Competence/
Achievement motive
or a more expansive widen horizons Self-expression, Broader Empowerment/ Dev't
expression of the Self of Self perspective, expand Agenda, Nation-
horizons, achieve, be building/ Competence/
empowered Achievement motive
such as choice of Expanding self Strategic, purposive or Empowerment/ Dev't
their professional thru choice of goal-focus, achiever, Agenda, Nation-
fields of endeavor professional field competencies building/ Competence/
taken, Achievement motive
providing capabilities equipping for Capacity-building/ Dev't Agenda, Nation-
to people who are frontline developing human building/ Competence/
already in the capabilities, resources, competencies Achievement
frontlines motivation

giving them more building Goal-centered/ Purposive Dev't Agenda, Nation-

competency competency, human resource building/ Competence/
building development Achievement
capacity, motivation
making sure that the ensuring Strategic, Goal-driven, Dev't Agenda, Nation-
educational & effective human resource dev't, building/ Competence/
operational aspects educational & competencies, Achievement
operational achievement motive motivation
aspects,
will provide them equipping, Strategic/ Goal-oriented/ Dev't Agenda, Nation-
that competency building Capacity building, building/ Competence/
competency, developing human Achievement
resources, achievement motivation
motive

323
so that they can be Effectiveness as Competent, Capacity Empowerment/ Dev't
more effective individuals building, human resource Agenda, Nation-
individuals development, building/ Competence/
achievement motive, Achievement
empowering people motivation
so that they can can manage Strategic / Nationalism Competence/ Dev't
manage country country Agenda, Nation-
effectively effectively/ building/
effective country Achievement motive
management
(leadership)
address the poverty addressing Goal-oriented/ Social Competence, Dev't
challenge poverty Responsibility, Nat'l agenda/Nation-building
Devt & Progress, Educ Innovation &
Empower people thru Reform, Empowerment,
Education Achievement motive
making sure that the Meeting intended Strategic/ Purposive/ Dev't agenda/ Prof'l
intended purpose of purpose of Achiever/ Developing competence, Educ
education is being education Human resources Reform/ Achievement
met motive
in Ateneo, making Ateneo ensuring Contextual Relevance/ Dev't agenda/ Nation-
sure that the purpose their educational Strategic/ building/ Achievement
of education really purpose serves Nationalism/Contributing motive/ Institutional
serves the nation nation to national dev't/ differentiation &
institutional difference & valuing
participation in dev't
to make sure that we ensure evaluation validation, achieving Educ Reform & Innov,
are really evaluating of goal goals, strategic, Dev't Agenda,
whether we are really achievement, purposive, contributing Competencies/
achieving our goals to national dev't, Achievement Motive
concretizing needed
reform
for students to learn students must Goal-driven/ develop Educ Reform & Innov,
certain competencies learn human resources, Dev't Agenda,
competencies achieving institutional Competencies/
goals-reforming educ, Achievement Motive
helping students achieve
competency
because process may Process does not Goal-driven/ Strategic/ Educ Reform & Innov,
or may not produce guarantee national dev't focus/ Dev't Agenda,
the desired outcome outcomes guarantee outcomes or Competencies/
achieve goals Achievement Motive
the main Re- reform being done now, Educ Reform & Innov,
consideration or consideration/ achieving goals for Dev't Agenda,
rethinking now is Re-thinking of national dev't rethinking Competencies/
educ to impart relevant Achievement Motive

324
focusing on how to Education competencies,
make sure happening now developing human
resources
make sure that Ensuring Goal-driven, Achieving Educ Reform &
outcomes are outcomes are goals, students gain Innovation, Dev't
achieved, more than achieved, competencies, instituting Agenda, Competencies/
reform contributing to Achievement Motive
national dev't,

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Global Perspective
Also, we have a tie-up tie-ups/ forging tie-ups/ Global view/ Strategic
for those who also partnerships for partnerships for partnership/ Educ
wanted to go into students' international exposure/ Innov/ Human &
international exposure international invest in human intellectual capital
exposure &intellectual capital
tie-up with ESCA partnered with partnered with Global view/ Strategic
(School of management management school in partnership/ Educ
Management) - a school in France France for an MBA Innov/ Human &
school in France to for an MBA intellectual capital
offer an MBA degree
I think not only in the Global tie-ups/ Global perspective Broader-Global
Philippines….(but) I partnerships perspective/ Macro
think globally view
I think the way we influence/ Philippine education Global perspective/
look at Educ now following of mostly influenced by Educ Innovations
generally is following global trends in global trends
how people in the rethinking
global setting is Philippine
looking or rethinking education
education
possible to open HEIs possibility for attain global quality Global perspective/
to global standards of HEIs to attain education Dev't Agenda/ Educ
quality education global quality Reform
standards
very important look importance of Goal-driven/ Strategic, Macro-perspective/
into responsibility looking into Social responsibility Dev't Agenda/ Educ
again of education & Education's & Reform,
its various stakeholders' Nation-building
stakeholders towards responsibility
environment toward
environment,

325
make those concepts Operationalize (in Current priority areas, Global perspective,
of globalization, of curriculum) Strategic/ Goal-driven Dev't Agenda, Nation-
commitment to the globalization, building, Values
environment, of good commitment to
corporate leadership environment,
more operational good corporate
leadership

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Professional
Competence
first understanding Self- Self-awareness (ability), Prof competencies,
yourself, your understanding, cognitive competence, EQ exemplar
giftedness as a one's giftedness,
person, your
competency
understanding needs understanding social awareness Prof competencies
present in societies, social needs,
communities, groups
of people
matching needs with match social social responsibility, Prof competencies
what you can offer needs with own responding to social needs
based on your competencies &
competency, your capabilities,
capabilities
in this matching future planning Goal-oriented, Prof competencies
process, be able to with this Future planning, strategic
draw a future matching process,
scenario
understanding understand self & Self & social awareness Empowerment/ Dev't
yourself, the needs community needs Agenda, Nation-
of the community of building/ Competence/
people
moving them Move people to Strategic/ Empowering/ Empowerment/
(community/people) better futures, Achiever Competence/
forward into a much mover, builder, Achievement
better future lead to progress motivation/Partnerships,
Exemplar
making sure you providing needed Structure provision to Empowerment/ Dev't
provide the structures to stakeholders, Strategic/ Agenda, Nation-
necessary structure stakeholders, Empowering building/ Competence/
so various Achievement motivation

326
stakeholders in
community
particularly students honing/ people optimizing, Empowerment/ Dev't
& faculty will developing developing human Agenda, Nation-
understand their people's (students resources, helping people building/ Competence/
giftedness as & faculty's) achieve Achievement motivation
persons, giftedness
hone it, develop it
at the same time showing social equipping people, Broader Empowerment/ Dev't
show them also the needs to equip perspective/ Social Agenda, Nation-
needs of the society people, awareness, developing building/ Competence/
so that you can human resources, Partnerships/
equip them collaboration w/ others
aside from making make people developing/ maximizing Empowerment/
them understand understand their people, helping them Competence/
their giftedness giftedness achieve, honing gifts & Achievement motive
abilities
equip them with Equipping with developing human developing human
competencies and competencies and resources, capability resources, capability
capabilities capabilities building, helping people building, helping people
achieve, equipper/ builder achieve, equipper/
builder
they can respond to responding to Community involvement/ Empowerment/ Dev't
the needs of society social needs & Social responsibility, Agenda, Nation-
where they desire to operating within empowering people building/ Competence/
live or operate as valuable Achievement
as valuable people, motivation/Partnerships
individuals
in terms of a more being effective in Effectiveness in society, Empowerment/ Dev't
effective person and role in society productive contribution to Agenda, Nation-
wife, society, building/ Competence/
Achievement motivation
or a more expansive widen horizons of Self-expression, Broader Empowerment/ Dev't
expression of the Self perspective, expand Agenda, Nation-
Self horizons, achieve, be building/ Competence/
empowered Achievement motivation
such as choice of Expanding self Strategic, purposive or Empowerment/ Dev't
their professional thru choice of goal-focus, achiever, Agenda, Nation-
fields of endeavor professional field competencies building/ Competence/
taken, Achievement motivation
a way of serving a Community empowerment/ developing Empowerment/ Dev't
community service & communities, partnering, Agenda, Nation-
involvement/ developing human building/ Competence/
heart to serve resources, service-oriented Achievement motivation

327
providing equipping for Capacity-building/ Dev't Agenda, Nation-
capabilities to frontline developing human building/ Competence/
people who are capabilities, resources, competencies Achievement motivation
already in the
frontlines
they are mainly Front liners Contextual relevance/ Dev't Agenda, Nation-
running industries mainly run Strategic client targets building/ Competence/
industries,
already mainly into working people Strategic, Purposive/ Goal- Dev't Agenda, Nation-
work, into are the target driven, developing human building/ Competence/
respective clients, resources
workplaces
giving them more building Goal-centered/ Purposive Dev't Agenda, Nation-
competence competency, human resource building/ Competence/
building capacity, development Achievement motivation
making sure that the ensuring effective Strategic, Goal-driven, Dev't Agenda, Nation-
educational & educational & human resource dev't, building/ Competence/
operational aspects operational competencies, achievement Achievement motivation
aspects, motive
will provide them equipping, Strategic/ Goal-oriented/ Dev't Agenda, Nation-
that competency building Capacity building, building/ Competence/
competency, developing human Achievement motivation
resources, achievement
motive
so that they can be Effectiveness as Competent, Capacity Empowerment/ Dev't
more effective individuals building, human resource Agenda, Nation-
individuals development, achievement building/ Competence/
motive, empowering Achievement motivation
people
an understanding of Understanding Contextual understanding, Competence/ Dev't
current Philippine Phippine realities Social awareness & Agenda, Nation-
realities now, Contextual responsiveness/ building/
understanding,
Social awareness
& responsiveness/
that they'll be able to to identify best Strategic /Goal-oriented, Competence/ Dev't
define the best attributes in cultural identity & Agenda, Nation-
attributes in people (Filipinos) attributes building/
people, Achievement motivation
so that they can can manage Strategic / Nationalism Development agenda/
manage country country Nation-building
effectively effectively/
effective country
management
(leadership)

328
enable people to Enabling people culturally based social Empowerment/
respond (Filipinos) to responsiveness, Competence/ Dev't
appropriately based respond contributing to national Agenda/ Nation-building
on that character appropriately dev't based on cultural
based on identity, contextual
character relevance,
based on that Matching to Social responsibility, Empowerment/
(country's) country needs/ responsiveness to social Competence/ Dev't
need….based on societal needs, needs, developing human Agenda/ Nation-building
what is needed by resources
the country
developing developing Nationalism/ Strategic Empowerment/
paradigms that will paradigms to Contextual Relevance/ Competence/ Dev't
address concerns address poverty Social responsibility, Agenda/ Nation-building
that factors in issues, empowering people,
poverty issues contributing to national
dev't
we should develop development of context-based response, Dev't agenda/Nation-
more models that Models of developing relevant building Educ
are into Entrepreneurship programs, contributing to Innovation & Reform,
entrepreneurship or for SMEs National dev't,, developing Competence
small & competencies
medium enterprises
that's the MBA has MBA MBA's regular offering & Institutional
standard program standard program standardization differentiating/ Prof
competence
We have MBA for MBAs for middle MBAs for middle Educ Innovations/ Inst'l
those in the middle managers, managers, Strategic/, Identity, Differentiating,
and top positions. Strategic/, purposive Valuing/ Prof
We have the middle purposive Competence
manager's program -
that program is not has Accelerated has Accelerated program, Educ Innovations/ Inst'l
accelerated program, Strategic/ purposive Identity, Differentiating,
Strategic/ Valuing/ Prof
purposive Competence
We have already MBAs for MBAs for business owners Educ Innovations/ Inst'l
those who are business owners with hardly time for Identity, Differentiating,
captain of their with hardly time studies, Strategic/ Valuing/ Prof
businesses who do for studies, purposive Competence
not have much time Strategic/
to undertake further purposive
studies
so we have most in Most MBA Most MBA students in Educ Innovations/ Inst'l
the accelerated students in accelerated Ateneo-Regis Identity, Differentiating,
MBA Ateneo-Regis accelerated program, Strategic, Valuing/ Prof
program Ateneo-Regis purposive Competence

329
 program,
Strategic,
purposive
We also cater to Catering to a diff Catering to a diff market Educ Innovations/ Inst'l
those running health market segment segment (Health Identity, Differentiating,
facilities - whether (Health businesses), strategic, Valuing/ Prof
it's a big or small businesses), purposive Competence
facilities strategic,
purposive
We have the MBA has MBA in has MBA in Health, Educ Innovations/ Inst'l
in Health Health, strategic, strategic, purposive Identity, Differentiating,
purposive Valuing/ Prof
Competence
recently we went another program another program founded: Educ Innovations/ Inst'l
into a Masters in founded: MA in MA in Entrepreneurship, Identity, Differentiating,
Entrepreneurship Entrepreneurship, strategic, purposive, Valuing/ Prof
strategic, responsiveness to market Competence / Building
purposive, Human & Intellectual
responsiveness to Capital
market
We also have a lot many continuing many continuing Identity/ Differentiating/
of continuing (education) (education) programs, part Educ Innovation/ Prof
programs, very programs, part of of grad programs, competencies
much a part of the grad programs, positioning, strategic,
graduate programs positioning, purposive, market-driven
strategic,
purposive,
market-driven
We have the Center has Center for has Center for continuing Identity/ Differentiating/
for Continuing continuing education offering non- Educ Innovation/ Prof
Education that offers education offering degree programs for clients competencies
non-degree non-degree
programs to various programs for
clients clients
some of these programs catering programs catering to Identity/ Differentiating/
programs are really to specific market specific market segment, Educ Innovation/ Prof
catering to segment, Strategic/ Goal-driven/ competencies
entrepreneurs, to Strategic/ Goal- Market-driven
those who are into driven/ Market-
small & medium driven
enterprises -
retailing and other
types of business
Our curriculum is responsiveness to responsiveness to Identity/ Differentiating/
basically more practitioners/ practitioners/ Market Educ Innovation/ Prof
Market driven/ driven/ Strategic/ Purposive competencies/

330
…responsive to Strategic/
practitioners Purposive
our curriculum, limited prep limited prep courses, Identity/ Differentiating/
there is very limited courses, mainly mainly core & integrative Educ Innovation/ Prof
preparatory courses core & integrative courses, Strategic/ competencies
but our courses are courses, Strategic/ Purposive/ Innovations/
mainly- core & Purposive/ Market-driven
integrative courses Innovations/
Market-driven
that really respond responding to responding to needs of Identity/ Differentiating/
to those that are needs of those in those in the frontlines/ Educ Innovation/ Prof
really …on the the frontlines/ trenches, Strategic/ competencies
trenches, or those trenches, Purposive/ Market-driven
who are really on Strategic/
the frontlines Purposive/
Market-driven
because foremost Education now Education now emphasizes Prof competence, Educ
educational emphasizes processes than outcomes, Reform, Dev't Agenda
processes…even processes than must be more Strategic
now -more emphasis outcomes, must (faulty strategy)
on processes be more Strategic
(than outcomes) (faulty strategy)
people are very particular on Full- need Strategic/ broader Prof competence, Educ
particular about time & Part-time perspective/need to Reform, Dev't Agenda
Full-time & Part- faculty hiring prioritize what's more
time faculty important like faculty
engagement competencies
instead of faculty Must focus more Faculty-student interactions Prof competence, Educ
interaction with on faculty more important/ faculty Reform, Dev't Agenda
students interaction with competency/
students
Accreditation bodies Accreditation Strategic/ purposive/Need Prof competence, Educ
are very particular bodies very to focus on more important Reform, Dev't Agenda
with processes particular with priorities like teacher
processes competence/
If you have this accreditation less need to be more Strategic, Prof competence, Educ
program (then) less emphasis on focus on outcomes & Reform, Dev't Agenda
emphasis on outcomes, needed competencies
outcomes
movement now in move to strategic, purposive, Prof competence, Educ
Philippine emphasize contextual & timely Reform, Dev't Agenda
education…and outcomes in relevance
Leadership is mainly Philippine Educ
to emphasize on & Leadership
outcomes now,

331
making sure that the Meeting intended Strategic/ Purposive/ Prof competence/ Devt
intended purpose of purpose of Achiever/ Developing Agenda & Educ Reform/
education is being education Human resources Achievement motive
met
very importantly to must define Purposive/ strategic/
define certain tools needed tools operationalizing reform/
concrete measures
to make sure that we ensure evaluation validation, achieving goals, Educ Reform &
are really evaluating of goal strategic, purposive, Innovation, Dev't
whether we are achievement, contributing to national Agenda, Competencies/
really achieving our dev't, concretizing needed Achievement Motive
goals reform
for students to learn students must Goal-driven/ develop Educ Reform &
certain competencies learn human resources, achieving Innovation, Dev't
competencies institutional goals- Agenda, Competencies/
reforming educ, helping Achievement Motive
students achieve
competency
because process may Process does not Goal-driven/ Strategic/ Educ Reform &
or may not produce guarantee national dev't focus/ Innovation, Dev't
the desired outcome outcomes guarantee outcomes or Agenda, Competencies/
achieve goals Achievement Motive
the main Re-consideration/ reform being done now, Educ Reform &
consideration or Re-thinking of achieving goals for national Innovation, Dev't
rethinking now is Education dev't rethinking educ to Agenda, Competencies/
focusing on how to happening now impart relevant Achievement Motive
make sure competencies, developing
human resources
make sure that Ensuring Goal-driven, Achieving Educ Reform &
outcomes are outcomes are goals, students gain Innovation, Dev't
achieved, more than achieved, competencies, instituting Agenda, Competencies/
reform contributing to Achievement Motive
national dev't,
more than just fine- beyond fine- developing human Educ Reform &
tuning or re- tuning or re- resources w/ relevant Innovation, Dev't
engineering engineering competencies, achievement Agenda, Competencies/
processes processes (in motive, reform for national
Education) dev't
not only in HEIs but Improve Educational reform, Dev't Agenda/ Prof
in the respective curriculum strategic, contribute to competence/ Educ
curriculums design, National dev't, continuous reform & innovation
implementation & dev't of competencies
delivery
making sure it's Priority areas Operationalize educ goals Dev't Agenda/ Prof
really built in, taught must be Built in, for reform, institutional competence/ Values-
and assessed values, & achieve org'l Ethics/ Empowerment

332
 taught & assessed mission, add to
in Curriculum competencies, contribute to
Nat'l devt
because the narrow focus, avoid myopic view in Dev't Agenda/ Prof
limitations of those tunnel vision, Higher Educ, contribute to competence/ Values-
in HEIs is at times blindsided, national devt thru human Ethics/ Empowerment
they are focused resource dev't
again on the courses,
subjects
they forget to build oversight of contribute to national devt Dev't Agenda/ Prof
these important important areas to thru human resource dev't competence/ Values-
things…the address & include & investing in relevant Ethics/ Empowerment
underlying things in curriculum quality education
that should be taught
strongly
basic ethical ethical Owning, valuing areas of Dev't Agenda/ Prof
disposition towards dispositions in responsibility/ social competence/ Values-
how to manage responsibility responsibility Ethics/ Empowerment
resources, people, areas like
processes, those resources, people,
things processes
basically for integrating Strategic/ Global Dev't Agenda/ Prof
globalization, priority areas/ perspective/ Integrity- competence/ Values-
environment, specific Ethics, social Ethics/ Empowerment
governance, then responsibility consciousness &
ethics areas, responsibility

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Championing
Values & Christian
Morality
make those concepts Operationalize (in Current priority areas, Global perspective,
of globalization, of curriculum) Strategic/ Goal-driven Dev't Agenda, Nation-
commitment to the globalization, building, Values
environment, of commitment to
good corporate environment, good
leadership more corporate leadership
operational
making sure that the Students valuing/ Values formation, Dev't Agenda/
students have these prioritizing current Goal-driven, Championing Values-
values responsibility areas developing human Ethics/ Empowerment
resources

333
because the narrow focus, tunnel avoid myopic view in Dev't Agenda/ Prof
limitations of those vision, blindsided, Higher Educ, contribute competence/ Values-
in HEIs is at times to national dev’t thru Ethics/ Empowerment
they are focused human resource dev't
again on the courses,
subjects
they forget to build oversight of important contribute to national Dev't Agenda/ Prof
these important areas to address & devt thru human competence/ Values-
things…the include in curriculum resource dev't & Ethics/ Empowerment
underlying things investing in relevant
that should be taught quality education
strongly
basic ethical ethical dispositions in Owning, valuing areas Dev't Agenda/ Prof
disposition towards responsibility areas of responsibility/ social competence/ Values-
how to manage like resources, people, responsibility Ethics/ Empowerment
resources, people, processes
processes, those
things
basically for integrating priority Strategic/ Global Dev't Agenda/ Prof
globalization, areas/ specific perspective/ Integrity- competence/ Values-
environment, responsibility areas, Ethics, social Ethics/ Empowerment
governance, then consciousness &
ethics responsibility

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
People Empowerment
provide a quality of Address people's Social responsibility, Empowerment/ Dev't
life to the people, to quality of life, be community Agenda, Nation-
the communities involved with involvement building/
where these people communities
are situated in,
benevolence
understanding understand self & Self & social Empowerment/ Dev't
yourself, the needs community needs awareness Agenda, Nation-
of the community of building/ Competence/
people
moving them Move people to better Strategic/ Empowering/ Empowerment/
(community/people) futures, mover, Achiever Competence/
forward into a much builder, lead to Achievement
better future progress motivation/Partnerships,
Exemplar

334
making sure you providing needed Structure provision to Empowerment/ Dev't
provide the structures to stakeholders, Strategic/ Agenda, Nation-
necessary structure stakeholders, Empowering building/ Competence/
so various Achievement motivation
stakeholders in
community
particularly students honing/ developing people optimizing, Empowerment/ Dev't
& faculty will people's (students & developing human Agenda, Nation-
understand their faculty's) giftedness resources, helping building/ Competence/
giftedness as people achieve Achievement motivation
persons,
hone it, develop it
at the same time showing social needs equipping people, Empowerment/ Dev't
show them also the to equip people, Broader perspective/ Agenda, Nation-
needs of the society Social awareness, building/ Competence/
so that you can developing human Partnerships/
equip them resources,
collaboration w/ others
aside from making make people developing/ Empowerment/
them understand understand their maximizing people, Competence/
their giftedness giftedness helping them achieve, Achievement motive
honing gifts & abilities
equip them with Equipping with developing human Empowerment/ Dev't
competences and competencies and resources, capability Agenda, Nation-
capabilities capabilities building, helping building/ Competence/
people achieve, Achievement motivation
equipper/ builder
they can respond to responding to social Community Empowerment/ Dev't
the needs of society needs & operating involvement/ Social Agenda, Nation-
where they desire to within as valuable responsibility, building/ Competence/
live or operate people, empowering people Achievement motivation
as valuable
individuals
in terms of a more being effective in role Effectiveness in Empowerment/ Dev't
effective person and in society society, productive Agenda, Nation-
wife, contribution to society, building/ Competence/
Achievement motivation
or a more expansive widen horizons of Self-expression, Empowerment/ Dev't
expression of the Self Broader perspective, Agenda, Nation-
Self expand horizons, building/ Competence/
achieve, be empowered Achievement motivation
such as choice of Expanding self thru Strategic, purposive or Empowerment/ Dev't
their professional choice of professional goal-focus, achiever, Agenda, Nation-
fields of endeavor field taken, competencies building/ Competence/
Achievement motivation

335
a way of serving a Community service & empowerment/ Empowerment/ Dev't
community involvement/ heart to developing Agenda, Nation-
serve communities, building/ Partnerships,
partnering, developing Exemplar
human resources,
service-oriented
so that they can be Effectiveness as Competent, Capacity Empowerment/ Dev't
more effective individuals building, human Agenda, Nation-
individuals resource development, building/ Competence/
achievement motive, Achievement motivation
empowering people
enable people to Enabling people culturally based social Empowerment/
respond (Filipinos) to respond responsiveness, Competence/ Dev't
appropriately based appropriately based contributing to national Agenda/ Nation-building
on that character on character dev't based on cultural
identity, contextual
relevance,
empowerment
based on that Matching to country Social responsibility, Empowerment/
(country's) needs/ societal needs, responsiveness to Competence/ Dev't
need….based on social needs, Agenda/ Nation-building
what is needed by developing human
the country resources
developing developing paradigms Nationalism/ Strategic Empowerment/
paradigms that will to address poverty Contextual Relevance/ Competence/ Dev't
address concerns issues, Social responsibility, Agenda/ Nation-building
that factors in empowering people,
poverty issues contributing to national
dev't
substantially most of Majority of Filipinos Respond to empower Empowerment/ Dev't
our people are poor are poor, Social Awareness/ Agenda/ Nation-building
Responsibility
that's the Philippine education Strategic/ Purposive/ Dev't agenda/Nation-
responsibility has responsibility to Social Responsibility, building Educ
unique to Philippine address needs, Contribute to Nat'l Innovation & Reform,
education - to Development & Empowerment
address the Progress, Empower
people thru Education
address the poverty addressing poverty Goal-oriented/ Competence, Dev't
challenge Responsive/ Social agenda/Nation-building
Responsibility, Educ Innovation &
Contribute to Nat'l Reform, Empowerment,
Development & Achievement motive
Progress, Empower
people thru Education

336
making sure that the Students valuing/ Values formation, Dev't Agenda/
students have these prioritizing current Goal-driven, Championing Values-
values responsibility areas developing human Ethics/ Empowerment
resources
because the narrow focus, tunnel avoid myopic view in Dev't Agenda/ Prof
limitations of those vision, blindsided, Higher Education, competence/ Values-
in HEIs is at times contribute to national Ethics/ Empowerment
they are focused devt thru human
again on the courses, resource dev't
subjects
they forget to build oversight of important contribute to national Dev't Agenda/ Prof
these important areas to address & devt thru human competence/ Values-
things…the include in curriculum resource dev't & Ethics/ Empowerment
underlying things investing in relevant
that should be taught quality education
strongly
basic ethical ethical dispositions in Owning, valuing areas Dev't Agenda/ Prof
disposition towards responsibility areas of responsibility/ social competence/ Values-
how to manage like resources, people, responsibility Ethics/ Empowerment
resources, people, processes
processes, those
things
basically for integrating priority Strategic/ Global Dev't Agenda/ Prof
globalization, areas/ specific perspective/ Integrity- competence/ Values-
environment, responsibility areas, Ethics, social Ethics/ Empowerment
governance, then consciousness &
ethics responsibility

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Strategic Collaboration
moving them Move people to better Strategic/ Empowering/ Empowerment/
(community/people) futures, mover, partnering, Competence/
forward into a much builder, lead to collaborating, Achiever Achievement
better future progress motivation/Partnerships/
Collaboration, Exemplar
at the same time showing social needs equipping people, Empowerment/ Dev't
show them also the to equip people, Broader perspective/ Agenda, Nation-
needs of the society Social awareness, building/ Competence/
so that you can developing human Partnerships &
equip them resources, Collaboration
collaboration w/ others

337
they can respond to responding to social Community Empowerment/ Dev't
the needs of society needs & operating involvement/ Social Agenda, Nation-
where they desire to within as valuable responsibility, building/ Competence/
live or operate people, empowering people Achievement
as valuable motivation/Partnerships
individuals & Collaboration
a way of serving a Community service & empowerment/ Empowerment/ Dev't
community involvement/ heart to developing Agenda, Nation-
serve communities, building/ Partnerships,
partnering, developing Exemplar
human resources,
service-oriented
Also, we have a tie- tie-ups/ partnerships forging tie-ups/ Global view/ Strategic
up for those who for students' partnerships for partnership/ Educ Innov/
also wanted to go international exposure international exposure/ Human & intellectual
into international invest in human capital
exposure &intellectual capital
tie-up with ESCA partnered with partnered with Global view/ Strategic
(School of management school in management school in partnership/ Educ Innov/
Management) - a France for an MBA France for an MBA Human & intellectual
school in France to capital
offer an MBA
degree

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Institutional
Identification,
Differentiation &
Valuing
In business- if you in Higher Ed identifying as a business Institutional Identity &
are in the business specializing in HEI, differentiating Differentiation
of HE in business, business, contextual context
relevance
our MBA programs, segmentation of strategic, purposive, Educ Innovations/ Inst'l
traditional MBA MBA programs, innovating programs Identity,
programs are Differentiating,
segmented Valuing/
MBA for those who MBAs for those with MBAs for those with 2 Educ Innovations/ Inst'l
are quite new in 2 yr work experience, yr work experience, Identity,
business, at least Strategic/ Purposive Strategic/ Purposive Differentiating,
those who have 2- Valuing/
yr work experience

338
that's the MBA has MBA standard MBA's regular offering Institutional
standard program program & standardization differentiating/ Prof
competence
We have MBA for MBAs for middle MBAs for middle Educ Innovations/ Inst'l
those in the middle managers, Strategic/, managers, Strategic/, Identity,
and top positions. purposive purposive Differentiating,
We have the middle Valuing/ Prof
manager's program Competence
that program is not has Accelerated has Accelerated program, Educ Innovations/ Inst'l
accelerated program, Strategic/ Strategic/ purposive Identity,
purposive Differentiating,
Valuing/ Prof
Competence
We have already MBAs for business MBAs for business Educ Innovations/ Inst'l
those who are owners with hardly owners with hardly time Identity,
captain of their time for studies, for studies, Strategic/ Differentiating,
businesses who do Strategic/ purposive purposive Valuing/ Prof
not have much time Competence
to undertake further
studies
so we have most in Most MBA students Most MBA students in Educ Innovations/ Inst'l
the accelerated in accelerated accelerated Ateneo-Regis Identity,
MBA Ateneo-Regis Ateneo-Regis program, Strategic, Differentiating,
program program, Strategic, purposive Valuing/ Prof
purposive Competence
We also cater to Catering to a diff Catering to a diff market Educ Innovations/ Inst'l
those running health market segment segment (Health Identity,
facilities - whether (Health businesses), businesses), strategic, Differentiating,
it's a big or small strategic, purposive purposive Valuing/ Prof
facilities Competence
We have the MBA has MBA in Health, has MBA in Health, Educ Innovations/ Inst'l
in Health strategic, purposive strategic, purposive Identity,
Differentiating,
Valuing/ Prof
Competence
recently we went another program another program Educ Innovations/ Inst'l
into a Masters in founded: MA in founded: MA in Identity,
Entrepreneurship Entrepreneurship, Entrepreneurship, Differentiating,
strategic, purposive, strategic, purposive, Valuing/ Prof
responsiveness to responsiveness to market Competence
market
We also have a lot many continuing many continuing Identity/
of continuing (education) programs, (education) programs, Differentiating/ Educ
programs, very part of grad part of grad programs, Innovation/ Prof
much a part of the programs, positioning, strategic, competencies
graduate programs positioning, strategic, purposive, market-driven

339
 purposive, market-
driven
We have the Center has Center for has Center for continuing Identity/
for Continuing continuing education education offering non- Differentiating/ Educ
Education that offering non-degree degree programs for Innovation/ Prof
offers non-degree programs for clients clients competencies
programs to various
clients
some of these programs catering to programs catering to Identity/
programs are really specific market specific market segment, Differentiating/ Educ
catering to segment, Strategic/ Strategic/ Goal-driven/ Innovation/ Prof
entrepreneurs, to Goal-driven/ Market- Market-driven competencies
those who are into driven
small & medium
enterprises -
retailing and other
types of business
Our curriculum is responsiveness to responsiveness to Identity/
basically more practitioners/ Market practitioners/ Market Differentiating/ Educ
…responsive to driven/ Strategic/ driven/ Strategic/ Innovation/ Prof
practitioners Purposive Purposive competencies/
our curriculum, limited prep courses, limited prep courses, Identity/
there is very limited mainly core & mainly core & Differentiating/ Educ
preparatory courses integrative courses, integrative courses, Innovation/ Prof
but our courses are Strategic/ Purposive/ Strategic/ Purposive/ competencies
mainly- core & Innovations/ Market- Innovations/ Market-
integrative courses driven driven
that really respond responding to needs responding to needs of Identity/
to those that are of those in the those in the frontlines/ Differentiating/ Educ
really …on the frontlines/ trenches, trenches, Strategic/ Innovation/ Prof
trenches, or those Strategic/ Purposive/ Purposive/ Market- competencies
who are really on Market-driven driven
the frontlines
in Ateneo, making Ateneo ensuring their Contextual Relevance/ Dev't agenda/ Nation-
sure that the educational purpose Strategic/ building/ Achievement
purpose of serves nation Nationalism/Contributing motive/ Institutional
education really to national dev't/ differentiation &
serves the nation institutional difference & valuing
participation in dev't
we have to develop must develop strategic, purposive, Education Reform&
programs, programs, processes developing human Innovation/ Dev't
processes,, and also and assessment, resources, focus on agenda/ Inst'l
assessment important areas Differentiation &
Valuing

340
IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE
CODES
Development Agenda
& Nation building/
Educ Reform
provide a quality of Address people's Social responsibility, Empowerment/ Dev't
life to the people, to quality of life, be community involvement Agenda, Nation-
the communities involved with building/
where these people communities
are situated in,
benevolence
understanding understand self & Self & social awareness Empowerment/ Dev't
yourself, the needs community needs Agenda, Nation-
of the community of building/ Competence/
people
moving them Move people to Strategic/ Empowering/ Empowerment/
(community/people) better futures, Achiever Achievement
forward into a much mover, builder, lead motivation/Partnerships,
better future to progress Exemplar/ Dev’t Agenda
making sure you providing needed Structure provision to Empowerment/ Dev't
provide the structures to stakeholders, Strategic/ Agenda, Nation-
necessary structure stakeholders, Empowering building/ Competence/
so various Achievement motivation
stakeholders in
community
particularly students honing/ developing people optimizing, Empowerment/ Dev't
& faculty will people's (students & developing human Agenda, Nation-
understand their faculty's) giftedness resources, helping people building/ Competence/
giftedness as achieve Achievement motivation
persons,
hone it, develop it
at the same time showing social equipping people, Empowerment/ Dev't
show them also the needs to equip Broader perspective/ Agenda, Nation-
needs of the society people, Social awareness, building/ Competence/
so that you can developing human Partnerships/
equip them resources, collaboration
w/ others
equip them with Equipping with developing human Empowerment/ Dev't
competences and competencies and resources, capability Agenda, Nation-
capabilities capabilities building, helping people building/ Competence/
achieve, equipper/ Achievement motivation
builder
they can respond to responding to social Community involvement/ Empowerment/ Dev't
the needs of society needs & operating Social responsibility, Agenda, Nation-
where they desire to within as valuable empowering people building/ Competence/
live or operate people, Achievement motivation

341
as valuable
individuals
in terms of a more being effective in Effectiveness in society, Empowerment/ Dev't
effective person and role in society productive contribution Agenda, Nation-
wife, to society, building/ Competence/
Achievement motivation
or a more expansive widen horizons of Self-expression, Broader Empowerment/ Dev't
expression of the Self perspective, expand Agenda, Nation-
Self horizons, achieve, be building/ Competence/
empowered Achievement motivation
such as choice of Expanding self Strategic, purposive or Empowerment/ Dev't
their professional through choice of goal-focus, achiever, Agenda, Nation-
fields of endeavor professional field competencies building/ Competence/
taken, Achievement motivation
a way of serving a Community service empowerment/ Empowerment/ Dev't
community & involvement/ developing communities, Agenda, Nation-
heart to serve partnering, developing building/ Partnerships,
human resources, Exemplar
service-oriented
so that they can be Effectiveness as Competent, Capacity Empowerment/ Dev't
more effective individuals building, human resource Agenda, Nation-
individuals development, building/ Competence/
achievement motive, Achievement motivation
empowering people
enable people to Enabling people culturally based social Empowerment/
respond (Filipinos) to responsiveness, Competence/ Dev't
appropriately based respond contributing to national Agenda/ Nation-building
on that character appropriately based dev't based on cultural
on character identity, contextual
relevance, empowerment
based on that Matching to country Social responsibility, Empowerment/
(country's) needs/ societal responsiveness to social Competence/ Dev't
need….based on needs, needs, developing human Agenda/ Nation-building
what is needed by resources
the country
developing developing Nationalism/ Strategic Empowerment/
paradigms that will paradigms to Contextual Relevance/ Competence/ Dev't
address concerns address poverty Social responsibility, Agenda/ Nation-building
that factors in issues, empowering people,
poverty issues contributing to national
dev't
substantially most of Majority of Respond to empower Empowerment/ Dev't
our people are poor Filipinos are poor, Social Awareness/ Agenda/ Nation-building
Responsibility
that's the Philippine Strategic/ Purposive/ Dev't agenda/Nation-
responsibility education has Social Responsibility, building Educ

342
unique to Philippine responsibility to Contribute to Nat'l Innovation & Reform,
education - to address needs, Development & Progress, Empowerment
address the Empower people thru
Education
address the poverty addressing poverty Goal-oriented/ Competence, Dev't
challenge Responsive/ Social agenda/Nation-building
Responsibility, Educ Innovation &
Contribute to Nat'l Reform, Empowerment,
Development & Progress, Achievement motive
Empower people thru
Education
making sure that the Students valuing/ Values formation, Goal- Dev't Agenda/
students have these prioritizing current driven, developing Championing Values-
values responsibility areas human resources Ethics/ Empowerment
because the narrow focus, avoid myopic view in Dev't Agenda/ Prof
limitations of those tunnel vision, Higher Educ, contribute competence/ Values-
in HEIs is at times blindsided, to national devt thru Ethics/ Empowerment
they are focused human resource dev't
again on the courses,
subjects
they forget to build oversight of contribute to national Dev't Agenda/ Prof
these important important areas to devt thru human resource competence/ Values-
things…the address & include dev't & investing in Ethics/ Empowerment
underlying things in curriculum relevant quality
that should be taught education
strongly
basic ethical ethical dispositions Owning, valuing areas of Dev't Agenda/ Prof
disposition towards in responsibility responsibility/ social competence/ Values-
how to manage areas like resources, responsibility Ethics/ Empowerment
resources, people, people, processes
processes, those
things
basically for integrating priority Strategic/ Global Dev't Agenda/ Prof
globalization, areas/ specific perspective/ Integrity- competence/ Values-
environment, responsibility areas, Ethics, social Ethics/ Empowerment
governance, then consciousness &
ethics responsibility
providing equipping for Capacity-building/ Dev't Agenda, Nation-
capabilities to frontline developing human building/ Competence/
people who are capabilities, resources, competencies Achievement motivation
already in the
frontlines
they are mainly Front liners mainly Contextual relevance/ Dev't Agenda, Nation-
running industries run industries, Strategic client targets building/ Competence/

343
already mainly into working people are Strategic, Purposive/ Dev't Agenda, Nation-
work, into the target clients, Goal-driven, developing building/ Competence/
respective human resources
workplaces
giving them more building Goal-centered/ Purposive Dev't Agenda, Nation-
competence competency, human resource building/ Competence/
building capacity, development Achievement motivation
making sure that the ensuring effective Strategic, Goal-driven, Dev't Agenda, Nation-
educational & educational & human resource dev't, building/ Competence/
operational aspects operational aspects, competencies, Achievement motivation
achievement motive
will provide them equipping, building Strategic/ Goal-oriented/ Dev't Agenda, Nation-
that competency competency, Capacity building, building/ Competence/
developing human Achievement motivation
resources, achievement
motive
an understanding of Understanding Contextual Competence/ Dev't
current Philippine Philippine realities understanding, Social Agenda, Nation-
realities now, Contextual awareness & building/
understanding, responsiveness/
Social awareness &
responsiveness/
helping the Defining Philippine Nationalism/ Strategic Development agenda/
Philippines define (Filipino) identity, Nation-bulding
its identity Nationalism/
Strategic
at the same time Identify culture, Cultural identity, values, Development agenda/
culture, norms of norms, value Nation-bulding
people even value systems
systems
that they'll be able to to identify best Strategic /Goal-oriented, Competence/ Dev't
define the best attributes in cultural identity & Agenda, Nation-
attributes in people (Filipinos) people, attributes building/
so that they can can manage country Strategic / Nationalism Competence/ Dev't
manage country effectively/ Agenda, Nation-
effectively effective country building/
management Achievement motive
(leadership?)
Philippines is in the Undergoing Social awareness/ Development agenda/
process of national consciousness, Nation-bulding
transitioning not transformation not
only in economic only in economics,
criterion
(economics)

344
also in terms of Defining itself as a Nationalism/ Cultural Development agenda/
defining itself as a people / Defining identity/ Strategic / Nation-bulding
people what a Filipino is, Contextual Relevance
that's important - to Importance of Self- Cultural identity/ Development agenda/
define what the identity as a Nation, Strategic / Contextual Nation-bulding
Filipino is Nationalism Relevance/
what are the things Define what is Cultural identity, Development agenda/
that are important to important for the understanding self, Nation-building
the Filipino, to Filipino, for the contextual relevance,
Philippine society Philippines, nationalism, strategic
we should develop development of context-based response, Dev't agenda/Nation-
more models that Models of developing relevant building Educ
are into Entrepreneurship programs, contributing to Innovation & Reform,
entrepreneurship or for SMEs National dev't,, Competence
small & developing competencies
medium enterprises
rather than match country Contextual Relevance, Dev't agenda/Nation-
developing models needs to develop Strategic, developing building Educ
that are just models/ eschew relevant programs, Innovation & Reform
patterned after irrelevant models/. contributing to National
Europe or U.S. develop relevant dev't,,
models,
mainly catering to specific to corporate Contextual Relevance/ Dev't agenda/Nation-
corporate situations or business Responsiveness building Educ
situations, Innovation & Reform
that's the Philippine Strategic/ Purposive/ Dev't agenda/Nation-
responsibility education has Social Responsibility, building Educ
unique to Philippine responsibility to Contribute to Nat'l Innovation & Reform,
education - to address needs, Development & Progress, Empowerment
address the Empower people thru
Education
address the poverty addressing poverty Goal-oriented/ Competence, Dev't
challenge Responsive/ Social agenda/Nation-building
Responsibility, Educ Innovation &
Contribute to Nat'l Reform, Empowerment,
Development & Progress, Achievement motive
Empower people thru
Education
Basically what we Need for outcomes Reform needed, Education Reform/ Dev't
need is an based education, Strategic, Intentional Agenda/
…education that is rethinking of Phil
outcome-based education
because foremost Education now Education now Prof competence, Educ
educational emphasizes emphasizes processes Reform, Dev't Agenda
processes…even processes than than outcomes, must be
now -more emphasis outcomes, must be

345
on processes more Strategic more Strategic (faulty
(than outcomes) (faulty strategy) strategy)
people are very particular on Full- need Strategic/ broader Prof competence, Educ
particular about time & Part-time perspective/need to Reform, Dev't Agenda
Full-time & Part- faculty hiring prioritize what's more
time faculty important like faculty
engagement competencies
instead of faculty Must focus more on Faculty-student Prof competence, Educ
interaction with faculty interaction interactions more Reform, Dev't Agenda
students with students important/ faculty
competency/
Accreditation bodies Accreditation Strategic/ Prof competence, Educ
are very particular bodies very purposive/Need to focus Reform, Dev't Agenda
with processes particular with on more important
processes priorities like teacher
competence/
If you have this accreditation less need to be more Prof competence, Educ
program (then) less emphasis on Strategic, focus on Reform, Dev't Agenda
emphasis on outcomes, outcomes & needed
outcomes competencies
movement now in move to emphasize strategic, purposive, Prof competence, Educ
Philippine outcomes in contextual & timely Reform, Dev't Agenda
education…and Philippine Educ & relevance
Leadership is mainly Leadership now,
to emphasize on
outcomes
making sure that the Meeting intended Strategic/ Purposive/ Prof competence/ Devt
intended purpose of purpose of Achiever/ Developing Agenda & Educ Reform/
education is being education Human resources Achievement motive
met
in Ateneo, making Ateneo ensuring Contextual Relevance/ Dev't agenda/ Nation-
sure that the purpose their educational Strategic/ building/ Achievement
of education really purpose serves Nationalism/Contributing motive/ Institutional
serves the nation nation to national dev't/ differentiation & valuing
institutional difference &
participation in dev't
we have to develop must develop strategic, purposive, Education Reform&
programs, programs, processes developing human Innovation/ Dev't
processes,, and also and assessment, resources, focus on agenda/ Inst'l
assessment important areas Differentiation &
Valuing
very importantly to must define needed Purposive/ strategic/ Educ Reform & Innov,
define certain tools tools operationalizing reform/ Dev't Agenda,
concrete measures Competencies
to make sure that we ensure evaluation of validation, achieving Educ Reform &
are really evaluating goal achievement, goals, strategic, Innovation, Dev't

346
whether we are purposive, contributing to Agenda, Competencies/
really achieving our national dev't, Achievement Motive
goals concretizing needed
reform
for students to learn students must learn Goal-driven/ develop Educ Reform &
certain competencies competencies human resources, Innovation, Dev't
achieving institutional Agenda, Competencies/
goals-reforming educ, Achievement Motive
helping students achieve
competency
because process may Process does not Goal-driven/ Strategic/ Educ Reform &
or may not produce guarantee outcomes national dev't focus/ Innovation, Dev't
the desired outcome guarantee outcomes or Agenda, Competencies/
achieve goals Achievement Motive
the main Re-consideration/ reform being done now, Educ Reform &
consideration or Re-thinking of achieving goals for Innovation, Dev't
rethinking now is Education national dev't rethinking Agenda, Competencies/
focusing on how to happening now education to impart Achievement Motive
make sure relevant competencies,
developing human
resources
make sure that Ensuring outcomes Goal-driven, Achieving Educ Reform &
outcomes are are achieved, goals, students gain Innovation, Dev't
achieved, more than competencies, instituting Agenda, Competencies/
reform contributing to Achievement Motive
national dev't,
more than just fine- beyond fine-tuning developing human Educ Reform &
tuning or re- or re-engineering resources w/ relevant Innovation, Dev't
engineering processes (in competencies, Agenda, Competencies/
processes Education) achievement motive,
reform for national dev't
possible to open possibility for HEIs attain global quality Global perspective/ Dev't
HEIs to global to attain global education Agenda/ Education
standards of quality quality standards Reform
education
very important look importance of Goal-driven/ Strategic, Macro-perspective/ Dev't
into responsibility looking into Social responsibility Agenda/ Education
again of education Education's & Reform,
& its various stakeholders' Nation-building
stakeholders responsibility
towards toward
environment environment,
good citizenship good citizenship for purposive, strategic, Dev't-agenda/ Nation-
particularly in the national progress & developing human building,
Philippines development resources

347
that is relevant, Relevant to context, Contextual Relevance/ Development agenda/
Nation-building
make those concepts Operationalize (in Current priority areas, Global perspective, Dev't
of globalization, of curriculum) (areas of value/ Agenda, Nation-
commitment to the globalization, importance), Strategic/ building, Values
environment, of commitment to Goal-driven
good corporate environment,
leadership more good corporate
operational leadership
not only in HEIs but Improve curriculum Educational reform, Dev't Agenda/ Prof'l
in the respective design, strategic, contribute to competence/ Educ
curriculums implementation & National dev't, reform & innovation
delivery continuous dev't of
competencies
making sure it's Priority areas must Operationalize education Dev't Agenda/ Prof'l
really built in, taught be Built in, taught goals for reform, competence/ Educ
and assessed & assessed in institutional values, & reform & innovation
Curriculum achieve org'l mission,
add to competencies,
contribute to Nat'l devt
making sure that the Students valuing/ Values formation, Dev't Agenda/
students have these prioritizing current Goal-driven, Championing Values-
values responsibility areas developing human Ethics/ Empowerment
resources
because the narrow focus, tunnel avoid myopic view in Dev't Agenda/ Prof
limitations of those vision, blindsided, Higher Educ, contribute competence/ Values-
in HEIs is at times to national devt thru Ethics/ Empowerment
they are focused human resource dev't
again on the courses,
subjects
they forget to build oversight of important contribute to national Dev't Agenda/ Prof
these important areas to address & devt thru human competence/ Values-
things…the include in curriculum resource dev't & Ethics/ Empowerment
underlying things investing in relevant
that should be taught quality education
strongly
basic ethical ethical dispositions in Owning, valuing areas Dev't Agenda/ Prof
disposition towards responsibility areas of responsibility/ social competence/ Values-
how to manage like resources, people, responsibility Ethics/ Empowerment
resources, people, processes
processes, those
things
basically for integrating priority Strategic/ Global Dev't Agenda/ Prof
globalization, areas/ specific perspective/ Integrity- competence/ Values-
environment, responsibility areas, Ethics, social Ethics/ Empowerment

348
governance, then consciousness &
ethics responsibility

CODING PROCESS: PARTICIPANT 5 (ASSOCIATE DEAN, UP - MANILA)

CATEGORY: EXEMPLARS

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Exemplars
requires leadership requires traits & Traits (exemplars)/ Exemplars/ Prof
traits, skills & competencies Cognitive Competence Competency
knowledge
leading/ leadership leading by example Inspirational, role- Exemplars/ Prof
by example modelling Competency
a good type of there are good types of following good role Exemplars
leadership leaders models, leadership
exemplars
must be an open- open-mindedness Being open to ideas, Exemplar trait
minded person people
meaning you are must be able to Ability to move on/ Exemplar/ Prof
constantly exposed withstand, bear overcome competency
to criticism & so criticism & move on criticism/Resilience/
therefore if you take competence/ pushing
this part of the job, forward/ progressing
it's easy for you to
move on
I usually adhere to adhering to rules Exemplar/ Discipline/ Prof competency/
rules Prof Competence/ Exemplar
I usually show showing authority, Relational -Prof Prof competency/
authority & show respecting authority/ competence/ Exemplar Exemplar
respect to those in respectful (Trait-respectful)
authority
you are able to show traits, characteristics, Prof competencies Prof Competence/
leadership traits, skills (skills),Exemplars Exemplars
characteristics & (trait & characteristics)
skills
be on the front line. Teachers/ Leaders are Front lining as an Prof Competence/
front liners attitude & skill Exemplar
You have to be Creativity needed/ competence/ Prof Competence/
creative Cognitive competence (creativity) Exemplar
If you really want to to be respected, Leader deserve respect Prof competence/
be…respected and honored as a leader in & honor Exemplars
given due honor to Higher Educ

349
be a leader in higher
education
but the degree of but lacking capacity/ Inspirational/ Inspirational - Exemplar/
…their capacity & capability to motivate capacities/ capability/ Prof Competence
capability to skills
motivate
the generation that next generation needs Motivational (Traits)/ Exemplar// Human cap
we have now, the motivation to finish develop human devt/ Devt Agenda
students to finish resources
(their degree)
it's not just purely transmitting beyond knowledge, Exemplar/ People
how broad our knowledge is not need building/ Human cap
knowledge is of the enough character/motivational, devt/
field you've been capacity building Devt Agenda
teaching
you must have that teachers must have Nurturing Exemplar// Human cap
nurturing character nurturing character (Trait)/Relational devt/ Devt Agenda
as a faculty competence/ Capacity
building
For me, if you're must have compassion Compassionate/ Exemplar
faculty and you to motivate students Motivational
don’t have those,
compassion to really
motivate your
students,
you just -for do not just teach then Relational- Exemplar/ Prof
purposes forget about students Inspirational/ Competence
because…you just
teach them then
throw away
and you move on to moving on to next Must have Exemplar/ Prof
the next class, it's class mechanically (no Compassion, Competence
nothing... compassion) Relational,
you're halfway not fully an academic Inspirational/ Exemplar/ Prof
through to become leader (if not able to Motivational Competence
an academic leader motivate students Relational
Not just accomplish extra mile, zealous, Inspirational/, Exemplar/ Achievement
the task but also go hardworking achiever, dedication motive/ Prof competency
beyond
There is hope, Hopeful to fulfil Possibility to achieve/ Achievement motive/
desire/ Positive Hopefulness Exemplar

350
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
Achievement Motive
leading staff to accomplishing tasks Goal oriented/ Purpose-driven,
accomplishing the with staff purposive, achiever Achievement motive
task
be able to move on Carrying our tasks Goal-oriented/ Mission- Prof competency/
and carry the task expected of you focus/ Achiever/ Achievement mindset
that is expected of Competence/
you Responsible
also motivating my motivating team Inspirational/ Prof competency/
members of my members Motivational/ Exemplar/ Achievement
team Achievement motive motive
not just to going beyond Goal oriented, extra- Achievement motive/
accomplish the task accomplishing tasks & miler/ achiever Prof competency
or the goal assigned goals
assigned to us
but also go beyond extra mile, zealous, Inspirational/, achiever, Exemplar/ Achievement
hardworking dedication motive/ Prof
competency
when you talk of taking the lead, Competence/Goal Prof competency/
leadership it's proactive/ purposive/ oriented/ Achievement Achievement motive
really taking on the achiever motive
lead
be one of them, be being one, participating competence/Goal- Prof competence,
part of the task that in tasks, collaborate oriented/ collaboration achievement motive
they have to do
not purely being one of the team/ Team Prof
delegating or collaborating/ prudent player/purposive/collab competency/Achieveme
assigning delegation orative/ achieve as team nt/ Collaboration/
Human Cap dev’t
in some instances doing it by herself competence, achieve Prof competence,
in the past, I really (first), hard work goals achievement motive
had to do it myself
then 'show it to me' demonstrating what to skill devt/ competence/ Prof competence,
(ask others to show do then letting others do capacity building achievement motive
to her how to do it) the same,
lead by example,
teaching others
practical practical presentation, skill evaluation/ Prof competence,
presentation, seeing if others can do capacity building/ achievement motive
practical exam it too, check, evaluation achieve goals
or the oral oral presentations / competencies, skill Prof competence,
presentation - that performance dev’t & evaluation achievement motive
you have to be assessment
there

351
effective, effectiveness & success effective skills/ Prof competence/
successful in leadership, competence/ goal- achievement motive
dispensation of responsibilities. centric/set to achieve
leadership & duties done
responsibilities& effectively
duties
that's my running has running project: AV Goal-oriented/ Achievement motive
project now in the in every room Strategic, achievement Human cap devt/
college. My slogan motive Devt Agenda
..every classroom
should be an audio
visual room

IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY

CONDENSE
Global/ Macro-
perspective
therefore you are expected to attend continuing Prof devt, Prof competence/
expected to attend seminars-conferences capacity building Institutional Difference/
seminars, for PD, int'l exposure Macro perspective
international
conferences,
..publish your work encouraged to publish required competence, Prof competence/
in a refereed, peer- works, add to literature continuous devt/ Institutional Difference/
refereed journals, in field, exposure to capacity building Macro perspective
& international international prof devt
We're not just here purposes beyond Macro perspective/ Macro Perspective/
to be teaching, academics/ teaching Social responsibility Devt Agenda/ Nation
building/ Empowerment

IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY

CONDENSE
Professional
Competency
assuming an requires traits & Traits (exemplars)/ Exemplars/ Prof
administration competencies Cognitive Competence Competency
position requires
leadership traits,
skills & knowledge
leadership is really accomplishing tasks leading teams, moving Prof competency,
leading….leading with staff teams to goals, Achievement motive,
my staff to achieving goals with Strategic Collaboration

352
accomplishing the team members,
task collaboration
leading/ leadership leading by example Inspirational, role- Exemplars/ Prof
by example modelling Competency
if you have good good communication Communication skills Prof competency
communication skills are essential for
skills... essential leadership
for leadership
meaning you are leadership exposes one Able to overcome Exemplar/ Prof
constantly exposed to constant criticism criticisms/ competency
to criticism & so Competency/
therefore Resilience
if you take this part must be able to Ability to move on/ Prof competency
of the job, it's easy withstand, bear competence/ pushing
for you to move on criticism & move on forward/ progressing/
be able to move on Carrying our tasks Goal-oriented/ Mission- Prof competency/
and carry the task expected of you focus/ Achiever/ Achievement motive
that is expected of Competence/
you Responsible
also motivating my motivating team Inspirational/ Prof competency/
members of my members Motivational/ Exemplar/ Achievement
team Achievement motive motive
not just to going beyond Goal oriented, extra- Achievement motive/
accomplish the task accomplishing tasks & miler/ achiever Prof competency
or the goal assigned goals
assigned to us
but also go beyond extra mile, zealous, Inspirational/, achiever, Achievement motive/
hardworking dedication Prof competency
Leadership is also increasing team Relational competence/ People builder,
like a…increasing members' self-esteem Motivational/ People empowerment/ Prof
self-esteem in builder-empowerment competency
individuals I work
with
based on my experienced leader, Competence. Prof competency, traits
experience also basing on own Self-Awareness
based on my leadership experience,
personality as a personality-based
person
I usually adhere to adhering to rules Exemplar/ Discipline/ Prof competency/
rules Prof Competence/ Exemplar
I usually show showing authority, Relational-Prof Prof competency/
authority & show respecting authority/ competence/ Exemplar Exemplar
respect to those in respectful (Trait-respectful)
authority

353
when you talk of taking the lead, Competence/Goal Prof competency/
leadership it's proactive/ purposive/ oriented/ Achievement Achievement motive
really taking on the achiever motive
lead
It's really showing showing how when Competence/ Goal Prof competency/
them team at a loss (what to oriented/ capacity
when…members of do) builder
the team are at a
loss
you know, how to how to accomplish task/ Competence/ Prof competency/
accomplish the task skill in all aspects accomplish task
even in all other
aspects
be one of them, be being one, participating competence/Goal- Prof competency/
part of the task that in tasks, collaborate oriented/ collaboration Achievement motive/
they have to do Strategic collaboration
not purely being one of the team/ Team Prof
delegating or collaborating/ prudent player/purposive/collab competency/Achieveme
assigning delegation orative/ achieve as team nt/ Collaboration/
Human Cap dev’t
in some instances doing it by herself competence, achieve Prof competence,
in the past, I really (first), hard work goals achievement motive
had to do it myself
then 'show it to me' demonstrating what to skill devt/ competence/ Prof competence,
(ask others to show do then letting others do capacity building achievement motive
to her how to do it) the same,
lead by example,
teaching others
practical practical presentation, skill evaluation/ Prof competence,
presentation, seeing if others can do capacity building/ achievement motive
practical exam it too, check, evaluation achieve goals
or the oral oral presentations / competencies, skill Prof competence,
presentation - that performance dev’t & evaluation achievement motive
you have to be assessment
there
you are able to traits, characteristics, Prof competencies Prof Competence/
show leadership skills (skills),Exemplars (trait Exemplars
traits, & characteristics)
characteristics &
skills
there are different recognizing different Strategic, analytical, Professional
approaches now in educational approaches competence competence
education
because in UP it's more of transmitting Intentional/ Cognitive- Prof Competence
really more of knowledge, competence/
transmitting competencies & skills

354
knowledge, absorb info,
students just listen transmission
They listen
…absorb
…the stand in La In DLSU student active collaborative education, Prof competence,
Salle, it's more of participation in reform, capacity human cap dev’t, Educ
a…they (students) learning/ building/ reform/
are brought into the differentiating Institutional
process of learning differentiation
it's not just totally delegation of learning/ Competencies / Prof Competence/
(the faculty), the developing human Capacity building Human cap devt/ Devt
responsibility is resources Agenda
delegated
leadership in the going beyond Capacity building/ Empowerment/ Prof
educational system, information & People builder competence, Human
it goes beyond knowledge,/ developing cap devt/.
purely info and human resources Devt agenda
knowledge to your
students
you also have those Management Traits Competence Prof Competence
traits like
management
you consider your Teams, group members, Relational-competence/ Prof Competence
students members collaboration collaboration
of the group
have to lead them, leadership, motivation, capacity building, Prof competence,
motivate them, skill acquisition developing human Human cap devt
show them how to resources
do these things
in the academe, the in academe, have to Self-leadership/ Self- Prof competencies
same manner. I lead self to teach discipline
have to lead myself
to do this
be on the front line. Teachers/ Leaders are Front lining as an Prof Competence/
front liners attitude & skill Exemplar
You have to be Creativity needed/ competence/ Prof Competence/
creative Cognitive competence (creativity) Exemplar
You have to think creating new programs competence/ dev't Prof Competence, Educ
of new programs, agenda Reform, Devt Agenda
except there's a difference between different competencies Prof competencies
difference (with management &
management) leadership
If you really want to be respected, Leader deserve respect Prof competence/
to be…respected honored as a leader in & honor Exemplars
and given due Higher Educ

355
honor to be a leader
in higher education
require requires Goal oriented/ Prof competence
accomplishments accomplishments to competence,
on your own earn respect, achiever achievement motive
require you to have required from a required skills/ Prof competence
from a Bachelor of Bachelor to a doctoral competence
Science to a. degree
doctoral degree
Higher Ed …also Faculty qualifications in Qualifications, Prof competence/ Dev’t
require a more Higher Educ more competencies Agenda
stringent stringent
qualifications from
the faculty
Our department has own Policy requirements, Prof competencies
department…we policy Required competence
have our own
internal policy
we will only hire only hires masteral Required competence Prof competencies
those with a graduates, graduated
masteral degree, already
who have really
acquired it
In the past…we still finishing masters Required competence Prof competencies
have taken on
lectures….who
were still finishing
..w/ their masteral
program…
unfortunately, they needs to have finished/ Required competence/ Professional
were never able to completed degree competence
finish it
they were caught Can’t maintain faculty Required competence/ Professional
up with the status in UP if not able competence
requirements of to fulfil requirements,
UP, on the policy policy compliance
up & out
been teaching for required to finish an Required competence/ Professional
the past 5 years, MA if teaching for past competence
you are to finish 5 years otherwise will
your MA program, not be contracted
otherwise you
would be out of the
academe
for those with PhD moving up ranks qualifications/ Professional
program, for you to competence competence

356
move up the next
rank,
begin by instructor, from lowest to highest faculty rankings, Professional
assistant professor, rank at professor levels qualifications competence
associate professor,
& full professor
across & within subcategories within faculty rankings, Professional
these categories, levels (government qualifications competence
you have system of ranking)
subcategories -
Assistant professor
1, 2, 3, 4, 5
You only get to required to publish - required competence, Prof'l competence, Devt
move up the next those with doctorates ranking, qualifications agenda
rank or step if you
have published..
I'm speaking for
those with a
doctoral degree
it's very, very strict very strict, continuous competence, Professional
in the sense that professional faculty/staff dev’t, competence, human cap
they don't want you development continuous devt/
to be stagnant improvement Devt agenda
that's one very maintaining university required competence, Professional
clear requirement teaching position, status qualifications, competence, Devt
for you to stay in maintenance Agenda
the university
it's also research research-oriented competence, Prof competence/
oriented, research- university faculty/staff dev’t, Institutional
based capacity building/ differentiation/
differentiating Dev’t Agenda/ Building
intellectual capital
because if you are Research involvement/ skills & competence in Professional
required to publish, publication research, required competence
it's on the competence
assumption that
you involve
yourself in any
type of research
especially for those publication requirement required competence, Prof competence, Dev’t
moving up from specially to move from qualifications, rankings agenda
Associate Professor Associate to Full
to Professor level professor
It is a mandate that senior faculty faculty competence, Prof competence/
those who would responsibilities, strategic, capacity Institutional
be teaching and building differentiation, devt

357
handling these institutional strategy, agenda/. Intellectual
courses are senior competence capital
faculty
On the assumption required competencies, Strategic, competence, Prof competence/
that they have their qualifications capacity building Institutional
MA and their PhD. differentiation, devt
agenda
on the minimum useful qualifications for competence/ Faculty Prof competence/
assumption that teaching various efficiency/quals/ UP Institutional difference/
they are able to - courses or difference Devt Agenda
weave it in and out specializations,
of the several efficiency in faculty
degree courses or utilization
specializations
being taught in GE
We don’t experienced faculty competencies, quals Professional
encourage very, more desirable/ competence
very junior faculty preferred
like fresh grads
As much as high degrees required competence/ capacity Professional
possible, …simply for faculty building/ requirements competence/
because …a very Intellectual capital
high degree needed
for that faculty
all things being encouraged to get competence/ capacity Professional
equal, the system faculty with MA building/ requirements competence,
has been degrees or PhD's Institutional difference
encouraging
all the different Hiring faculty with post Strategic, required Prof competence,
colleges to have grad degrees competence, Institutional
those with MA, if Institutional differentiation/
not those with PhD differentiation/ Devt Agenda
expected that you expectations include continuing Prof devt, Prof competence/
continue continued PD capacity building Institutional Difference/
enhancement of Devt Agenda/ Building
your knowledge, Intellectual capital
therefore you are expected to attend continuing Prof devt, Prof competence/
expected to attend seminars-conferences capacity building Institutional Difference/
seminars, for PD Devt Agenda
international
conferences
..publish your work encouraged to publish required competence, Prof competence/
in a refereed, peer- works, add to literature continuous devt/ Institutional Difference/
refereed journals, in field capacity building Devt Agenda
& international

358
it's still three: academe involves: Role inclusions/ Prof competence, Devt
teaching, research, teaching, research & Competencies Agenda
and extension extension
this is just ..my many teachers are Cognitive competence Professional
observation there learned & brilliant competence
are so many faculty
who are very
learned, very
brilliant
but the degree of but lacking capacity/ Inspirational/ Inspirational -
…their capacity & capability to motivate capacities/ capability/ Exemplar/ Prof'l
capability to skills Competence
motivate
I've seen less & decrease in lack competence, not Prof competence,
less of these faculty motivational teachers motivational,
to be motivating
see thinking that students will over run Strategic/ Competence/ Prof Competence/
soon they will teachers (in future) capacity building Human cap devt
eventually over run
you,
they will replace next generation replace competence, empower Prof Competence/
you - this young present teachers next generation, Human cap devt
generation capacity building
you should be responsibility to raise Empowering next Prof Competence/
responsible of dynamic, idealistic next generation, Empowerment/ Devt
bringing up a new gen, youth tending to be motivational agenda
set of young, idealistic
dynamic…idealisti
c to begin with
when you're young
you tend to be
idealistic
who could take raise youth concerned empowerment, Prof Competence/
care, & who are so with nation, nation- capacity& nation- Empowerment/
conscious & building building Nation-building/ Devt
concerned of. Agenda
their own nation,
for nation building
you just -for do not just teach then Relational- Exemplar/ Prof
purposes forget about students Inspirational/ Competence
because…you just
teach them then
throw away
and you move on moving on to next class Compassion, Exemplar/ Prof
to the next class, mechanically (no Relational, Competence
it's nothing... compassion)

359
you're halfway not fully an academic Inspirational/ Exemplar/ Prof
through to become leader (if not able to Motivational Relational Competence
an academic leader motivate students
Leadership also Dispensation of competence/ Ability Professional
comes what do you Leadership competence
call this?
Dispensation of
Leadership
effective, effectiveness & success effective skills/ Prof'l competence/
successful in leadership, competence/ goal- achievement motive
dispensation of responsibilities. centric/set to achieve
leadership & duties done
responsibilities& effectively
duties
also your facilities, need for facilities aside Competence (acquire Prof Competence,
you can't just be as from creativity & budget for facilities), Exemplar traits
creative, just motivation develop traits
motivated. (creativity, motivation)
enjoining every motivating faculty to Continuous Professional
faculty member to continue professional professional devt competence
look for themselves development
apply for grants, so motivating for Continuous Prof competence/ Devt
that they will continuous PD in field professional devt agenda
continue to attend
all sorts
of…seminars,
conferences,
related &
seemingly not
related to field of
interest
for particularly leadership training in continuous
leadership planning & development of
concerns, I myself organization/ competence, Strategic
was sent to some continuous PD
kind of leadership
training for
planning &
organization
putting a more, continuous PD to Goal-oriented/
better structure in implement better Strategic/ Competence
the College organizational structure
there are encouraged to continuous
continuing participate in development of
activities and continuing PD competencies,
events that faculty capacity building

360
members are
enjoined to
participate
motivating faculty
to continue
professional
development

IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY

CONDENSE
Championing values
and morality
make sure instilling ensure instilling values concerned with Values Championing Values &
values & morals in & morals, value & Morals Morals
life basically formation/ integrity
tie that up with the coming from Values/ Championing values
faith where I come result of faith (beliefs) Beliefs
from,
In the classroom beyond teaching or beyond skills or Empowerment/
it's not just purely transfer of info/ competencies/ Championing Values/
your concern of empowering, Importance of Devt agenda
teaching or developing human character/ values & of
transferring resources empowering people

IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY

CONDENSE
Strategic collaboration
leadership is really accomplishing tasks leading teams, moving Prof competency,
leading….leading with staff teams to goals, Achievement motive,
my staff to achieving goals with Strategic Collaboration
accomplishing the team members,
task collaboration
be one of them, be being one, participating competence/Goal- Prof competency/
part of the task that in tasks, collaborate oriented/ collaboration Achievement motive/
they have to do Strategic collaboration
not purely being one of the team/ Team Prof
delegating or collaborating/ prudent player/purposive/collab competency/Achieveme
assigning delegation orative/ achieve as team nt/ Collaboration/
Human Cap devt
together with other involve with other HEIs Strategic/ Capacity Empowerment/ Devt
universities & whether urban or rural building/ Student Agenda/ Nation
colleges within empowerment, building/ Collaboration
Metro Manila partnerships
&outside

361
IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY
CONDENSE
People Empowerment
Leadership is also increasing team Relational competence/ People builder,
like a…increasing members' self-esteem Motivational/ People empowerment/ Prof
self-esteem in builder-empowerment competency
individuals I work
with
the generation that next generation needs Motivational (Traits)/ Exemplar/
we have now, the motivation to finish develop human Empowerment/ Devt
students to finish resources Agenda
(their degree)
acquire the degree acquire degrees and go Achieve goals, Achievement motive,
program, go through rigors of competence, capacity Empowerment/ Devt
through the rigors Higher Education building, empower Agenda
again of higher
education
intensifying leadership programs for Goal oriented/ Empowerment/ Devt
programs for students intensified Strategic/ Agenda/ Nation
students empowerment building
had student leadership conferences Goal oriented/ Empowerment/ Devt
leadership held Strategic/ Agenda/ Nation
conferences empowerment building
Chancellor wanted drive to have other Strategic/ Capacity Empowerment/ Devt
other colleges to colleges follow building/ Student Agenda// Nation
follow suit with leadership programs of empowerment building/ Identity. with
what CAS started CAS College
I knew other other colleges also have Strategic/ Capacity Empowerment/ Devt
colleges have student leadership building/ Student Agenda/ Nation
student leadership programs empowerment building
should also extend attend leadership Strategic/ Capacity Empowerment/ Devt
to attending conferences with other building/ Student Agenda/ Nation
leadership HEIs empowerment building
conferences
together with other involve with other HEIs Strategic/ Capacity Empowerment/ Devt
universities & whether urban or rural building/ Student Agenda/ Nation
colleges within empowerment, building/ Collaboration
Metro Manila & partnerships
outside
In the classroom beyond teaching or beyond skills or Empowerment/
it's not just purely transfer of info/ competencies/ Championing Values/
your concern of empowering, Importance of Devt agenda
teaching or developing human character/ values & of
transferring resources empowering people

362
It's plain & simple, Leadership is plain & Strategic/ Empowerment/ Devt
you lead & as simple. Lead & train Empowerment Agenda
many as you can more leaders
train up more
leaders
We're not just here purposes beyond Macro perspective/ Macro-perspective/
to be teaching, academics/ teaching Social responsibility Devt Agenda/ Nation
building/ Empowerment
you should be responsibility to raise Empowering next Prof Competence/
responsible of dynamic, idealistic next generation, Empowerment/ Devt
bringing up a new gen, youth tending to be motivational agenda
set of young, idealistic
dynamic…idealisti
c to begin with
when you're young
you tend to be
idealistic
who could take raise youth concerned empowerment, Prof Competence/
care, & who are so with nation, nation- capacity& nation- Empowerment/
conscious & building building Nation-building/ Devt
concerned of. Agenda
their own nation,
for nation building

IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY

CONDENSE
Institutional
Identification/
Differentiating &
Valuing
bring it into a difference with basic ed Institution / Context is Institutional difference
different realm, the (meaning same different
venue or niche, principles apply)/
environment contextual fit &
relevance
…the stand in La In DLSU student active collaborative education, Prof competence,
Salle, it's more of participation in reform, capacity human cap devt, Educ
a…they (students) learning/ building/ reform/
are brought into the differentiating Institutional
process of learning differentiation
UP is part of higher UP is an HEI Identification as HEI Institutional identity &
education. differentiation

363
it's also research research-oriented competence, Prof competence/
oriented, research- university faculty/staff Institutional
based development, capacity differentiation/
building/ differentiating Devt Agenda/ Building
intellectual capital
Also in UP, there is Revitalized program Education program Education reform/
what we call the offered in UP revitalization, reform, Institutional identity &
RGEP, simply GE differentiation differentiation/
(Gen Ed) before Devt Agenda
It is a mandate that senior faculty faculty competence, Prof competence/
those who would responsibilities, strategic, capacity Institutional
be teaching and institutional strategy, building differentiation, devt
handling these competence agenda/.developing
courses are senior Intellectual capital
faculty
On the assumption required competencies, Strategic, competence, Prof competence/
that they have their qualifications capacity building Institutional difference/
MA and their PhD. Devt Agenda
on the minimum useful qualifications for competence/ Faculty Prof competence/
assumption that teaching various efficiency/quals/ UP Institutional difference/
they are able to - courses or difference Devt Agenda
weave it in and out specializations,
of the several efficiency in faculty
degree courses or utilization
specializations
being taught in GE
all things being encouraged to get competence/ capacity Professional
equal, the system faculty with MA building/ requirements competence,
has been degrees or PhD's Institutional difference
encouraging
all the different Hiring faculty with post Strategic, required Prof competence,
colleges to have grad degrees competence, Institutional
those with MA, if Institutional differentiation/
not those with PhD differentiation/ Devt Agenda
expected that you expectations include continuing Prof devt, Prof competence/
continue continued PD capacity building Institutional Difference/
enhancement of Devt Agenda/ Building
your knowledge, Intellectual capital
therefore you are expected to attend continuing Prof devt, Prof competence/
expected to attend seminars-conferences capacity building Institutional Difference/
seminars, for PD Devt Agenda
international
conferences
..publish your work encouraged to publish required competence, Prof competence/
in a refereed, peer- works, add to literature continuous devt/ Institutional Difference/
in field capacity building Devt Agenda

364
refereed journals,
& international
we in UP hire UP still hires instructor Institutional difference Institutional difference
instructor level level faculty (new)
faculty members,
new faculty
members
therefore, one of UP Education Community Devt Agenda/ Nation
the advocacy of UP advocates for involvement/Social building/ Instl Identity
Education is for nationalism awareness, Institutional & Differentiation
nationalism identity &
differentiation
As a higher UP as an HEI should Identifying with UP, Institutional identity,
education lead members/ HEI institution differentiation
(institution) & if stakeholders of UP
you talk about
leadership, UP
should lead all the
members of UP
as faculty members there is a mandate for competence/ dev't Prof Competence/
are concerned, faculty (professional focus/ institutional Institutional
there is still dev't) differentiation Differentiation
ongoing in UP- the
mandate

IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY

CONDENSE
Development Agenda
& Nation building/
Education Reform
In the classroom beyond teaching or beyond skills or Empowerment/
it's not just purely transfer of info/ competencies/Importan Championing Values/
your concern of empowering, ce of character/ values Devt agenda
teaching or developing human & of empowering
transferring resources people
…the stand in La In DLSU student active collaborative education, Prof competence,
Salle, it's more of participation in reform, capacity human cap devt, Educ
a…they (students) learning/ building/ reform/
are brought into the differentiating Institutional
process of learning differentiation
it's not just totally delegation of learning/ Competencies / Prof competence,
(the faculty), the developing human Capacity building human cap devt, Educ
responsibility is resources reform/
delegated

365
 Institutional
differentiation
leadership in the going beyond Capacity building/ Empowerment/ Prof
educational system, information & People builder competence, Human
it goes beyond knowledge,/ developing cap devt/.
purely info and human resources Devt agenda
knowledge to your
students
You have to think creating new programs competence/ dev't Prof Competence, Educ
of new programs, agenda Reform, Devt Agenda
you must also have participate in extension Community Devt Agenda/ Nation
extension - the (community extension) involvement/Social building/ Devt Agenda
third facet in the awareness
university
where we can be involves both physical Community Devt Agenda/ Nation
involved physically & mental work involvement/Social building/ Devt Agenda
& …mentally to do awareness
extension work
therefore, one of UP Education Community Devt Agenda/ Nation
the advocacy of UP advocates for involvement/Social building/ Instl Identity
Education is for nationalism awareness, Institutional & Differentiation
nationalism identity &
differentiation
All the students & Full social awareness of socially aware Nationalism, Nation-
the faculty should stakeholders stakeholders building/ Devt Agenda
be, you know, fully
socially aware
of the situation in aware of community & Social awareness Nation-building/ Devt
the community & society Agenda
in society
so therefore first- opportunity for first- Community Nation-building/ Devt
hand experience, hand experience in Involvement. Social Agenda
like experiences in community awareness
learning involvement
you go out to a going out to Community Nation-building/ Devt
community to be a communities, Involvement, Social Agenda
part of…bring community exposure, responsiveness
students to the community building
community, do projects
some projects for
the community
it's still three: academe involves: Role inclusions/ Prof competence, Devt
teaching, research, teaching, research & Competencies Agenda
and extension extension

366
the generation that next generation needs Motivational (Traits)/ Exemplar//
we have now, the motivation to finish develop human Empowerment/ Devt
students to finish resources Agenda
acquire the degree acquire degrees and go Achieve goals, Achievement motive,
program, go through rigours of competence, capacity Empowerment/ Devt
through the rigors higher education building, empower Agenda
again of higher
education
it's not just purely transmitting knowledge beyond knowledge, Exemplar/ People
how broad our is not enough need building/ Human cap
knowledge is of the character/motivational, devt/
field you've been capacity building Devt Agenda
teaching
they will replace next generation replace competence, empower Prof Competence/
you - this young present teachers next generation, Human cap devt
generation capacity building
you should be responsibility to raise raising idealistic & Prof Competence/Devt
responsible of dynamic, idealistic next dynamic youth, human Agenda/ Empowerment
bringing up a new gen cap devt, empower
set of young, youth
dynamic…idealisti
c to begin with
who could take raise youth concerned empowerment, Prof Competence/
care, & who are so with nation, nation- capacity& nation- Empowerment
conscious & building building Nation-building/ Devt
concerned of. Agenda
their own nation,
for nation building
I believe so I've Heard & Read about Awareness of Educ Educ Reform/ Devt
heard it, I've read Rethinking Education Reform Agenda
it.
It begins with a budget to get ball Budget allocation Educ Reform/ Devt
budget. rolling needed/ Goal Agenda
You also want to get high-tech, need Strategy, Goals, Human cap devt/
go high-tech, gadgets, labs,/ provision Improve facilities, investment/ Devt
complete with all for technology- Access to Tech Agenda
these experimental access to tech, facility
gadgets that you improvement,
need, laboratories equipment acquisition
are well provided
for
Classrooms should AV rooms needed Strategic/ Goals/ Invest in Human Cap/
be an audio-visual Access to tech/ facility Devt Agenda/
room devt/ capacity
building

367
that's my running has running project: AV Goal-oriented/ Achievement motive
project now in the in every room Strategic, achievement Human cap devt/
college. My slogan motive Devt Agenda
..every classroom
should be an audio
visual room
By re-stating the with allocation of development focus/ Devt Agenda/ Nation-
newly elected higher budget to developing human building
President saying Philippine education resources, contributing
that there will be a to national dev't
higher budget
allocation now,
allocated to
Philippine
education
I hope this will be hopeful to see budget Development focus/ Devt Agenda/ Nation-
carried on plans materialize possibility mindset building
I don't know ambivalence about 2 Critical analysis, Dev't Devt Agenda/ Nation-
whether it's gonna more additional years in focus building
be a setback or not Basic Education
They will add two Adding years to Basic Critical analysis, Dev't Devt Agenda/ Nation-
more years to Education is serious focus building
…high school matter
education? that's a
heavy, heavy
statement
because it will Requires much to Goal oriented/ Devt Agenda/ Educ
require a lot of reform Education (add Strategic/ Dev't focus, Reform
things years)
..facilities out in problem of lacking Strategic analysis/ Devt Agenda/ Educ
the provinces, in facilities in rural areas - Devt focus/ Reform
the municipalities, in all levels
all the way down to
the barangay level
do you have need for teachers Goal oriented/ Devt Agenda/ Educ
enough teachers? Strategic/ Critical Reform
analysis
do you have Need for facilities, Strategic/ Macro Devt Agenda/ Educ
enough facilities? rooms, books perspective Reform
And the rooms, the
books
you will be talking consider student- Strategic/ Macro Devt Agenda/ Educ
of student-teacher teacher ratio, student- perspective Reform
ratio, student-book book ratio
ratio etc

368
it will also require need more Education Goal oriented/ Devt Agenda/ Educ
pushing for students, to become Strategic/ Achievement Reform
individuals to take future teachers motive/ Devt focus
up Education, to
become would-be
teachers in the
future.
If that is the pattern there is a pattern to Strategic, purposive, Devt Agenda/ Educ
that they will follow Devt focus Reform
follow
I think it's hopeful Hopeful but Critical analyzing, Devt Agenda/ Educ
on one end, but apprehensive Strategic, Dev't focus Reform
there are
apprehensions on
one end
If you really look there are budgetary Strategic, Dev't focus, Devt Agenda/ Educ
at ait clearly in issues achievement motive Reform
terms of budgetary
issues
intensifying leadership programs for Goal oriented/ Empowerment/ Devt
programs for students intensified Strategic/ Agenda/ Nation
students empowerment building
had student leadership conferences Goal oriented/ Empowerment/ Devt
leadership held Strategic/ Agenda/ Nation
conferences empowerment building
Chancellor wanted drive to have other Strategic/ Capacity Empowerment/ Devt
other colleges to colleges follow building/ Student Agenda// Nation
follow suit with leadership programs of empowerment building/ Identity. with
what CAS started CAS College
I knew other other colleges also have Strategic/ Capacity Empowerment/ Devt
colleges have student leadership building/ Student Agenda/ Nation
student leadership programs empowerment building
should also extend attend leadership Strategic/ Capacity Empowerment/ Devt
to attending conferences with other building/ Student Agenda/ Nation
leadership HEIs empowerment building
conferences
together with other involve with other HEIs Strategic/ Capacity Empowerment/ Devt
universities & whether urban or rural building/ Student Agenda/ Nation
colleges within empowerment, building/ Collaboration
Metro Manila & partnerships
outside
I hope in terms of hoping for much weight Strategic/ Community Devt Agenda
Leadership,.. much given to extension work involvement/ Social
weight should be (community) responsibility
given to doing
extension work

369
I believe if we Community outreach Will for Action/ Devt Agenda/ Nation
really want to (this can be given more Community building
is outreach to weight if we want to Involvement
community)
bringing students more community Community Devt Agenda/ Nation
& as many faculty involvement for both Involvement building
involved doing faculty & students
community
Research is so Research is myopic & Community Devt Agenda/ Nation
myopic. It really gets individualistic Involvement need building
gets to be increased Social
individualistic awareness/ Social
responsibility
I don't like that Does not like (myopic/ Relational competence/ Devt Agenda/ Nation
kind of a leadership individualistic) research social responsiveness building
thing (referring to & the kind of leadership
research). that pushes this
It's plain & simple, Leadership is plain & Strategic/ Empowerment/ Devt
you lead & as simple. Lead & train Empowerment Agenda
many as you can more leaders
train up more
leaders
and how do you do how to do leadership Ability to train leaders Devt Agenda
that in the context training in academe (competence)
of the academe?
have to bring out bring people for Community Devt Agenda/ Nation
there & see what community exposure & involvement, social building
you have there out awareness awareness
in society
As a behavioral coming from a social/ Different perspective/ Devt Agenda/ Nation
scientist, a social behavioral science lens, social awareness building
scientist, perspective
I would rather go prefers extension work Strategic/ Community Devt Agenda/ Nation
more for more than research Involvement building
weight to be given
to doing extension
work than doing
research
to address the to address social needs Strategic/ Devt Agenda/ Nation
needs of the Collaborative/ Social building
community, to responsibility
make other
faculty…
sad to say there are many faculty lacking Social awareness Devt Agenda/ Nation
a lot of faculty social awareness building
also, not even fully

370
aware of what's
really going on in
the society
You just walk surprising to find increased faculty social Devt Agenda/ Nation
around and you'll faculty lacking in social awareness, social building
be surprised awareness responsibility
(faculty's lack of
what's happening
in society)
as members of the concerned for Goal-oriented/ Devt Agenda/ Nation
higher education, addressing/ responding Strategic/ Social building
academe, to community / social responsiveness &
institution- what do needs awareness
we do about it?
We're not just here purposes beyond Macro perspective/ Macro-perspective/
to be teaching, academics/ teaching Social responsibility Devt Agenda/ Nation
building/ Empowerment
we're supposed to need for crafting Prof Devt Agenda/ Nation
be also here policies & laws competence/Strategic/ building
crafting some National development
policies, some laws
focused towards focusing on improving Development focus/ Devt Agenda/ Nation
improving - hard to quality of life of every nation-building/ building
say and quite Filipino - a difficult empowerment
difficult to achieve goal to achieve
the quality of life Concern for quality of Development focus/ Devt Agenda/ Nation
of every Filipino, Life nation-building/ building
in this land. empowerment
toward addressing address problems of Nationalism/Goal- Devt Agenda/ Nation
the problems fellow men oriented/ Strategic, building
experienced by our social responsibility
fellow men

371
CODING PROCESS: PARTICIPANT 6 (DEAN, COLLEGE OF EDUCATION – PNU)
CATEGORY: Exemplars

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Exemplars
know each & every knowing persons people person,
person in the org within the org relational, social Exemplar/ Prof
competence competence
have passion, passion, commitment, Depth of commitment/ Exemplars
commitment and dedication/ Zeal personal investment
dedication
quantifying works quality of work is Excellence in work/ Prof Competence/
without qualifying more important as a Goal-oriented/ Exemplars
do not make great leader competence
educ'l leaders
more to what is going beyond Goal-oriented/ Extra- Achievement motive
expected of you expectations miler/ Achiever Exemplar/ Prof
competence/

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Achievement Motive
Working…to Achieving Achiever, Goal – Achiever, Mission-
achieve organizational oriented minded, Purposive,
organizational effectiveness Goal-centric,
effectiveness Responsiveness
Meeting required Meet expectations Achiever/
expectations Responsiveness
Attaining desired Attain results & Achievement motive
results &outcomes outcomes Goal-oriented
Concerned with Make things done Goal-centric
making things done
Achieve educational Achieve goals & Goal-centric
goals & objectives objectives
Provide strategic Provide strategic Strategic guide
direction direction
Philosophy is Translation into Mission-minded/
translated into the Mission and provide Purpose-driven/
Mission &provides strategic direction Strategic guide
strategic direction
Meets expectations Meet expectations Achiever/ Purpose-
as defined by driven

372
philosophical
underpinnings
Provide graduates Meet industry Achiever/ Purpose-
that would meet demands driven/
demands of Responsiveness
industries
Carry out goals of Carry out goals Goal-centric
Higher Education
How education is Meet educational Goal-centric/ Purpose
meeting the goals driven/
educational goals of Responsiveness
the Philippines
Achieving the goals Achieve goals Goal-centric/ Achiever
of Education

Speak of the goals Speak of & look at Goal-centric

of Education- Look Goals
at NEDA”s def of
goals
Look at every inch Look at society’s Purpose-driven/
& detail of society’s expectations/ Meet Achiever
expectations expectation
Benchmark w/what Benchmarking Achiever/ Purpose-
seem to be standards driven/ Quality
conscious
Not just the mandate Beyond Management Achiever/ Extra-miler
of top management mandate
Programs to Student Leadership Achiever/ Purpose-
Develop Leadership Dev’t programs driven
potentials of
students
OSA (Ofc of Well defined Achiever/ Purpose-
Student Affairs) has leadership program driven
a well -defined package
leadership program
package
does not end continuous study and Continuous Prof devt, Prof competence,
studying and doing research reaching goals Achievement motive
research

IN VIV0 CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

(Incidents) CODES (Category)
(Open)
Global Perspective

373
deliberate & thorough deliberate & thorough Cognitive Prof competence, Global
understanding all understanding all competence/ Macro perspective
aspects of an educ'l aspects perspective
institution
Relationship of the Relates to public & Strategic relations, Global perspective, Prof
educational institution private sectors, total macro-perspective, competence
to the total environmental competence
Environment perspective
difference is in the leadership is more expansive Prof competence, Global
depth & breadth of expansive competencies, perspective
leading macro perspective
really understand the understand Cognitive Prof competence, Global
governing philosophy institution's competence, macro perspective
philosophy perspective
Philosophy translated Translation into Operationalization/ Prof competence, Global
into mission & provide Mission & provide Cognitive perspective
strategic direction strategic direction Competence/ macro
perspective
look at the social, look at external Goal oriented/ Devt Agenda
economic, political environment Strategic/ Achievement motive,
orientations competence, macro Global perspective
perspective
Not only educationally knows systems in Systemic Thinking/ Prof Competence/ Global
qualified but know the general Cognitive perspective
system in general the Competence/ Macro
socio, economic, the perspective
political, moral,
technological systems
know linkages, knows linkages & Macro perspective/ Global perspective/
interrelationships interrelationships Dev’t focus /Social Dev’t agenda/ /Prof
between & among awareness/ competencies
systems Cognitive
competence
due consideration as to relevance to Phil Contextual Global perspective/
relevance in the development process Relevance/ devt Dev't agenda/. Nation-
context of Philippine focus building
development process
establishes linkages in establishes linkages at Strategic alliances/ Strategic collaboration,
both local, national, every level Global view/ Global perspective
international, global Collaborative
partnerships

374
IN VIV0 CODES INDUCTIVE PATTERN CODES THEORY CONDENSE
(Incidents) CODES (Category)
(Open)
Professional
Competency
to achieve achieve org goals, Achievement Achievement mindset/
organizational org'l success motive, goal- Prof competence/
effectiveness oriented
meeting required meet expectations Goal-oriented/ Prof competence/
expectations Strategic/ Achievement mindset
competence
attaining desired attain results & Goal oriented, Achievement mindset/
results & outcomes outcomes purposive, Prof competence/
achievement motive
involves both Admin administration & admin and Prof competencies
& Management management management
competencies
have to be Knowledgeable competent, skilled Professional
knowledgeable Competencies
Management is taking taking care of org Maintenance of org Professional
care of the Competencies,
organization developing human
resources
Management is more make things done achieve goals, Goal-driven,
concerned in making accomplish tasks Achievement mindset/
things done Prof Competence
achieving educational Achieve goals & Goal-centered, Achievement mindset/
goals and objectives objectives purposive Prof competence/
deliberate & thorough deliberate & thorough Cognitive Prof competence, macro
understanding all understanding all competence/ Macro perspective
aspects of an educ'l aspects perspective
institution
aspects a leader must variety of aspects to Cognitive Prof competence/
understand understand Competencies Strategic
Relationship of the Relates to public & Relational Macro perspective, Prof
educational institution private sectors competence, competence (strategic)
to the total Strategic relations
Environment
providing strategic provide strategic Strategic/ cognitive Purposive, Achievement
direction direction competence motive, Prof competence
difference is in the leadership is more expansive Prof competence, macro
depth & breadth of expansive competencies perspective
leading

375
really understand the understand Cognitive Prof competence, macro
governing philosophy institution's competence perspective
philosophy
Philosophy translated Translation into Operationalization/ Prof competence, macro
into mission & provide Mission & provide Cognitive perspective
strategic direction strategic direction Competence/
Strategic
Vision translated into vision translation into Cognitive Prof competence/
specific goals and goals & objectives competence/ Skilled Achievement motive,
objectives professional/ macro perspective
competencies
Goals & objectives goals & objectives Goal oriented/ Prof Competence/ Dev't
translated into into deliverable competence/ agenda
programs & programs Development focus
undertakings
meet expectations as Goal oriented, Prof competence/
defined by meet expectations competence, achieve Achievement motive,
philosophical goals macro perspective
underpinnings
very particular about strict educational Qualifications, Professional Competence
educational quals quals, Qualifications Cognitive
bias Competence
Not only educationally knows systems in Systemic Thinking/ Prof Competence
qualified but know the general Cognitive
system in general the Competence
socio, economic, the
political, moral,
technological systems
know the systems knowing systems in a Dev't focus, Dev't agenda,
operating in a development process cognitive Professional competence
development process competence
know linkages, knowing linkages & Macro perspective/ Global perspective/ Dev;t
interrelationships interrelationships Dev’t focus /Social agenda/ /Prof
between & among awareness/ competencies
systems Cognitive
competence
quantifying works quality of work is Excellence in work/ Prof Competence/
without qualifying do more important as a Goal-oriented/ Exemplars
not make great educ'l leader competence
leaders
Looks at every detail Looks at society's competence / Achievement motive/
of society's expectations Purpose-driven Prof competence/
expectations
does not end studying continuous study and Continuous Prof Professional competence
and doing research research devt / Purpose-driven

376
more to what is going beyond Goal-oriented/ Achievement motive/
expected of you expectations Extra-miler/ Prof competence/
Achiever
encouraging faculty to Continuous PD Competencies/ prof Prof Competencies/ Dev't
pursue degree devt/ capacity agenda/ human cap devt
programs building
beyond PhDs, pursue Continuous PD Competencies/ prof Prof Competencies/
post-doctoral studies devt/ capacity Dev't agenda
here & abroad building
encouraging faculty to initiative for self- Competence/ Prof Competence/
take initiative to development Initiative-Proactive/ Human cap devt/ Devt
develop themselves Developing Agenda
human resources
invest in professional Investing in PD Investing in human Prof Competence/ Dev't
development resource/ capacity agenda/ human cap devt
building. Prof devt
Faculty spend on their Continuous PD Competencies/ prof Professional
own to attend devt/ capacity Competence/ Dev't
leadership trainings building agenda/ Nation-building
abroad

IN VIV0 CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

(Incidents) CODES (Category)
(Descriptive)
People
Empowerment
the process of working collaboration, Collaborating, strategic collaboration,
with and through partnership, partnerships, people builder,
people teamwork, capacity investing in human empowerment,
building cap devt,
empowerment
process of working work with & through Goal oriented, Strategic collaboration,
with & through teams/ stakeholders Collaborative empowerment
Educational
stakeholders
Look at the perspective perspective taking partner with empowerment / Strategic
of industries/ provide from industries, industry/ collaborate, collaboration/ Devt
graduates that meet meeting demands achieve goals Agenda
demands
makes use of research research for competence, educ'l Dev't agenda/
findings as potent developing more innovation, capacity empowerment/. Educ
opportunity to develop relevant education building, investing reform & innovation
more relevant programs in human resources,
programs in Education empowerment

377
encouraging faculty to Continuous PD Competencies/ prof Prof'l Competencies/
pursue degree devt/ capacity Dev't agenda/
programs building empowerment
beyond PhDs, pursue Continuous PD Competencies/ prof Prof'l Competencies/
post-doctoral studies devt/ capacity Dev't agenda,
here & abroad building empowerment
encouraging faculty to initiative for self- Competence/ Empowerment/ Prof
take initiative to development Initiative-Proactive/ competence/ Devt
develop themselves Developing Agenda
human resources
invest in professional Investing in PD Investing in human Prof Competence/
development resource/ capacity Empowerment/ Dev't
building. Prof devt agenda
integrating Leadership Integration in various Academic empowerment/ Educ
in all academic academic disciplines Integration, Reform/ Devt agenda
disciplines investing in human
cap devt
programs to develop leadership programs Extra-curricular empowerment Devt
leadership potential of for students Integration, human agenda
students via extra- cap devt
curricular activities
well defined leadership well-defined Institutional Empowerment/ Educ
programs for students leadership programs difference/ valuing, Reform/ Devt agenda
developing human
resources, capacity
building

IN VIV0 CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

(Incidents) CODES (Category)
(Open)
Strategic Collaboration
the process of working collaboration, Collaborating, strategic collaboration,
with and through partnership, partnerships, people builder,
people teamwork, capacity investing in human empowerment,
building cap devt,
empowerment
process of working work with & through Goal oriented, Strategic collaboration,
with & through teams/ stakeholders Collaborative empowerment
Educational
stakeholders
Look at the perspective perspective taking partner with empowerment / Strategic
of industries/ provide from industries, industry/ collaborate, collaboration/ Devt
meeting demands achieve goals Agenda

378
graduates that meet
demands
Education as partner of partnering with Govt collaboration, goal- Strategic collaborations,
the government in to meet Education driven, capacity human cap devt, Devt
achieving the goals of goals building, invest in. agenda// Nation-building
Education human resources
establishes linkages in establishes linkages at Strategic alliances/ Strategic collaboration,
both local, national, every level Global view/ Global perspective
international, global Collaborative
partnerships
strengthen partnership partners with Strategic alliances/ Strategic collaborations,
with industries industries Collaborative Devt agenda// Nation-
partnerships building
establish good good relations & links Strategic alliances/ Strategic collaborations,
relationships & with industries Collaborative Devt agenda// Nation-
linkages with partner/ Dev't focus building
industries
strengthen relationship strong relations with strategic alliances/ Strategic collaborations,
with the DepEd govt agencies & other partners with Govt Devt agenda// Nation-
institution building

IN VIV0 CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

(Incidents) CODES (Category)
(Open)
Championing Values &
Christian morality
quantifying works quality of work is Excellence in work/ Prof Competence/
without qualifying do more important as a value-laden/ Exemplars/ Values
not make great educ'l leader, prioritizing competence
leaders quality & value
know each & every knowing persons people person, Exemplar, Values
person in the org within the org/ making relational, social
sure they know each competence, valuing
one people not just their
work
have passion, passion, commitment, Depth of
commitment and dedication/ Zeal commitment/ Exemplars/ Values
dedication personal investment

379
IN VIV0 CODES INDUCTIVE PATTERN CODES THEORY CONDENSE
(Incidents) CODES (Category)
(Open)
Institutional
Identification,
Differentiation &
Valuing
We are very particular strict educational Qualifications, Professional Competence/
about educational quals, Qualifications Cognitive Institutional differentiation
qualifications bias Competence/ PNU & valuing
difference
see if PNU can make contribution to Educ devt, reform & Educ reform & innovation/
really a difference, in Quality Education innovation, Devt Dev't agenda/ Nation-
terms of quality Basic (Basic Ed)/ making a focus. PNU building, Institutional
Education difference in difference difference & valuing
education
we are doing respond to the demand Dev't focus/ Social Devt agenda/ Nation
something really to of restoring the quality responsibility/ building
respond to of Education Nationalism/
the demand of Investing in human
restoring the quality of resources, human
Education cap devt
Management has been Continuous pursuit of Competencies/ prof Prof Competencies/ Dev't
encouraging the degrees, PD devt/ capacity agenda/ empowerment/
faculty to pursue more building Institutional difference
degree programs
we also have programs well defined Institutional Empowerment/ Educ
to develop the leadership programs difference/ valuing, Reform/ Devt agenda/
leadership, the OSA for students developing human Institutional difference
also has a well-defined resources, capacity
leadership program building
package for students

CATEGORY: EDUCATIONAL REFORM & DEVELOPMENT AGENDA

IN VIV0 CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

(Incidents) CODES (Category)
(Open)
Development Agenda,
Nation building &
Education Reform
Where is Education Focus on Philippine Relevant to Concern for progress and
coming in? (speaking Education goals Philippine Education development in Phil

380
of the goals of Educ in Education & the country
the Philippines) as a whole
Operating in what we Operating in a Relevant to
call a development development process Philippine
process development
In the context of the Relevant to Philippine Relevant to
Philippine Dev’t process Philippine Dev’t
Development process
How education is Meet educational Contributing to
meeting the goals of the nation National
educational goals of Development
the Philippines
Use of the findings of Research as Relevant to
research as a potent opportunity for Philippine
opportunity for Development in Educational Dev’t
developing programs Education
in field of Education
Standards in the Concern for Standards Relevant to
context of Educational in Educ Development Philippine
Dev’t Development
can make really a Making a difference in Restoration of
difference in terms of quality of Education Quality Education
quality Basic
Education
Restoring the quality Restoring quality Restoration of
of Education Education Quality Education
Problem in terms of Concern on Budget Economic concern
budget Allocation for Education
Goals & objectives goals & objectives Goal oriented/ Prof Competence/
translated into into deliverable competence/ Development agenda
programs & programs Development focus
undertakings
Look at the perspective perspective taking partner with empowerment / Strategic
of industries/ provide from industries, industry/ collaborate, collaboration/
graduates that meet meeting demands achieve goals Development Agenda
demands
look at the social, look at external Goal oriented/ Devt Agenda
economic, political environment Strategic/ Achievement motive,
orientations competence, macro Global perspective
perspective
concrete programs & carry out the goals Goal-centered/ Achievement motive/
undertakings to carry purposive/ Devt Agenda & Nation
out goals of HEIs competencies, HEI building
devt

381
educational quals not how Educ is meeting Goal-oriented/ Achievement motive/
enough but look at national dev't goals Development focus/ Devt Agenda/ Nation
works - how Education Nationalism building
is meeting
development goals of
the Philippines
Education as partner of partnering with Govt collaboration, goal- Strategic collaborations,
the government in to meet Education driven, capacity human cap devt, Devt
achieving the goals of goals building, invest in. agenda// Nation-building
Education human resources
where is Education importance of Development focus Development agenda
coming in? Education sector
know the systems knowing systems in a Dev't focus, Dev't agenda,
operating in a development process competence Professional competence
development process
know linkages, knows linkages & Macro perspective/ Global perspective/ Dev;t
interrelationships interrelationships Dev’t focus /Social agenda/ /Prof
between & among awareness/ competencies
systems Cognitive
competence
due consideration as to relevance to Phil Contextual Global perspective/
relevance in the development process Relevance/ Dev't agenda/. Nation-
context of Philippine development focus building
development process
makes use of research research for competence, educ'l Dev't agenda/
findings as potent developing more innovation, capacity empowerment/. Educ
opportunity to develop relevant education building, investing reform & innovation
more relevant programs in human resources,
programs in Education empowerment
always benchmarks Benchmark with Dev't focus, Devt agenda, Educ devt
with standards in the standards, Quality Achiever, sets goals, and reform & innovation,
context of Educational conscious Strategic Achievement motive
development
strengthen partnership partners with Strategic alliances/ Strategic collaborations,
with industries industries Collaborative Devt agenda// Nation-
partnerships building
establish good good relations & links Strategic alliances/ Strategic collaborations,
relationships & with industries Collaborative Devt agenda// Nation-
linkages with partner/ Dev't focus building
industries
strengthen relationship strong relations with strategic alliances/ Strategic collaborations,
with the DepEd govt agencies & other partners with Govt Devt agenda// Nation-
institutions building
make a difference in contribution to Educ devt, reform & Educ reform &
the quality of Quality Education innovation, Devt innovation/ Dev't agenda/
education (Basic) (Basic Ed)/ making a Nation-building,

382
 difference in focus/ PNU Institutional difference &
education difference valuing
respond to the demand restore the quality of Dev't focus/ Social Devt agenda/ Nation
of restoring the quality education responsibility/ building
of Education Nationalism/
Investing in human
resources, human
capital development
encouraging faculty to Continuous PD Competencies/ prof Prof'l Competencies/
pursue degree development/ Dev't agenda/
programs capacity building empowerment/
Institutional difference
beyond PhDs, pursue Continuous PD Competencies/ prof Prof'l Competencies/
post-doctoral studies devt/ capacity Dev't agenda,
here & abroad building empowerment
problems in terms of budget constraints (for Investing in human dev't agenda
budget PD) resource/ capacity
building
encouraging faculty to initiative for self- Competence/ Empowerment/ Prof
take initiative to development Initiative-Proactive/ competence/ Devt
develop themselves Developing Agenda
human resources
invest in professional Investing in PD Investing in human Prof Competence/
development resource/ capacity Empowerment/ Dev't
building. Prof devt agenda
Community/ Faculty devt benefits Social responsibility, Dev't agenda/ Nation
Education sector will other sectors, societal community devt, building
benefit from faculty benefits capacity building,
development
Faculty spend on their Continuous PD Competencies/ prof Professional
own to attend devt/ capacity Competence/ Dev't
leadership trainings building agenda/ Nation-building
abroad
integrating Leadership Integration in various Academic empowerment/ Educ
in all academic academic disciplines Integration, Reform/ Devt agenda
disciplines investing in human
capital development
programs to develop leadership programs Extra-curricular empowerment Devt
leadership potential of for students Integration, human agenda
students via extra capital development
curricular activities
well defined leadership well-defined Institutional Empowerment/ Educ
programs for students leadership programs difference/ valuing, Reform/ Devt agenda/
to empower developing human Institutional difference
resources, capacity
building

383
CODING PROCESS: PARTICIPANT 7 (DEPT CHAIRPERSON, DLSU - MANILA)
CATEGORY: EXEMPLARS

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Exemplars
a conglomeration of mix of ability, attitude, Ability (Skill) and Prof competence/
ability as well as attributes & stance Attitude Exemplars
attitude, attributes & (Disposition/Mindset)/
attitudinal stance Cognitive &
Psychological
competencies
Towards the vision move others with Goal oriented/ Vision Exemplars/ Prof
with enthusiasm & enthusiasm & zeal/ catalyst, emotional competence
alacrity passion investment
person who has that has charisma to move Charismatic Exemplar
charisma even to diverse peoples & personality
move people with groups
diverse interests and
backgrounds and
experiences
there's more focus, focus &. Nurturing Nurturing character Exemplar
more nurturing needed
make decisions in a logical decision- Good social relations/ Prof competence/
rational way, who making & creativity Student-centeredness Exemplars
can be very creative, (students)
I've seen how some Move students/ Inspirational / Exemplar
people were able to motivate/ inspire Charismatic
move them personality
I want to use that Charisma needed Charismatic Exemplar
word again - the personality
Charisma
You must have Charisma useful to Inspirational / Exemplar
somebody with motivate & inspire Charismatic
charisma, somebody personality
who they can look
up to
here in La Salle we Uni recognition of Inspirational/ Exemplar/ Achievement
have pictures of Achievers Achievement motive
different people who motivation/
have achieved Recognizing &
Valuing achievers/
Differentiation

384
Usually, based on Achievement is not Goal-centered/ true Exemplar/ Achievement
some award that was necessarily from an achievement is ability motive
given award given to move students/
being inspirational,
motivational
the teacher who is the real achiever has Followership of Exemplar
really the achiever is student followership students/ Motivational-
the one who is Inspirational/
followed by the Good relations
students
leader in HE.. the a leader is usually Not positional Exemplar
usual person that thought of as one in leadership but
come to mind is the position but not inspirational
President of the necessarily leadership
University, some
administrators
for me, it's the a leader is able to leaders guide, motivate Exemplar/
teacher who's able to move students to the to right direction/ Prof competence
move his students to right direction, a guide Mover/ Inspirational
the right direction
If the Phil President Political leaders Inspirational/ Exemplar
is able to do that by should lead by Exemplar
example, the way (a example
colleague) was able
to do it by example
then there's going to leaders by example Inspirational, Exemplar
be a lot of hope give us hope/ make us motivator, exemplars
there hopeful
I'm in the right Pride in being an Inspirational/ Exemplar
business being in educator Identification w/
Education vocation

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Achievement Motive
the way he also set how he gets to the Goal-oriented Achievement motive
to get to that desired desired goals/
end goal outcomes
toward that one toward a vision, Vision focused/ Achievement motive
vision. It's always focused on the vision purposive
about the vision

385
we have to harness harnessing students' Goal-driven/ Achievement motive/
that energy, put it in energy, putting in right Purposive/ strategic/ Prof competence
the right direction direction good relations
so many things can good thinking habits Goal- oriented/ Achievement motive/
distract the young needed by the young Intentional/ Strategic Prof competence
mind from
developing good
habits of thinking
here in La Salle we Uni recognition of Inspirational/ Exemplar/ Achievement
have pictures of Achievers Achievement motive
different people who motivation/
have achieved Recognizing &
Valuing achievers/
Differentiation
Usually, based on Achievement is not Goal-centered/ true Exemplar/ Achievement
some award that was necessarily from an achievement is ability motive
given award given to move students/
being inspirational,
motivational
we have this ITEO assessment of competencies/ Goal- Prof competence/
evaluations…in the progress, started with centered/ reform & Achievement mindset/
beginning the low ratings/ time innovation/ investing Educ reform &
ratings were quite needed to master in human resources innovation/ human cap
low on the average delivery/ program & development
delivery change
As the years went gains achieved though achieving goals, Prof competence/
by, it was it was slow increasing Achievement motive/
progressively competencies Education reform &
getting higher so innovation/ human cap
slow gains but gains development
nevertheless
we're trying our best maintaining progress, Goal oriented Human Achievement motive/
to continue at it continuing to work resource dev’t, human cap devt/.
achieving set goals competencies Prof competence
former DLSU focus, persistence, achievement Achievement motive/
President ..said we sticking to achieve motivation/ purposive/ human cap devt/.
have to stick to it goals persistence/ V-M
focus
foremost of which global competitiveness Goal oriented/ Broad Achievement motive/
…is the need to is priority perspective Global perspective/ Devt
compete globally. Agenda
get people to think creativity needed/ Cognitive competence, Prof competence, Dev't
more creatively for solutions for nation's Dev't focus, Achieve agenda, Achievement
solutions that might progress & progress motive
help us more development
quickly

386
CHED and DEPED sort out lack of Strategic/ Goal- Achievement Motive/
-What do we do number of years to orientation/ Devt Agenda/ Nation-
with this extra year advance in nation- Development focus building
that's needed? building
Otherwise, we'll efforts
always be the poor
cousin.

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Global Perspective
A leader in an must see beyond own Broader perspective Macro perspective
educational walls
institution who does
not see beyond his
nose is not a leader
not just by the not just institutional Nationalism/ Dev't Devt Agenda/ Nation
students in his needs focus/ broader building/ Macro
university or his perspective/ perspective
institution
foremost of which global competitiveness Goal oriented/ Broad Achievement motive/
…is the need to is priority perspective Global perspective/ Devt
compete globally. Agenda
We have a big problem as we lack a Broader perspective/ Human cap devt/
problem because the year in basic education Development focus Development Agenda,
number of years of Global perspective
education we have
…is less by a year at
least
If I were an choosing what to focus need for broader Macro-global
educational leader at on - whether own perspective perspective
this present time…I institution, be internal-
could of course looking
choose to just focus
on my own
university
on the other (hand), global competitiveness Global Global perspective/
you have the desire is needed competitiveness/ Professional competence
to compete, competence
where this concern Concern for Global perspective/ Global perspective/
about globalization globalization needs to Strategic/ Purposive Development Agenda
has been hounding be addressed
us

387
IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE
CODES
Strategic Collaboration
a strategy that(Pres) strategic partnerships Strategic partnerships, Strategic collaboration,
talked about…w/c is between government Dev't agenda, Social Devt Agenda Nation-
partnership, private- & private companies/ responsibility building
Gov't partnership w/ organizations
private groups,
individuals maybe
that's the way
we're trying our best maintaining progress, Goal oriented Human Achievement motive/
to continue at it continuing to work resource devt, human cap devt/.
achieving set goals/ competencies, Prof competence/
collaborative continuing to Strategic collaboration
collaborate to attain
education goals
we better do our doing share of/ Collaborate/ Devt Strategic collaboration/
share in getting the contributing to focus/ Nationalism Devt Agenda/ Nation
country out of - a national progress & building
conundrum, development
chicken & egg kind
of thing
Being proud of contributing to work Development focus, Devt Agenda,/ Nation-
doing work for our of devt, collaboration Collaborating for building/ Strategic
fair share of salary, progress collaboration
the ones who are helping ang doing fair contributing and Devt Agenda,/ Nation-
gung-ho about share for progress participating for building/ Strategic
helping out in doing national devt collaboration
our share
CED has a lot of Education dept Social Awareness/ Strategic collaboration/
programs that are programs helping Responsibility/ Development agenda
directed towards marginalized groups Community
helping Involvement &
marginalized groups Collaboration for
development
on the one hand, you Education can include Capacity Building/ Capacity Building/
can also say well teaching how to Investing in human Investing in human
that too is manage funds for resources/ resources/ collaboration
Education, when projects collaboration with with communities
you teach people communities
how to manage
small amount of
funds for a project
We saw how many calamities galvanize Social Awareness/ Strategic collaboration
people got together people, unites for Responsibility/ Devt Agenda/ Nation
when "Ondoy' supporting devastated Community building

388
happened, and that communities/ Involvement
was really a collaboration of Collaboration for
phenomenon peoples community devt
I was involved with involved in private Development focus, Strategic collaboration/
a corporate corporate foundation Community Devt Agenda/ Nation
foundation...whose for an (primary) involvement/ building
advocacy was Education advocacy/ Social
Education, primary partnering for Responsiveness/
economic progress Collaboration for
thru Education progress
The managers would choosing to donate for Community Strategic collaboration/
say "ok, let me take children's education & Involvement/ Social Devt Agenda/ Nation
care of 2, 3, 4 welfare/ giving to responsibility/ building
children, so what? communities collaboration for
progress, investing in
human cap devt
HE institutions have HEIs & gov't have to Strategic/ Take Action Strategic Collaboration/
to sit down really, sit down to make hard for Devt/ Education Development Agenda,
CHED for instance, decisions/ HEIs and partners/ Education Reform/
has to really sit CHED have to work Nation building
down, and make things out
some hard decisions

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Championing Values &
Christian Morality
Leadership in Basic Formation is foremost Formative is priority, Championing values &
Ed has to do a lot in Basic Ed Prioritizing formation morality
with formation
. You have also the church and pro-life Moral concerns, Christian morality, moral
concerns ..of the people concerns Morality values
church and pro-life
people
they are also very valid concerns Morality, valid moral Christian morality,
valid concerns and regarding population concerns, balancing Development agenda
so how to walk the control - walk with practical needs &
tight rope now? It's a tightrope, be balanced, development
lot of hope … hopeful

389
IN VIVO CODES INDUCTIVE PATTERN CODES THEORY
CODES CONDENSE
Professional
Competency
Define as a a competency Skill / Competency/ Prof competence
competency Behavior
a conglomeration of mix of ability, Ability (Skill) and Prof competence/
ability as well as attitude, attributes & Attitude Exemplars
attitude, attributes stance (Disposition/Mindset)
& attitudinal stance Cognitive &
Psychological
competencies
gets a person with a a person with a vision Visionary/ Relational Achievement motive/
vision able to share able to share vision competence Prof competence
that vision with with others Goal oriented/ Vision
others catalyst
and move them go move others to go Relational Exemplars/ Prof
towards that vision toward the vision competence/Inspirational competence
within within
kind of a competency in the Educational competence Professional
competency within context of education competencies
the context of
getting within the Teaching & leaning Education competencies Prof competencies
business of competencies
teaching :&
learning
understanding the & understanding Cognitive competence Professional
developmental developmental needs competencies
needs of individuals
very close level closer relations Relational Competence Professional
between teacher & between teacher & competencies
student student
personal personal relationships Relational competence Professional
relationships have needed competencies
to be there
for the mentoring to effective mentoring Effective Mentorship Professional
be truly effective comes from personal competencies
relations
because the roles more parent-like role Relational Competence Professional
are more parent- in Basic Ed competencies
like in Basic Ed
Start treating treat as adults thinking Relational Competence/ Prof competence
students as adults critically Socially adept
who can think
critically

390
make decisions in a logical decision- Good social relations/ Prof competence/
rational way, who making & creativity Student-centeredness Exemplars
can be very (students)
creative,
we have to harness harnessing students' Goal-driven/ Purposive/ Achievement motive/
that energy, put it energy, putting in strategic/ good relations Prof competence
in the right right direction
direction
so many things can good thinking habits Goal- oriented/ Achievement motive/
distract the young needed by the young Intentional/ Strategic Prof competence
mind from
developing good
habits of thinking
Some have There are more mature Maturity/ competence Prof Competencies
developed more to students than faculty
a level of maturity
even more mature
than other faculty
You have to recognize students' Cognitive Competence/ Prof competence
recognize that energy Professional Comp/
energy Analyst
easy to look at misconceptions about Professional comp Prof competence/
students as being students happen needed/ Student Human cap
frivolous & not empowerment development
being serious
having interests that
are not macro
enough for us
for me, it's the a leader is able to leaders guide, motivate to Exemplar/ Prof
teacher who's able move students to the right direction/ Mover/ competence
to move his right direction, a guide Inspirational
students to the right
direction
a lot of challenges class size matters in competence to handle Prof competencies
because we have transformational classes
big classes learning
easy to just talk & traditional teaching is competence not just in Prof competencies
try to say what you easy (lecture type) lecturing
know
somehow some going beyond just teaching competence/ Prof competencies/
amount of it will be transmitting Capacity-building/ Human cap
transferred to knowledge needed Investing. in human development
students resources
To make them Critical thinking Purposive/ Intentional/ Prof competencies/
think involves asking Critical thinking/ Empowerment
critically…have to questions

391
allow them to ask Capacity building/
questions Empowerment
Some of the Entertain questions no Cognitive competence/ Prof competencies/
questions might be matter what you think Critical Thinker/ Capacity Empowerment
funny questions, building/ Empowerment
the wrong questions
you might think
If you don't make Shaping cognitive, Cognitive competence/ Prof competencies/
them ask, give them critical thinking skills Critical Thinker/ Capacity Empowerment
a chance to ask by allowing asking building/ Empowerment
questions…how questions
will you shape that
skill?
if you have 40-50 challenges to building Goal oriented, Strategic, Prof competencies/
students & have up students' thinking competence Human cap devt
subject matter that skills
needs to be
covered, how now?
many teachers teachers claim Prof competence/ invest Prof competence/
would say.. Ok I'm student-centeredness in human resources Empowerment
student-centered, I where students
get them to allowed to think, to
think…to ask ask questions
questions
there was a lot of Considerations in Capacity building, Professional
worry about it implementing new investing in human competence/ human
because of pedagogical methods/ resources, competencies cap development
considerations I new way of teaching- involved
talked about learning
People were saying staying in Comfort need for Continuous Prof Prof competence/
'I'm comfortable w/ zone in teaching Development Human cap
the way I've been development
teaching. I've been
getting good
ratings'
Why do I have to resistance to change increase competence/ Prof competence/ Educ
change the way I've institutional devt, prof reform & innovation/
been doing it? development Human cap
development
it took us about 6 acceptance of change institutional reform/ prof Prof competence/
years (to settle) in educational delivery devt/ investing in. Human cap
human resources development
we could see how it Teaching Prof competence/ invest Prof competence/
affected the effectiveness in human resources Human cap devt
effectiveness of increased
teaching

392
we have this ITEO assessment of competencies/ Goal- Prof competence/
evaluations…in the progress, started with centered/ reform & Achievement motive
beginning the low ratings/ time innovation/ investing in Educ reform &
ratings were quite needed to master human resources innovation/ human cap
low on the average delivery/ program & development
delivery change
As the years went gains achieved though achieving goals, Prof competence/
by, it was it was slow increasing competencies Achievement motive/
progressively Educ reform &
getting higher so innovation/ human cap
slow gains but development
gains nevertheless
pretty good indicators in the use of competencies, invest in Prof competence,
indication of how innovative pedagogy human resources human cap
things have been development
like using that kind
of pedagogy
we're trying our maintaining progress, Goal oriented Human Achievement motive/
best to continue at continuing to work resource development, human cap devt/.
it achieving set goals/ competencies, continuing Prof competence/
collaborative to collaborate to attain Strategic collaboration
education goals
If students are able Critical thinking & Cognitive competence/ Prof competence,
to think for analysis, asking Critical Thinking & human cap
themselves, ask the questions important to Analysis paramount, development
right questions, hone capacity building, human
even if they don't resource development
know everything
we wanted to tell
them
on their own they independence in Cognitive competence/ Prof competence,
will discover that, thinking, discovery on Critical Thinker, human cap
because they're their own, asking encouraging independent development
asking questions questions equips learning/ study, capacity
students to learn on building
their own
one who has…a good sense, Cognitive competence/ Prof competence/
very good sense of analysis/understanding Critical thinker/Social Nation-building
what is needed by of country's needs awareness
the country
able to move the move HEIs as needed Inspirational/ Strategic/ Prof competence/ Devt
HEIs here Purposive/ Will to action Agenda/ Nation
building
when we are pitted a disadvantage when Competencies/ Prof competence/
against somebody one wants to pursue competitiveness/ educ'l Human cap
grad studies change needed

393
who also wants to development /
go into grad studies Education reform
so you better do a do a good job of Professional competence/ Prof competence/
good job of it delivering education social responsibility/ Development Agenda/
Development focus Nation building
on the other (hand), global Global competitiveness/ Global perspective/
you have the desire competitiveness is competence Professional
to compete, needed competence
get people to think creativity needed/ Cognitive competence, Prof competence, Dev't
more creatively for solutions for nation's Dev't focus, Achieve agenda, Achievement
solutions that might progress & dev't progress motive
help us more
quickly

IN VIVO CODES INDUCTIVE CODES PATTERN CODES THEORY

CONDENSE
Development Agenda
& Nation building/
Education Reform
somehow some going beyond just teaching competence/ Prof competencies/
amount of it will be transmitting knowledge Capacity-building/ Development Agenda
transferred to needed Investing. in human
students resources/ Human cap
development
if you have 40-50 challenges to building Goal oriented, Strategic, Prof competencies/
students & have up students' thinking competence, Human Development Agenda
subject matter that skills cap development
needs to be
covered, how now?
What we did here must be courageous to Institutional Institutional
in La Salle was institute educ'l reforms differentiation, V-M Identity/differentiation,
very courageous & innovation focus, purposive Education reform &
innovation/
Development Agenda
to put in a Instituting Educational change/ Institutional
pedagogical transformational Institutional Identity/differentiation,
framework education development & V-M Education reform &
which…they call focus innovation/
transformational Development Agenda
To put in that kind putting a new Development focus/ Development Agenda/
of framework in all framework across all Educational change/ Education reform &
GE courses, across GE courses across all investing in human innovation
all Colleges, that colleges investing in resources
La Salle did

394
 Educational reform &
innovation
there was a lot of Considerations in Capacity building, Professional
worry about it implementing new investing in human competence/
because of pedagogical methods/ resources, competencies Development agenda
considerations I new way of teaching- involved. human cap
talked about learning development
in the beginning misconception about Reform/ Clarity of institutional ID &
we were chafing- what the Uni leadership goals/ investing in difference/ Education
what we thought wanted to do human resources/ reform & innovation,
were ropes that institutional dev’t, Development agenda
bound us Human cap
development
we could see how Teaching effectiveness Prof competence/ invest Prof competence/
it affected the increased in human resources Development Agenda
effectiveness of
teaching
we have this ITEO assessment of progress, competencies/ Goal- Prof competence/
evaluations…in the started with low ratings/ centered/ reform & Achievement motive/
beginning the time needed to master innovation/ investing in EDUC reform &
ratings were quite delivery/ program & human resources innovation/
low on the average delivery change
As the years went gains achieved though it achieving goals, Prof competence/
by, it was was slow increasing competencies Achievement motive/
progressively EDUC reform &
getting higher so innovation/
slow gains but
gains nevertheless
pretty good indicators in the use of competencies, invest in Prof competence,
indication of how innovative pedagogy human resources, Development Agenda
things have been human cap development
like using that kind
of pedagogy
former DLSU focus, persistence, achievement Achievement motive/
President ..said we sticking to achieve motivation/ purposive/ Development Agenda
have to stick to it goals persistence/ V-M &
Devt focus, investing in
human cap development
it's there where we making a difference is Achiever/ V-M focus/ Institutional identity
will be able to ultimate goal (vision- Differentiating/ &differentiation/
make a difference mission) Development focus human cap devt/
instead of just Development Agenda
transmitting
knowledge
If students are able Critical thinking & Cognitive competence/ Prof competence,
to think for analysis, asking Critical Thinking & Development Agenda

395
themselves, ask the questions important to Analysis paramount,
right questions, hone capacity building,
even if they don't human resource
know everything development
we wanted to tell
them
on their own they independence in Cognitive competence/ Prof competence, Devt
will discover that, thinking, discovery on Critical Thinker, Agenda
because they're their own, asking encouraging
asking questions questions equips independent learning/
students to learn on study, capacity building
their ow
one who has…a good sense, Cognitive competence/ Prof competence/
very good sense of analysis/understanding Critical thinker/Social Nation-building
what is needed by of country's needs awareness
the country
not just by the not just institutional Nationalism/ Devt Agenda/ Nation
students in his needs Development focus/ building/ Macro
university or his broader perspective/ perspective
institution
able to move the move HEIs as needed Inspirational/ Strategic/ Prof competence/ Devt
HEIs here Purposive/ Will to Agenda/ Nation
action building
foremost of which global competitiveness Goal oriented/ Broad Achievement motive/
…is the need to is priority perspective Global perspective/
compete globally. Development Agenda
We have a big problem as we lack a Broader perspective/ Human cap
problem because year in basic education Development focus development
the number of Development Agenda,
years of education Global perspective
we have …is less
by a year at least
when we are pitted a disadvantage when Broader perspective/ Prof competence/
against somebody one wants to pursue Development focus Human cap
who also wants to grad studies development /
go into grad studies Education reform
they will say competition to enter competence/ Human cap devt/
invariably that we grad studies, lack of Development focus/ Development agenda/
don't have enough, competence due to less investing in human Education reform
as much number of years in resources
preparation as the basic education
one who went
through 12 years of
education

396
that's one big challenges to adding Development focus/ Education reform,
challenge because another year in a needed Changes in Human cap devt/
to add another year developing country, Education Development Agenda
in a developing many factors to
country like consider
ours...is a big
domino effect
I think you can't address country needs/ Social responsibility/ Devt Agenda/ Nation
not do something social responsibility of Development focus/ building
for the country Education Nationalism
to be a good Filipinos think of Investing in Education Devt Agenda/ Human
educational leader Education as for Economic cap devt/
because that's worthwhile investment, upliftment/ Human
where many Educ. can help resource development
individual Filipinos families out of poverty/
and families would overcome economic
like to put the eggs situations
as far as the egg
basket is concerned
we better do our doing share of/ Collaborate/ Strategic collaboration/
share in getting the contributing to national Development focus/ Devt Agenda/ Nation
country out of - a progress & Nationalism building
conundrum, development
chicken & egg kind
of thing
We need this but to Contributing to national purposive, Devt Agenda/ Nation
do this, we need development needed Development focus, building
another thing. but also other things nationalism
how do we do that? It's difficult/ investing in human Devt Agenda/ Nation
It's difficult no? it's challenging to resources/ Development building
difficult- contribute to national focus
progress &
development
Our problems are have basic problems Problems in Educ / Devt Agenda/ Nation
very basic, there's lack of many things: Social responsibility building
lack of classrooms, teacher, supplies,
classrooms
lack of teachers, lack of many basic Social awareness/ Devt Agenda/ Nation
lack of slippers for things Development focus building
children to go to
school to even - the
basic.
To be there where Sufficient funding for National progress & Nation-building/
Science & Tech are Science &Tech for development/ Development agenda
given enough funds national progress & Development focus
at least development

397
get people to think creativity needed/ Cognitive competence, Prof competence,
more creatively for solutions for nation's Development focus, Development agenda,
solutions that progress & Achieve progress Achievement motive
might help us more development
quickly
than having to look creative propositions, being creative/strategic/ Dev't agenda/ Building
for funds for the fundraising for basic social responsibility/ human capital
very basic needs needs/ social development
mentioned responsibility
I was not even engaging in Education providing needed Educational reform/
talking here about reform is challenging resources for quality Development agenda
books, it's really education
just classrooms,
teachers. It's a big,
big challenge
part of the challenge for a huge Development issues Development Agenda,/
problem, I think, is population size with huge population Nation-building/
the fact …that we
have a very big
population
At the same time, deal with the population importance of Development Agenda,/
while we want to problem in a Education/social Nation-building/
educate everyone responsible way, responsibility
about what's a education is key to
responsible way of instil responsibility
you know, dealing
with the problem
they are also very valid concerns Morality, valid moral Christian morality,
valid concerns and regarding population concerns, balancing Development agenda
so how to walk the control - walk tightrope, with practical needs &
tight rope now? It's be balanced, hopeful development
a lot of hope
there will be a lot hopeful prefers to wait Integrity, Exemplars,
of hopes so I would until President of the Trustworthiness, Nationalism/ concern
rather wait until the nation proves himself Nationalism for national welfare
dust settles
before I can really looking for a leader Need for. Leader to Nationalism/ National
say this President who will make a bring social change, Progress &
is going to make a difference Development focus Development Agenda,
difference"
one of the really ordinary people willing Social responsibility & Nationalism/
nice things that's to do their share/ collaboration, People Development-agenda/
happening is contribute helping for National
people are willing, Progress
the ordinary person

398
is willing to do his
or her share
I hear talk of Following the nation’s Supporting national Nation-building/
following the leadership leadership Development agenda
leader, not, what
this?
Being proud of contributing to work of Development focus, Devt Agenda,/ Nation-
doing work for our development Collaborating for building/ Strategic
fair share of salary, collaboration progress collaboration
doing, keeping the talk of following the Nationalism/ Social Development Agenda,/
environment clean, leader who is expected awareness Nation-building/
including noise to set an example,
pollution working cooperatively
for national progress &
development
but is a euphoria the middle class are Social awareness/ Dev't Development Agenda,/
that follows a really the ones focus/ Nation-building Nation-building/
victory... the ones motivated to do their
who are really, share
really talking.. are
the civil society
groups, middle
class,
the ones who are helping ang doing fair contributing and Devt Agenda,/ Nation-
gung-ho about share for progress participating for building/ Strategic
helping out in national development collaboration
doing our share
I'm not sure doubt whether voters Social awareness/ Development Agenda,/
whether the people (majority lower class) Nationalism Nation-building/
who voted will pitch in for/
for(Aquino) the contribute to working
ones who for national progress &
mindlessly throw development
their garbage
anywhere,.. or who
even
purposely put some people actually Social Awareness Development Agenda,/
garbage in the pollute environment & Nation-building/
gutters, so they can earn from it,
earn an extra buck
when there's -
flood on the streets
They'll charge you exploiting flooded Social Awareness Development Agenda,/
for carrying you conditions to earn extra Nation-building/
across on their -
piggyback…

399
I'm not sure if they unsure if masses will Social Awareness/ Dev't Development Agenda,/
are really going to pitch in/ participate in focus/ Nationalism Nation-building/
pitch in. nation-building

don’t know if I'm predicting that things Development focus / Development Agenda,/
being cynical here, will not move as fast as Goal-driven/ social Nation-building/
…when people expected/ cynicism (?) awareness
start to see that
things are not
moving as fast as
they hope to
whether the disillusionment is Dev't focus/ Development Agenda,/
disillusionment, bound to happen if Nationalism Nation-building/
things don't move fast
whether "oh this is maybe another political awareness Development focus/
just another you traditional politician Nationalism
know, another one
of those politicos" I
don’t know
CED has a lot of Education dept Social Awareness/ Strategic collaboration/
programs that are programs helping Responsibility/ Development agenda
directed towards marginalized groups Community
helping Involvement &
marginalized Collaboration for
groups development
They even have community based Social Awareness/ Dev't Agenda/ Nation-
this community- initiatives such as a Community building/ Education
based initiative of preschool – lab Involvement reform
having a preschool Social Responsibility
right there, where
they can... treat it
as a lab
there was a lot of, micro-financing of Social Responsibility/ Development Agenda/
there's even micro- college projects by the Community Nation-building/
financing from the (University) President's Involvement
Bro President's office
office for a time -
that kind of project, going beyond Community Dev't Agenda/ Nation-
which is truly not a education's business Involvement/ Social building/ Education
part anymore of the (beyond academics) Responsibility reform
business of
education
on the one hand, Education can include Capacity Building/ Development Agenda/
you can also say teaching how to manage Investing in human Nation-building/
well that too is funds for projects resources/ collaboration Strategic collaboration
Education, when with communities

400
you teach people
how to manage
small amount of
funds for a project
different colleges Colleges involved in Community Development Agenda/
have their community efforts Involvement/ Social Nation-building/
community Responsibility
involvement efforts
as a College
I know many faculty have Social responsibility/ Human cap devt/ Devt
individual faculty advocacies/ as active Community Agenda/ Nation
have their advocates Involvement building
advocacies, and
they are active in
it.
COSCA is trying Uni org doing its share Social Responsibility Human cap devt/ Devt
to do its share /Community Agenda/ Nation
Involvement building
We saw how many calamities galvanize Social Awareness/ Strategic collaboration
people got together people, unites for Responsibility/ Devt Agenda/ Nation
when "Ondoy' supporting devastated Community building
happened, and that communities/ Involvement
was really a collaboration of peoples Collaboration for
phenomenon community
development
But afterwards, temporary cooperation Responsiveness/ Human cap devt/ Devt
people went back for community welfare Community Agenda/ Nation
to their busyness - Involvement building
doing their studies,
doing their
teaching.
It's hard. Its hard difficulty of mobilizing Inspirational/ Human cap devt/ Devt
to move people, to people Responsiveness/ Invest Agenda/ Nation
mobilize them after in human cap building
the dust had settled development
down,...It's hard.
It's hard. Its hard difficulty of mobilizing Inspirational/ Human cap devt/
to move people, to people Responsiveness/ Invest Development Agenda/
mobilize them after in human cap Nation building
the dust had settled development
down,...It's hard.
Now.. now's the timely to capitalize on Community Development Agenda/
time to...capitalize people's good will Involvement/ Strategic/ Nation-building/
on people's good Responsiveness
will.

401
If I were the if wearing President's Strategic/ Development Development Agenda/
President, I shoes will do focus/ Nationalism Nation-building
would,.. do that capitalizing on good
capitalizing thing will
I think he's on the right track to timely use Professional Development
right track, when of technology competence/ agenda/Nation building
he makes use of Development focus/
technology. Strategic/
Nation-building
that might be good, concern for legitimate Development focus/ Development agenda
but he has to watch activities, concern for Strategic
out too because hacking- consequences
that can may compromise
be…hacked, government &
figuratively & leadership
literally
so many problems. many challenges facing Development focus Devt Agenda/ Nation-
Philippine leadership building/
I was just being cynicism, doubt about Nationalism/ need for Nation building
cynical maybe, political agenda for integrity
because you see national good, doubt re
pics of the Ladies political integrity
of Congress, and
they're all beside
each other smiling
you don't know concern for nation, Professional Development agenda/
what's going to observation of political competence/ integrity/ Nation building
happen- How it happenings/ political Development agenda/
comes to the consciousness political consciousness
point that - left,
right &middle get
together & they
party …
there's just doubt re political Nationalism/ politically National progress
something wrong integrity/ political conscious/ development
somewhere disconnect with agenda/
there…. education
don’t want to be personal inhibitions & Nationalism/ need for Development agenda/
like a wet blanket lack of confidence in govt transparency/ National. Progress
when people are so govt fed by experience Development agenda
excited about the
possibilities, but
I've seen it happen
too many times

402
maybe it's just my convictions based on Nationalism/ politically Development agenda/
being …having personal study & conscious/ development Nation building
studied it, both interest agenda
academically &
as a point of
interest, personal
interest
that I see patterns. seeing patterns in Development focus/ Development agenda/
And the pattern is politics, distrust in Nationalism, need for Nation building
really…now it's government ability for Integrity
good we're on a addressing national
..we're at the peak concerns, progress &
but the trump will development
surely come
how do we prepare preparedness necessary Strategic/ Goal- Devt agenda/ Nation
for that? for any national oriented/ Development building
economic slow-down/ agenda
downturns
There must be a strategic planning Strategic/ Development Devt agenda/ Nation
strategy, a necessary for progress agenda building
strategizing.. so I & development
don’t know, we'll
see.
...now we have to time to face the Goal-oriented/ V-M Devt agenda/ Nation
face, we have to challenges & focused/ Dev't agenda building
bite the bullet difficulties
where this concern Concern for Global perspective/ Global perspective/
about globalization globalization needs to Strategic/ Purposive Devt Agenda
has been hounding be addressed
us
Many, many years concern to join global Global perspective, Devt Agenda, Educ
ago, they already community in Dev't agenda/ Reform/ Nation
said that now we're Education building
not part of
the accords..
bec we don’t have add a year to Basic Ed Global perspective, Devt Agenda, Educ
12 years. It's really to resolve issues in Dev't agenda/ Reform/ Nation
quite simple, global competitiveness building
add a year!
the solution seems Simple solution but Global perspective/ Devt Agenda, Educ
simple, but a year challenging for the Dev't focus/ Education Reform/ Nation
of education for the lower income bracket Reform (needed/ building
lower income Problem solver
bracket would
mean an extra

403
P5K-6k pesos at
least
many of them, they children's nutrition Goal-oriented/ Devt Agenda,Educ
go to school lacking w/c affects Strategic/ Dev't agenda Reform/ Nation
without having schooling Critical thinking to building
eaten breakfast! address social problems
a strategy strategic partnerships Strategic partnerships, Strategic collaboration,
that(Pres) talked between government & Dev't agenda, Social Devt Agenda Nation-
about…w/c is private companies/ responsibility building
partnership, organizations
private-Gov't
partnership w/
private groups,
individuals maybe
that's the way
I was involved involved in private Development focus, Strategic collaboration/
with a corporate corporate foundation Community Devt Agenda/ Nation
foundation...whose for an (primary) involvement/ building
advocacy was Education advocacy/ Social Responsiveness/
Education, primary partnering for economic Collaboration for
progress thru Education progress
it seems to be apparently working - Social responsibility/ Investing in Human cap
working, but that's but concerned at only a community involvement devt/ Devt Agenda/
only for what? small contribution Nation building
6000 children at
any one time in
Metro Manila.
the employees Corporate employees Social responsibility/ Investing in Human cap
were contributing participating/ Goal-oriented/ Dev't devt/ Devt Agenda/
from their salaries, contributing from focus Nation building
salary-deducted. salaries
The managers choosing to donate for Community Strategic collaboration/
would say "ok, let children's education & Involvement/ Social Devt Agenda/ Nation
me take care of 2, welfare/ giving to responsibility/ building
3, 4 children, so communities collaboration for
what? progress, investing in
human cap devt
P20K/yr at the Concern at very small Community Investing in Human cap
time. 6000 children (respondent's Involvement/ Social devt/ Devt Agenda/
out of so many in viewpoint) contribution responsibility Nation building
M. Manila.
It’s like a drop in
the bucket.
They want to contributing to nation- Goal-oriented/Strategic/ Investing in Human cap
reverse the building by reversing Community devt/
educational crisis education crisis Involvement Development Agenda/

404
 Nation building
Getting so many increase graduates Purposive, Devt Agenda,
graduating rather Development focus, Education Reform/
than flunking out Nation building
but it's an uphill difficult to achieve this Goal-oriented/ Devt Agenda,
climb. Development focus Education Reform/
Nation building
HE institutions HEIs & gov't have to sit Strategic/ Take Action Strategic Collaboration/
have to sit down down to make hard for Development/ Development Agenda,
really, CHED for decisions/ HEIs and Education partners/ Education Reform/
instance, has to CHED have to work Nation building
really sit down, and things out
make some hard
decisions
CHED and DEPED sort out lack of number Goal-orientation/ Achievement Motive/
-What do we do of years to advance in Development focus Devt Agenda/ Nation
with this extra year nation-building building
that's needed? efforts,
Otherwise, we'll
always be the poor
cousin.
Science & Prioritizing Science & Strategic/ Contextual Devt Agenda/
Technology we Technology Relevance/ Human cap
have to put money Development agenda development
into research -
research &
development,
particularly
Science &
Technology
how to do that? advocating for DOST to Goal-driven/ Purposive/ Devt Agenda/ Human
DOST has very have higher budget Strategic/ Development cap development
little budget, when allocation focus
it should have a big
chunk(of the
budget
Education has to be Prioritizing Education, Nationalism/ Devt Agenda/ Human
the highest in advocating for highest Development focus cap development
percentage of the budget for Education Nation-building
budget
because…it's based Constitutional basis for Nationalism/ Nationalism/
on the Constitution highest budget Development focus Development Agenda
allocation to Education
if it is Defense & consideration can be Nationalism/ being Nationalism
we're a coastal given to Defense Strategic
country…maybe

405
they have to think
also about that
you get to do your Participation & Nationalism/ Nationalism/
share…naturally contribution to national Development focus Development Agenda
because of the development
work that you do

CODING PROCESS: PARTICIPANT 8 (PRESIDENT, COLLEGE OF BENILDE – DLSU,

MANILA)
CATEGORY: EXEMPLARS

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Exemplars
Being in front giving a vision Visionary/ intentional Exemplar
means being able to
give a certain vision
among one's need to communicate Good at Exemplar
people…you need to with people Communicating
communicate with
your people
then to capture & capturing & making Proactive Mover/ Exemplar
make them see the them see the vision Communicator/
vision Inspirational
a greater need for greater need to be a Good Listener Exemplar
being a good listener (Relational
listener, Competence)
A man who is lead by example not Role model, walk-the- Exemplar
leading by just give a vision talk not just give a
example…he's not vision/
just giving a vision
he is also leading by leading by how we Servant leadership Exemplar
which he himself live our daily lives practiced in daily life
lives out his day-to-
day life -
it's a very small but there are small but Servant leadership Exemplar
indicative indicative expressions
expression fo what it of how to be a servant
means to be a leader
leader-
a servant leader- one servant leadership is to Servant leadership, Exemplar
who is really there at be there at the service serving people
the service of the of the people
people

406
IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE
CODES
Achievement Motive
A leader should Positioning/ First in Strategic/ Intentional Purposive/Achievement
position himself in 3 front motive
places: Leadership
should be in front
being able to help for people to Visionary-Catalyst/ Achievement Motive
people understand understand the why of Purposive
why they are doing the what they're doing
what they are doing while doing it
while they are doing
it
established not only commonly established Collaborative/ Strategic collaboration/
by the leader but by goals Achievement motives Achievement motive
the leader-Ship of
the org
that is the role of leadership includes Goal-driver/ Empowerment/
animating, animating, Intentional/ Strategic Achievement Motive/
encouraging, & encouraging & human cap development
supporting everyone supporting team
in their desire goals to be reached
to reach the goals
we do that as a Mission as a body, Mission Focus, Achievement Motive/
body, as a family, as family, community - Collaboration, Investing in human cap
a community collaborating to
working together achieve same goal
towards the same
end
There's so much that strategic planning, Visionary/ change Achievement Motive/
can be done delivery, & agent/ intentional Development agenda
implementation in
Education needed

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
Global perspective
look at the big meetings held La Sallian corporate Macro-perspective/
meetings we've been throughout La Sallian concerns, Inst Global view,
having not only at schools network in Development focus Institutional
the school level but Philippines Development agenda
at the district

407
level for the La
Sallian school
network in the Phils
It's not just the serious conversations Purposive/ Formative Purposive/ Formative
Phils…it's about 'formation' priority/ Collaboration priority/ Strategic
worldwide among LS schools in network/ Global collaboration/ Global
worldwide agenda mindset
that things can Education will change Macro-perspective/ Global perspective/
change, that things Development Focus, Education Reform
will change in the Education Reform Development Agenda,
educational scene Nation building
That they all have a Academic community Social Responsibility macro-perspective/ Dev't
role in bringing has a role in national & collaboration with agenda/ Strategic
about change, transformation & must other sectors collaboration
collaborate
We're the only Disadvantaged as only Global view, Prof competence/ Global
country in the world, country with a 10 year developing human view/ Devt Agenda/
the only country in Basic Education resources Nation-building
the world that has a globally
10 yr Basic Ed
program - that's
ridiculous!

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Championing Values
& Christian morality
We bring in the bringing the faith V-M focus, Institutional Inst. Differentiating,
faith dimension that dimension into identity, differentiation Valuing, Championing
the young people education of young & valuing/ Christian morality.&
are entrusted to us people Moral responsibility values
may be for us in the La Sallian ethos Strategic/ La Sallian Inst. Differentiating,
La Sallian world, involves going ethos, Faith dimension Valuing, Championing
we go beyond a beyond a secular view involved Christian morality &
simply secular view of things values
of things
We also bring a bringing in a spiritual Spirituality/ / Institutional Identity,
spiritual element element so that God is Institutional mission Differentiation &
into our educational part of educational Valuing/ Christian
endeavors endeavors values
God is very much a God is involved in La Spiritual component and Institutional Identity,
part of what we're Sallian education Values in La Sallian Differentiation &
doing Education Valuing/ Christian
values

408
the constant Formation (of Institutional legacy Institutional identity,
challenge is in students) is a constant advocacy/differentiation/ differentiation &
terms of what we challenge student Christian valuing, Christian
call 'formation' formation values
helping students to helping students Spirituality/ Institutional Institutional identity,
understand why understand their God- charism differentiation &
they're there, given life's purpose valuing, Christian
values
helping them to be being in touch with Institutional legacy/ Institutional identity,
in touch with what's La Sallian heritage advocacy differentiation &
our La Sallian valuing, Christian
heritage values
spirituality and that spirituality (in La Ownership of La Sallian Institutional identity,
this now becomes Sallian context) and heritage, Christian differentiation &
their own their ownership of it values, Spirituality valuing, Christian
values
What do we mean Clarifying what Institutional legacy/ Institutional legacy/
by formation formation programs Clarity of formation differentiation &
programs? are programs valuing, Christian
values
to help them to understand for Identifying with Institutional identity,
understand, and themselves (students) Institutional values, valuing, Championing
then bring back to and influence peers Influencing peers Christian values
their peers
that understanding understanding the La V-M focus, Institutional identity,
of what it means to Sallian ethos today understanding/ valuing, Championing
be a La Sallian identifying with La Christian values
today. Sallian ethos
I say that (entrusted parents & God Stewardship/ Championing Christian
to us) in terms of entrusts them to the Responsibility values, empowerment
their parents but school
also in terms of God

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY CONDENSE

CODES
People Empowerment
the leader should among and behind Strategic positioning/ Empowerment/ Investing in
be among his his people Team player/ Support human cap devt
people, a leader
should be behind
his people
so that they will be energizing people to Empower-er Empowerment/ Investing in
energized toward accomplish vision (Energizer)/ human cap devt
accomplishing it Encourager/ Supporter
(the vision)

409
behind them behind them to Motivational Empowerment/ Investing in
because I think we encourage & support human cap development
need to continue to all team members
encourage to toward
support all the established goals
members of our org
towards that goal
that has been
established
you're dealing with Education deals with Formative purpose Clarity of mission-
people, you're people, with human Empowerment
dealing with human beings
beings
their formation, dealing with Holistic view, totality Clarity of mission-
their education, formation, education, of persons Empowerment
their total well- total well-being
being
especially in our La La Sallian context - Viewing people in Empowerment/ Investing in
Sallian context we see persons in their totality, building them human cap devt
always have to see totality up
the person in
his or her totality
in Educ'l in Educ'l Leadership- Intentional/ Relational Empowerment/ Investing in
Leadership, there's need for greater Competence human cap development
a need for greater sensitivity
sensitivity,
to be able to help to help young people/ Capacity Building/ Empowerment/ Investing in
the young people students Empower/ human cap development
that are entrusted to entrusted to the Stewardship (2-Fold) Empowerment/ Investing in
us, ….again, I'm school….using La human cap development
using La Sallian Sallian language
language -
young people are young people are Discipleship (faith Empowerment/ Investing in
entrusted to us. entrusted to the dimension) human cap development
school
I say that in terms parents & God Stewardship/ Championing Christian
of their parents but entrusts them to the Responsibility values, empowerment
also in terms of school
God
for us to help them to help maximize and Developing human Empowerment/ Investing in
become the best optimize their resources/ Social & human cap development
they can be in potentials Moral responsibility/
every respect
here (Phils) there's greater responsibility Social awareness/ Empowerment/ Investing in
a greater to be in contact with responsibility human cap development
responsibility to be entire social

410
in contact with the environment
entire social of students
environment that a
young person is
growing up in
the economic know economic Social awareness Empowerment/ Investing in
environment, the environment & human cap development
financial situation, financial situations
etc.
to help the young access to HEIs/ Social responsibility/ Empowerment/ Investing in
person to be able to college level developing human human cap development
enter into this resources
world
because we are at College is the last Strategic/ Intentional Prof competence/
the last stage of stage of preparation Development Agenda
preparation of before working
young people,
but at the same also have character Integrity/ Character/ Empowerment/ Investing in
time character. The that enables Formative goal/ human cap development
character that will productivity, honesty People builder
enable them to be & integrity
productive,
honest men &
women of integrity
as they enter into as they practice their Contextual Relevance/ Empowerment/ Investing in
their professional profession Professional human cap development
fields … Competence
for higher educ it a priority to be in Contextual Relevance/ Empowerment/
becomes even more touch with the Social awareness Development Agenda
important - to be in environment
touch with the
environment
I'm not talking referring to social Contextual relevance/ Empowerment/ Investing in
about the natural and economic Development focus human cap development
environment only, contexts especially
but also the in the country (Phils)
environment in
terms of the social
context and the
economic context -
& that brings me to
the Philippines
We are in public We are in public public service/ Empower/ Invest in human
service. We are service. - helping helping people cap/ Dev't Agenda/ Nation-
helping our society society to be the best actualize/ Empower & building
it can be

411
to become the best Build human
it can be resources
the young people especially the youth Develop, Actualize Empower/ Invest in human
entrusted to us, entrusted to the youth, Build human cap/ Dev't Agenda/ Nation-
specifically as school to be the best resources building
those we want to they can be
help become.
the best they can be
so that…they will so they can impact & Impact society/ Empower/ Invest in human
make a dent in change society Change Agents/ Build cap/ Dev't Agenda/ Nation-
society, and they human resource building
will change society,
they will contribute contribute to society Develop human Empower/ Invest in human
to it (society) resources, cap/ Dev't Agenda/ Nation-
development focus building
make the country contribute to national develop human Empower/ Invest in human
the best that we are progress & resources, cap/ Dev't Agenda/ Nation-
development & make development focus. building
country the best it Participate in.
can be nation building
We enter into a La Sallian ethos developing human Empowerment/ Inst
more…a 'faith' involves a faith resources/capacity- Differentiating & Valuing
view, that we see view…role as older building, developing
now our role as brothers & sisters to others
being older students, to help in
brothers & sisters their development
to the students, of
helping them grow.
whether it be the regardless of Belongingness, Sense Empowerment/Institutional
poorest student in whatever position of Community, identity, differentiation &
the class or the they have in the developing human valuing
least monetarily school resources
rewarded person on
campus
help our students to aim to help students Institutional Institutional Identity,
respond to that so respond so there is advocacy/ Social & Differentiation & Valuing/
the service being total giving of self to Christian Empowerment
now the total entrusted task of responsibility
giving of one's self education
to this task that has
been entrusted to us
that's why it's exciting to be a La Stewardship/ Institutional Identity,
exciting to be in a Sallian as the school /Spirituality, Differentiation & Valuing/
La Salle school goes beyond bringing Institutional mission Empowerment
because it's not a very human
simply…we don't element

412
simply bring a very
human element
the big picture is in a new sense of hope Development focus/ Development agenda/
terms of among people Social awareness Empowerment
hope…today there
is a new sense of
hope among people

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Institutional
Differentiating,
Identification &
Valuing
The difference in Not products and Difference of Differentiation of
Education is you're not sales services from education
marketing a service, products
you're not trying
to sell a product
you're dealing with Deals with people, Formative purpose Clarity of mission/
people, you're dealing human beings of education Empowerment/
with human beings Institutional
differentiation &
valuing
their formation, their Dealing with Holistic view, Clarity of mission/
education, their total formation in totality of persons Empowerment/
well-being education Institutional
differentiation &
valuing
especially in our La La Sallian context - Viewing people in Empowerment/
Sallian context we see persons in their totality, building Investing in human
always have to see the totality them up cap development/ Inst
person in differentiation
his or her totality
that are entrusted to us, young people are Stewardship (2-fold: Empowerment/
….again, I'm using La entrusted to the from parents & God) Investing in human
Sallian language - young school Discipleship (faith cap development/ Inst
people are entrusted to dimension) Differentiation
us.
We bring in the faith bringing the faith V-M focus, Inst. Differentiating,
dimension that the young dimension into Institutional identity, Valuing,
people are entrusted to us education of young differentiation & Championing
people

413
 valuing/ Christian morality.&
Moral responsibility values
we must make sure our La Sallian grads to Social conscience/ Devt Agenda/
graduates in all La have a social growing social Investing in human
Sallian institutions have a consciousness & responsibility cap development
social consciousness grow in it Nation-building/
Differentiating
may be for us in the La La Sallian ethos Strategic/ La Sallian Inst. Differentiating,
Sallian world, we go involves going ethos, Faith Valuing,
beyond a simply secular beyond a secular dimension involved Championing
view of things view of things Christian morality &
values
We enter into a more…a La Sallian ethos developing human Empowerment/
'faith' view, that we see involves a faith resources/capacity- Institutional
now our role as being view…role as older building, developing Differentiating &
older brothers & sisters brothers & sisters to others Valuing
to the students, of students, to help in
helping them grow. their development
That's why it's important La Sallian ethos La Sallian ethos, Institutional
I a La Sallian context that involves building a Sense of Identification,
we have a sense of sense of community Community, Family differentiating &
community in the school, in the school, valuing
a sense of family a sense of family
that everyone feels that building Belongingness, Empowerment/Institut
he or she belongs, and Belongingness Sense of ional identity,
that they have a role to where everyone is Community, differentiation &
play, regardless of how involved, regardless developing human valuing
simple that role may be of what their role is resources
whether it be the poorest regardless of Belongingness, Empowerment/Institut
student in the class or the whatever position Sense of ional identity,
least monetarily they have in the Community, differentiation &
rewarded person on school developing human valuing
campus resources
in bringing about the Cost to having the Social macro-perspective/
society that we all desire society we want Responsibility, Pay Dev't agenda/
price for national Institutional Identity,
transformation Differentiation &
Valuing
so in the La Sallian La Sallian ethos La Sallian ethos, Institutional Identity,
context we talk about involves faith, Charism Differentiation &
'faith', we talk about service, communion Valuing
service, we talk about
communion,
bringing about a 'faith' Bringing faith into Service-oriented/ Institutional Identity,
view into what we are the academe & all Spirituality in Differentiation &
La Salle is doing as Leadership/ / Valuing

414
doing, into what we are an educational
about institution
it's not simply teaching going beyond Stewardship/ Institutional Identity,
or it's not simply getting academics Institutional mission Differentiation &
a degree Valuing
help our students to aim to help students Institutional Institutional Identity,
respond to that so the respond so there is advocacy/ Social & Differentiation &
service being now the total giving of self to Christian Valuing/
total giving of one's self entrusted task responsibility Empowerment
to this task that has been of education
entrusted to us
that's why it's exciting to exciting to be a La Stewardship/ Institutional Identity,
be in a La Salle school Sallian as the school /Spirituality, Differentiation &
because it's not goes beyond Institutional mission Valuing/
simply…we don't simply bringing a very Empowerment
bring a very human human element
element
We also bring a spiritual bringing in a Spirituality/ Institutional Identity,
element into our spiritual element so Institutional Differentiation &
educational endeavors that God is part of mission Valuing/ Christian
educational values
endeavors
the constant challenge is Formation (of Institutional legacy Institutional identity,
in terms of what we call students) is a advocacy/differentiat differentiation &
'formation' constant challenge ion/ student valuing, Christian
Christian formation values
helping students to helping students Spirituality/ Institutional Identity,
understand why they're understand their Institutional charism Differentiation &
there, God-given life's Valuing/ Christian
purpose values
helping them to be in being in touch with Institutional legacy/ Institutional Identity,
touch with what's our La La Sallian heritage advocacy Differentiation &
Sallian heritage Valuing/ Christian
values
spirituality and that this spirituality (in La Ownership of La Institutional identity,
now becomes their own Sallian context) and Sallian heritage, differentiation &
their ownership of it Christian values, valuing, Christian
Spirituality values
What do we mean by Clarifying what Institutional legacy/ Institutional legacy
formation programs? formation programs Clarity of formation advocacy/differentiati
are programs on/ student Christian
formation
We have to have a lot of make these programs V-M focus, Devt Agenda/
opportunities whether accessible & more purposive, strategic, Investing in human
they just be simple opportunities to Institutional agenda, cap, Institutional
'kapihans' (coffee social responsibility valuing

415
meets) or retreats or even conduct
sending people abroad it in diverse ways
for longer periods of time
to help them to understand for Identifying with Institutional identity,
understand, and then themselves Institutional values, valuing, Championing
bring back to their peers (students) and Influencing peers Christian values
influence peers
that understanding of understanding the La V-M focus, Institutional identity,
what it means to be a La Sallian ethos today understanding/ valuing, Championing
Sallian today. identifying with La Christian values
Sallian ethos
goal of the centenary to goal to give Institutional Investing in human
have at least 20% of all scholarships for at advocacy/ cap/
students under least 20% of all imperatives/ legacy Development Agenda,
scholarship students Institutional valuing
makes La Sallian make La Sallian Social Responsibility Investing in human
education accessible to education accessible cap/Devt Agenda /
those who normally.. Institutional valuing
would not have the
ability to avail of such an
education
not an easy target for a not easy for a school Strategic/ Intentional Investing in human
school like the College of like College of St. cap/Devt Agenda /
St. Benilde because it's a Benilde Institutional valuing
moving target
we increased our increasing Institutional Investing in human
population by 1,250 population also advocacy/ strategic / cap/Devt Agenda /
students. That means the increases number of intentional Institutional valuing
20% of your scholarships to be
number also increases given
Benilde is one of the Benilde has high Community Investing in human
schools that does charge tuition fees but stil Involvement/ Social cap/Devt Agenda /
quite a lot in terms of targets giving responsibility Institutional valuing
tuition, but scholarships for 20%
that's a target of students
We have started what we started a Social Investing in human
call a neighborhood Responsiveness/ cap/Devt Agenda /
'kapitbahayan'(neighborh scholarship program Contextual Institutional valuing
ood) scholar, scholarship Relevance,
program Developing human
resources/
We're surrounded by so College surrounded Social responsibility/ Investing in human
many poor people around by poor communities Develop human cap/Devt Agenda /
us here resource/Empowerm Institutional valuing
ent

416
we're giving them an Giving access to Social responsibility/ Investing in human
opportunity to …study quality education Develop human cap/Devt Agenda /
and we can make that resource/Empowerm Institutional valuing
available ent
so that scholarship has scholarships Social responsibility/ Investing in human
been growing and there increasing & there Develop human cap/Devt Agenda /
are very…touching are touched lives resource/Empowerm Institutional valuing
stories ent
story of how this An example of a Institutional legacy/ Investing in human
scholarship program touched & changed People cap/Devt Agenda /
helped a very poor life builder/Empowerme Institutional valuing
student, finally nt/ Devt
graduating Magna cum focus/Developing
laude human resources/
Social Responsibility
what you need give young people Strategic/ Investing in human
sometimes is to give opportunities to Intentional/ cap/Devt Agenda /
young people the bloom/ develop Change agent/ Institutional valuing
opportunity for them to Dev't agenda/
blossom…. so we're Developing
doing things like that - human resources
little things.

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Professional
Competency
know what is happening, need to have better Social awareness Prof competence
what is the real situation awareness

we have to make sure they make sure they are Competence, Dev't Prof competence/ Devt
have competence, competent focus, Investing in Agenda
human resource
that when they finish our engineers building human Professional
engineering & they go to treated as resources, ensuring competence/ Investing
another country, they're technicians for lack competency, in Human cap
not treated. as technicians of years in Basic development,
Ed Intellectual cap

417
for ex…you have seen a proliferation of Social Prof competence/
proliferation of HEIs HEIs in all districts Responsibility/ Development Agenda/
either at the state or rather Social conscience, Nation-building
city level need for better
quality education

how ready are those will these HEIs Integrity/ Prof competence/
responsible for those give substantial or Intentional/ Development Agenda/
institutions to really give a quality education Nationalism/ Nation-building
substantial education or just making it a Development focus
or are we making commodity
education again a
commodity?

in the guise of a guise for Devt focus, social Prof competence/

democratizing & making accessible awareness, quality Development Agenda/
up education more education education for Nation-building
available competence

What in effect we may be dilution of Development focus/ Prof competence/

doing is diluting education education, giving developing human Development Agenda/
and giving…people people sub- resources - Nation-building
degrees that really standard degrees competence/ social
doesn't say much in terms (diploma mill awareness
of what happens in their education)
own growth &
development.
- that's one thing we
address
The other big issue in the 10 year Basic Human cap Prof competence/
country right now is Education issue, development, Development Agenda/
whether we have a 10 yr need to make up competence Nation-building
basic education and the
argument of the previous
gov't was…let's put that at
the tertiary level & add in
two more years at the
tertiary level
We're the only country in Disadvantaged as Global view, Prof competence/
the world, the only country only country with a developing human Global view/
in the world that has a 10 10 year Basic resources Development Agenda/
yr Basic Ed program - Education globally Nation-building
that's ridiculous!

418
we're really going to look make up for the Developing human Prof competence/
at that & see how they can past loss resources/ Development Agenda/
make up for all the past Development focus/ Nation-building
loss

in terms of helping our better preparation Goal-oriented/ Prof competence/

young people, to really get for young people Intentional/ Development Agenda/
them prepared Strategic, Capacity- Nation-building
building/Developing
human resources

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Strategic
Collaboration
established not only by the commonly Collaborative/ Strategic
leader but by the leader-Ship established goals Achievement motives collaboration/
of the org Achievement motive
That's why it's important I a La Sallian ethos La Sallian ethos, Inst Identification,
La Sallian context that we involves building a Sense of Community, differentiating &
have a sense of community sense of Family collaboration valuing, strategic
in the school, a sense of community in the for same goal collaboration
family school, a
sense of family
that everyone feels that he or building Belongingness, Sense Strategic
she belongs, and that they Belongingness of Community/ Collab/Institutional
have a role to play, where everyone is Collaboration/ human identity,
regardless of how simple involved, cap development differentiation &
that role may be regardless of what valuing
their role i
That they all have a role in Academic Social Responsibility macro-perspective/
bringing about change, community has a & collaboration with Development
role in national other sectors agenda/ Strategic
transformation & collaboration
must collaborate
see in terms of hope, is that hope for real Social Strategic Collab
there is hope now that real change, - Responsibility/Human Nation-building/
change can take place, that Government will cap developmentt/ Education Reform/
Gov't will be responsive, invest in Govt & Education Development
will be investing In Education, collaborate Agenda
Education collaboration
We’ve started what we call a started a Social Strategic collab/
'kapitbahayan' neighborhood Responsiveness/ Development
Contextual Agenda /

419
(neighborhood) scholar, scholarship Relevance, Institutional
scholarship program program Community differentiation &
collaboration/ human valuing
cap devt

IN VIVO CODES INDUCTIVE PATTERN CODES THEORY

CODES CONDENSE
Educational Reform &
Development Agenda
For higher education a priority to be in Contextual Relevance/ Empowerment/
it becomes even touch with the Social awareness Development Agenda
more important - to environment
be in touch with the
environment
I'm not talking about referring to social Contextual relevance/ Empowerment/ Human
the natural and economic Development focus cap development/
environment only, contexts especially Nation building
but also the in the country
environment in (Phils)
terms of the social
context & the
economic context
We are in public We are in public public service/ helping Empower/ Invest in
service. We are service. - helping people actualize/ human cap/
helping our society society to be the Empower & Build human Development Agenda/
to become the best it best it can be resources Nation-building
can be
the young people especially the Develop, Actualize youth, Empower/ Invest in
entrusted to us, youth entrusted to Build human resources human cap/
specifically as those the school to be Development Agenda/
we want to help the best they can be Nation-building
become.
the best they can be
so that…they will so they can impact Impact society/ Change Empower/ Invest in
make a dent in & change society Agents/ Build human human cap/
society, and they will resource Development Agenda/
change society, Nation-building
they will contribute contribute to Develop human resources, Empower/ Invest in
to it (society) society development focus human cap/
Development Agenda/
Nation-building
make the country the contribute to develop human resources, Empower/ Invest in
best that we are national progress & development focus. human cap/
dev't & make Participate in. nation Development Agenda/
building Nation-building

420
 country the best it
can be
In the Phil setting, need to continue Social consciousness/ Development Agenda/
the vast problem of addressing issue of responsibility, Nation-building/
poverty…is poverty Differentiating
something we need
to keep addressing
we must make sure La Sallian grads to Social conscience/ Development Agenda/
our graduates in all have a social growing social Nation-building/
La Sallian consciousness & responsibility Differentiating
institutions have a grow in it
social consciousness
that they recognize recognition of Purposive/ Social Development Agenda/
their ability to ability to respond responsibility & Nation-building
respond in whatever to social problems responsiveness/ Investing
way they can to the & issues in human cap
challenges that development
are present in society
It's about the total serving the total Stewardship/ developing Investing in human cap
person as a member person as a human resources/ / Development Agenda
of this society and member of society
looking out to how & responding w/
we can respond relevance
We have to have a make these V-M focus, purposive, Devt Agenda/ Investing
lot of opportunities programs strategic, Institutional in human cap,
whether they just be accessible & more agenda, social Institutional valuing
simple 'kapihans' opportunities to responsibility
(coffee meets) or conduct
retreats or even it in diverse ways
sending people
abroad for longer
periods of time
the big picture is in a new sense of Development focus/ Development agenda/
terms of hope among people Social awareness Empowerment
hope…today there is
a new sense of hope
among people
that things can Education will Macro-perspective/ Global perspective/
change, that things change Development Focus, Education Reform
will change in the Education Reform Development Agenda,
educational scene Nation building
We're the only Disadvantaged as Global view, developing Prof competence,
country in the world, only country with a human resources Global view,
the only country in 10 year Basic Development agenda,
the world that has a Education globally Education reform
10 year Basic Ed

421
program - that's
ridiculous!
because they only this situation Social responsibility/ Investing in Human
had a 10 year Basic should be changed developing human Cap devt/ Nation-
Ed program resources building/ Educ Reform/
Devt Agenda
see in terms of hope, hope for real Social Strategic Collab Nation-
is that there is hope change, - Responsibility/Human cap building/
now that real change Government will development/ Govt & Education Reform/
can take place, that invest in Education collaborate Development Agenda
Gov't will be Education,
responsive, will be collaboration
investing In
Education
much more public invest must more in Social Human cap developmt
education…much, quality public Responsibility/Developing Nation-building/
much more than it education human resources Education Reform/
has been Development Agenda
that our people are people are our Social Human Cap devt/
our greatest resource greatest resource/ Responsibility/Developing Nation-building/
& we are so talented we are a talented human resources Education Reform/
in this country country Development Agenda
there's so much that more to do in Institutional Human Cap devt/
can be done -w/ the education with advocacy/Political action Nation-building/
proper structures, w/ appropriate support needed Development of Education Reform/
the proper backing - monetary & human resources Development Agenda
financial....in terms otherwise
of the legal
prescriptions
There's so much that strategic planning, Visionary/ change agent/ Achievement Motive/
can be done delivery, & intentional Empowerment/
implementation in Development agenda
Education needed
in order to help our to maximize Capacity Building/ Nation-building/
people to become the people, optimize Empower/ Develop People-empowerment/
best that they can be potential, self- human resource Development agenda,
actualize
that's why I speak of hope to break from Development focus/ Nation-building/
hope, that may be downward trend in developing human People-empowerment/
what I saw ongoing Education resources/ social Development agenda,
in the past years as a awareness
downward trend in
terms of education
can again pick-up our people deserve Development focus, social Nation-building/
and we can really quality education responsibility Developing People-empowerment/
give our people the human resource Development agenda,

422
kind of education
they deserve.
the new programs, Example is a Nation-building/ Education Reform,
the latest program we program on gaming Education Reform, Investing in human
have opened is on design w/c had Investing in human resources/ Development
gaming design & we trouble getting resources Agenda
had trouble getting it CHED approval
approved because
CHED thought it had
to do with casino
gambling
it can open up a lot opening up doors Development focus/ Nation-building/
of doors for young for the youth who Strategic/ human cap Development Agenda/
people who don't don't have to go development/ Institutional Investing in human
even have to leave overseas to thrive valuing resources
the country
They can be here, avoiding 'brain Social awareness/ Development agenda/
work from here, drain', technology responsibility/ Invest in human cap
&now with the is an enabler - must Development focus/ development/
technology, in terms utilize to advantage Develop & retain human Nation building
of communication, resources
it's very possible
our young people are talented & creative Development focus/ Dev't agenda/ Invest in
so talented, they're so human resources empowerment/ human cap human cap
creative development development/
Nation building
that's a way of responding to Social responsibility Devt Dev't agenda/ Invest in
responding to the societal needs Focus human cap devt/ Nation
needs of society building
opening up doors so opportunities for Strategic/competencies/ Dev't agenda/ Invest in
that young people youth/ students to Developing human human cap development
can get involved in enrol in programs resources Nation building
areas .where they’re that hone their
really. talented. talents
In Benilde, we have deaf students can Developing human Development agenda,
150 deaf students, access La Sallian resource, social Education Reform,
95% at least are education, responsibility/ Institutional
scholars - they come scholarships for Community involvement Differentiation &
from very poor very poor students Institutional Valuing
families available differentiation, valuing
you open up the opening up Development agenda, human cap devt/
opportunity for them opportunities to social responsibility, Development Agenda /
to develop access quality investing in human Institutional valuing/
themselves and they education & people resources Nation building
do do step up

423
they become then becoming Development agenda, Investing in human
very productive productive citizens, social responsibility, cap/Development
citizens of society maximizing investing in human Agenda
instead of just being people's talents/ resources
side-lined as has capabilities
happened for many,
many centuries
Now young people opportunity for People-builder, Investing in human cap,
who are deaf or who young deaf Development agenda, development agenda ,
have any kind of disabled people to social responsibility, Education reform.
disability are being maximize investing in human Institutional valuing
given opportunities themselves/ be the resources
to become the best best they can be
they can be

424
FINAL LIST: RESEARCH QUESTIONS:

INITIAL QUESTIONS:

1. How would you define Leadership?

2. How would you define Educational Leadership?
3. How would you define leadership in a higher education institution (HEI)?
4. What makes a great (exemplary) educational leader in the context of Philippine Higher
Education?
5. How would you define effective educational leadership in the Philippine setting?

QUESTIONS FOR FURTHER INQUIRY or CLARIFICATIONS:

1. What other things about Educational Leadership or Leadership in Philippine HEIs would you
like to add to those you already discussed?
2. What challenges are there for Leadership in Philippine Higher Education?
3. Ideas on Rethinking Leadership in Philippine HEI’s
4. Leadership Programs for Faculty (Do you have Leadership programs for Faculty? What are
these if any)
5. Leadership Programs for Students (Any leadership programs for students? Please describe
if any)
6. Leadership in the Context of their own institutions

425
THORNBERG’S INFORMED GROUNDED THEORY (2012): SUMMARY OF PRINCIPLES
AND ARGUMENTS FOR A PRIORI REVIEWS OF LITERATURE

Thornberg (2012) describes the following data sensitizing principles in using literature by
organizing and presenting arguments from the field of qualitative research and philosophy of
science as well as his own arguments. These principles, he asserts, should help the researcher to
avoid biases and prejudices and from making insensitive theoretical interpretations of data:

Theoretical Agnosticism: (Henwood & Pidgeon, 2003, p. 138) means that the researchers should
take a critical stance toward pre-existing theories and research findings throughout the research
project (Charmaz, 2006). Hence, working cumulative, i.e. relating to or building on earlier work,
should not be confused with being uncritical and taking pre-existing theories for granted. The
critical dimension is essential in cumulativeness: distinguish between what is usable and what
should be refuted (Goldkuhl & Cronholm, 2010). The trick in theoretical agnosticism is to treat all
extant theories and concepts that one already knows or might encounter during the pre-study or on-
going literature review as provisional, disputable and modifiable conceptual proposals One must
continually take a critical stance toward extant theories.

The literature review should therefore be seen as an open, critical and pluralistic conversation
between the researcher, the literature, the data and the emerging body of concepts and ideas (p.
250).

Theoretical Pluralism: a strategy recommended by Kelle (2005) to avoid the forcing extant
concepts to data and neglecting other extant concepts that may even be better suited – is the use of
different even competing theoretical perspectives. Theoretical pluralism provides the researcher
with flexible choices among different extant concepts and ideas. “Entertaining different
explanations is a way of keeping an open mind” (Dey, 1993, p.229). Researchers remain open to all
kinds of observations and aspects, not confining or blinding his or her view as they maintain
different theoretical perspectives on which to base explanations for empirical findings. Thornberg
associated this with what Thayer-Bacon (1996, 2003) calls as “qualified relativism”, rooted in
pragmatism. This perspective assumes that all inquiries are influenced by philosophical
assumptions that are socio-culturally bound and stresses that the construction of knowledge is
social, interactive, ongoing, flexible and tentative. Pluralism offers the means for adjusting for each
theoretical position’s limitations, and for correcting, improving, or revising its standards and
arguments.

According to Thornberg (2012), Thayer Bacon uses the metaphor of the well-known poem of the
six blind men exploring an elephant from different positions, thus describes it in different ways. The
qualified relativist claims that reality as we know it is contextual and relative, and that we cannot
know objectively, thus must remain open to correction, reconstruction of knowledge and accept
fallibility.

Theoretical pluralism during analysis is a way of initiating a critical, creative, and sensitive
conversation between different and even conflicting theoretical perspectives to explore and interpret
data and at the same time avoiding forcing what Glaser calls a “pet code” on to data. It must be

426
noted though that the use of extant theories and concepts are not determined by their
epistemological roots or underlying philosophical assumptions per se, but by their usefulness in the
actual study – i.e. by the way they fit and work with the data, codes, and concepts and emerging
theory that the researcher has generated or is going to generate with GT methods. The question is if
these extant theories are used according to how they fit into or suit the present study and not
according to their epistemological origins, then is that not essentially ‘forcing fit’ as well.

Theoretical pluralism should be noted as recommended for those who already possess a great
amount of theoretical knowledge in the substantive field and in other associated or relevant fields as
well.

Theoretical sampling of literature: In contrast to Glaser who says that reviews be held till the core
concept and GT emerge, Thornberg argues that a substantive field is in fact identified even if it is
fuzzy or unfocused at the beginning. This starting point can be related to what ethnographers call
‘foreshadowed problems”, which are open for further elaboration, clarification and reformulation
during fieldwork and analysis. Thus, instead of delaying the literature review the researcher should
investigate the prior knowledge in the substantive field to enhance theoretical sensitivity as well as
potential of the study to relate and contribute to this pre-existing knowledge.

To counter Glaser’s assertion that an initial literature can just be a waste of time, Thornberg asserts
that researchers can simply apply the logic of theoretical sampling in relation to ongoing literature
search during the study (and after initial broad review before the study). Glaser and Strauss (1967)
defined theoretical sampling as “the process of data collection for generating theory whereby the
analyst jointly collects, codes, and analyses his data, and then decides what data to collect next and
where to find them in order to develop his theory as it emerges” (p.45). By applying this principle,
the researcher searches and reads the literature guided by codes, concepts, questions, and ideas that
he or she develops during data collection and analysis. Coding and questions send the researcher back
to the field, to some of the literature, to his tentative codes and concepts with new lenses and
questions, so on.

Ongoing literature review based on theoretical sampling can help the researcher be more sensitive to
data, elaborate his or her constructed themes, concepts and ideas and to offer new insights into
questions and issues. Instead of ignoring the literature, the researcher uses it for comparison with
‘emerging’ codes and concepts (Morse, 2001). Since there are various types of literature, it is possible
that there is literature with a more empirical description content that is more helpful in the earlier
stages of the research and literature with a. more abstract and conceptualized content more useful in
later stages. Theoretical saturation, a GT concept defined by Charmaz (2006) as “the point when
gathering fresh data no longer sparks new theoretical insights, nor reveals new properties of your core
theoretical categories” is useful so one knows when to stop theoretical sampling of literature. Thus,
sampling can go on until the researcher sees that categories are saturated and the emerged GT is
complete and without ‘holes’ or hypothetical links that are not grounded (Thornberg & Charmaz,
2013).

427
Staying Grounded Thornberg emphasizes that the main focus is on the data and not on literature –
stating “empirical figure, literature background”- so that every code, concept or theoretical idea he or
she constructs must be grounded in data by GT methods. To do good GT, he cites Hallberg (2010),
who says “One way to stay open, and do good GT studies is to maintain theoretical sensitivity through
constant comparisons…and continuous memo-writing” (p.1). He further explains the interplay
between prior knowledge and data while analyzing and constantly comparing by citing Strauss &
Corbin’s (1998) advice: (a) think comparatively, (b) obtain multiple viewpoints of an event, (c) gather
data on the same event, or phenomenon in different ways, (d) occasionally check out assumptions
and hypotheses against incoming data, (e) periodically step back and ask, “what is going on there?”
and “Does what I think I see fit the reality of the data?”, and (f) maintain an attitude of skepticism
and regard all categories, hypotheses, and theoretical explanations that I construct or use as
provisional (pp. 43-46). Extant theoretical concepts and ideas from literature in the substantive field
have to earn their way into a GT in the same way as Glaser (1978, 1998, 2005) argues that theoretical
codes must earn their way, i.e. by coding, constant comparison, theoretical sampling, memo writing,
and memo sorting. They have to make sense to and fit with data and substantive codes and concepts
(p.253).

Theoretical playfulness: In qualitative research, critical thinking has to be combined with creative
thinking to generate new possibilities and creative connection-making (Patton, 2002), which is
essential in abductive reasoning (e.g. Anderson, 1987). Associative and creative ways of thinking
allow the researcher to move beyond a descriptive cataloguing of data to theorizing imaginatively.
Imaginative free- playing thinking helps the researcher to treat it as an indicator of something else,
and to imagine what that something else might be (Locke, 2007).

Creativity is also a vital component of the grounded theory method. Its

procedures force the researcher to break through assumptions and to create new order
out of the old. Creativity manifests itself in the ability of the researcher to aptly name
categories; and also to let the mind wander and make the free associations that are
necessary for generating stimulating questions and for coming up with a
comparisons that lead to discovery (Strauss & Corbin, 1990, p. 27).

Charmaz (2006) had argued that constructing theory is not a mechanical process and involves what
she calls theoretical playfulness: “Whimsy and wonder can lead you to see the novel in the mundane.
Openness to the unexpected expands your view of studied life and subsequently of theoretical
possibilities” (p.136). Thornberg suggested to expand this notion of Charmaz by also inviting extant
theories and concepts in this playfulness. A way of enhancing the ability of playing with and
creatively using theories is to “read for ideas” (Glaser, 1978). By abductive reasoning, theoretical
playfulness and staying grounded, the researcher will go beyond the “box” of extant theories.
Consequently, the informed GT constructed by the researcher might extend and elaborate as well as
challenge and revise pre-existing concepts and theories (p. 254).

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Memoing Extant Knowledge Associations:

Glaser (2004) defines memos as “theoretical notes about the data and the conceptual connections
between categories” (p.61). They are a documentation of the researcher’s thought process and
theorizing from data. Charmaz (2006) explained that this is a sort of self-conversation in which new
ideas and insights arise during the act of writing. Thornberg, agrees with Glaser (2004) that
researchers in their memoing should “develop ideas and categories with complete freedom into a
memo fund” (p.63). A pre-conceived approach will not conflict with the freedom of memoing that
Glaser (2004) was concerned about because extant concepts and theories will not be forced into
building categories but remain flexible, modifiable, and sensitive ideas, creative associations, and
heuristic tools. By writing memos, and how one associates with the data, substantive codes and
memos, the researcher facilitates the use of them in the processes of constant comparison, coding,
theoretical sampling, and construction of GT.

Constant Reflexivity

According to Thornberg, reflexivity is highly important for many later grounded theorists (e.g.,
Charmaz, 2006, 2008; Dey 2007; Dunne, 2011; McGhee et al., 2007; Mills et al., 2006a; Mruck &
Mey, 2007). “What is needed is for the researcher to recognize her or his own assumptions and
beliefs, make them explicit, and use GT techniques to work beyond them throughout the analysis”
(Schreiber, 2001, p. 60). By acknowledging prior knowledge, and theoretical understanding, the
researcher also acknowledges the need for constant reflexivity instead of denying any prior
knowledge, perspectives and privileges, and pretending to be without pre-conceptions and
theoretical influences. Thornberg asserts that researchers constantly need to reflect on underlying
assumptions and the analytical lenses through which he or she gazes at the data (Mills, et. al.,
2006a).

He adds that personal writing, either as memoing or as a separate personal journal or research diary,
could be used as a “self-monitoring tool” (c.f. Mruck & Mey, 2007) in which the researcher reflects
on and becomes aware of how his or her concepts are constructed and monitors how the literature,
previous research, and theoretical constructions are used. Memoing is a significant tool for
reflexivity (Dunne, 2011). Constant reflexivity, together with reflective memoing help the
researcher to explicitly compare and contrast multiple theories and extant concepts with each other
and with data, and substantive concepts to uphold a theoretical agnosticism, to stay grounded, and
to document all these ongoing processes for further analysis and conceptualization, especially when
comparing memos with memos, and writing memos about memos (p.255).

429
CONCEPTUAL REFINEMENT: SUMMARY – STABILIZED CONCEPTS

PERSONHOOD
A. Endogenous
1. Achievement Motive :
a. Content: Vision-Mission focused, purposive, goal-centric achiever, problem solver,
vision- mission ownership/ commitment, visionary, visionary guide, responsiveness,
intentional, purpose-driven, ambitious, action-taker, missional, quality-conscious,
attaining results and outcomes, strategist, external validation, meeting expectations,
meeting industry demands, achieve goals, benchmarking

b. Location: Internal (motivation)

c. Context: developing nation (Philippines)
d. Purpose: emancipatory/ reach goals and objectives
e. Origin: pragmatism (historical-cultural roots)
f. Language: noun (descriptive) as trait

2. Global Perspective:
a. Content: mentions global competitiveness, globalization, comparison with other
countries in terms of education and economy, has a macro-perspective, looking beyond
what is immediate and beyond the local/ institutional context, involves looking across
disciplines and industries (beyond education), implies competitiveness with other
institutions local and overseas, planning and delivery of programs/ courses that has
global accreditation, seeking partnerships / collaboration with international partners
including those in education and in industry

b. Location: Internal (awareness/mindset/intent)

c. Context: Globalization
d. Purpose: Global competitiveness
e. Origin: Technological advancements
f. Language: Noun (descriptive)/ from Literature

B. Exogenous
3. Exemplars :
a. Content: heroic, courageous, fearless, respectful, hopeful, optimistic, positive,
compassionate, loving attitude, positive self-esteem, doer, integrity, strength of
character, patriotic, concern for others

b. Location: Internal value with external action

c. Context: HEIs in developing nation
d. Purpose: Personal effectiveness, impact on others, satisfy needs
e. Origin: Personal, institutional ideals
f. Language: noun (descriptive) as traits, attributes, and qualities

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4. Professional Competencies :
a. Content: Good/ Effective communicator, effectivity, mindfulness, cognitive
competence, professionalism, professional skills, know-how, problem-solver,
intentional, self-aware, professional competence

b. Location: external, physical with evidence

c. Context: leading HEIs in developing nation
d. Purpose: to be employed, do well in a job, sustain employability, compete in
marketplace
e. Origin: HEI or industry requirement
f. Language: noun (descriptive) as traits, attributes, and qualities

5. Championing Values and Christian Morality :

a. Content: values crusader, moral evangelist, moral compass, upholding morality and
values, resisting/ fighting corruption, prioritizing values, strong sense of morality &
values, prioritizing/ upholding values education, recognition of service

b. Location: internal value with external actions/ indicators

c. Context: HEIs in developing nation
d. Purpose: achieve org’l vision-mission, educational goals, embody and practical
application of institutional beliefs, policies, ideals
e. Origin: historical-cultural, environmental
f. Language: noun (descriptive) as traits, attributes, and qualities

6. Educational Reform and Development Agenda :

a. Content: current contextual relevance, call for social responsibility and action,
patriotism, transformative agenda, education for national development, programs for
better educational access, inclusion of marginalized communities, implementation of
educational innovations, recognition of service for education, involvement in national
affairs, community involvement to address social needs

b. Location: external, physical

c. Context: HEIs in developing nation
d. Purpose: economic, national progress and development, obtain national goals
e. Origin: economic, environmental, institutional goals
f. Language: noun (descriptive) as traits, attributes, and qualities

7. Institutional Differentiation :
a. Content: institutional positioning, differentiating from other institutions based on
program/ course offerings/ extra-curricular programs, upholding of institutional values,

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 differentiating on institutional role, differentiating based on charism, differentiation
based on institutional partnerships & community-programs

b. Location: Internal value with external actions/ evidences

c. Context: HEIs in developing nations
d. Purpose: value proposition to stakeholders, achieve institutional goals, vision-mission
e. Origin: economic, organizational aims/ objectives, V-M
f. Language: noun (descriptive) as traits, attributes, and qualities

8. Institutional Identification and Valuing :

a. Content: Catholic identity, identifying with the academic institution, clear identity and
mission alignment, agreement with institutional goals and objectives, identifying
graduate’s role in society, student & faculty embracing institutional vision-mission,
pride in institutional achievements, pride in and valuing of institutional legacy, life-long
institutional commitment, valuing institutional leadership, valuing institutional
programs & partnerships, valuing uniqueness of educational programs and innovations,
valuing institutional ‘calling’/ vision-mission

b. Location: internal/ sentiment, sense of belonging, affinity, affiliation

c. Context: HEIs in developing nation
d. Purpose: satisfaction of need to belong, social acceptance
e. Origin: cultural-psychological
f. Language: noun (descriptive) as traits, attributes, and qualities

9. People Empowerment :
a. Content: collaborative, people-person, service-oriented, community-oriented/ involved,
capacity builder, inspirational, valuing people, equipper, investing in human resources

b. Location: External, towards others

c. Context: HEIs in developing nation
d. Purpose: build human resources, invest in people, development agenda, achieve
institutional mission-vision
e. Origin: cultural, economic
f. Language: verb/ action, from literature

10. Strategic Collaboration :

a. Content: social adeptness, relational competence, strategic relations, strategic
alliances, collaborative partnerships, mutually beneficial partnerships, strong
relationships, establish linkages, good links with industries

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

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