Towards a framework of research management in higher education institutions in the Philippines
This study explored the different dimensions of research management in higher education institutions in the Philippines that have been culled out from the technical and personal experiences of the research managers and practitioners in higher education. Guided by the precepts of Case Study by Yin (1...
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| Format: | text |
| Language: | English |
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Animo Repository
2009
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_doctoral/1258 https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/2259/viewcontent/CDTG004601_P.pdf |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This study explored the different dimensions of research management in higher education institutions in the Philippines that have been culled out from the technical and personal experiences of the research managers and practitioners in higher education. Guided by the precepts of Case Study by Yin (1997), data were collected from the different stakeholders of research in higher education institution, and were analyzed using the methodology of Miles and Huberman (1984) in combination with the data analysis by Yin (1994) which was “Relying on Theoretical Propositions” as the general analytic method and the consideration of within-case and cross-case analyses. After data reduction and display, conclusions were made as there exists emergent core categories of research management. These are planning, organizing, commanding, coordinating and controlling. Each core category bears the dimension of research management in higher education institution. The dimension of planning are setting research priorities, knowledge of the demands of the market, consideration of needs and issues to be addressed in higher education institution, thorough review of the past experiences of the stakeholders of research institutions. The dimension of organizing are setting the structure as dictated by the institution, formulation of institutionalized policies and guidelines, mentoring process, accountability and responsibility. The dimension of commanding in research includes motivating stakeholders, mentoring, capacity building, skills development, educating and learning. The dimension of coordinating includes collaboration, partnership, shared tasks, shared resources, networking, support system, instituting teams and support system. The dimension of controlling in research includes setting standards for monitoring, monitoring and evaluating performances. |
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