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All Journal Inclusive Society and Sustainability Studies (ISSUES) Education Policy and Development (EPD)
Simplicio P. Alba
City College of Calamba
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Accreditation Readiness and Institutional Quality: An Assessment of Stakeholder Experiences Mary Rose F. Montano; Ronald A. Gonzales; Simplicio P. Alba; Richie V. Mendoza; Anna Rhea C. Opeña; Armando A. Salenga Jr.; Francis Eduard T. Malitig
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.3952

Abstract

Accreditation is a vital mechanism for ensuring quality assurance, institutional credibility, and continuous improvement in higher education. This study examined accreditation readiness, stakeholder satisfaction, and perceived challenges at a Philippine higher education institution following the accreditation visit by the City College of Calamba (CCC) during the second semester of Academic Year 2024–2025. Using a convergent parallel mixed-methods design, quantitative data were collected from 525 administrators, faculty members, non-teaching personnel, and students, complemented by qualitative thematic analysis of open-ended responses. Results indicated a high level of accreditation readiness (M = 4.23, Excellent) and stakeholder satisfaction (M = 4.30, Very Satisfied), with administrators reporting the most favorable perceptions. Challenges were rated as considerable (M = 3.64), primarily related to administrative support, time constraints, and resource limitations. No significant differences were found across stakeholder groups, suggesting a shared institutional experience. A strong positive relationship was found between accreditation readiness and stakeholder satisfaction (r = .894, p < .001), while the relationship between readiness and perceived challenges was negligible (r = .133, p < .001). Thematic analysis yielded four major themes: institutional proactivity, operational barriers, integrated support systems, and empowered teamwork, which reinforced the quantitative findings. The results highlight that preparedness enhances stakeholder satisfaction but does not fully mitigate operational challenges. The study contributes a stakeholder-centered perspective to Philippine accreditation literature and proposes an action plan to strengthen accreditation readiness through inclusive, coordinated, and sustainable quality assurance practices.
Global Citizenship Education in Action: Students’ Reflections and Their Impact on a Local College’s Core Values Ronald A. Gonzales; Roseller H. Rizal; Gerby R. Muya; Simplicio P. Alba; Mary Rose F. Montano; Renante A. Artificio
Inclusive Society and Sustainability Studies Vol. 6 No. 1 (2026): August Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/issues.v6i1.4307

Abstract

Despite the growing integration of global citizenship education (GCED) in higher education institutions globally and locally, limited empirical evidence exists on how such programs tangibly influence students' values and perspectives—particularly from the students' standpoint. Thus, this study examines how the reflections of the City College of Calamba's students who have completed the GCED course align with the core values of social responsibility, national service, moral uprightness, and commitment to lifelong learning. Specifically, it aims to examine how student reflections vary across demographic groups, investigate the correlation between students’ reflections on the GCED course and their perceptions of the course content and delivery, and identify which aspects of the GCED course students find most influential in shaping their values and outlook as future global professionals. Using a descriptive-correlational research design, the researchers purposively selected 308 City College of Calamba (CCC) students who had completed the Global Citizenship Education (GCED) course during the first semester of AY 2024-2025. Data drawn were analyzed using mean, standard deviation, the Kruskal-Wallis test, and Spearman’s rho. Results revealed that students have generally developed strong reflections on Global Citizenship Education (GCED), particularly in social responsibility (r = .770), national service (r = .754), moral uprightness (r = .776), and commitment to lifelong learning (r = .741). However, significant differences in reflections emerged by academic program and by the semester or year in which the course was taken, suggesting that pedagogical strategies, course delivery formats, and contextual influences affect how students internalize GCED values. The study proposed an action plan that includes capacity building for faculty in reflective and contextualized pedagogies and embedding GCED themes.
Co-Authors Anna Rhea C. Opeña Armando A. Salenga Jr. Francis Eduard T. Malitig Gerby R. Muya Mary Rose F. Montano Renante A. Artificio Richie V. Mendoza Ronald A. Gonzales Roseller H. Rizal