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All Journal Inclusive Society and Sustainability Studies (ISSUES) Education Policy and Development (EPD) Advanced Qualitative Research (AQR)
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.
Development of a Quality Manual for the City College of Calamba: A Framework for Institutional Integrity Mary Rose F. Montano; Ronald A. Gonzales; Regina G. Almonte; Simplicio P. Alba; Maricris G. Unico; Maryann H. Lanuza; Anna Rhea C. Opeña; Armando A. Salenga Jr.; Francis Eduard T. Mlaitig; Jayzee P. Rafanan
Education Policy and Development Vol. 4 No. 2 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i2.4219

Abstract

Many higher education institutions face significant challenges in establishing coherent quality assurance (QA) systems due to fragmented policies, inconsistent documentation, and limited coordination between academic and administrative units. This study addresses these issues by developing a contextualized Quality Assurance Framework and Quality Manual for the City College of Calamba (CCC) to strengthen systematic quality management and institutional integrity. Using a qualitative case study approach, the research examined current QA practices and institutional requirements in instruction, research, extension, and support services. Through purposive sampling, the study selected 22 respondents, including administrators, faculty, and staff involved in QA. The study used key informant interviews, open-ended surveys, and document analysis, and applied thematic analysis to identify core themes. To ensure credibility and reliability, the study conducted expert validation and member checking. Findings show that although basic QA mechanisms exist, the lack of a formal quality manual has led to inconsistent implementation, weak documentation systems, fragmented coordination among units, and insufficient data-driven monitoring of institutional performance. Stakeholders emphasized an urgent need for a unified framework, standardized procedures, clear role definitions, and ongoing capacity-building to foster a culture of quality within the institution. To address this, the study suggests a combined QA Framework that uses the Plan–Do–Check–Act (PDCA) cycle and Total Quality Management. The newly developed Quality Manual aligns with CHED policies, ALCUCOA accreditation standards, and ISO 9001:2015 principles, offering standardized policies and procedures. This model offers pragmatic, policy-oriented guidance for higher education institutions aiming to institutionalize continuous improvement and accountability.
Exploring How RIZAL Graduate Attributes Shape Future-Ready Graduates in a Philippine Local College Mary Rose Montano; Simplicio P. Alba; Ronald A. Gonzales; Gerby R. Muya; Anna Rhea C. Opeña
Advanced Qualitative Research Vol. 4 No. 2 (2026): Advanced Qualitative Research
Publisher : RSF Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/aqr.v4i2.4193

Abstract

In an era of rapid technological and organizational change, higher education institutions are expected to produce graduates who are not only professionally competent but also ethically grounded and adaptable. Empirical evidence remains limited on how institution-specific, values-based graduate attributes translate into leadership effectiveness and career outcomes, particularly in local colleges in developing contexts. Addressing this gap, this study examines the impact of the RIZAL graduate attributes, Resilient, Integrity-Driven, Zealous, Adaptable, and Lifelong Learner, on alumni serving in managerial roles at the City College of Calamba. A qualitative case study design was employed, using open-ended survey responses from 24 alumni in middle management positions. Data were analyzed through thematic analysis following Braun and Clarke (2006) to identify patterns in the professional application of these attributes. The results show that resilience, integrity, and adaptability are the most important traits for managers to have. These qualities help leaders address problems, keep their morals high, and adapt to changes in the organization. Zeal and lifelong learning sustain motivation and continuous professional development, though participants reported challenges such as burnout, value conflicts, and time constraints. Theoretically, the study contributes to the literature on graduate attributes by providing empirical support for values-based frameworks as predictors of leadership capability and career sustainability. Practically, it offers evidence-based recommendations for curriculum enhancement, emphasizing experiential learning, ethical leadership formation, industry engagement, and structured leadership development programs. Overall, the findings demonstrate strong alignment between the RIZAL attributes and contemporary industry demands, underscoring the role of values-driven education in preparing future-ready professionals.
Co-Authors Anna Rhea C. Opeña Armando A. Salenga Jr. Francis Eduard T. Malitig Francis Eduard T. Mlaitig Gerby R. Muya Jayzee P. Rafanan Maricris G. Unico Mary Rose F. Montano Mary Rose Montano Maryann H. Lanuza Regina G. Almonte Renante A. Artificio Richie V. Mendoza Ronald A. Gonzales Roseller H. Rizal