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All Journal Humanities, Society, and Community (HSC) Education Policy and Development (EPD)
Anna Rhea C. Opeña
City College of Calamba
Humanities Education 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.
Ethical and Effective Policy Development for Implementing Random Drug Testing Within Higher Education Institutional Frameworks Mary Rose F. Montano; Ronald A. Gonzales; Regina G. Almonte; Elvinard R. Reyes; Nilo O. Armario Jr.; Anna Rhea C. Opeña; Eldie R. Bermudo Jr.
Humanities, Society, and Community Vol. 3 No. 2 (2026): Humanities, Society, and Community
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/hsc.v3i2.4109

Abstract

Drug use among youth remains a pressing concern throughout the Philippines, carrying significant implications for student welfare and campus safety. Consequently, the City College of Calamba (CCC) is considering implementing random drug testing to comply with Republic Act No. 9165, the Comprehensive Dangerous Drugs Act of 2002. However, the ethical and practical challenges of such programs necessitate careful development to balance safety with respect for privacy, dignity, and trust. This study was designed to investigate stakeholder perceptions, concerns, and recommendations regarding the ethical implementation of random drug testing. A qualitative case study design was employed, using open-ended surveys distributed to 42 CCC stakeholders, including students, faculty, and staff, purposively selected for their roles and institutional involvement. Thematic analysis successfully identified several key patterns, with themes validated through reliability checks. Stakeholders recognized potential benefits, such as enhanced safety and deterrence, yet prominent concerns regarding privacy, confidentiality, emotional impact, and fairness emerged. Participants stressed the importance of ethical safeguards, transparency, and a rehabilitative rather than punitive approach. The proposed policy framework prioritizes informed consent, impartial selection, strict confidentiality, and support services. By focusing on information-rich participants, this study contributes to a vital stakeholder-informed policy framework for higher education. It addresses gaps in ethical implementation and aligns with national laws, offering practical insights for institutions seeking to balance safety with student rights. Ultimately, this research fosters trust and cooperation within the academic community, ensuring institutional values and legal mandates are carefully integrated to promote a secure, supportive, and drug-free environment.
Co-Authors Armando A. Salenga Jr. Eldie R. Bermudo Jr. Elvinard R. Reyes Francis Eduard T. Malitig Mary Rose F. Montano Nilo O. Armario Jr. Regina G. Almonte Richie V. Mendoza Ronald A. Gonzales Simplicio P. Alba