Benefits and Challenges of University
Autonomy:
The Centro Escolar University
Experience
Maria Flordeliza L. Anastacio, Ph.D.
Dean, School of Accountancy and Management
National President, Philippine Society for Educational Research and Evaluation
Immediate Past President, Philippine Council of Deans and Educators in Business
Introduction
“The
contemporary university, like the
communities in which it is embedded,
is in the midst of massive change. Such
change is propelled forward by two
central trends.
These are the
acceleration in the pace of change itself,
and the globalization of the economy
and of technology.”
-UNESCO World Conference 1998
The UNESCO conference
emphasized that:
•Academic freedom and University
Autonomy are not privileges
•University Autonomy and Academic
Freedom are basic and inalienable
conditions.
•Autonomy affirms the university
as an institution of scholarship
and learning
•Autonomy enables the university
to freely assume and optimally
fulfill its responsibilities to
society.
How does one define Autonomy?
•Freedom and authority in academic matters.
• The right to decide what to teach, how to
teach, and whom to teach.
•The privilege to enjoy framing its courses of
studies, designing its assessment methods
and its principles and policies of admission.
•A basic feature of higher education.
Response of HEIs in the Philippines
1. The Commission on Higher Education issued CHED
Memorandum Order No. 32 in 2001 promulgating the
guidelines to implement the grant of autonomy and
deregulated status to selected private higher education
institutions (PHEIs) in the Philippines.
2. CHED recognized the enormous contribution of PHEIs
in the growth and prominence of tertiary education in
the country and in the Asia-Pacific through the HEI’s
commitment to promote quality education, research
and extension work.
3. CHED issued the general criteria for selection and
identification of PHEIs to be granted autonomy:
• Established as Centers of Excellence or Centers
of Development.
• Level III Accreditation
• Outstanding overall performance of graduates
in the licensure examination, and
• Long tradition of integrity and untarnished
reputation.
Rationale of the Study
The Centro Escolar University is one of the first
Universities in the Philippines to be included in the
roster of Philippine Universities given
Autonomous Status by the Commission in Higher
Education in 2001.
After eight (8) years from the time the University
Autonomous status was granted, the researcher
deem it timely to assess how the members of the
management council, faculty and staff perceive the
changes made in the University.
Significance of the Study
1. Findings will be beneficial to management
and the academic community to be able to:
•
Review the extent of realization of benefits granted
by the CHED,
•
Maximize the benefits if these were not realized or
implemented,
•
Serve as an eye opener to those who are not keenly
aware of the benefits of autonomous status,
•
Serve as input for university planning and
research.
2. The researcher-made instrument
will serve as basis for the
evaluation of the degree of
realization of the benefits of
autonomous status of other
universities and colleges.
3. Promote
the
researcher’s
professional
growth
as
an
educational leader in her University
and in her leadership capacity as
prime mover of quality education in
several professional organizations
like PSERE and PCDEB
Methods and Procedures
•The descriptive method was used.
•A researcher-made questionnaire was
the major data gathering instrument.
•Documentary analysis was used to
synthesize and summarize the salient
points.
•There were 100 questionnaires
distributed, however,
only 95 were retrieved.
•The respondents were composed of
vice presidents, deans, assistant deans,
department heads, program heads,
division heads, assistants to the dean,
faculty members, and non-teaching
personnel of the University.
•The data gathered were statistically
treated by the Evaluation and Data
Processing Department of Centro
Escolar
University
using
the
frequency, percentage, mean and
standard deviation as primary
statistical tools.
Findings,
Conclusions
and Recommendations
Table 1
Profile of the Respondents as to Positions Held
Positions Held
Assistant Vice President
Dean
Assistant Dean/Associate Dean
Department Head
Program Head
Division Head
Assistant to the Dean
Faculty
Non-teaching Staff
Total
f
3
7
4
18
2
4
4
24
29
95
%
3.2
7.4
4.2
18.9
2.1
4.2
4.2
25.3
30.5
100
Table 2
Profile of the Respondents as to Years of Service to the
University
Years of Service
10 years and below
11-15 years
16-20 years
21-25 years
26-30 years
31-35 years
36-40 years
41 years and above
Total
f
8
24
29
9
8
12
4
1
95
%
8.4
25.3
30.5
9.5
8.4
12.6
4.2
1.1
100
Table 3
Profile of the Respondents as to Highest Educational Attainment
Highest Educational Attainment
f
%
Doctoral Degree
34
35.79
Master’s Degree
38
40
Bachelor’s Degree
23
24.21
Total
95
100
Table 4
Profile of the Respondents as to Age
Age
f
%
30 years old and below
1
1.1
31-40
31
32.7
41-45
22
23.2
46-50
10
10.5
51-55
13
13.7
56-60
14
14.7
61 and above
4
4.2
Total
95
100
Table 5
Degree of Realization of Benefits Granted by CHED as
Perceived by the Respondents
Benefits granted by CHED to University
enjoying autonomous status
sd
X
Verbal
Interpretation
1. Exemption from the issuance of special
order
2.82
.41
To a High
Extent
2. Free from monitoring and evaluation
activities of the CHED
2.65
.50
To a High
Extent
3. Entitlement of grant of subsidies and other
financial incentives/assistance from the
CHED, whenever funds are available.
2.42
.65
Moderate
Extent
4. Privilege to determine and
prescribe curricular programs to
achieve global competence.
2.83
.39
To a High Extent
5. Privilege to offer new
courses/programs in the
undergraduate/graduate level
without securing permit/authority
from the CHED
2.90
.29
To a High extent
6. Privilege to establish branch/es or 2.82
satellite campuses without the prior
approval of the CHED
.40
To a High Extent
7.Privilege to offer extension
2.72
classes and distance education
courses/programs to expand access
to higher education and to
establish affiliation with
recognized foreign higher
education institutions in pursuit of
international standards of
education.
.47
To a High Extent
8. Authority to grant honoris causa 2.57
to deserving individuals
.62
To a High extent
Overall
.30
To a High Extent
2.72
Table 6
The degree of realization of other benefits of university
autonomy as to Philosophy and Objectives as perceived
by the respondents
As to Philosophy and Objectives, University
Autonomy:
1. Resulted to clarity of vision of the
University

sd
2.89
.31
Verbal
Interpretati
on
To a High
Extent
2. Developed and sustained a long-term view
on Social development and social
responsibility
2.77
.44
To a High
Extent
3. Helped in the realization of the objectives
of the University and Schools/Colleges
2.91
.28
To a High
Extent
4. Accelerated the pace of change in the
University
2.78
.44
To a High
Extent
5. Proved to be an education concept that
brought about modernity and relevance
without compromising values and traditions
2.77
.46
To a High
Extent
6. Led the university to achieve a corporate image
that is emulated by universities in the country
2.75
.45
To a High
Extent
7. Advanced the quality of teaching and research
in the university
2.72
.47
To a High
extent
8. Autonomy placed a considerable emphasis on
the role of the university to anticipate change
2.77
.46
To a High
Extent
9. Autonomy has given greater academic freedom
to the CEU community
2.81
.41
To a High
Extent
10. Autonomy made the university spiritually
strong enough to be a key agent of change in the
Philippine educational system
2.77
.46
To a High
Extent
Overall
2.80
.30
To a High
Extent
Table 7
Degree of Realization of Other Benefits of University Autonomy as to
Curriculum and Instruction as Perceived by the Respondents
As to Curriculum and Instruction, University
Autonomy:
Verbal
Interpretation

sd
1. Led CEU to the promotion and development
of an intellectual climate conducive to the
pursuit of excellence
2.82
.40
To a High
Extent
2. Brought CEU to the forefront of its potential
to experiment and introduce innovations in the
educational system
2.72
.44
To a High
Extent
3. Provided a conducive environment in
promoting and nurturing academic growth
2.82
.40
To a High
Extent
4. Enabled the administration to evolve studentoriented teaching methodologies and strategies
vis-à-vis
the
requirements
of
the
program/courses
2.78
.50
To a High
Extent
5. Provided the motivation to the faculty to be
more creative in curriculum and instructional
design
2.67
.55
To a High
Extent
6. Resulted to more professional courses being
offered in the university, both on the
undergraduate and graduate levels
2.74
.52
To a High
Extent
7. Improved the performance of graduates in the
licensure examinations
2.71
.50
To a High
Extent
8. Increased the number of topnotchers
placers in the licensure examinations
2.71
.52
To a High
Extent
and
9. Improved the academic performance of
students
2.69
.57
To a High
Extent
10. Increased the employability of graduates
2.66
.54
To a High
Extent
11. Gave recognition to the teaching of ethics,
corporate citizenship and social responsibility
2.66
.50
To a High
Extent
12. Provided a wider scope to update the
curriculum to be responsive to industry and
societal needs
2.78
.46
To a High
Extent
Overall
2.80
.30
To a High
Extent
Table 8
Degree of Realization of Other Benefits of University Autonomy
as to Faculty and Staff as Perceived by the Respondents
As to Faculty and Staff, University Autonomy:
Verbal
Interpretation

sd
1. Made and faculty and staff more responsive and
committed to the needs of the School/College
2.69
.50
To a High
Extent
2. Resulted to an increase participation of faculty/staff
in seminars and workshops
2.70
.52
To a High
Extent
3. Led to the improvement of faculty/staff
qualification
2.82
.54
To a High
Extent
4. Provided more opportunities for the faculty to
interact with their counterparts abroad
2.42
.61
To a
Moderate
Extent
5. Brought greater professional satisfaction
among the faculty and staff
2.56
.56
To a High
Extent
6. Improved the self-confidence of the faculty
and staff
2.60
.53
To a High
Extent
7. Created /Brought pride to the faculty and
staff
2.72
.47
To a High
Extent
8. Resulted to active participation in academic
decision making
2.56
.48
To a High
Extent
Overall
2.63
.40
To a High
Extent
Table 9
Degree of Realization of Other Benefits of University
Autonomy as to Research as Perceived by the
Respondents
As to Research, University Autonomy:

sd
1. Increased the number of faculty doing research
2.41
.59
2. Increased the research output of faculty
2.43
.60
3. Improved the standard of research in the
university
2.51
.58
4. Resulted to more faculty research paper
presentations on a national level
2.46
.62
Verbal
Interpretation
To a
Moderate
Extent
To a
Moderate
Extent
To a High
Extent
To a
Moderate
Extent
5. Resulted to more faculty research paper
presentation on an international level
2.36
.64
To a
Moderate
Extent
6. Increased the number of research grants
2.28
.58
To a
Moderate
Extent
7. Resulted to higher research utilization in the
university
2.33
.58
To a
Moderate
Extent
8. Brought the university nearer to its vision to
be a research university
2.44
.61
To a
Moderate
Extent
Overall
2.40
.50
To a
Moderate
Extent
Table 10
Degree of Realization of Other Benefits of University
Autonomy as to Organization and Administration as
Perceived by the Respondents
As to Organization and Administration, University
Autonomy:
Verbal
Interpretatio
n

sd
1. Provided an environment for transformation of the
administration
2.65
.52
To a High
Extent
2. Made the top administrators more responsive and
committed to the needs of the schools and colleges
2.64
.54
To a High
Extent
3. Made the deans and department heads more
responsive and committed to the needs of the
Schools/Colleges
2.76
.49
To a High
Extent
. Resulted to the responsiveness of administrative
structures to the views of the faculty, staff and
deans
2.69
.54
To a High Extent
5. Created self confidence and pride among the
administrators, deans and department heads
2.78
.48
To a High Extent
6. Resulted to increased student enrollment
2.14
.59
To a Moderate
Extent
7. Autonomy brought greater academic and
administrative responsibility
2.77
.47
To a High Extent
Overall
2.63
.42
To a High Extent
4
Table 11
Degree of Realization of Other Benefits of University
Autonomy as to Student Services and Student Development
as Perceived by the Respondents
As to Student Services and Student Development, University Autonomy:
Verbal Interpretation

sd
1. Enabled the University to promote more responsive service and more relevant
and healthy co-curricular and extra- curricular activities in campus
2.67
.53
To a High Extent
2. Brought greater satisfaction to students in the scheduling of activities
2.41
.61
To a Moderate
Extent
3. Created more student leaders who are responsive to academic, social and
economic realities
2.56
.58
To a High Extent
4. Increased self-confidence of students
2.53
.58
To a High Extent
5. Increased loyalty and pride among the students
2.57
.56
To a High Extent
6. Increased in academic health and academic freedom
2.46
.63
To a Moderate
Extent
7.Resulted to participation in academic related decision making
processes/activities
2.50
.60
To a High Extent
8. Increased freedom of mobility for students
2.41
.63
To a Moderate
Extent
Overall
2.51
.49
To a High Extent
Table 12
Summary of Overall Ratings on the Benefits of University Autonomy

Degree of Realization of Benefits Granted by CHED
2.72
sd
.30
Verbal
Interpretation
To a High Extent
Degree of Realization of Other Benefits of University Autonomy as to
Philosophy and Objectives
2.80
.30
To a High Extent
Degree of Realization of Other benefits of University Autonomy as to
Curriculum and Instruction
2.80
.30
To a High Extent
2.63
.40
To a High Extent
2.40
.50
To a Moderate
Extent
Degree of Realization of Other Benefits of University Autonomy as
to Faculty and Staff
Degree of Realization of Other Benefits of University Autonomy as
to Research
2.63
.42
To a High Extent
Degree of Realization of Other Benefits of University Autonomy as
to Organization and Administration
2.51
.49
To a High Extent
Degree of Realization of Other Benefits of University Autonomy as
to Student Services and Student Development
Overall
2.64
To a High Extent
Table 13
Frequency of Occurrence of Challenges and Difficulties of University
Autonomy
Challenges/Difficulties of University Autonomy

sd
Verbal
Interpretation
1. University officials are always tapped in national assemblies and activities
which interfere with their duties and responsibilities in the universities
1.95
.62
Sometimes
2. Absence of administrative autonomy on the part of the School/College
Dean
1.71
.56
Sometimes
3. Lack of coordination between the University and the School and College
1.48
.56
Never
4. Lack of coordination between Schools/Colleges and the Departments
1.57
.58
Sometimes
5. Several offices created abnormal delay in approval of requests
1.74
.50
Sometimes
6. Several offices create abnormal delay in release of budgets
1.81
.53
Sometimes
7.Mobility of students is hindered
1.64
.56
Sometimes
8. Mobility of faculty and staff is hindered
1.62
.55
Sometimes
9. Mobility of the department head/dean is hindered
1.60
.55
Sometimes
10. Lack of physical space to hold the numerous activities of the School/College
1.76
.56
Sometimes
11. Schools/Colleges are not permitted to hold activities on their convenient time.
1.80
.60
Sometimes
12. Academic activities are sacrificed for participation in sports and extracurricular activities
1.74
.63
Sometimes
13. Lack of well-trained personnel to implement programs.
1.68
.57
Sometimes
14.Faculty-student ratio does not promote satisfactory interaction between faculty
and students
1.82
.55
Sometimes
15. Great deal of clerical work for the deans and heads
2.01
.57
Sometimes
16. Too much work for top and middle administrators
2.02
.59
Sometimes
17. Too much expectations from the deans/department heads
2.11
.57
Sometimes
18. Too many schools benchmarking with the University result to fear of
intellectual property being put at stake
1.97
.58
Sometimes
Overall
1.78
.38
Sometimes
Conclusions
Based on the findings, the following conclusions
are drawn:
1.
Benefits granted to autonomous universities by the
Commission on Higher Education were enjoyed by Centro
Escolar University “to a high extent” except for the
entitlement of grant of subsidies and other financial
incentives/assistance.
2.
University autonomy helped in the realization of
objectives, resulted to clarity of vision of the university and
made the university spiritually strong enough to be an agent
of change in the Philippine society.
3. Autonomous status served as an engine of Centro
Escolar University toward academic excellence.
4. Autonomy created self-confidence and pride to all
constituents of the university as well as greater
academic and administrative responsibilities.
5. University autonomy did not result to increased
student enrollment.
6. There is coordination between the university and
colleges/schools.
Recommendations
The following recommendations are hereby endorsed:
1.
There is a need to review and intensify the
internationalization thrust of the university to give
opportunities to the faculty to interact with their counterpart
abroad.
2.
There is a need to motivate the academic community to
engage in research and pursue its vision to be a research
university.
3.
That coordination with the Commission on Higher
Education be further intensified for possible assistance in
academic development in terms of grants and incentives.
4.
That further studies be conducted in the future to assess
the benefits and challenges of university autonomy.