strategic plan 2008 2016
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THETHETHETHE
SILLIMANSILLIMANSILLIMANSILLIMANSTRATEGIC PLANSTRATEGIC PLANSTRATEGIC PLANSTRATEGIC PLAN
2008200820082008----2016201620162016
Speed is irrelevant if youre going in the wrong direction.MAHATMAGANDHI
SILLIMAN UNIVERSITYDUMAGUETE CITY
PHILIPPINES
JUNE 2008
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SILLIMAN UNIVERSITY
BOARD OF TRUSTEES
MEMBERS OF THE BOARD OF TRUSTEESSchool Year 2008-2009
AMATONG, JUANITA D. SUFIBALBIDO, RICARDO A., JR. SUFIBRIONES, LEONOR M., UCCPDELLOSO, ROSELYN G. SUFIFUNDADOR, ROSITA V. ALUMNI
MARCO, DEBORAH T. UCCPGONZALEZ, CANDELARIO V. ALUMNINOLIDO, REINALDO M. ALUMNISAYSON, FEMA CHRISTINA P. SUFISY, JULIO O. SR. SUFITORRES, REBECCA C. UCCPVILLAMOR, ANTONIO P. ALUMNIVILLAVITO, MADISON M. ALUMNI
OUTGOING
REMOLLO, FELIPE ANTONIO B. ALUMNITAN, NOEL R. UCCPVILLALBA, NOEL C. UCCP
OFFICERS
LEONOR M. BRIONES ChairJUANITA D. AMATONG Vice ChairFEMA CHRISTINA P. SAYSON Secretary
SEE ANNEX IV ON PAGE 150 FOR BOT QUALIFICATIONS
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LIST OF SU BOARD OF TRUSTEES COMMITTEESSchool Year 2008-2009
Executive/Membership
CHAIR Leonor M. Briones, UCCPVICE CHAIR Juanita D. Amatong, SUFISECRETARY Fema Christina P. Sayson, SUFIMEMBERS Ricardo A. Balbido Jr., SUFI
Reinaldo M. Nolido, Alumni
Fiscal and Physical Properties
CHAIR Juanita D. AmatongMEMBERS Ricardo A. Balbido Jr.
Fema Christina P. SaysonJulio O. Sy Sr.Madison M. Villavito
Scholarship
CHAIR Edna J. OrtezaMEMBERS Roselyn G. Delloso
Antonio P. Villamor
Human Resource/Organizational Development
CHAIR Rosita V. Fundador
MEMBERS Rebecca C. TorresCandelario V. GonzalezEdna J. Orteza
Legal
CHAIR Candelario V. GonzalezMEMBERS Reinaldo M. Nolido
Fema Christina P. Sayson
Programs and Services
CHAIR Rebecca C. TorresMEMBERS Rosita V. Fundador
Deborah T. MarcoEdna J. OrtezaMrs. Roselyn G. Delloso
Investment
CHAIR Ricardo A. Balbido Jr.MEMBERS Juanita D. Amatong
Madison M. VillavitoJulio O. Sy Sr.
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Alumni Affairs
CHAIR Reinaldo M. NolidoMEMBERS Roselyn G. Delloso
Antonio P. VillamorRosita V. FundadorMadison M. Villavito
Audit
CHAIR Fema Christina P. SaysonMEMBERS Ricardo A. Balbido Jr.
Juanita D. Amatong
Chairman Emeritus Roman T. YapEx-officio Dr. Ben S. Malayang III, President
SUMCFI Representatives Juanita D. AmatongMadison M. VillavitoReinaldo M. Nolido
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SILLIMAN UNIVERSITY
ADMINISTRATION
POSITION NAME TERM
President Dr. Ben S. Malayang III June 2006May 2011Vice President for Academic Affairs Dr. Betsy Joy B. Tan June 2008May 2011Vice President for Finance and Administration Prof. Cleonico Y. Fontelo June 2008May 2011Internal Auditor Mr. Jenny L. Chiu June 2008May 2011Officer In-Charge, Human Resource Development Office Atty. Fe Marie D. Tagle May 2008May 2011Registrar and Admissions Officer Ms. Annabelle E. Pa-a June 2007May 2010Treasurer Mrs. Norma D. Labrador June 2008May 2011
DEANS AND DIRECTORS
Director for Instruction Dr. Earl Jude L. Cleope June 2008May 2011Director for Extension Dr. Nichol R. Elman June 2007May 2010
Director for Research and Development Dr. Enrique G. Oracion June 2007May 2010Dean, College of Agriculture Prof. Santiago B. Utzurrum Jr. June 2007May 2010Dean, College of Arts and Sciences Prof. Carlos M. Magtolis Jr. June 2007May 2010Dean, College of Business Administration Atty. Tabitha E. Tinagan June 2007May 2010Dean, College of Mass Communication Dr. Rosario M. Baseleres June 2007May 2010Dean, Divinity School Dr. Muriel O. Montenegro June 2007May 2010Dean, College of Education Dr. Pablito A. dela Rama June 2007May 2010Dean, College of Engineering and Design Engr. Tessie A. Cabije June 2007May 2010Dean, College of Law Atty. Myles Nicholas G. Bejar June 2007May 2010Director, Medical School Dr. Jonathan C. Amante June 2007May 2010Dean, College of Nursing and Allied Health Sciences Dr. Ma. Teresita S. Sinda June 2007May 2010Dean, College of Performing Arts Prof. Joseph B. Basa June 2007May 2010Director, School of Basic Education Prof. Francisco E. Ablong Jr. June 2007May 2010Dean, College of Computer Studies Prof. Dave E. Marcial June 2007May 2010Dean, Student Affairs Dr. Edna Gladys T. Calingacion June 2007May 2010
Director, School of Public Affairs and Governance Dr. Reynaldo Y. Rivera June 2007May 2010
ASSOCIATE DEANS
College of Arts and Sciences Dr. Margaret Helen U. Alvarez June 2007May 2010College of Nursing and Allied Health Sciences Dr. Lynn L. Olegario June 2007May 2010
DEPARTMENT CHAIRPERSONS
COLLEGE OF ARTS AND SCIENCESAnthropology/Sociology Prof. Fred V. Cadelia June 2007May 2009Biology Prof. Mirasol N. Magbanua June 2007May 2009Chemistry Prof. Flordeliza G. Sillero June 2008May 2009English and Literature Prof. Andrea G. Soluta June 2007May 2009
Filipino and Foreign Languages Prof. Rosalia M. Lopez June 2008May 2009History and Political Science Prof. Rosalind B. Ablir June 2007May 2009Mathematics Prof. Alice A. Mamhot June 2007May 2009Physics Prof. John Carl P. Villanueva June 2007May 2009Psychology Prof. Rogen Ferdinand E. Alcantara June 2007May 2009Speech and Theatre Arts Prof. Nora R. Ravello June 2007May 2009Social Work Prof. Emervencia L. Ligutom June 2007May 2009
COLLEGE OF BUSINESS ADMINISTRATION
Accountancy Ms. Loren Ann C. Lachica June 2007May 2009Entrepreneur/General Business Prof. Josefina S. Alcano June 2007May 2009Management Prof. Ryan C. Montenegro June 2007May 2009Economics Prof. Wilma M. Tejero June 2008May 2009
COLLEGE OF EDUCATION
Home Economics/Nutrition and Dietetics Prof. Irma Mae V. Ridad June 2007May 2009
Physical Education Prof. Darnalita S. Cordova June 2008May 2009Teacher Education Dr. Rudy B. Lopez June 2007May 2009
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COLLEGE OF ENGINEERING
Civil Engineering Engr. Connie F. Inquig June 2007May 2009Electrical & Computer Engineering Engr. Ma. Lorena L. Tuballa June 2007May 2009Foundation Engineering Engr. Ruilo O. Ignacio June 2007May 2009Mechanical Engineering Engr. Jaychris Georgette Y. Onia June 2007May 2009
COLLEGE OF COMPUTER STUDIESInformation Technology Engr. Ed O. Omictin III June 2007May 2009Computer Science Engr. Chuchi S. Montenegro June 2007May 2009Information Systems Prof. Melody Angelique C. Rivera June 2007May 2009
COLLEGE OF NURSING & ALLIED HEALTH SCIENCES
Medical Technology Prof. Teodora A. Cubelo June 2007May 2009
SCHOOL OF BASIC EDUCATIONAssociate Director, Administration Prof. Thelma M. Apla-on June 2007May 2009Associate Director, Instruction-Research-Extension Prof. Luz R. Erum June 2007May 2009Chair, Early Childhood School Mrs. Rosevilla B. Larena June 2007May 2009
COORDINATORS
COLLEGE OF ARTS AND SCIENCES
Center for Women's Studies Program Prof. Phoebe A. Tan June 2007May 2009Philosophy Program, OIC Dr. Reynaldo Y. Rivera June 2008Oct 2008Religious Studies Program Prof. Lemuel P. Montenegro June 2007May 2009Southeast Asian Studies Program Prof. Jesa S. Selibio June 2007May 2009Basic Language Program Dr. Evelyn F. Mascuana June 2008May 2009Center for Tropical Conservation Studies Prof. Renee B. Paalan June 2007May 2009
COLLEGE OF BUSINESS ADMINISTRATIONMBA Program Prof. Gloria G. Futalan June 2007May 2009ACS Mrs. Concesa B. Roleda June 2007May 2009Extension Dr. Mirabelle J. Engcoy June 2007May 2009
COLLEGE OF NURSING & ALLIED HEALTH SCIENCES
Level I Coordinator Prof. Evalyn E. Abalos June 2007May 2009Level II Coordinator Prof. Rowena M. Turtal June 2007May 2009Level III Coordinator Prof. Barbara Lyn A. Galvez June 2007May 2009Level IV Coordinator Prof. Theresa A. Guino-o June 2007May 2009
UNIT HEADS
University Pastor and Chaplain Rev. Noel C. Villalba June 2007May 2009University Legal Counsel Atty. Jose Riodil D. Montebon June 2007May 2009Consultant, Manila Office Ms. Dolores B. Felicitas June 2007May 2009Director, External & Alumni Affairs Prof. Jocelyn S. dela Cruz June 2007May 2009University Librarian Mrs. Lorna T. Yso June 2007May 2009Director, Institute of Environmental and Marine Sciences Dr. Hilconida P. Calumpong June 2007May 2009Director, University Athletics Prof. Meriam M. Ramacho June 2007May 2009Superintendent, Buildings and Grounds Engr. Edgar S. Ygnalaga Jr. June 2007May 2009Director, Office of Information and Publications Mr. Mark Raygan E. Garcia June 2007May 2009Director, Dr. Jovito R. Salonga Center for Law and Development Atty. Mikhail Lee L. Maxino June 2007Director, Management Information Systems Engr. Albert Geroncio Y. Rivera June 2008May 2010Manager, Food Services Department Mrs. Jean G. Espino June 2007May 2009Manager, University Press Mr. Burtlan I. Partosa June 2007May 2009Manager, Bookstore/Central Supply & Procurement Office Mr. Frederick D. Lim June 2007May 2009Manager, Claire Isabel McGill Luce Auditorium Prof. Diomar C. Abrio June 2007May 2009Officer In-charge, Security Office Dr. Nichol R. Elman June 2007May 2009Coordinator, National Service Training Program Dr. Pablito A. dela Rama June 2007May 2009Director, Multimedia Center Dr. Ma. Cecilia M. Genove June 2007May 2010Coordinator, Corporate Planning Prof. Josefina AlcanoCultural Affairs Officer Dr. Elizabeth Susan V. Suarez June 2007May 2009Career and Placement Officer Dr. Evangeline P. Aguilan June 2007May 2008Liaison Officer, United Board Dr. Christopher A. Ablan
SEE ANNEX I ON PAGE 136 FOR THE SU ORGANIZATIONAL CHART
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TABLE OF CONTENTS
The Silliman University Board of Trustees . 2
The Silliman University Administration .5
Message from BOT Chair
Leonor M. Briones..... 8
Message from BOT Vice Chair
Juanita D. Amatong ..... 10
Message from Outgoing BOT Vice Chair
Noel R. Tan........11
Overview ...... 12
CHAPTER 1 Framework of the Planning Exercise.. 25
CHAPTER 2 Inputs to the Planning Process 30
CHAPTER 3 The Planning Process.... 65
CHAPTER 4 The Plan[Output of the Planning Process] 72
CHAPTER 5 Desired Results and Outcomes. 115
CHAPTER 6 Metrics...... 123
CHAPTER 7 Acknowledgments...... 134
ANNEX I Organizational Chart ofSilliman University, 2008 ...140
ANNEX II The SOUL Program ....141
ANNEX III Schedule of Financial and CapitalRequirements by Action...143
ANNEX IV BOT Qualifications ...154
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MESSAGE
he Board of Trustees of Silliman University is pleased to endorse the
Strategic Plan of the University for the period 2008-2016. The Plan is
the result of a two-year process which was participatory, inclusive,
open, and democratic It involved five exhaustive, and if I may say so,
exhausting but immensely rewarding, steps.
The first step was the formulation of the mission, vision, and the strategic
thrusts of the University. This was accomplished by the Board of Trustees
after much reflection, debate, and, yes, prayer.
The second step involved translation of the BOTs strategic framework into
specific programs by the different units of the university. This time, the
lengthy process was shepherded by the University President. An important
feature was the consultation with the other stakeholders in the University.
The third step involved the presentation of these detailed programs to the
Board of Trustees during a workshop facilitated by external experts. The
Board gave comments and advice which were duly incorporated into the
plan.
The fourth important step was the integration of the different programs into a
comprehensive whole. This was accomplished by no less than the President
himself who wrote the final version of the plan.
The last and final step was the presentation of the completed document to the
Board of Trustees for its approval.
The entire process was daunting, to say the least. It was a challenging task to
balance the need for the University to respond to increased requirements of
the knowledge economy, with the duty to remain faithful to its original
mission. The University realizes the importance of maintaining its stature as
one of the leading institutions of learning in the country. Thus, it must be
relevant to increasing demands for the use of technology in transmitting
knowledge and skills.
However, even as it develops the caterers approach in offering programs incertain fields, it will not neglect on-campus, face-to-face programs, which
T
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enhance and develop Christian values among our students. We will continue
to cherish and encourage interactions between and among faculty, students
and the university community in an atmosphere of academic freedom and
Christian fellowship in our campus.
The Board of Trustees thanks the Silliman University communityfaculty,
administration, staff, and studentsfor the inputs they contributed to this
endeavor. This is our plan. Let us implement it together.
Leonor M. BrionesCHAIRPERSON
Silliman University Board of Trustees
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MESSAGE
illiman University like any other organization is an institution imbuedwith a mission. But, unlike other organizations, Silliman University is aninstitution which is uniquely situated and mandated not only to provide
education and facilities, but has the mission to provide quality Christianeducation with the end view of developing men and women in a holisticmanner. From this mission, Silliman University crafted its vision.
The operationalization of the Mission and Vision of Silliman University isembodied in its Strategic Development Plan. The University has embarked aneight-year strategic plan for the years 2008-2016 with the first 4 (four) years(2008-2012) being presented as a first medium-term plan. The First MediumTerm Plan is the roadmap showing where, what, and how the University isgoing to be steered in the next four years. The plan consolidates the projectsand activities of the different units in the University towards a synergistic,coherent and financially viable program with specified timelines.
Silliman Universitys Strategic Plan is expected to promote efficiency, allocateresources effectively, enhance transparency, and identify accountabilities.
The Silliman University 2008-2012 Medium Term Plan, as in the entire 2008-2016 Strategic Plan is a program developed and participated in by the facultyand staff, the management team, and other stakeholders of the University andwith the final approval of the Board of Trustees.
Juanita D. AmatongVICE CHAIRPERSON
Silliman University Board of Trustees
S
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MESSAGE
or the last several years as Vice Chairman of the Board of trustees, I
have seen the process of how this Strategic Plan had come aboutfrom
the time of Dr. Agustin Pulido, to the present administration of Dr. Ben
Malayang III.
With the leadership of the Board of Trustees, the stewardship of time of Dr.
Ben Malayang III, and the contribution of content and participation by the
faculty, staff, and alumni, I am glad to see the final process of this plan gettinginto place.
This is just the beginning of a very exciting journey for Silliman University.
Even as I end my term in the Board, I am confident that our beloved Alma
Mater continue on its march toward Quality Christian Education in living the
Via, Veritas, Vita.
Noel R. TanOUTGOING VICE CHAIRPERSON
Silliman University Board of Trustees
F
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OVERVIEW
This Plan (SSP 8-16) has two parts:
1. The Plan for the 1st Medium Term, 2008-2012 (MTP 8-12)
2. The Plan for the 2nd Medium Term, 2012-2016 (MTP 12-16)
This Plan and its parts are coordinated to set Silliman Universitys progress in
the next eight (8) years. It aims to focus the development of the university
along a pathway that will lead eventually towards achieving its Vision,
Mission, and Goals (VMGs). These VMGs have earlier been reviewed and
reformulated by the Board of Trustees in June 2006 and adopted as
fundamental policies of the University.
Strategic Objectives of this Plan
Strengthen and Spread Sillimans Apostolate of Excellence
This means two things:
1. Working on its existing strengths to be better on what it isa campus
offering excellent programs, where students learn and acquire
competence, character, and faith;
2. Adding to its existing capabilities also the capacity to deliver and acquire
knowledge and knowledge products using modern instruction techniques, to be
able to reach out to knowledge users and consumers beyond its
classrooms.
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General Objectives. The Plan aims to strengthen and spread Sillimans
apostolate of excellence of its academic and institutional life in eight (8) years,
from 2008 to 2016. In doing so, it will make Silliman more able than now to (1)
be a leading institution of learning that can (2) bring about total human
development for the well-being of society and the environment (which are the core
propositions of its Vision).
General Strategy. The Plan seeks to achieve its objectives in two (2) ways:
1. By improving the quality of Sillimans programs and offerings, its faculty
and staff, its assets and organization, and its degree of public value and
support; and
2. By adding to the universitys onsite systems of delivering and acquiring
learning and knowledge in new modalities of on-line techniques in
cyberspace.
Contents and Outline of the Plan
This Plan describes the strategic thrusts of the university across a long-term
period of eight (8) years (from 2008 to 2016). The thrusts focus on
strengthening Sillimans academic and institutional capabilities. It describes
the strategic actions to be done in the same period to pursue the thrusts. The
actions focus on four (4) areas of Silliman operations that were earlier
identified in the course of the planning process to be central to the
universitys ability to achieve its Vision, Mission, and Goals:
1. Programs and Offerings
2. Faculty and Staff
3. Facilities and Organizational Support Systems
4. Public Support (including support from students, alumni, and friends).
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MTP 8-12 describes the thrusts in the 1st 4-year Medium-Term from 2008-
2012, which relate to strategic thrusts. It enumerates the actions that are to be
done during this period to pursue the medium-term thrusts and carry out thestrategic actions. It shows an estimate of the financial and capital
requirements of the actions.
MTP 12-16 describes the thrusts, actions, and financial and capital
requirements in the 2nd 4-year Medium-Term from 2012-2016.
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1. Framework
The planning exercise to produce this Plan was based on a model of
institutional strategic initiatives proposed by Michael E. Porter(1980). This is
discussed in Chapter One (Framework of the Planning Exercise). The
framework is applied to Silliman as (1) a multi-tiered organization (Figure 1),
which (2) produces a portfolio of mixed academic and non-academic
products:
Degree and non-degree offerings
Administrative and auxiliary programs and services
Values and virtues (anchored on the evangelical traditions of Christianity).
BOARD OF TRUSTEES
Highest policy-making body representing three constituencies: United Church of Christ (UCCP), Silliman UniversityFoundation, Inc. (SUFI), and Silliman Alumni represented by the Silliman Alumni Association, Inc. (SAAI)
PRESIDENT
2 Divisions Finance & Administration Academic Affairs(Vice President) (Vice President)
ManyUnits Administrative & Auxiliary Colleges and Schools
(Directors/Unit Heads) (Deans/Directors)
Departments, Institutes,and Centers
(Chairs/Directors)
FIGURE 1. Framework structure of Silliman University as an organization, 20081
1 See Annex I (Organizational Chart of Silliman University, 2008) for a fuller description of the Silliman
organization
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2. Inputs
This Plan is based on three (3) explicit considerations:
1. The Vision, Mission, and Goals (VMG) of Silliman as fundamental
policies of the university. These are derived from previous similar statements
found in the universitys SUMMA (Silliman University Mobilizing for Mission
and Action, which is Sillimans vision of itself in the long-term), but which the
Board restated in June 2006 to provide a sharper focus of the universitys
commitments and directions in the next 2-3 decades.
2. The disciplinal, institutional, and environmental trends that the faculty
and staff had identified as being relevant to their existing and future
programs, offerings, and needs. These are considered by way of an
analysis of Sillimans strengths, weaknesses, opportunities and threats
(SWOT), which were done in earlier unit- and divisional-level planning
preceding their consolidation into this Plan.
3. A series of reflections offered to the Board and to the different levels of
leadership in the university on certain fundamental issues relating to the
present milieu of Sillimans programs, offerings, operations, and
institutional thrusts.
The three inputs are discussed in Chapter Two (Inputs to the Planning
Process).
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3. Process
This Plan was produced following a two-year planning process that began in
June 2006. The process started and ended with the Board of Trustees. But it was
the university community that provided the nuts and bolts and the contents
of the Plan. It was a combination of both top-down and bottom-up
approaches to planning. The process both had multi-level and multi-sector
participation.
1. Multi-level. The process involved different tiers of the Silliman
organization:
1.1 Units (colleges, departments, institutes, centers, directorates, services;
auxiliary and administrative offices and services);
1.2 Divisions (mainly two, the Academic division and the Finance and
Administration division);
1.3 University (through the University Leadership Council and theoffices of the Vice President for Academic Affairs, Vice President for
Finance and Administration, University Chaplain, and President)
2. Multi-sector. It involved persons representing different Silliman
constituencies:
2.1 Academic
2.2 Administrative
2.3 Student Government
2.4 Faculty and Staff Associations
2.5 Selected representatives of the Alumni community and the General
Public
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Figure 2 summarizes this 2-year process. It is discussed in more detail in
Chapter Three (The 2-Year Planning Process).
FIGURE 2. Sillimans 2-year strategic planning process, 2006-2008
STARTS WITH THE BOARD
BOT restates the Vision, Mission, &Goals (VMG) of Silliman to serve asthe basic policy prescriptions for thelong-term (10 years), within andbeyond the term of the new President(June 2006)
Staff work to develop a planningframework and process (July 2006 toDecember 2007); BOT approves thetwo on December 2007
Divisions and units develop their 4-Point Strategic Proposals, based on
VMGs, disciplinal and social scans,and SWOT:1. Offerings & Programs, 2006-20162. Investments on Faculty and Staff
Development3. Investments on Facilities & Systems4. Recruitment & Market Development(January to Aprril 2008)
Public consultation onProposed Offeringsand Programs (April15, 2008).
The University Leadership Councilconsolidates division and unit
proposals into a 4-Point UnifiedUniversity Strategic Proposal (April 16,2008)
ENDS WITH THE BOARD
BOT reviews the universitys StrategicProposal for consistency with itsprescribed VMG; prescribesrefinements; decides to approve ordefer action (April 19-20, 2008)
Approved the Silliman 4-Point StrategicPlan 2008-2016, disaggregated intoSSP 8-16, MTP 8-12, and MTP 12-16
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4. Outputs
This Plan is the principal output of the mentioned planning exercise. It is
presented in Chapter Four(The Plan [Output of the Planning Process]). Other
outputs include the materials of units and divisions that went into this Plan.
There is also a summary of the comments made by selected representatives of
the alumni and the general public (in Dumaguete City) on the programs and
offerings shown in this Plan. These other outputs have been consolidated in this
Plan.
5. Desired Results and Outcomes
Results are consequences of the actions under this Plan relating to changes in the
universitys operations. They are intended to achieve certain outcomes,which
are events that, together, will move the university farther forward in achieving its
Vision, Mission and Goals. These are shown and discussed in Chapter Five(Desired Results and Outcomes).
6. Metrics
These refer to the set of measures that will be used in this Plan to monitor and
evaluate how the actions included in the Plan are achieving the desired results
and outcomes. These are shown and discussed in Chapter Six (Metrics of
Performance).
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7. Logical Structure and Sequence of the Plan
In brief, the Silliman Strategic Plan presents:
1. The thrusts to be pursued in 2008-2016 to move the university toward
achieving its Vision, Mission and Goals, which embody the universitys
appreciation of
its strengths, weaknesses, opportunities, and threats as an educational
institution operating within a larger social, historical, political, and
economic milieu; and
its options as a Christian institution of learning;
2. The actionsthat the university will carry out in 2008-2016 (and in the two
medium-terms in 2008-2012 and in 2012-2016), to pursue the thrusts;
3. The desired results and outcomes following the execution of the actions;and
4. The measures (metrics) to be used to monitor and assess the degree to
which the Plan is achieving the desired results and outcomes.
Figure 3 summarizes how these follow from each other.
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ELEMENTS OFTHE PLAN
CONTENTS
Framework Michael Porters Competitive Strategy: Techniques forAnalyzing Industries and Competitors
Inputs Sillimans Board-approved Vision, Mission, and Goals
Analyses of Sillimans institutional Strengths,Weaknesses, Opportunities and Threats
Reflections on Sillimans Strategic Options
Process A 2-Year Planning Process
Started with the Board specifying the universitysVision, Mission and Goals; directed that strategicplanning be conducted [June 2006]
Staff work on framework identification and strategicplanning at the unit-level [July 2006-March 2008]
Validation among a group of communityrepresentatives, and within the university (through theUniversity Leadership Council) [April 15-17, 2008]
Validation of unit plans with the Board [April 19-20,2008]
Consolidation [April 21-June 15, 2008]
Final approval by the Board [July 2008]
Outputs Silliman Strategic Plan 2008-2016a. Strategic and Medium-Term Thrusts, 2008-2016b. Strategic and Medium-Term Actionsc. Financial and Capital Requirements
Other Outputs: Unit Plans (kept in units andconsolidated in the Silliman Strategic Plan)
Desired Resultsand Outcomes
On Sillimans operations
On Sillimans Vision, Mission and Goals
Metrics Measuring strategic progress in 2008-2012
Measuring strategic progress in 2012-2016 Measuring strategic progress from 2008-2016
FIGURE 3. Schematic structure of Sillimans Strategic Plan, 2008-2016
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Logical Sequence.
1. The logic of the Plan begins with theframework. It provides the conceptual
and empirical boundaries for looking at Silliman as an institution thatoperates within a larger and wider context.
2. The inputs are the givens of the Plan. They are the set of policy and
analytic imperatives to be taken into accountusing the frameworkin
determining the general directions and contents of the Plan.
3. The process defines how the inputs are to be considered in order to
produce the contents of the Plan.
4. The outputs are the thrusts and actions to be pursued under the Plan. The
thrusts are based on the inputs. They are derived mainly from the policy
directives that are embodied in the universitys Vision, Mission and Goals.
The actions are likewise based on the inputs, but this time on how the
universitys perceived strengths and opportunities occasion its ability to
pursue its thrusts in the face of its weaknesses, threats and options.
5. The results are events that are desired to follow from the actions. They are
desired to occur in order for the actions to translate into outcomes, which
would be the extent that the thrusts are realized.
6. The realization of the thrusts is assumed to be tantamount to the university
moving toward achieving its Vision, Mission and Goals.
7. The metrics are the set of measures relevant to monitoring and evaluating
how much the actions are translating into desired results and outcomes.
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8. Linkages and Continuity with Other Silliman Plans
This Plan represents yet another moment in a continuing effort in Silliman to
keep recharting its course as it sails through a wide ocean of changing
possibilities and opportunities. Once again, as it had done many times in its
107 years of existence, Silliman University takes stock and takes a fresh look
at its progress and directions.
This Plan follows from earlier versions of the SUMMA. In June 2006, when
the process to produce this Plan was begun, a new President had just been
installed. He had presented to the Board a 5-Year Plan of Action, 2006-2011
(5YP) that describes the thrusts and priorities of the universitys operations
under his term.
The Board approved the Presidents plan, but then desired to adopt a longer-
term view of the universitys directions within and beyond the term of the new
President.
This view was to be based on a fresh restatement of the universitys Vision,
Mission and Goals, which serve as the Boards fundamental policy
prescriptions for Silliman.
The 5YP continues to guide the present operations of the university.
However, upon its adoption, this Plan will prevail over the 5YP as the
primary basis for determining priority actions in the university, except where
the 5YP is found relevant to the execution of this Plan.
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9. Acknowledgments
The Silliman University Board of Trustees initiated this Plan. Its guidance and
leadership in the planning process was most valuable in putting together theessential elements of this Plan.
But the university community was also involved in producing the Plan. So
were many others among Sillimans friends, public, and alumni.
Chapter Seven (Acknowledgments) lists the many persons and entities that
made this Plan possible.
Silliman University is most grateful.
BEN S. MALAYANG IIIUNIVERSITY PRESIDENT
2008
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CHAPTER ONE
Framework of the Planning Exercise
The planning exercise was based on a model of institutional strategic
initiatives proposed by Michael E. Porter (Competitive Strategy: Techniques for
Analyzing Industries and Competitors, New York: The Free Press, 1980).
The model assumes that
1. any organization is set against a large macro-environmentcomposed of its
social, economic, technological, and political-legal milieus; the
organization is not always in a position to substantially direct events in
these milieus, but it needs to ensure that it is able to adapt to them in order
to best function and pursue its goals;
2. there are both external and internal environments for any institution; their
functional interplay determines the degree to which the organization is
able to best function within its large macro-environment;
3. there are five (5) general forces that shape the external (or task)
environmentof an organization: customer(subscriber to the organizations
products), competition (other producers of the organizations products),
entrants (new producers of the same products of the organization),
substitutes (other products that the customer may procure instead of the
organizations products, to equally satisfy his/her needs), and supplier(the
producers of products needed by the organization to produce its own
products); and
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4. there are likewise five (5) general forces that shape the internal
environmentof an organization: its policies, processes, financial management
system, organizational structure, and the organizations culture.
The framework proposes that an organizations strategic future is anchored
on its ability to offer a portfolio of products that, in light of its internal
environment, it can best produce (or would have the ability to invest on), and
in light of its external environment, can attract the most customersboth of
these within the long-term unfolding of its macro-environment.
It is thus criticalfrom the perspective of this frameworkthat the
organizations portfolio of products is properly selected, mixed, delivered, and
supported, so that, as an institution, it is keenly attuned to a correct
anticipation of changes in its macro and external environments.
1. Macro-Environment
In the view of this framework, Sillimans macro-environment includes the
array of social, economic, technological, and political-legal conditions that,
while hardly within the universitys ability to influence and control, have
tremendous influence and control of its operations.
The social conditions that bear significantly on the university include
demographics (population size, age structure, geographic distribution, religious
and ethnic mix, and consumption patterns), household and lifestyle patterns
(sizes and types of social groupings and households, occupations, educational
levels, leisure activities, income trends, fashions and fads), and values
(political, social attitudes and habits, and cultural traditions and biases). Most
particularly, the university (especially given the fact that it is a Christianuniversity) is anticipated to be most affected by changing patterns of
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Philippine population growth in the medium- to long-term, religious and
ethnic mixing, occupational preferences across society, educational
aspirations of households, income trends, fashions and fads, political values,
social attitudes and habits, and cultural traditions and biases. These drive
demand for certain professional competencies.
Economic conditions include income levels and rates of savings and
investments among households and firms, which influence the proclivity and
capacity of households to acquiring formal education. Silliman would be
particularly sensitive to cyclical and structural changes of the Philippine
economy, including changes in interest rates, inflation or prices, GDP,
employment levels, food and energy availability and costs, foreign
investments, and balance of trade.
2. External Environment
The external environment refers to the body of institutions and entities whose
behavior, while responding to the same macro-environment they share with
the organization, would impinge on how the organization is able to function and
pursue its intentions. In the case of educational institutions like Silliman
University, these would include the entire population of consumers of
educational services; the students, communities, and households that are
likely to consider sending their children to Silliman; other institutions that
proffer educational services similar to those offered by Silliman, and which
students might consider to patronize instead of Sillimans; other skill-forming
services that education-seekers might consider other than those offered by
universities like Silliman; and the institutions and entities that supply
Sillimans needs to maintain its services and operations.
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Their behavior could affect and influence Sillimans operations. They could
either boost or erode the universitys ability to maintain its services.
3. Internal Environment
This refers to how an organization isgeared to function. In the case of Silliman,
it encompasses its policies, processes, organizational set-up and culture as an
organization.
Policies are the universe of rules and regulations governing the behavior of all
persons in the university, including faculty, staff, students, and suppliers. It
also refers to the particularportfolio of programs and offerings that the university
has opted to maintain at any given time.
Processes include the systems and procedures for making things happen in the
university, in ways observant of and consistent with policies.
Organizational set-up refers to both the formal and informal arrangements in
the university on accountability relationships and on command-and-control
hierarchies, and to how individuals, entities, and offices normally relate to
each other to achieve the goals of the university.
Organizational culture embodies the accumulation of experiences and
traditions in Silliman that have been of value to its past and present
constituencies. This is recognized as bearing a strong influence on the options
that the university will likely prefer when acting on its challenges and
opportunities.
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These internal features of the university are anticipated to determine the
limits and compass of Sillimans ability to respond to changes in its macro-
environment and to the variable conditions of its external environment.
Mainly, these features determine the competitiveness of the universitys
programs and offerings across the changing landscapes of its macro and
external environments.
4. Implications to Sillimans Strategic Options
The framework suggests that for Silliman University to advance its Vision,
Mission, and Goals as a Christian institution of learning, it shall need to have
an appropriate mix of certain features about its products, its capabilities to
deliver its products, and its support systems. It suggests that four (4) features
will be crucial:
its mix ofprograms and offerings;
its mix offaculty and staff;
its mix offacilities and control systems; and
its mix of support sources (such as from alumni, friends, and the general
public).
All foursays this frameworkwould be critical so that Silliman could
command patronage and achieve an attractive edge over other similar institutions
across its continuously unfoldingand changingmacro and external
environments. In short, says this framework, these shall need to be thefocus of
Sillimans Strategic Plan.
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CHAPTER TWO
Inputs to the Planning Process
1.
The Vision, Mission, and Goals of Silliman University
Like all other modern institutions, Silliman University is guided by a set of
fundamental statements about itself. These are its Vision, Mission and Goals
(VMGs). They state how the university seeks to eventually be, as an agency insociety; what it aims to achieve, as an institution of learning; and how it seeks
to measure its success. These are the basic policy statements of the university,
in that (1) they define what the university intends to be, and (2) they state the
fundamental principles on which the University stands on and from which it
derives its raison detre andpurpose. Thus, they are the givens insofar as how
Silliman shall seek to do things.
VISIONSilliman is a leading Christian educational institution committed to total human development for thewellbeing of society and of the environment.MISSIONSilliman shall infuse into the academic learning the Christian faith anchored on the gospel of Jesus Christ;
provide an environment where Christian fellowship and relationship can be nurtured andpromoted;
provide opportunities for growth and excellence in every dimension of University life in order tostrengthen competence, character and faith;
instill in all members of the University community an enlightened social consciousness and adeep sense of justice and compassion; and
promote unity among peoples and contribute to national development.
GOALSSilliman aims to have a quality and diverse body of students; a holistic and responsive educational program with a Christian orientation; a quality faculty comparable to Asian standards; a quality support staff; adequate facilities and administrative systems; a supportive and involved alumni; and a long-term financial viability.
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Sillimans VMGs describe an institution that, in order to be what it intends to be,
shall need to be:
1. Christian in itsfaith foundation;
2. excellentin the quality of its learning services; and
3. fully committed to improving human conditions and the quality of society
and the environment.
Sillimans VMGs describe an institution that is committed to a learning
ministry (to an academic and scholarly apostolate), with a determined purpose to
changing humanity, society, and the created worldfor the better.
Silliman is to be a learning facility and a community of humane and caring
scholars, who are driven by the Gospel of Christ to empower persons and
communities so that they may better articulate and pursue their aspirations, in
a world of environmental justice and integrity. It is to be among the best
learning institutions in the country and in Asia; is Christian in faith claims and
yet hospitable to all pursuers of learning from different faiths; and finally, is
uncompromising in academic dignity and secular scholarly pursuits and yet able to
readily recognize the reality and supremacy of the Divine.
Silliman shall aim to become all these as it moves toward its immediate
future, from 2008 to 2016.
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2.
A Consideration of Silliman Universitys Strengths, Weaknesses,
Opportunities, and Threats
The university community considered perceptions of Sillimans strengths,
weaknesses, opportunities and threats (SWOT) within its existing and unfolding
macro, external, and internal environments. These are seen as pertinent to its
Vision, Mission, and Goals. Each operating college, school, and unit
undertook the exercise. Below is a consolidation of what were identified at
these operating levels, and summarized for the whole university as an
institution.
2.1Perceived STRENGTHS
These are the patterns and trends in Sillimans external and internal environments
that, in the view of the university community, could boost the universitys ability to
operate and achieve its Vision, Mission, and Goals.
2.1.1 There is a continuing high value being placed by most Filipino
households on education. Education is still generally deemed as an
important element of prestige and social performance among most
Filipino households. This could translate to a continuing demand for
quality education such as what is purveyed in Silliman.
2.1.2 Silliman has had a long history and institutional presence in the
Philippines. It has prestige and identity in the country. This translates
to a higher ability to weather stresses and crises (including wars and
Martial Law), and keep its operations going.
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2.1.3 It has an active (and working) Board of Trustees. Silliman has a Board
that is made up entirely of alumni. While they represent different
constituencies, they share a common tendency: a deep commitment to
what Silliman stands for and to the traditions of the university. The
Board is made up of a good mix of esteemed professionals in
education, fiscal policy and finance, business and investments, legal,
evangelical ministry, and environment.
2.1.4 It has a large portfolio of degree and non-degree programs and
offerings:
thirty-one (31) Undergraduate degrees
twenty-three (23) Graduate degrees
various diploma and certificate programs in basic and tertiary
education
various short-term training and summer institutes
athletics and Sports
cultural
research
extension
co-curricular programs to affirm the virtues of persons and
Creation
co-curricular programs to promote the value of life and fellowship
with all persons and created beings
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2.1.5 It has a wide range of supportive constituencies and linkages within
and outside the country (Figure 2.1).
FIGURE 2.1. Endowment funds in Silliman, SY 2001-2002 to SY 2006-2007
2.1.6 It has a recently rising enrolment indicating increasing public
confidence onand access toits programs and offerings (Figure
2.2)
5,800
6,000
6,2006,400
6,600
6,800
7,0007,200
7,400
7,600
7,800
8,000
SY 03-04 SY 04-05 SY 05-06 SY 06-07 SY 07-08
6,6137,005
7,3797,522
7,871
FIGURE 2.2. Comparative enrolment in Silliman, SY 2003-2004 to SY 2007-2008
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2.1.7 Its academic programs and offerings have high levels of recognition
and wide reputations of excellence(Table 2.1). It has among the most
number of Level III (highest) accredited programs among private
schools in the country.
TABLE 2.1. Distinctions of Silliman University, 2008
DESIGNATED BY CHED AS
Center of Excellence in
Education
Nursing
Center of Development in Biology Business Management Education IT Education Marine Sciences Mechanical Engineering Physics
Center of Training Institute for Departmentof Education Certificate and In-ServiceTraining Programs
Recognized as the institution with the most-number of Level III accredited graduateprograms
USAID Center of Excellence in CoastalResource Management
Haribon Foundation Academic Center ofExcellence in Biodiversity Preservation
2.1.8 It has wide latitudes and spaces for integrating faith appreciation in
all its programs and offerings. Faith appreciation is a ubiquitous
element in the universitys curricular and extra-curricular programs.
Worship is a regular activity across the university. This infuses
spiritual strength that attracts students and supporters to Silliman.
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2.1.9 It has a good complement of committed faculty and staff(Table 2.2).
TABLE 2.2. Faculty and staff profile of Silliman University, SY2007-2008
PRESENT PERSONNEL COMPLEMENT PROJECT PERSONNELFaculty Career and Placement Office 1Regular 333 OIP 1Probationary 154 EDP 1
IEMS 5Staff Extension Program 9Regular 286 Justice and Peace Center 6Probationary 6 BBC (Svc Contractor) 205Total 779 Century security service 67
Relievers 10Part time Faculty 49 Total 305Adjunct Faculty 28Visiting Prof./lectures 5Total 82
2.1.10 It has a good academic leadership. Many of Sillimans academic
deans, directors, and department chairs have been long associated
with Silliman and are among the leaders in their disciplines and are
widely recognized inside and outside of Silliman.
2.1.11 It has a spacious residential campus with good complements and
variety of multi-functional facilities. It has facilities for instruction,
research, and extension; for worship; for sports and athletics; for
cultural programs; for student and staff housing; for health and other
community services; and for general administration. The Silliman
University Library is among the largest outside of Metro Manila. Its
Luce Auditorium is the best theater in the country outside of Manila.
Its allied institution, the Silliman University Medical Center
Foundation, Inc., is among the best hospitals in the Central Visayas. It
has a functioning educational farm and an internationally recognized
marine and coastal research facility.
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2.1.12 Its financial state is improving. Operating revenues are beginning to
exceed expenses (Figure 2.3); its accumulated deficit is declining
(Figure 2.4).
FIGURE 2.3. Sillimans revenues and expenses, 2001-2007
FIGURE 2.4. Sillimans declining accumulated operational deficits, 2000-2007
Excess (Deficiency) of Revenues over Expe
(40,000,000)
(30,000,000)
(20,000,000)
(10,000,000)
0
10,000,000
20,000,000
SY 2000-01 SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07
-
50,000,000.00
100,000,000.00
150,000,000.00
200,000,000.00
250,000,000.00
300,000,000.00
350,000,000.00
400,000,000.00
450,000,000.00
SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07
TOTAL REVENUES AND DONATIONS TOTAL EXPENSES
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2.2Perceived WEAKNESSES
These are the patterns and trends in Sillimans external and internal environments
that, in the view of the university community, are diminishing the universitysability to operate and achieve its Vision, Mission and Goals.
2.2.1 Sillimans programs and offerings may be too wide and varied. This
translates to a weakness in the face of the trend where students and
households are focusing their demand for higher educationon only a
few courses. These are courses that command immediate employment
and high incomes abroad like nursing, engineering and information
technology. Sillimans traditional strength in general and liberal
education is being challenged and constrained by the shrinking of
students preferences and options of courses.
2.2.2 The Board of Trustees is comprised entirely of alumni of the
university.While earlier identified as a strength, this is also perceived
as a weakness in that being all alumni, the Board has no third eye
from an unconnected viewer of the universitys operations and
progress, who may give it alternative views on the universitys policy
requirements, options, and directions.
2.2.3 Most support for the university is driven by donors perceptions and
preferences on how to help Silliman, not always by what Sillimanmay more urgently need. This is true except in three cases when
donors allow the university to prioritize the use of their gifts:
The annual donation of the Silliman University Foundation, Inc.
(SUFI), which goes toward supporting general scholarships and
faculty and staff development;
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The donations of the Silliman University Alumni Council of North
America (SUACONA) for the Portal West commercial building,
which is intended to generate incomes to support the operations of
the university;
The direct institutional grants by the United Board for Christian
Higher Education in Asia (UBCHEA), which goes toward
supporting the institutional development of the university.
In most other cases, the donors specify how their gifts are to be used.
2.2.4 Its offerings are very unevenly subscribed (Figure 2.5). This makes
investments on programs and offerings more difficult; those with
lower subscriptions are less able to mobilize resources for their
development, which could otherwise subsequently improve their
attractiveness to students.
FIGURE 2.5. Comparative enrolment in Silliman, SYs 2006-2007 (dark) & 2007-2008 (light)
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2.2.5 Sillimans tuition is higher than those in many nearby schools .
Tuition-wise, Silliman is more expensive than many nearby schools.
These include schools that are often deemed as alternatives to Silliman
(Table 2.3). Ceteres paribus, comparative expensiveness weakens
Sillimans competitiveness.
TABLE 2.3. Comparative tuition fees, 2005-2006 (differences in %)
COURSES LEVEL SU USC diff USJR diff HNU diff CIT diff
GeneralEducation,Agriculture
I 708.75 472 50 441 61 374.85 89 342.23 107
Arts andSciences,Music
II 647.85 459 41 441 47 340.77 90 342.23 89
Business III 618.45 459 35 441 40 322.52 92 332.41 85MassCommunication
IV 570.15 459 24 434.8 31 304.93 87 332.41 72
SOURCE: J.L. Chiu. Marketing Silliman University, 2006
2.2.6 Silliman has less course offerings than other schools (Table 2.4_).Students have limited options on alternative courses to take in Silliman
as compared to many other schools elsewhere.
TABLE 2.4. Number of competitor courses not offered by Silliman
SCHOOLS BACHELORS MASTERS DOCTORATEAteneo de Davao 15 18 4Central Philippine University 26 7 3Holy Name University 18 2 1
Notre Dame of Marbel University 36 5 1University of St. La Salle 9 7 1University of San Carlos 24 15 3USJR 20 8 4Xavier University 20 10 2
SOURCE: J. L. Chiu, 2006
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2.2.7 Sillimans current share of students from nearby areas is small(Table
2.5). Its ability to get its own students to recruit other students is
limited.
TABLE 2.5. Projected share of students in all levels (Elementary to College) by Region, as %of national population: 85,261,000 (2005)
BASIC ED SHAREREGION % OFNATLPOPN(2000)
ELEM.12.67%
H.S.11.70%
COLLEGESHARE10.47%
S.U.ENROLMENT
BYREGIONALSOURCE
ACTUALSU
SHARE(%)
W Visayas 8.12 877,169 810,014 724,858 68 .0093
C Visayas 7.46 805,872 744,175 665,941 1,200 .1801E Visayas 4.72 509,881 470,845 421,346 33 .008W Mindanao 4.04 436,424 403,012 360,644 154 .0427
N Mindanao 3.59 387,812 358,122 320,473 170 .0530S Mindanao 6.78 732,414 676,341 605,239 23 .0038
C Mindanao 3.39 366,207 338,171 302,619 25 .0083
Calculated from the NSO Data set of 2005 Census
2.2.8 Its student population is overwhelmingly local. Most Silliman
students come from nearby cities, towns, and provinces, and from
immediate regions in the Visayas and Mindanao (Table 2.6).
TABLE 2.6. Top 5 regions of origin of students in Silliman (excluding foreign), SY 2007-2008
REGIONAL ORIGINS N
Region 7 (Central Visayas) 559Region 6 (Western Visayas) 159Region 9 (Western Mindanao) 439Region 10 (Northern Mindanao) 199Region 12 & ARMM (Central Mindanao) 136
2.2.9 Faith integration, which is to be among the hallmarks of Silliman
education, can be expensive. The integration of faith appreciation and
faith strengthening in the universitys mainstream programs in
instruction, research, and instruction (which are integral to the
universitys Vision, Mission and Goals) requires high investments of
time, of developing appropriate methods, and training. Yet, these are
necessary in order for the university to achieve faculty re-tooling and
pedagogical readjustments. The universitys present capabilities to
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undertake these investments are limited mainly because of tight
budget constraints (please refer to Figure 2.3).
2.2.10 The ability of the university to meet the current demand for studentsupport and scholarships is substantial, but not up to par with the
extent of the need. Sillimans scholarship portfolio is substantial
(about 10% of annual operating budget), but most grants are partial
(Table 2.7). This weakens the universitys student-drawing power.
TABLE 2.7. Student scholarships and aids
SY2003-2004
SY2004-2005
SY2005-2006
SY2006-2007
SY2007-2008
(NUMBER OF RECIPIENTS)Full School Fees Scholarship
A. Corporatescholarship
18 20 26 26 21
B. UBCHEA andOther SubstantialScholarship
37 28 17 24 38
TOTAL 55 48 43 50 59Partial Scholarship and Aid
A. University
Scholarship170 176 183 181 157
B. Endowment andAid
267 176 149 119 38
Total 437 352 332 300 195GRAND TOTAL 492 400 375 350 254
2.2.11 Faculty and staff development in Silliman is modest. Only a few (less
than 30%) of the faculty and staff are enjoying grants for professional
development (Table 2.8). Among those who do, most are partial. Theresources for faculty and staff development in the university are
limited and almost all sourced from designated gifts and donations
(please refer to Figure 2.1). This limits the ability of the university to
drive its own faculty and staff development program toward priorities
consistent with its institutional goals.
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TABLE 2.8. Number of faculty and staff enjoying grants for professional growth
PERSONNELCATEGORY
SY 2005-2006 SY 2006-2007 SY 2007-2008
Faculty 135 91 93
Staff 11 5 3
2.2.12 Sillimans bench of potential successor academic leaders is shallow.
The bulk of the faculty is in the lower academic ranks (Table 2.9). This
weakens the universitys ability to sustain higher leadership rotations
in its academic units. Regular rotations could be crucial to ensuring a
continuing recharge of scholastic and intellectual energy in the units.
Table 2.9. Summary of faculty by degrees and ranks
FACULTY PROFILE SUMMARY
TEACHING
DEGREE RANK STATUSSCHOOL
YEARTOTAL B
accalaur
eate
Masters
DoctoraL
Instructor
Assistant
Professor
Associate
Professor
Professor
Regular
Temporary
2003-2004 383 224 136 23 228 122 24 9 316 672004-2005 394 239 135 20 244 122 19 9 302 922005-2006 394 228 140 26 252 118 16 8 293 1012006-2007 405 233 144 28 258 125 12 10 301 1042007-2008 394 223 150 21 236 133 15 10 289 105
NON-TEACHING (LIBRARIANS AND GUIDANCE COUNSELORS)
DEGREE RANK STATUSSCHOOL
YEARTOTAL B
accalaureate
Master
s
Doctor
aL
Instruc
tor
Assistant
Professor
Associate
Professor
Professor
Regula
r
Tempo
rary
2003-2004 26 21 5 0 21 5 0 0 24 22004-2005 27 21 5 1 21 5 0 0 24 32005-2006 33 24 8 1 24 9 0 0 29 42006-2007 33 20 10 3 21 7 5 0 28 52007-2008 31 18 10 3 18 8 5 0 29 2
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2.2.13 The productivity levels of different academic units are highly
uneven. The ratios of total expenses (to serve their offerings) against
total revenues (less faculty and staff entitlements) are mostly negative,
with only a few units compensating for these (Figure 2.6). Uneven
revenue burdens may take a heavy institutional toll on the
compensating units, which could weaken them.
FIGURE 2.6. Sillimans tuition and fee revenues against total expenses by units, 2007-2008
2.2.14 There is very low involvement of the faculty and staff in research
and extension. This could weaken the universitys ability to offer
tested and new knowledge, which could translate to eroding its
reputation and the quality of its programs and offerings.
2.2.15 Many of the universitys physical facilities and assets are old and are
highly depreciated (Table 2.10). This takes a substantial bite from the
universitys maintenance and overhead budgets, which could
otherwise be directed toward supporting the delivery of academic
programs and offerings.
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TABLE 2.10. Number of buildings and their ages
AGE OF BUILDING NUMBER OF BUILDINGS
Less than one-year 5
1-5 years 76-10 years 5
11-20 years 5
21-40 years 47
41-60 years 48
61-80 years 13
81-100 years 7
Over 100 years 2
NOTE: There are 31 buildings without record on file as to the year being built.
2.2.16 Sillimans operating financial base is still weak. This is true in the
sense that its recurring net personnel costs (excluding project staff) are
still higher than net tuition revenues (total tuition revenues less
entitlements to dependents; see Figure 2.7). Although improving, this
is a weakness because tuition is the universitys principal source for
salaries and benefits.
FIGURE 2.7. Sillimans net tuition fees and net salaries and benefits, in pesos, 2000-2007
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2.3Perceived OPPORTUNITIES
These are the patterns and trends in Sillimans external and internal environmentsthat, in the view of the university community, have created distinctive windows for
the university to expand and improve its operations and achieve its Vision, Mission,
and Goals.
2.3.1 There is a continuing rise in the countrys population, which could
translate to a continuing demand for education (Table 2.11). This
offers an opportunity for Silliman to continue investing on the quality
of its programs and offerings. This will allow it to capture an even larger
part of an anticipated rising number of students in the country.
TABLE 2.11. Population of the Philippines by sex by 5-year intervals, 2000-2040
YEAR BOTH SEXES MALE % OF TOTAL FEMALE % OF TOTAL
2000 76,946,500 38,748,500 50.35 38,198,000 49.652005 85,261,000 42,887,300 50.30 42,373,700 49.70
2010 94,013,200 47,263,600 50.27 46,749,600 49.732015 102,965,300 51,733,400 50.24 51,231,900 49.762020 111,784,600 56,123,600 50.21 55,661,000 49.792025 120,224,500 60,311,700 50.16 59,912,800 49.842030 128,110,000 64,203,600 50.12 63,906,400 49.882035 135,301,100 67,741,300 50.06 67,559,800 49.942040 141,669,900 70,871,100 50.02 70,798,800 49.98
SOURCE: NSO, with percent computed by the SU Researcher
2.3.2 The percentage share of total population in the country of the
regions that comprise Sillimans frequent sources of students has
been high (Table 2.12). If it remains so, the demand for education in
these regions will continue to be high. This offers Silliman an
opportunity to sustain its student population and subscription rates.
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Table 2.12.Percent share of national population, by regions, 2000
AREA% OF TOTAL
POPULATION,2000
2000
(MAY 1)
1995
(SEPT.1)
1990
(MAY 1)
Philippines 100 76,504,077 68,616,536 60,703,206NCR 12.98 9,932,560 9,454,040 7,948,392Cordillera AdministrativeRegion
1.78 1,365,412 1,254,838 1,146,191
Ilocos Region 5.49 4,200,478 3,803,890 3,550,642Cagayan Valley 3.68 2,813,159 2,536,035 2,340,545Central Luzon 10.49 8,030,945 6,932,570 6,199,017Southern Tagalog 15.42 11,793,655 9,943,096 8,263,099Bicol Region 6.13 4,686,669 4,325,307 3,910,001Western Visayas 8.12 6,211,038 5,776,938 5,393,333Central Visayas 7.46 5,706,953 5,014,588 4,594,124Eastern Visayas 4.72 3,610,355 3,366,917 3,054,490
Western Mindanao 4.04 3,091,208 2,794,659 2,459,690Northern Mindanao 3.59 2,747,585 2,483,272 2,197,554Southern Mindanao 6.78 5,189,335 4,604,158 4,006,731Central Mindanao 3.39 2,598,210 2,359,808 2,032,958ARMM 3.15 2,412,159 2,020,903 1,836,930Caraga
12.74 2,095,367 1,942,687 1,764,297
1Created into a region under R.A. No. 7901 dated 23 February 1995, taken from Region 10and Region 11 / SOURCE: National Statistics Office
2.3.3 The Board of Trustees is committed to moving the university
forward in terms of relevance to national development. This is
evident in its restatement of the universitys Vision, Mission, and
Goals. It is also evident in its insistence that the university continues to
re-examine its strategic plans, to better respond to changing conditions
and priorities of the Filipino people. This offers a unique opportunity
for the university to sharpen its relevance and reach in Philippine society.
2.3.4 Alumni and public support for Silliman is continuing and remains
robust (please refer to Figure 2.1); and there remain deep
commitments for Silliman by many individuals and friends of the
university. These include national businesses and agencies and
international institutions. Among those that have been recently active
in their support for new scholarships and academic programs and
facilities in the university include:
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AgriNurture, Inc. (ANI)
USAID-EcoGov II
World Bank
The Uytengsu Foundation, Inc.
The Philippine Council for Agriculture, Forestry and Natural
Resources Research (PCARRD)
The Silliman Alumni Association, Inc.
The Silliman University Alumni Council of North America
2.3.5 Recent national attention on food security and on the quality of
public administration in the Philippines has translated into renewed
interests on agriculture and on promotingearlier on at the
baccalaureate levelthe culture of good governance. This has led to
opening new opportunities for Sillimans agriculture and environment
programs and for its public administration and related offerings.
Student subscriptions to these programs are likely to go up, and public and
donors support for them could increase.
2.3.6 Silliman is well placed in the Visayan archipelago to lead in
innovations and R&D on small-island production and governance.
The Visayas comprises the largest collection of small islands in the
country. Silliman, being in Central Visayas, is proximate to areas
offering diverse conditions of small islands. These offer opportunities
for Silliman, which has programs and offerings in agriculture,
agribusiness, economics, entrepreneurship, coastal and marine
sciences, and public administration, to explore how the productivity and
governance of these highly environmentally-constrained and unique
ecosystems may be best improved and sustained.
2.3.7 The leadership community in the university is working together.
Deans, directors, and chairs of different units, and the leadership of the
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faculty and staff associations and the student government are
committed to pushing the universitys relevance and reach to its internal
and external publics, and also in integrating faith formation in the
universitys instruction, research, and extension programs. This opens
an opportunity for undertaking collective innovations in the
university.
2.3.8 There is a general willingness in the university to try out new things.
There are, among the faculty and staff, good academic and program
innovators who are able to think through the universitys options on
both learning contents and delivery methods. Service learning is a
distinct innovation in Silliman being recognized in academic circles in
the Asian region. Certificate courses are being designed and offered to
complement and add related competencies to mainstream courses.
Experiential learning in agriculture is giving it a distinctive
pedagogical line. Innovations offer opportunities for sustaining Sillimans
leading edge over other schools.
2.3.9 There is interest by multilateral funding agencies to support the
development of innovations in learning content and delivery in
Silliman. The World Bank has indicated interest to support Silliman to
become a knowledge process outsourcing institution for local
governments, small and medium enterprises, and other learners who
are otherwise unable to come to the university. This involves
introducing new methods and technologies to do on-line catering of
knowledge. The USAID EcoGov II has also indicated interest to support
Silliman become an off-site technical support provider for coastal
communities and local governments.
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2.3.10 Previous investments on facilities for many of the universitys
programs and offerings have been high. These are now paying back
by way of allowing the university to more readily absorb expansions
and higher enrolments in its less-subscribed programs and offerings.
One instance is Agriculture, and previous investments on an operating
farm. Another is on Information Technology and on IT infrastructure
in the university currently worth over 50M pesos. Other instances
include previous investments on science education, laboratories, the
library, the Luce Auditorium, the Medical Center, and on dormitories.
2.3.11 There has been a declining trend on the extent and intensity of legal
and political challenges to Sillimans holdings. Except for two brief
instances (which lasted from one to two weeks) when attempts were
made to fence off contested areas by claimants, no new related legal
actions have been actually filed against the university in the past two years.
This offers an opportunity for Silliman to focus on developing its
holdings, and to improve their ability to support community and
academic life in the university.
2.4 Perceived THREATS
These are the patterns and trends in Sillimans external and internal environments
that, in the view of the university community, could pose risks to the universitysoperations and endanger its ability to achieve its Vision, Mission, and Goals.
2.4.1 Almost 2/3 of the present members of the Board of Trustees are
ending their terms within the next 3-4 years. This could prove to be a
case of too many, too fast (Table 2.13). It could pose the possibility of
many new members holding different strategic views of the university
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that, while such infusion of new views has value, could disrupt the
continuity of this Plan.
TABLE 2.13.Members of the Silliman Board and their terms, 2008
TRUSTEES TERM ENDS CONTINUITY
Amatong, Juanita D. May 31, 2011 Maybe immediately extended foranother term
Balbido, Ricardo, Jr. A. May 31, 2009 Reelectable after at least a 1-yearinterregnum
Briones, Leonor M. May 31, 2009 Reelectable after at least a 1-yearinterregnum
Delloso, Roselyn G. May 31, 2008 Maybe immediately extended foranother term
Fundador, Rosita V. May 31, 2012 Maybe immediately extended foranother term
Nolido, Reinaldo M. May 31, 2009 Reelectable after at least a 1-yearinterregnum
Orteza, Edna J. May 31, 2010 Maybe immediately extended foranother term
Remollo, Felipe Antonio B. May 31, 2008 Reelectable after at least a 1-yearinterregnum
Sayson, Fema Christina P. May 31, 2012 Maybe immediately extended foranother term
Sy, Julio, Sr. O. May 31, 2010 Reelectable after at least a 1-yearinterregnum
Tan, Noel R. May 31, 2008 Reelectable after at least a 1-yearinterregnum
Torres, Rebecca C. May 31, 2011 Maybe immediately extended foranother term
Villalba, Noel C. May 31, 2007 Already replaced by Dr. DeborrahMarco
Villamor, Antonio P. May 31, 2011 Reelectable after at least a 1-yearinterregnum
Villavito, Madison M. May 31, 2010 Reelectable after at least a 1-yearinterregnum
Yap, Roman T. Emeritus Lifetime honorific
2.4.2 Donors lose interest on Silliman. The university is too highly
dependent on gifts and donations (and on donors goodwill, see
Figures 2.1 and 2.3) to be able to execute its programs. This sense ofgoodwill can be withdrawn at any time for a number of reasons, from
economic to political, with the university hardly able to do anything
about it.
2.4.3 Public confidence on Sillimans programs and offerings suddenly
drops. For example, if the initial board performance of Sillimans new
Medical School is dismal; or if the board passing rates in traditionally
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strong and productive programs like nursing, education, and
accountancy decline; or if the universitys General Education
curriculum (mostly offered by the College of Arts and Sciences, and
which has the highest productivity level in the university; see Figure
2.6) gets perceived to offer no clear advantage to graduates; or if
Sillimans programs and offerings are perceived to be irrelevant and
disjointed against emerging social and cultural trends and preferences
in the country. Any of these could upset public confidence on Silliman
as an educational institution and could translate to precipitous drops
in enrolment.
2.4.4 The faculty and staff are unable to respond to rising levels of
knowledge integration being demanded in the world of work. This is
a situation in which, organizationally, the university is unable to raise
the level of disciplinal collaboration across its programs and offerings.
It could lose relevance and competitiveness among students seeking to
better fit with the new workplaces and entrepreneurial opportunities
that demand high levels of disciplinal integration (e.g., managing
enterprises in highly technologically globalized environments; bio-
engineering; ecology and environmental management and policy;
package engineering and design; theology and the comparative study
of modern politico-religious movements).
2.4.5 New regulations may require new facilities and teaching standards
(like faculty-student ratios), which the university would be unable to
afford. This could plunge Sillimans academic competitiveness and
erode its reputation for academic excellence.
2.4.6 Recession and general economic downturns (including soaring
inflation) could affect students ability to come to Silliman.
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The Philippine economy continues to be plagued by low
performances in production and trade (Table 2.14).
The areas from where most Silliman students come from are facing
difficult economic circumstances (Table 2.15).
These could affect students ability to afford coming to Silliman.
Enrolment could drop, and because salaries and benefits in the
university are mainly supported from tuition, this could affect the
universitys ability to sustain its corps of faculty and staff and the
quality of its services.
TABLE 2.14Philippine Economic Performance Indicators, (2004-2007)
YEAR
2007 ForecastECONOMIC
INDICATORS2004 2005 2006 Govt
ForecastMBC
ForecastGNP Growth Rate (%) 6.7 5.6 6.2 6.2-7.1GDP Growth Rate (%) 6.2 5.0 5.4 6.1-6.7 5.3-5.4Services Growth Rate(%)
7.6 6.4 6.3 6.6 6.4
Industry Growth Rate 4.7 4.9 4.8 5-8 4-9Unemployment Rate(Phil. Def)
11.8 11.3 11.0 11.1 10.7
Export (US $) 39.7 41.3 47 51.8 52Growth Rate (%) 9.5 4.0 14 11 9.5Imports (US$) 44 47.4 47.4 60.3 55.3Growth Rate (%) 8.8 7.7 9.6 12 7.1BOT (US$)(+/-)
-4.3 -6.2 (4.1) -8.5 -3.3
SOURCE: Philippine Business Magazine, vol 3, Nov. 10, 2006; Forecast consolidated fromNSCB-NSO, NEDA and MBC
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TABLE 2.15.Consumer Price Index (CPI), Inflation Rate (IR) and Purchasing Power of thePeso (PPP)1 (1994=100)
CPIINFLATION
RATEPPP
AREA
2006
3
2005
1994BASEYEAR
2006
3
2005 2006
3
2005 1994Philippines2 130.7 129.8 100 9.5 7.6 0.76 0.77 100Region VII 140.7 134.6 100 6.9 6.5 0.71 0.74 100Bohol 145.4 136.3 100 11.3 9.0 0.69 0.73 100Cebu 139.9 134.6 100 6.0 6.3 0.71 0.74 100Negros Oriental 142.7 133.9 100 9.8 7.1 0.70 0.75 100Siquijor 140.2 131.0 100 9.7 7.6 0.71 0.76 100Cebu City 138.0 134.1 100 3.7 4.7 0.72 0.75 100Average 373.0 373.4 100 257.9 256.7 287.2 287.1 336.8
SOURCE: Susan V. Suarez, Unpublished Doctoral Dissertation (2007)1
Consolidation by this researcher using the NSO data for Region VII date revised April 24,2006
2NSCB RD10, NSO, revised April 1, 2006
3Computed by the researcher using NSO Monthly Fact Sheet for RDVII dated April 24, 2006.
This is computed from the first four months of the year.
2.4.7 Serious social and political breakdowns occur in the country.
Situations like in 1972 (when Martial Law was declared) could recur
and university operations are disrupted or halted for a time. When this
happens, at this time when the universitys surplus accumulations are
still low, Silliman would be unable to weather through the period of
crisis.
2.5Analysis of Sillimans SWOT
Table 2.16 below summarizes the consolidated (university-level) strengths,
weaknesses, opportunities, and threats in Silliman, which, together (as
viewed by the general university community) comprise the set of major
constraints on Sillimans ability to operate and pursue its Vision, Mission,
and Goals. To reiterate, these are the conditions in the current and foreseeable
futures of the universitys macro, external, and internal environments that
would eitherpromote or inhibitSillimans development.
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Table 2.16.Summary of Sillimans strengths, weaknesses, opportunities and threats, as viewed by theuniversitys constituency in 2008
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
High social value ofeducation
Long presence in thePhilippines
Active and workingBoard
Large portfolio ofprograms/offerings
Wide alumni andpublic support
Rising enrolment Wide recognition
and good reputation Wide space for
integrating faith inthe curriculum
Good complement offaculty and staff
Good academicleadership
Spacious campus;many facilities
Improving financialstate
Offerings may betoo wide and varied
Board is entirelyalumni
Donors supportdriven by donorsview of needs
Uneven subscriptionto offerings
Has higher tuitionthan many nearbyschools
Has limited array ofalternative courses
Small share ofstudents from
nearby areas Students are mostly
local Integration of faith
can be operationallyexpensive
Scholarships still lowthan demand
Faculty and staffdevelopment is low
Academicleadershipsuccessor bench isshallow
Uneven productivityof units Low faculty and staff
involvement inresearch andextension
Most facilities areold
Financial base is stillweak and limited
Continuing rise inpopulation
Demand foreducation incatchments is high
Board committed tomoving Sillimansrelevance
Alumni and publicsupport is continuingand remains robust
Recent publicconcerns on food &governance isdrawing publicinterests on
Sillimans agricultureand public adprograms
Well-placed to leadin Small Island R&D
Leadership isworking together
General willingnessto innovate
Recent interests bymultilateral agencieson Sillimansalternative learningcontent and delivery
Previousinvestments infacilities andprograms are betterpositioning theuniversity for newthrusts
Declining challengesto the universitysland claims andholdings
The rapid rate of Boardsuccession in the next
3-5 years could disruptstrategic continuity
Donors lose interestson Silliman
Public confidence onSillimans programsand offerings drop
The faculty and staff isunable to undertakedisciplinal integrationas rapidly as might bedemanded by studentsand the new andemerging workplaces
New regulations &standards areimposed, whichSilliman is unable toafford
Recession and generaleconomic downturnscould affect enrolment
Serious social andpolitical breakdownsoccur and affect thecontinuity of Sillimansoperations
The SWOT indications suggestthat:
1. Sillimans strengths are mainly on
the quality and diversity of its academic programs and offerings;
the stability and robustness of its systems, procedures and governance;
and
the level of support it is enjoying from its public.
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The conscious and prominent stress on faith strengthening and evangelical faith
formation as component goals of Sillimans academic life are especially unique
features of the universitys programs and offerings. Having an active and
working Board, good academic leadership, and a decent financial state, stand out as
among the strengths of its systems, procedures and governance. The
increasing level of its alumni support, support from friends, and its public
prominence in the Philippines, give it unique strengths in terms of public
support.
2. Sillimans weaknesses are mainly in the same areas of its strength,
depending on how certain conditions of its macro, external, and internal
environments develop. These conditions include:
how students course preferences will tend to either narrow toward
only certain degrees and courses, or widen toward the courses offered
in Silliman;
the degree to which disciplinal integration dominates the requirements
of emerging new enterprises and employment opportunities;
how the trustees and donors appreciate the universitys needs,
priorities, and opportunities;
how the university is able to sustain its faculty and staff development
and the development of its facilities, to meet new regulatory demands;
and
how the economy performs and affects (a) students ability to come to
Silliman, and (b) Sillimans ability to sustain its financial base.
Students course preferences will affect the degree to which Sillimans
offerings may prove to be too wide and varied (or restricted) and the extent to
which subscriptions to them turn out to be more properly distributed. It will also
subsequently affect the comparative productivity of colleges and units.
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Successes and failures on disciplinal integration would likely affect public
interests on the universitys portfolio of courses and offerings.
Trustees and donors appreciation of the universitys needs and priorities
would influence how Sillimans competitiveness will compare against those of
other nearby schools. It will affect the degree to which the university is able to
address its aging physical plant and facilities.
The universitys ability to sustain its faculty and staff development and the
development of its facilities in the face of new and emerging regulations and
standards, could translate to either weakening or boosting its competitiveness and
its edge over other schools.
The performance of the economy will determine the extent that Sillimans
tuition structure will remain competitive, and the extent that potential students
can afford to come to Silliman.
3. Sillimans opportunities may be particularly wide in the areas of
agriculture, education, public administration, business and accountancy,
medicine, nursing and allied health sciences, information technology, and
in general education. These seem so in light of the emerging crisis on food
security and on governance, and the rising public interest on health professions
and on integrated learning and new methods of learning delivery. It remains
robust in engineering, social sciences, humanities and the arts,
communication, basic education, and in science and mathematics, as
indicated by the continuing high demand for education nationwide (and more
particularly in the regions being served by Silliman); the Boards
commitment to advancing Sillimans holistic liberal education; and continuing
alumni and public support for Silliman and its programs.
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4. The threats to Silliman cluster around mostly external conditions that could
affect students preferences and ability to come to the university. These
could include donors interests on Silliman and on its students and how
economic, social and political perturbations (to the extent that they occur)
could upset Sillimans ability to respond to new regulations and
investment requirements, and even to sustain its operations. Some threats
from Sillimans internal systems remain centered around its ability to keep
its present directions and the ability of the faculty and staff to hone
offerings against current demands for integration and innovations in
industry and society.
The SWOT suggests that, over-all, Sillimans key areas of strategic actions
or the aspects of its operations that could be refined in the long-term in order
for it to better achieve its Vision, Mission, and Goals under emerging
conditions in its macro, external and internal environmentswould be its
Programs and Offerings (and how its portfolio of these could command
public value);
Faculty and Staff (and how they are able to adapt to new and emerging
trends on disciplinal configurations of competencies