1. Carlo Magno, PhD.
De La SalleUniversity
Counseling and Educational Psychology Department

2.  A university is an institution of higher
education and research, which grants
academic degrees in a variety of subjects.
 derived from the Latin universitas
magistrorum et scholarium, roughly meaning
"community of teachers and scholars”

3.  The University of Paris (c. 1150, later
associated with the Sorbonne), the University
of Oxford (1167), the University of Palencia
(1208), the University of Cambridge (1209)
 Goal: Form scholars

4.  German university system conceived byWilhelm
von Humboldt (1810/1970).
 Universities should shift from the mere
“regurgitation of knowledge” to promoting
independent inquiry and productive thinking among
students by involving students in research.
 Professors are expected to engage in their own
research, as they are supposed to serve as models of
how to produce knowledge in an intelligent,
systematic, and scholarly manner.

5.  Fundamental shift in
their institutional
focus that made them
a strong force in
shaping the ideas that
built the American
nation in the 20th
century.
The importance of
scientific research are
embarked for their nation’s
security

6.  Interplay between
universities,
government, and
industry in the
production of
knowledge.

7. CHED RA 7722:
 Ensure and protect academic freedom for the
continuing intellectual growth,
 the advancement of learning and research,
 the development of responsible and effective
leadership,
 the education of high level professionals, and
 the enrichment of historical and cultural
heritage.

8. MediumTerm Development Plan:
 mobilizing knowledge to improve
productivity through generation, transfer and
utilization of research outputs/technologies

9.  Teaching: Scholarly
inquiry by faculty and
students
 Tradition of Publication
 Competencies of
Students: Scientific
thinking
 Expectations from the
faculty

10.  Scholarly inquiry by faculty and students
 Students do not depend on their teachers to
learn information, but they need to generate
their own knowledge.
 Teacher provide tools and methods for
students to learn and students in turn use
these tools to become independent learners.
 Students become self-regulated

11.  Students are self-regulated
when they are:
 autonomous who
control, monitor, direct, and
regulate their actions.
 displaying motivation, goal-
directed, and controlling their
action.
 Acquiring and judiciously apply
positive learning strategies

12.  Scholarly inquiry:
 Use the latest research findings to explain
various phenomenon
 Engage in a discussion of the latest
development in the field
 Predict and generate the next step to
theorizing

13.  How do we facilitate
scholarly inquiry?
 Access to scholarly
information like journals
and published studies.
 The courses are geared to
equip students understand
the content of scholarly
journals
▪ Statistics
▪ Research methods
▪ Theory courses

14. Publication
Public Presentation
Write reports
Our work is
reviewed by a
panel of experts
Our work is evaluated
whether we are
contributing to theory

15.  Levels of
Publication
ISI abstracted Journals
Abstracted journal
International Journal
Local journal
Conference proceeding
In house publication

16.  Requirements
 Appreciation, value, and utility of producing scholarly
work
 Recognize the work devoted in developing and publishing
a paper
 Faculty as good role models in producing publications

17.  Competencies being
developed are geared in
the pursuit of lifelong
learning.
 If we are in a research
university students should
develop scientific thinking
(Magno, 2010).
 systematically exploring the
environment,
 constructing models as a
basis for understanding the
evidence of it, and
 revising those models as
new evidence is generated

18.  Scientific thinking involves (Magno, 2010):
Practical
inclination -
scientific thinking in
ordinary living such
as everyday
reasoning, and
math applications
Analytical
interest -
discover
knowledge, and
such thinking
deals with
concepts, hypoth
eses and
theories, and
abstractions
Intellectual
Independence -
the ability of a
learner to make
knowledge claims
independent of
the traditional
authorities of the
teacher and
textbook
Discourse
Assertivene
ss – building
arguments
and critical
thinking

19.  If we want to create a
scholarly culture in a
university, then we need to
develop a thinking that
allows practical
inclination, analytical
interest, intellectual
independence, and discourse
assertiveness.

20.  The work of a higher
education faculty should
not be defined by their
teaching load!!!
 Proportional amount of
work is given for
teaching, research, and
professional practice.
 Recognize the diversity of
work styles that
characterizes an active
faculty in pursuit of a
creative work.
 Produce publications, and
profess the ideas published.

21. Discipline Public Private Total
Agriculture, Forestry, Fisheries 2,801 402 3,203
Architecture and Town Planning 230 460 690
Business Administration and Related 3,255 11,589 14,844
Education Science and Teacher Training 14,802 19,060 33,862
Engineering and Tech 3,077 6,028 9,105
Fine and Applied Arts 190 341 531
General 2,279 7,296 9,575
Home Economics 254 168 422
Humanities 1,666 3,203 4,869
IT-Related Disciplines 771 3,468 4,239
Law and Jurisprudence 397 2,306 2,703
Maritime 97 963 1,060
Mass Communication and Documentation 281 649 930
Mathematics 799 1,070 1,869
Medical and Allied 1,513 10,969 12,482
Natural Science 1,565 1,698 3,263
Other Disciplines 588 1,521 2,109
Religion and Theology 23 1,294 1,317
Service Trades 21 174 195
Social and Behavioral Sciences 1,205 2,642 3,847
Trade, Craft and Industrial 70 40 110
Total 35,884 75,341 111,225

22.  Top University Rankings (THE 2012):
1 California Institute ofTechnology United States
2 Harvard University United States
2 Stanford University United States
4 University of Oxford United Kingdom
5 Princeton University United States
6 University of Cambridge United Kingdom
7 Massachusetts Institute ofTechnology United States
8 Imperial College London United Kingdom
9 University of Chicago United States
10 University of California Berkeley United States
None of the Philippine Universities made it in the top 400

23.  Top Universities in Asia (THE 2012)
 30 University ofTokyo Japan 74.3
 34 University of Hong Kong Hong Kong 72.3
 40 National University of Singapore Singapore 70.9
 49 Peking University China 65.6
 52 Kyoto University Japan 64.8
 53 Pohang University of Science andTechnology
Republic of Korea 64.6
 62 Hong Kong University of Science andTechnology
Hong Kong 61.7
 71Tsinghua University China 59.5
 94 KoreaAdvanced Institute of Science andTechnology
Republic of Korea 54.5
 108Tokyo Institute ofTechnology Japan

24.  Top Universities Philippines (QnS, 2011)
348. University of the Philippines, Diliman
451-500. Ateneo de Manila University
601. De La Salle University, Manila
651. University of Sto.Tomas

25.  Teaching — the learning environment (worth
30% of the overall ranking score)
 Research — volume, income and reputation
(worth 30%)
 Citations — research influence (worth 30%)
 Industry income — innovation (worth 2.5%)
 International outlook — staff, students and
research (worth 7.5%).

26.  Problems:
 Some universities invest on their athletic teams but not in funding the research
of the faculty.
 No rewards correspond to a faculty’s publication.
 No time is given for a faculty to do research
 Teaching load is structured within a semester where a faculty rarely has time to
go out for field work.

27.  We still need to
acknowledge and
create a system in the
Philippine Universities
that would allow the
faculty and students
to do research.
 Needs to recognize
that both teaching
and research should
go together