Thesis (Chapters)

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
No organization can achieve its true potential unless employees feel
supported, valued, and comfortable in the workplace. To achieve these goals,
people in organizations should collectively define the shared values that will
guide decisions and interactions with one another, and with other stakeholders,
on a daily basis. This is a difficult but important task. In many cases, the actual
values in an organization are often tacit and evolve into the collective
organizational culture. Shared values, however, can be defined, assessed, and
managed more systematically and explicitly, perhaps with great benefits. The
purpose of this paper was to describe a structured approach and participatory
design methodology to define and use shared values, which can serve as an
agent of positive organizational change. The authors discussed the process of
defining shared values and the ways in which progress in adhering to stated
shared values can be measured using a survey instrument. The results of
applying this approach in an academic case environment at Virginia Tech reveal
that very positive organizational benefits are possible when shared values are
formally defined, measured, and used collectively. This approach can provide
less threatening ways to address difficult situations and cause positive change in
2
many types of organizations.

The shared values of institution are the foundation of organizational
culture. Even so, they can be difficult to define, assess and manage. Shared
values and moral values are not the same thing, for example, as an
organizational vision or mission. As Lipton pointed out, one of the purposes of a
vision is to help employees understand what an organization stands for and
what is expected of them. He went on to discuss how a vision cannot be all
things to all people. Individuals must decide, perhaps after the vision is
articulated, whether they can participate in the vision without sacrificing personal
goals. Shared values are also not the same as core competencies or ideologies.
In their popular book, Built to Last, Collins and Porras discussed core ideologies
as the driving force behind many successful companies because they focus
employees on the ideological commitment that define the companys niche.
Shared values are, in fact, those shared beliefs that guide decisions and
behaviors as people conduct day-to-day work and interact with each other. They
are a reflection of the culture of the organization and should drive the climate.
They are perhaps more operational in nature than a vision, and they are more
behavioral than procedural. The core ideologies discussed by Collins and Porras
defined how a company will compete. The shared values as used in this paper
communicated how people interact with one another and make decisions as they
strive and work toward the strategic vision.
This paper discussed the journey from conceptualization and definition of
the shared values of an organization, through assessment and measurement of

adherence to shared values, and finally to the execution of appropriate actions to
continuously improved relative to shared values.
Background of the Study

The Polytechnic University of the Philippines was created by Presidential
Degree No. 1341, date April 1, 1978 that converted the Philippine College of
Commerce, formerly the Manila Business School which was governed by the
Republic Act Number 8292 known as the Higher Educational Modernization Act
of 1997 and its implemented rules and regulations are contained in the
Commission on Higher Education (CHED) Memorandum Circular No. 4, series
1997.
PUP is a public, non-sectarian, non-profit institution of higher learning
primarily tasked with harnessing the tremendous human resources potential of
the nation by improving the physical, intellectual and material well-being of the
individual through higher occupation, technical and professional instruction and
training applied and sciences related to the fields of commerce, information and
communications technology and business administration.
PUP is one of the countrys hiring competent education institutions. The
PUP Community is composed of the Board of Regents, University officials,
administrative and academic personnel, students, various organizations, and the

4
alumni.
Governance of PUP is vested upon the Board of Regents, which exercises
policy-making functions to carry out the mission and programs of the University
by virtue of RA 8292 and is assisted by the executive Vice President and five
Presidents: for Academic Affairs, Student Services, Administration Research and
Development, and Finance.
It is the Universitys commitment through its skilled, dedicated, hardworking, competent, efficient and effective administrators composed of deans,
chairpersons, graduate school secretary, chairmen of the different graduate
programs,
campus
directors,
assistant
campus
directors/administrative
assistants, campus academic heads to give qualified and talented students

access to quality and responsive education, to aid them in the achievement of
their dreams and thus, improve their lives, by being well-educated and skilled
individuals, they will not only become job seekers but job creators as well, a force
of knowledge workers and entrepreneurs.
The PUP administrators, who provide educational leadership in their
respective units/colleges, have helped in the effective administration of the
University as appointees of the President of the University.
This administrators have general supervision over their units, recommend
academic policies and carry out existing policies pertaining to graduate curricula
and undergraduate program, recommend qualified persons to the faculty and
administrative positions; plan and implement faculty detective programs, promote

5
professional activities in the area of research and publications, provide

leadership and supervision in their respective areas, perform other assignments
as may be given by the President, Executive Vice-President or the VicePresident for Academic Affairs as deemed necessary.
The commitment of the administrators, staff, students, alumni and friends
has formed the cornerstone of this University that has exceeded expectation with
every generation of the graduates it has produced since its establishment.
Today, PUP is relishing its success and its students are enjoying
unprecedented academic opportunities, an enhanced campus environment,
upgraded colleges, state-of-the-art technology, and nationally and internationally
recognized program. PUP will continue to be a partner in nation-building and in
poverty alleviation for the marginalized sector of society with quality, responsive
with relevant education as a tool.
This gigantic task awaits the PUP community especially the seventeen
(17) colleges and nineteen (19) branches, and the graduate school. Everybody
must be supportive of the Presidents vision and be committed to give qualify an
talented students, as well as graduate students, access to quality, responsive
education to aid them in the achievement of their dreams and thus, improve their
lives.
Like any other educational institution, PUP is not spared from this socalled conflict. Despite the best management practices, educational qualifications
of its official/school administrators/faculty members, trained non-teaching

6
personnel, upgraded facilities, infrastructure, and other on-going improvement,

conflicts between superiors and subordinates still occur.
A basic difficulty underlying many of the serious problems of academic
administration
is
the
inability
to
deal
effectively
with
conflict
among
administrators, between administrators and faculty members, among the faculty,

between faculty and student, and between representatives of the institution and
the external constituencies with whom the institution deals with. Conflicts of every
conceivable form are bound to arise considering the present status of the PUP as
a state university.
The vision of PUP is: Clearing the paths while laying new foundations to
transform the Polytechnic University of the Philippines into an epistemic
community.
The mission of PUP: (1) Reflective of the great emphasis being given by
the country's leadership aimed at providing appropriate attention to the alleviation
of the plight of the poor, (2) the development of the citizens, and of the national
economy to become globally competitive, (3) the University shall commit its
academic resources and manpower to achieve its goals through: (4) Provision of
undergraduate and graduate education which meet international standards of
quality and excellence; (5) Generation and transmission of knowledge in the
broad range of disciplines relevant and responsive to the dynamically changing
domestic and international environment; (6) Provision of more equitable access
to higher education opportunities to deserving and qualified Filipinos; and (7)

7
Optimization, through efficiency and effectiveness, of social, institutional, and

individual returns and benefits derived from the utilization of higher education
resources.
The PUP shared values are (1) God-Fearing, (2) Love for Humanity and
Democracy, (3) Collegiality, (4) Integrity and Credibility, (5) Transparency and
Accountability, (6) Passion for Learning, and (7) Humanist Internationalism.
Theoretical Framework
Values are core to a school; they come with the architecture and the
furniture and decorations of the building itself. They are personified in the
attributes of the teachers and in standards of behavior expected of the students;
they are made explicit in the rubrics and rituals, particularly in those that
accompany tragedy or celebrate success. (Tarlinton and Oshea, 2002)
An examination of the values discourse suggests that there are a number
of different kinds of value, such as, moral, educational, aesthetic, social, political,
and religious. The philosopher Aristotle stated that the overarching value is moral
value and that all human values and value judgments are moral judgments
(Aspin, 2002).
There are typically four theoretical approaches to the study of moral
development and each of these will be briefly reviewed. Psychoanalytic theorists
proposed that morality develops through peoples inter-conflict between their

8
instinctual internal and external drives and needs, such as a drive for basic
physiological needs, or the drive for the higher order needs to belong and to
make a contribution (Freud, 1973; Langford, 1995; McCandless; 1967; Mussen,
Conger, & Kagan, 1974) Social learning theorists claimed that individuals
develop morality, more by learning the rules of acceptable behavior from others
within their external social environment and that learning is a social activity that
strongly influenced by language formation (Rich & DeVitis, 1994; Vygotsky,
1987). Cognitive development theorists presented morality as an aspect of
cognition, or reasoning that is developmental with individuals progressing
through a set of defined stages (Ginsburg & Opper,1969; Higgins, Power, and
Kohlberg, 1984; kay 1968; Kohlberg, 1976; 1987; Piaget 1965) personality or
integrated theorists attempted to perceive morality as an aspect of the persons
personality that is, in part, built in to the person but shaped by the individuals
cultural environment (Fowler,1991; Hekman, 1995; Kurtines, 1984; Thomas,
1997). Common to these four theoretical positions is an assumption about the
moral disposition of the infant at birth and/or an assumption about the moral
maturity to which individuals can aspire.
The moral development literature can also be considered by studying the
way in which different writers choose to define the concept of moral values. For
some authors, moral values are universal and absolute (Cavanagh,2001; Piaget,
1965). For author, the source of moral values is a supreme being in religious
tradition; the work of Fowlers faith development schema is noted here
(Fowler,1991; Haight., 1990 Hill, 2004). Whereas for other authors, the source is
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a line of logic, or general agreement among members of a society (Singer,2000).

It appears, after an inspection of the literature concerning the theoretical
constructs of human moral beliefs and actions as they develop from early
childhood into the adult years, that they are the product of range of social,
cultural, religious, cognitive, intra-person, and inter-person factors.
Conceptual Framework
10
The diagram showed the input and output process of the study. The input
process consists of respondents profile and the PUP shared values. For the
researchers to know the answer, they used different processes like conducting a
survey, giving questionnaires to the respondents and interviewing some
personnel with authority in relation to our topic, and treating data statistically.
They also came to the outcome of respondents profile and they also identified
the importance of the university shared values.
Input
1. Profile of the
BSBA students
Age
Gender
Civil Status
Year and
Section
2. Core Values
God-Fearing
Love for
Humanity
and
Democracy
Collegiality
Integrity and
Credibility
Transparenc
y and
Accountabilit
y
Passion for
Learning
Humanist
Internationali
sm
3. Work Values
Based on the
Shared Values
of the University
Process
Survey
Questionair
e
Interview
Output
Better
relationship
of the
employees
to each
other in
work.
Progressive
Univesity.
Statement of the Problem

11
This study aimed to determine whether the shared values of Polytechnic

University of the Philippines Bataan Branch were implemented based on the
work values of the employees.
Specifically, it sought to answer the following questions:
1. What are the profiles of the respondents in relation to:
1.1 Age
1.2 Gender
1.3 Civil Status
1.4 Year and Section
2. How do the employees implement the shared values of the university in
terms of:
2.1 God-Fearing
2.2 Love for Humanity and Democracy
2.3 Collegiality
2.4 Integrity and Credibility
2.5 Transparency and Accountability
2.6 Passion for Learning
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2.7 Humanist Internationalism
3. Do the employees maintain a good work by implementing the university

shared values?
3.1 Yes
3.2 No
Scope and Limitations of the Study

The study focused on the university shared values of the Polytechnic
University of the Philippines Bataan Branch.
The researchers selected PUP-Bataan in order to get some information
about their shared values and how they are being implemented by the
employees. The study is limited only within PUP-Bataan. The researchers chose
only selected respondents among the BSBA students of PUP-Bataan to assess
the employees.
Significance of the study

This research is important in the sense that the result will be helpful to all
the persons involved at the university.
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To the school administrator, there are employees who are responsible for
the implementation of the shared values. This study may serve as a reliable
feedback in managing the institution.
To the professors and students, to provide a progressive and more
efficient university.
To the future researchers, to help and to guide them in doing their
research related to this study.
Definition of terms
For clarity and common understanding, the key words used in this study
were defined, as follows:
Shared Values. The shared values are the guiding principles that dictate
behavior and action. Core values can help people differentiate what is right from
wrong; they can help companies determine if they are on the right path and
fulfilling their business goals; and they create an unwavering and unchanging
guide.
Work Values. Work values are global aspects of work that are important
to a person's job satisfaction.
Assessment. It is the evaluation or estimation of the nature, quality, or
ability of someone or something.
14
Implementation. Implementation is the process of putting a decision or
plan into effect.

God-fearing. Putting God first in everything we do and have.
Love for Humanity and Democracy. Love for humanity and democracy
is defined in the golden rule, "Do unto others as you would have them do unto
you."
Collegiality. It is the cooperative relationship of colleagues.
Credibility and Integrity. A key element of credibility involves
transparency, trustworthiness, and moral predictability. We feel good about
people who embody the phrase, what you see is what you get. Integrity is the
power to inspire belief.
Transparency and Accountability. Transparency and accountability
need each other and can be mutually reinforcing. Together they enable citizens
to have a say about issues that matter to them and a chance to influence
decision-making and hold those making decisions to account.
Passion for Learning. You have a passion for learning, you love doing it.
Humanist Internationalism. It is a philosophical and ethical stance that
emphasizes the value and agency of human beings, individually and collectively,
and generally prefers critical thinking and evidence acceptance of dogma or
superstition.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provided a review of different literature related to the core
values of the employees in the Polytechnic University of the Philippines, Bataan
Branch.
RELATED LITERATURE
Foreign Literature
Organizational intellectual capital is composed in its ultimate essence of
knowledge, intelligence and values. Each of these components represents
integrated results of the individual contributions of all employees (Bratianu,
2008). Values represent strong beliefs people get through their education in
family, at school and in society. Each person is born in a given culture and
through the educational system, a series of these cultural values are transferred
from society to individual. Through personal experience some of these values are
strengthened and others are weakened. Values are important since they play the
guiding role in any decision making process. A set of beliefs and values that
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become embodied in an ideology or organizational philosophy thus can serve as

a guide and as a way of dealing with the uncertainty of intrinsically uncontrollable
or difficult events (Schein, 2004).
All individual values of employees are integrated at the organizational
level according to the operational power of the organizational integrators. The
result consists of the core corporate values. These can be formulated in an
explicit way and incorporated into the mission statement or they just flow through
the organizational culture in an implicit way. They can be felt in an adverse
environment, even if they do not have a clear formulated statement. A company
is often said to have an explicit or implicit system of values, which is part of its
culture. What is meant, is that the management team has a collective set of
values, so that the company is used as shorthand expression for the collectivity
of the managers. An example might be a dedication to the quality of what is
offered to customers. (Mathur and Kenyon, 1998) Defining the corporate values
is a process linked to the new perspective of Corporate Social Responsibility
(CSR), in which ethical values shape the framework of decision making
processes. They become a driving force for the company. They provide a
common frame of reference that serves as a unifying force across different
functions, lines of business and employee groups (Dess, Lumpkin and Eisner,
2006). Company values communicated properly and shared by all employees
may become a strong integrator for the organizational intellectual capital. These
values can be communicated as an independent statement or as a component of
the mission statement. According to Peters and Waterman (1995) the specific
17
content of the dominant beliefs of the excellent companies is also narrow in

scope, including just a few basic values:
1. A belief in being the best.
2. A belief in the importance of the details of execution.
3. A belief in the importance of people as individuals.
4. A belief in superior quality and service.
5. A belief that most members of the organization should be innovators,
and its corollary, the willingness to support failure.
6. A belief in the importance of informality to enhance communication.
7. Explicit belief in the importance of economic growth and profits.
In order to give stress to the importance of the value system for a
successful company we shall refer to the outstanding research performed by
Deal and Kennedy (1988) in this field, and we shall extract one of their important
conclusions: Shared values define the fundamental character of their
organization, the attitude that distinguishes it from all others. In this way, they
create a sense of identity for those in the organization, making employees feel
special. Moreover, values are a reality in the minds of most people throughout
the company, not just the senior executives. It is this sense of pulling together
that makes shared values so effective. (Deal and Kennedy, 1988)
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Local Literature
In the Philippines, Racelis (2009) posited that organizational research in
the last two decades has paid greater attention to the topic of culture as a
potential key or critical lever for better understanding of organizations. Culture
has drawn attention to the long-neglected, subjective, or soft side, of
organizational life. In functionalist thinking, culture is considered a component of
an integrated social system which promotes the effectiveness of the organization
and the well-being of all its stakeholders. Organizational culture refers to the
assumptions, beliefs, goals, knowledge and values that are shared by
organizational members. Culture represents the high-information ideal factors in
a system or organization that exerts significant and partly independent influence
on human events. When an individual is faced with an ethical dilemma, his or her
value system will color the perception of the ethical ramifications of the situation.
This study, then, seed to explore and had a basic understanding of the
relationship between such value systems and employees perceptions of
organizational ethics. Analysis of a survey of 136 MBA students who are
managers in Philippine companies regarding their firms culture and their
organizational members perceptions of ethics reveals that there is a slightly
significant relationship between particular cultural characteristics and employee
perceptions of organizational ethics. This finding provides modest support for the
theory that organizational values are associated with organizational members
perception of ethical business dilemmas. It likewise confirms the suggestion in

19
the literature that organizations take on various cultural characteristics along the
different stages of their life cycle, and that individual values and ethical
perceptions do interact with the organizations value systems.
Attention to the design and management of organizations is overarching in
contemporary writing about business, given the many organizational governance
issues that have arisen in the last few years. In particular, the concept of
organizational culture has appeared to be especially useful, since it has drawn
attention to the long-neglected, soft but nevertheless information-filled
side of organizational life (Alvesson, 2002; Smelser, 2005).
Culture is said to have pervasive effects on a firm because a firms culture
defines who were its relevant employees, customers, suppliers, and competitors,
and how a firm will interact with these key actors (Barney, 1986). Studies
postulating relationships between organizational culture and the behavior of key
organizational actors are based largely on the functionalist view of culture, which
considers culture as a component of an integrated social system and treats
culture as serving the common good, thereby promoting the effectiveness of the
organization and the well-being of all its stakeholders (Alvesson, 2002; Smelser,
2005). As an extension of studies showing culture to be a determinant of the
moral content of organizational behavior (Sims, 1992), this paper sets out to
empirically explore the relationship between culture and employees perceptions
of organizational ethics.
20
RELATED STUDIES
Foreign Studies
Taylor, et., al. (2006) described a structured approach and participatory
design methodology for defining and using core values as an agent of positive
organizational change. The authors discussed ways in which progress in
adherence to stated core values can be measured and utilized for continuous
improvement, positive climate, and job satisfaction. The results of applying this
approach in an academic case environment were presented.
Bratianu and Balanescu (2008) demonstrated the increasing importance
of defining vision, mission and corporate values by a successful company. These
three entities may be formulated in separate statements, or they may be
integrated in a single one. Regardless of their formulation, they had the purpose
to communicate internally and externally the existential goal of the company and
the core values of their integrated activities. Their study paper presented a
comparative analysis of the way vision, mission and corporate values are
formulated by the top 50 U. S. companies. A qualitative and quantitative research
has been performed, based on a set of main characteristics these semantic
entities have.
21
Stylidis, et., al. (2014) in their study Corporate and Customer
Understanding of Core Values regarding Perceived Quality: Case Studies on

Volvo Car Group and Volvo Group Truck Technology investigated that core
values are an important part of Volvo Car Groups and Volvo Group Truck
Technologys strategic development plans. Both of these companies shared the
same three core values: Quality, Safety and Environmental Care, but they
approached these values in different ways due to different customer demands.
This study sought to understand how industry professionals and customers
perceive these core values and the attributes that are associated with them,
using semi-structured interviews with industry professionals from both companies
and quantitative survey methods with customers. The purposes of this study was
to investigate how designers conveyed core values to customers through product
attributes and how customers perceived those core values through the same
attributes. Such an understanding can contribute to more effective design
processes that communicate company values in the early product development
phases.
Local Studies
Racelis (2005) said that organizational culture studies have proliferated in
the management literature in recent years. This is largely because the study of
the culture concept prompts researchers to question commonly held assumptions
about organizations and their value to society. This study sought to describe and
22
characterize, at an exploratory level, the culture in Philippine organizations.

Racelis (2010) examined the relationship between organizational culture
and organizational performance in the Philippine banking sector. Based on a
sample of 60 banks operating in the Philippines, this study sought to verify the
notion that organizational culture especially when it is strong and adaptive
can influence an organizations financial performance. The results showed that
there is a significant and positive correlation between corporate profitability and
the banks Culture Strength. This observation was especially relevant in
environments characterized by rapid, unpredictable change, given that being too
focused on clearly defined visions and goals may cause organizations to lose
sight of emerging threats and opportunities and thus make them less adaptive.
Moreover, more detailed analysis reveals the critical importance of bank size
(represented chiefly by number of employees) for both deposits performance and
profitability. The study further finds that it is the Profitability measure, not the
Deposits measure, which relates to Culture Strength. This is an important result,
as Net Profits are an after-cost measure of bank profitability, i.e., a key corporate
effectiveness measure.
SYNTHESIS OF REVIEWED
To summarize the reviewed literature, university core values which play a
central role in strategic institution, sustaining high performance cultures, and
guiding institutional culture change will help to distinguish and drive market
23
success enable us to classify people according to their beliefs about the criteria
they use to make ethical decisions, or the ethicality of those decisions. Some of
the core values literature suggests augmenting teleological and deontological
value scales with a core values scale which can cause us to be aware of the
valued qualities of businesspeople and managers. At a more theoretical level,
inspecting values allows us to understand them in conjunction with the practices
in which they are developed, the narrative of the tradition to which these
practices belong and the social institutions which they are fostered within.
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Chapter 3
RESEARCH METHODOLOGY
This chapter presented the type of research, instruments and techniques

used in gathering data, the respondents involved in the study, sampling
techniques, construction and validation of the instrument, administration and
retrieval of the questionnaire and the statistical treatment of data.
Research Method Used

The group of researchers used the descriptive research design because it
aimed to determine how important the shared values is in line with the
employees of Polytechnic University of the Philippines Bataan Branch, how
values helped their profession and relation to others and which of the university
core values must be improved. Another purpose was to find new about the nature
of the university shared values.
25
The descriptive method was designed for investigation to gather
information about existing conditions. As widely accepted, the descriptive method

of research is a fact-finding study that involves adequate and accurate
interpretation of finding. It is designed to develop test and evaluate research
instruments and methods.
According to Cherry (1990), descriptive research seeks to depict what
already exists in a group or population. Descriptive studies do not seek to
measure the effect or variable, they seek only to describe.
Descriptive method according to Best (1981) can be distinguished from
other forms based on the following characteristics (a) Descriptive research is
non-experimental in that it deals with relationships between non-manipulative
variables in a natural rather than artificial setting. Since the events or conditions
have already occurred or exists relevant variables are merely selected for an
analysis of their relationships. (b) Descriptive research involves hypothesis
formulation and testing. (c) Descriptive research uses logical methods of
inductive and deductive reasoning in order to arrive to generalizations. (d) All of
the variables and procedures used in descriptive studies are described as
completely and accurately as possible to permit future replication. (e) Descriptive
research often employs methods of randomization so that error can be estimated
when inferring population characteristics from observations of samples.
Subjects
26
The subject included all the selected business administration students of
the Polytechnic University of the Philippines Bataan Branch.

From
Population and Sample Size
The master lists of respondents in the Polytechnic University of the
Philippines Bataan Branch were obtained from the registrars office of the
University.
The whole population of the business administration students of PUPBataan consisted of 419 students.
The researchers chose 82 respondents from the students list in the PUPBataan. They got the 82 respondents by 5s according to the students name in
the students list.
27
Table 1
Frequency and Percentage Distribution of the Respondents
Year and Section
1-BSBA-1
1-BSBA-2
2-BSBA-1
2-BSBA-2
3-BSBA-1
3-BSBA-2
4-BSBA-1
4-BSBA-2
Total
Total Population
10
12
10
12
10
10
9
9
82
Percentage
12.20
14.63
12.20
14.63
12.20
12.20
10.97
10.97
100
As shown in table 1, 1-BSBA-2 and 2-BSBA-2 both have 12 respondents

or 14.63% of the whole population; 1-BSBA-1, 2-BSBA-1, 3-BSBA-1, and 3BSBA-2 all have 10 respondents or 12.20%; while 4-BSBA-1 and 4-BSBA-2 both
have 9 respondents or 10.97%.
Research Instruments
The group of researchers prepared a questionnaire-checklist used in
gathering the needed data.
The said checklist was composed of 3 parts.
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Part I. Profile of the respondents

a. Age
b. Gender
c. Civil Status
d. Year and Section
Part ll. The assessment of shared values among the employees of

Polytechnic University of the Philippines Bataan Branch.
a God-Fearing
b Love for Humanity and Democracy
c
Collegiality
d Integrity and Credibility

e Transparency and Accountability
f
Passion for Learning
g Humanist Internationalism
Part III. The respondents answer if the employees of PUP-Bataan do

maintain a good work by implementing the university shared values.
a Yes
b No
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Data-Gathering Procedure
The group of researchers used this data-gathering procedure:
After securing a list of all the business administration students from the
Polytechnic University of the Philippines Bataan Branch, the researcher work on
their most convenient schedule to distribute the questionnaires and to visit the
PUP-Bataan.
Statistical Treatment of Data

A response to the questionnaire by student researchers was statistically
analyzed with data requirements of the study. The data was coded, tallied and
tabulated to facilitate the presentation and interpretation of the result using this:
1. Frequency and Percentage distribution were used to classify the
respondents according to demographic and geographic profile such as
gender, age, civil status, and year and section. The formula used in this
method is:
% = (f/n) x 10
30
Where % = percentage
F = frequency
N= number of cases
2.
The weighted mean also presented the actual response of the

respondents to a specific question or item in the questionnaires. The
formula used in this method is:

f 1 X 1
x=
X1
3. A study used a likert scale type of questionnaire, which the respondent
were assigned a value of 5, 4, 3, 2, and 1 respectively to show the
response of the respondents by checking.
Rate
5
4
3
2
1
Verbal Interpretation
Always
Frequently
Sometimes
Rarely
Never
Range
4.6-5.0
3.6-4.5
2.6-3.5
1.6-2.5
1.0-1.5
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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presented the findings drawn from the data gathered and the
interpretation and analysis of such findings. For order and clarity, the discussion
follows the same sequence of specific question of the research problem.
1. Profile of BSBA Students
1.1 Age
Table 2
Frequency and Percentage Distribution of the BSBA students/Respondents
According to Age
Age
Frequency
Percentage
15-18
44
53.66
19-22
23-25
Total
38
0
82
46.34
0
100.00
The Table 2 showed the age group of the respondents. There were 44 or
53.6% who belonged to the age group 15-18 of age; followed by 38 or 46.34%
who belonged to age group 19-22; and there was no or 0% who belonged to the
32
age group 23-25.

It could be gleaned from the table that majority of the BSBA students were from
age group of 18-21 and the age group of 19-22.
1.2 Gender
Table 3
According to Gender
Gender
Male
Female
Total
Frequency
36
46
82
Percentage
43.90
56.10
100.00
As shown in Table 3, there were forty six (46) females compromising

56.10% of the respondents, and thirty six (36) males or 43.90% of the total
population. This implied that the BSBA students were both males and females.
However, females outnumbered the males.
1.3 Civil Status
33
Table 4
According to Civil Status
Civil status
Frequency
Percentage
Single
82
100.00
Married
Total
82
100.00
Table 4 indicated
that 82, which
makes up the 100% of the population of BSBA respondents were single.
1.4 Year and Section

Table 5
According to Year and Section
Year and
Frequency
Percentage
10
12
10
6
12.20
14.63
12.20
7.31
Section
1-BSBA-1
1-BSBA-2
2-BSBA-1
2-BSBA-2
34
3-BSBA-1
3-BSBA-2
10
15
12.20
18.29
4-BSBA-1
4-BSBA-2
9
10
10.97
12.20
TOTAL
82
100.00
Table 5 illustrated that 15 or 18.29% of the respondents were from 3BSBA-2; 12 or 14.63% were from 1-BSBA-2; while the 1-BSBA-1, 2-BSBA-1, 3BSBA-1, and 4-BSBA-2 all had 10 or 12.20% of the respondents each; 9 or
10.97% were from 4-BSBA-1; and 6 or 7.31% of the respondents were from 2BSBA-2. The table implied that majority of the BSBA respondents came from 3BSBA-2 and that the 2-BSBA-2 had the least number of members in the
respondents.
35
2. Assessment of Work Values of PUP-Bataan Employees

2.1 God-Fearing
Table 6
Frequency and Percentage Distribution of Respondents According to GodFearing
Situation #1
God-Fearing
Always
Frequently
Sometimes
Rarely
Never
TOTAL
Frequency
36
32
14
0
0
82
Percentage
43.90
39.03
17.07
0
0
100.00
Situation #2
Frequency
45
27
8
2
0
82
Percentage
54.88
32.92
9.76
2.44
0
100.00
Table 6 above showed the core value under God-fearing. As illustrated in

situation #1, 36 or 43.90% of the total respondents answered always, 32 or
39.03% answered frequently, 14 or 17.07% answered sometimes, and 0% in

36
both rarely and never.

As illustrated in situation #2, 45 or 54.88% of the total respondents
answered always, 27 or 32.92% answered frequently, 8 or 9.76% answered
sometimes, 2 or 2.44% answered rarely, and 0% answered never.
37
2.2 Love for Humanity and Democracy

Table 7
Frequency and Percentage Distribution of Respondents According to Love
for Humanity and Democracy
Situation #1
Situation #2
Love for
Humanity
Frequency
Percentage
Frequency
Percentage
28
41
11
2
0
82
34.15
50.00
13.41
2.44
0
100.00
34
36
11
1
0
82
41.46
43.90
13.42
1.22
0
100.00
and
Democracy
Always
Frequently
Sometimes
Rarely
Never
TOTAL
The table 7 showed the core value under Love for Humanity and
Democracy. As illustrated in situation #1, 41 or 50% of the total respondents
answered frequently, 28 or 34.15% answered always, 11 or 13.41% answered
sometimes, 2 or 2.44% answered rarely, and 0% answered never.
As illustrated in situation # 3, 36 or 43.90% of the total respondents
38

sometimes, 1 or 1.22% answered rarely and, only 0% answered never.
2.3 Collegiality
Table 8
Frequency and Percentage Distribution of Respondents According to
39
Collegiality
Situation #1
Collegiality
Always
Frequently
Sometimes
Rarely
Never
TOTAL
Frequency
32
35
13
2
0
82
Percentage
39.03
42.68
15.85
2.44
0
100.00
Situation #2
Frequency
41
25
14
2
0
82
Percentage
50.00
30.49
17.07
2.44
0
100.00
The table 8 above illustrated the core value under Collegiality. As

illustrated in situation #1, 35 or 42.62% of the total respondents answered
frequently, 32 or 39.03% answered always, 15 or 15.85% answered sometimes,
2 or 2.44% answered rarely, and 0% answered never.
The table above illustrated the second situation under Collegiality. As
frequently, 25 or 30.49% answered often, 14 or 17.07% answered sometimes, 2
or 2.44% answered rarely, and 0% answered never.
40
2.4 Integrity and Credibility

Table 9
Integrity and Credibility
Situation #1
Situation #2
Integrity and
Frequenc
Percentag
Frequenc
Percentag
Credibility
Always
37
45.12
35
42.68
41
Frequently
Sometimes
Rarely
Never
TOTAL
30
15
0
0
82
36.59
18.29
0
0
100.00
28
16
3
0
82
34.15
19.51
3.66
0
100.00
The table 9 above illustrated the core value under Integrity and
Credibility. As illustrated in situation #1, 37 or 45.12% of the total respondents
sometimes, and 0% had answered rarely and never.
sometimes, 3 or 3.66% answered rarely, and 0% answered never
42
2.5 Transparency and Accountability

Table 10
Frequency and Percentage Distribution of Respondent According to
Transparency and Accountability
Situation #2
Situation #1
Transparency
and
Accountabilit
y
Always
Frequently
Sometimes
Rarely
Never
TOTAL
Frequency
34
31
17
0
0
82
Percentage
41.46
37.81
20.73
0
0
100.00
Frequency
Percentage
28
37
14
3
0
82
34.15
45.12
17.07
3.66
0
100.00
The table 10 above illustrated the core value under Transparency and
Accountability. As illustrated in situation #1, 34 or 41.46% of the total
respondents answered always, 31 or 37.8% answered frequently, 17 or 20.73%

43
answered sometimes, and both rarely and never were 0%.

sometimes, while rarely and never is 0%.
44
2.6 Passion for Learning

Table 11
Frequency and Percentage Distribution of Respondents according to
Situation #1
Situation #2
Passion for
Learning
Always
Frequently
Sometimes
Rarely
Never
TOTAL
Frequency
27
40
15
0
0
82
Percentage
32.92
48.78
18.30
0
0
100.00
Frequency
37
31
12
2
0
82
Percentage
45.12
37.81
14.63
2.44
0
100.00
Table 11 indicated the core value under Passion for Learning. As

frequently, 27 or 32.92% answered always, 15 or 18.30% answered sometimes,
while rarely and never are both 0%.
sometimes, while rarely and never are both 0%.
2.7 Humanist Internationalism

45
Table 12
Humanist Internationalism
Situation #2
Situation #1
Humanist
Internationalis
m
Always
Frequently
Sometimes
Rarely
Never
TOTAL
Frequency
41
24
16
1
0
82
Percentage
50.00
29.27
19.51
1.22
0
100.00
Frequency
27
33
22
0
0
82
Percentage
32.93
40.24
26.83
0
0
100.00
Table 12 illustrated the core value under Humanist Internationalism. As

illustrated in situation #1, 41 or 50% answered always, 24 or 29.27% answered
frequently, 16 or 19.51% answered sometimes, 1 or 1.22% answered rarely, and
0% answered never.
answered frequently, 27 or 32.93% answered always, 22 or 26.83% were
answered sometimes, while rarely and never are both 0%.
46
Table 13
Weighted Mean
5
Verbal
Interpretation
Core Values
God-Fearing #1
A
36
F
32
S
14
R
0
N
0
Mean
4.27
Frequentl
God-Fearing #2
45
27
4.40
y
Frequentl
Love for Humanity
28
41
11
4.16
y
Frequentl
4.26
y
Frequentl
and Democracy #1
Love for humanity
34
36
11

and democracy #2
47
Collegiality #1
32
35
13
4.18
Frequentl
Collegiality #2
41
25
14
4.28
y
Frequentl
Integrity and
37
30
15
4.27
y
Frequentl
35
28
16
4.16
y
Frequentl
Credibility #1
Integrity and
Credibility #2
Transparency and
34
31
17
4.21
y
Frequentl
28
37
14
4.10
y
Frequentl
Accountability #1
Transparency and
Accountability #2
27
40
15
4.15
y
Frequentl
37
31
12
4.26
y
Frequentl
#1
#2
Humanist
41
24
16
4.28
y
Frequentl
27
33
22
4.06
y
Frequentl
Internationalism #1
Humanist
Internationalism #2
Table 13 showed the weighted mean of the university core values. As

illustrated above 4.40 was the highest weighted mean, with the verbal
interpretation of frequently. It meant that PUP often conducts their work in a
manner that is based on Godly principles. The Collegiality situation #2 and
Humanist Internationalism situation #1 had the same weighted mean of 4.28. At
the Integrity and Credibility situation #1 and the God-fearing situation #1, the
48
weighted mean was 4.27, with the verbal interpretation of frequently. The Love
for Humanity and Democracy situation #2 and Passion for Learning situation #2
had the same weighted mean of 4.26. The Transparency and Accountability
situation #1 had the weighted mean of 4.21. The Collegiality #1 had the weighted
mean of 4.18. Both the Love for Humanity and Democracy situation #1 and
Integrity and Credibility situation #2 had the weighted mean of 4.16. The Passion
for Learning situation #1 had the weighted mean of 4.15. The Transparency and
Accountability situation #2 had the weighted mean of 4.1 and the Humanist
Internationalism situation #2 got the lowest weighted mean of 4.06. All of the
situations in each core values had the same verbal interpretation of Frequently. It
meant that PUP-Bataan core values were being well-implemented by the PUPBataan employees based on the work values.
3. Work Values Based on the Shared Values of the University

82 of the respondents which meant that all of the respondents answered Yes to
the question Do employees maintain a good work by implementing the university
shared values? while theres none of the respondents who answered No.
49
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
The main trust of this study was to determine and analyze the
implementation of the shared values of the PUP-Bataan based on work values of
the employee.
Specifically, the study seeks to answer the following questions:
1. What was the demographic profile of the respondents?
2. How do the employees implement the core values of the university?
3. Do the employees maintain a good work by implementing the
university shared values?
50
The actual respondents of the study were 82 selected BSBA students from
the PUP-Bataan. The instruments used in this study were constructed by the
researchers.
Summary of Findings
The following were the significant findings that provided answers to the
research questions:
1. What is the demographic profile of the respondents?
1.1 As to age - 44 or 53.6% were 15-18 years of age; followed by 38 or
46.34% that were between 19-22 years of age; and there was none
or 0% who belonged to the age group 23-25.
1.2 As to gender - 46 or 56.10% were females; and 36 or 43.90%
were males.
1.3 As to year and section - 15 or 18.29% were from 3-BSBA-2; 12 or
14.63% were from 1-BSBA-2; while the 1-BSBA-1, 2-BSBA-1, 3BSBA-1, and 4-BSBA-2 had 10 or 12.20% each; 9 or 10.97% were
from 4-BSBA-1; and 6 or 7.31% of the respondents were from 2BSBA-2.
1.4 As to civil status - 82 or 100% were single and there was 0 or no
married student from the respondents.
2. How do the employees implement the core values of the university?
51
2.1 God-Fearing the weighted mean of situation #1 was 4.27 and the
weighted mean of situation #2 was 4.40 interpreted as frequently
which meant that the employees conducted their work in a manner
that is based in Godly principles.
2.2 Love for Humanity and Democracy the weighted mean was
4.16 and 4.26 interpreted as frequently which meant that the
employees work in the university with respect and support to each
other.
2.3 Collegiality the weighted mean was 4.18 and 4.28 interpreted as
frequently which meant that the employees believe that the talents of
each member of the university are necessary to create a nurturing
and peaceful environment for personal growth and development.
2.4 Integrity and Credibility the weighted mean was 4.27 and 4.16
interpreted as frequently which meant that the employees act with
honesty and integrity, not compromising the truth.
2.5 Transparency and Accountability the weighted mean was 4.21
and 4.1 interpreted as frequently which meant that the employees
accept responsibility for their actions and they make and support
decisions through experience and good judgment.
52
2.6 Passion for Learning the weighted mean was 4.15 and 4.26
interpreted as frequently which meant that the employees have
passion for learning about their work and people.
2.7 Humanist Internationalism the weighted mean was 4.28 and
4.06 interpreted as frequently which meant the employees promote
freedom of beliefs and ideas of other people.
3. Do the employees maintain a good work by implementing the university

shared values?
3.1 Yes - 82 or 100% answered yes which meant that the PUP
employees maintain a good work and they really implement their
university shared values.
3.2 No 0 people answered no
Conclusion
In the light of the findings of this study, the following conclusions were drawn:
1. Generally, the respondents which were the BSBA students were

between 15-22 years old; mostly female; all of them were single; and
majorities were from 2-BSBA-2.
53
2. Majority of the respondents agreed that the core values of PUP-Bataan

which are (1) God-Fearing, (2) Love for Humanity and Democracy, (3)
Collegiality, (4) Integrity and
Accountability,
(6)
Passion
Credibility, (5) Transparency and

for
Learning,
and
(7)
Humanist
Internationalism were all being implemented very well by the employees

of PUP-Bataan.
3. It was identified all of the respondents answered Yes to the question Do

the employees maintain a good work by implementing the university
shared values? In general, the employees maintained the university
progress by adopting core values. It meant that they know what their
core values are and why they are important. If the employees know their
core values, they will understand and implement it. Implementation of
the core values is essential to accomplish their strategy and will help
ensure a work environment that supports the university's objectives and
inspires employees to new levels of productivity, helping them achieve
their professional goals and maintain the university progress.
Recommendation
In
the
light
of
the
recommendations are made:
conclusions
drawn
above,
the
following
54
1. The university should be aware of the values of their

employees.
2. The employees should improve their attitude to their work and to
their co-employees and they should understand the core values
of the university.
3. The university should conduct seminars on Work Ethics/Values
for all the faculty members and admin staffs.
4. Adding of a team building among the faculty and admin
employee.
BIBLIOGRAPHY
Racelis, Aliza (2009). Relationship between Employee Perceptions of Corporate
Ethics and Organizational Culture: An Exploratory Study
Bratianu, Constantin and Balanescu, Georgiana Victoria (2008). Vision, Mission

55
and Corporate Values . A Comparative Analysis of the Top 50 U.S. Companies.

Racelis, Aliza (2010). THE INFLUENCE OF ORGANIZATIONALCULTURE ON
THE PERFORMANCE OF PHILIPPINE BANKS.
Racelis,
Aliza
(2005).
AN
EXPLORATORY
STUDY
OF
ORGANIZATIONALCULTURE IN PHILIPPINE FIRMS

Racelis, Aliza (2006). RELATIONSHIP BETWEEN STRATEGIC ORIENTATION
AND ORGANIZATIONAL PERFORMANCE: AN EXPLORATORY STUDY OF
PHILIPPINE COMPANIES.
Taylor, G.D. and Van Aken, E. M. and Smith-Jackson, T. (2007). IMPROVING
ORGANIZATIONAL CULTURE USING CORE VALUES
Stylidis, Konstantinos; Hoffenson, Steven; Wickman, Casper and; Sderberg,
Rikard (2014).
Corporate and Customer Understanding of Core Values
Regarding Perceived Quality: Case Studies on Volvo Car Group and Volvo
Group Truck Technology.
APPENDIX 1
Request Letter
56
APPENDIX 2
57
Sample Questionnaire
58
59
60
Appendix 3
Tally Sheet
APPENDIX 4
61
CURRICULUM VITAE
SHANE V. MASAGNAY
StairwayC, Upper Laya Poblacion
Mariveles, Bataan
shanemasagnay@yahoo.com
Career Objective:
To obtain a position that will enable me to use my strong organizational
skills, educational background, and ability to work well with people.
Educational Background:
TERTIARY
Bachelor of Science in Business Administration
Major in Human Resource Management
Polytechnic University of the Philippines
FAB Mariveles,Bataan
June 2013- Present
SECONDARY
MARIVELES NATIONAL HIGH SCHOOL- POBLACION
Brgy. San Carlos, Mariveles, Bataan
2012-2013
ELEMENTARY
62
ANTIONIO G. LLAMAS ELEMENTARY SCHOOL

Brgy. Poblacion, Mariveles, Bataan
2008-2009
Personal data:
Birth date
03 December,1996
Birth place
Cambitala Pantabangan, Nueva Ecija
Age
19 years old
Height
54
Weight
41 Kg.
Civil Status
Single
Citizenship
Filipino
Religion
Roman Catholic
I hereby certify that the above statements are true and correct to the best
of my knowledge and belief.
SHANE MASAGNAY
JOLINA
M. MONROE
63
650 National Road Balon Anito
Mariveles, Bataan 2105
mjolens@ymail.com
Career Objective:
To be a globally competitive Human Resource Manager in the fields of
Human Resources Management. Gain a position that will utilize the learning and
push me to grow as a professional.
Educational Attainment:
TERTIARY
FAB, Mariveles, Bataan
June 2013- Present
SECONDARY
LLAMAS MEMORIAL INSTITUTE MARIVELES
2012-2013
ELEMENTARY
64
BALON ELEMENTARY SCHOOL

Brgy. Balon Anito, Mariveles, Bataan
2008-2009
Personal data:
Birth date
03 January,1997
Birth place
Balanga, Bataan
Age
19 years old
Height
53
Weight
43 Kg.
Civil Status
Single
Citizenship
Filipino
Religion
Roman Catholic
JOLINA MONROE
RAYCIE
J. AMADEO
65
Q1-14-A Quadroplex Brgy. Malaya
Mariveles, Bataan
rayciejalova@yahoo.com
Career Objective:
TERTIARY
FAB Mariveles, Bataan
June 2013- Present
SECONDARY
MARIVELES NATIONAL HIGH SCHOOL- MALAYA
Brgy. Malaya, Mariveles, Bataan
2012-2013
66
ELEMENTARY
Bepz Elementary School
2008-2009
Personal data:
Birth date
17 September,1996
Birth place
Jaen, Nueva Ecija
Age
19 years old
Height
53
Weight
46Kg.
Civil Status
Single
Citizenship
Filipino
Religion
Roman Catholic
RAYCIE AMADEO
JESSA
MAE A.
67
DOMINGUEZ
San Nicholas St. Brgy. San Carlos
Mariveles, Bataan
dominguez_jessamae@yahoo.com
Career Objective:
TERTIARY
June 2013- Present
SECONDARY
68 2012-2013
ELEMENTARY
A.G. LLAMAS ELEMENTARY SCHOOL
2008-2009
Personal data:
Birth date
04 December,1996
Birth place
Mariveles, Bataan
Age
19 years old
Height
50
Weight
50 Kg.
Civil Status
Single
Citizenship
Filipino
Religion
Roman Catholic
JESSA MAE DOMINGUEZ
69
RENDELL S. RAMOS
Laya St. Brgy. Poblacion
Mariveles, Bataan
rendell_ramos06@yahoo.com
Career Objective:
TERTIARY
June 2013- Present
SECONDARY
70

2012-2013
ELEMENTARY
AG. LLAMAS ELEMENTARY SCHOOL
2008-2009
Personal data:
Birth date
Birth place
Age
06 October,1996
Mariveles, Bataan
19 years old
Height
511
Weight
75 Kg.
Civil Status
Single
Citizenship
Filipino
Religion
Roman Catholic
71
RENDELL RAMOS
AIZLE MAE G. MARINAS

Narra Dorm St. Brgy. Maligaya
Mariveles, Bataan
aizlemarinas@yahoo.com
Career Objective:
TERTIARY
June 2013- Present
SECONDARY
72
MARIVELES NATIONAL HIGH SCHOOL- MALAYA

2012-2013
ELEMENTARY
RENATO L CAYETANO MEMORIAL SCHOOL
Brgy. Maligaya, Mariveles, Bataan
2008-2009
Personal data:
Birth date
26 November,1996
Birth place
Mariveles, Bataan
Age
19 years old
Height
52
Weight
47 Kg.
Civil Status
Single
Citizenship
Filipino
Religion
Roman Catholic
73 knowledge and belief.
of my
AIZLE MAE MARINAS
ALBEA B. RUBIA
Macatual St. Brgy. San Carlos
Mariveles, Bataan
bearubia@yahoo.com
Career Objective:
TERTIARY
June 2013- Present
74
SECONDARY
LLAMAS MEMORIAL INSTITUTE MARIVELES
2012-2013
ELEMENTARY
A.G. LLAMAS ELEMENTARY SCHOOL
2008-2009
Personal data:
Birth date
31 January,1997
Birth place
Mariveles, Bataan
Age
19 years old
Height
53
Weight
55 Kg.
Civil Status
Single
Citizenship
Filipino
Religion
Roman Catholic
75 I hereby certify that the above statements are true and correct to the best
ALBEA RUBIA

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

many types of organizations.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

This paper discussed the journey from conceptualization and definition of

the shared values of an organization, through assessment and measurement of

Background of the Study

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

administrative and academic personnel, students, various organizations, and the

assistants, campus academic heads to give qualified and talented students

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

administrative positions; plan and implement faculty detective programs, promote

professional activities in the area of research and publications, provide

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

of its official/school administrators/faculty members, trained non-teaching

personnel, upgraded facilities, infrastructure, and other on-going improvement,

administrators, between administrators and faculty members, among the faculty,

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

to higher education opportunities to deserving and qualified Filipinos; and (7)

Optimization, through efficiency and effectiveness, of social, institutional, and

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

proposed that morality develops through peoples inter-conflict between their

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

a line of logic, or general agreement among members of a society (Singer,2000).

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Statement of the Problem

This study aimed to determine whether the shared values of Polytechnic

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

2.7 Humanist Internationalism

3. Do the employees maintain a good work by implementing the university

Scope and Limitations of the Study

Significance of the study

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Implementation. Implementation is the process of putting a decision or

plan into effect.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

become embodied in an ideology or organizational philosophy thus can serve as

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

content of the dominant beliefs of the excellent companies is also narrow in

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

perception of ethical business dilemmas. It likewise confirms the suggestion in

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Stylidis, et., al. (2014) in their study Corporate and Customer

Understanding of Core Values regarding Perceived Quality: Case Studies on

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

characterize, at an exploratory level, the culture in Philippine organizations.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

This chapter presented the type of research, instruments and techniques

Research Method Used

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

The descriptive method was designed for investigation to gather

information about existing conditions. As widely accepted, the descriptive method

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

The subject included all the selected business administration students of

the Polytechnic University of the Philippines Bataan Branch.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

As shown in table 1, 1-BSBA-2 and 2-BSBA-2 both have 12 respondents

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES