Template for Research Proposal

I. Research Title
Industry and Academe Partnership in the City of Cabuyao

II. Researcher
Dr. Niño J. Viñas

III. Project Duration

This research study will start this month of March 2018- December 2018

IV. Implementing Agency

The implementing office of this research activity will be the Office for
Planning, Research and Extension, Pamantasan ng Cabuyao, Laguna.

V. Cooperating Agency
The following offices/ agencies are needed in the realization of this
research project are as follows: PnC, City Government of Cabuyao, Private HEIs in
Cabuyao, Private Industries in the City of Cabuyao.

VI. Brief Description of the Study

The study will be conducted to strengthen the industry and academe
partnership in the City of Cabuyao. The industry and academe partnership will
help the higher educational institutions in the City of Cabuyao to foster ties in
providing quality curriculum according to the needs of the industry.
VII. Significance of the Study
The purpose of this study is to ensure strong partnership between the
higher educational institutions and industries in the City of Cabuyao and equip its
graduates with necessary competencies required by the industries.

VIII. Objectives of the Study

In general, this study aims to enable all higher educational institutions in
the City of Cabuyao collaborate one another and design priority programs needed
by the different industries in the City of Cabuyao. This study will help the
academe strategize in promoting strong partnership among the industries in the
City of Cabuyao in order to produce skilled, competent, knowledgeable and value
laden professionals.
Specific Objectives:
This study will also deal on the following specific objectives:
1. design strategic and developmental programs;
2. strengthen major functions of higher educational institutions in the areas of
instruction, research, and extension with the intervention of the partner
industries; and
3. provide mechanism on how to produce globally competitive graduates driven
with industry competencies.

IX. Definition of Terms

The following significant terms are operationally defined in order to give
highlights about this study.
Academe- Industry Partnership in the City of Cabuyao. It pertains to strong
partnership between the higher educational institutions and industries in the City
of Cabuyao.
Industry. It pertains to private industries in the City of Cabuyao with at least P1-5
million taxes paid for the last 3 years.

Higher Educational Institution. It pertains to public and private higher

educational institutions in the City of Cabuyao.

X. Related Literature

Academe and Industry Partnership

In developing countries such as the Philippines, academe-industry

partnership has been advocated for the past years. This began in consideration of
one of the reports of the Congressional Commission on Education (EDCOM) which
showed that higher education was characterized by: a.) large enrolment; b.)
imbalanced distribution; c.) under investment and poor quality; d.) a mismatch
between programs and graduates, and between employment and society needs;
and e.) limited and underdeveloped graduate education. Since the establishment
of the Commission on Higher Education (CHED) in 1994 by Republic Act No. 7722,
several inroads have been made in higher education in the Philippines. Efforts
have been intensified to improve the quality of education by reaching
international standards. The CHED has taken several measures to address the
issue of quality and relevance of education offered by higher education
institutions. These initiatives directly include the strengthening of the
accreditation program, international benchmarking, and the formation of the
Centers of Excellence (COE) and Centers of Development (COD). Indirectly
involved in all these initiatives is the consideration of industry linkages, which is
one of the criteria being encouraged and monitored by the Commission in its
school. Other criteria being considered as characteristics of good schools include
qualifications of administration, teaching and non-teaching staff; library holdings;
and physical facilities. Furthermore, CHED in its memorandum order of 2011
clearly stated that Higher Education Institutions (HEIs) should come up with their
creative academe-industry linkage plan appropriate to the degree program and
/or general education (GE) component (CMO, Series of 2011). The leading
accrediting agencies in the country, include the Philippine Accrediting Agency of
Schools, Colleges, and Universities (PAASCU), the Philippine Association and
Universities Commission on Accreditation (PACUCOA), the Association of Christian
Schools and Colleges (ACSC), the Association of Local Colleges and Universities
Commission on accreditation(ALCUCOA) and the Accrediting Agencies of
Chartered Colleges and Universities in the Philippines (AACCUP) which consider
academe-linkages as important factor for awarding accreditation status to the HEI
members, thus further rationalizing the importance of strong linkages for the
academe.

Since 1994, various efforts on Academe-Industry Partnership (AIP) in the

Philippines have been initiated; some have been successful, and others have
failed. However, these experiences served as bases for the emergence of new
partnership models and new research thrusts and priorities (Medado,2008). One
of the research priority areas of the CHED Zonal Research Center (ZRC) in the
National Capital Region focused on with the academe-industry linkage (DLSU-
CHED-ZRC, 2010). Funding support is given to collaborative research projects in
this area. This showed the importance of documenting academe-industry
partnerships and analyzing results of such collaborations. Moreover, this helps in
establishing uniform policies on academe-industry partnerships that contribute to
developing and strengthening partnerships between the universities and
companies/corporations.

Universities, industry organizations and government agencies have

traditionally maintained informal ways of working together, including student
internships, faculty exchanges, among others. By the late 90’s, the existence of
relations between higher education institutions and industry became a common
and wildly accepted phenomenon. It should be mentioned, however, at the
outset that academe-industry relations comprise a wide range of very different
formats. A particular type of higher education institutions may be linked to major
high-tech corporations for multi-year joint research and development. A small
regional school may also collaborate with a small company and provide technical
assistance to upgrade existing level technology and management techniques.
Obviously, the management of such very diverse relations and the benefits gained
from it will be very different.

Many academic institutions, particularly in the tertiary levels are engaged in

various collaborations with different industry-partners. Tansinsin (2005) named
some of the state and private universities engaged in such partnership. These
include the University of the Philippines, University of Santo. Tomas, Ateneo de
Manila University, De la Salle University, Technological University of the
Philippines, San Carlos University, Central Philippine University, Polytechnic
University of the Philippines, Mapua Institute of Technology, Adamson University,
Ateneo de Davao University, Xavier University, Mindanao State University-Iligan
Institute of Technology, Far Eastern University, Leyte State University, Mariano
Marcos Memorial State University, Bulacan State University, and others.

The university/academe industry partnership has slowly become the byword

in the academic world to make graduates aware of the real situation and direct
their interest in assisting the industry in improving products and services
(Tansinsin, 2005). Both parties gain benefits from the partnership and may help
improve each other’s performance in their respective fields of discipline. CHED
decided to focus on academe–industry linkage as one of its major areas based
upon the mandate to support the academic institutions in their research efforts.
While the Philippine economy requires highly skilled knowledge workers, the role
of institutions in producing competent graduates has become more serious, thus,
the need to establish a strong linkage between the industries and the institutions
has been emphasized. Furthermore Villegas (2009) mentioned that in the tertiary
level, one of the ways to improve the effectiveness of the educational process is
to strike a closer symbiotic relationship between academe and industry. Much has
also been said about the factors that need to be considered for a successful
collaboration (Ynigo, 2002; Tansinsin, 2005 and Medado, 2008). Even experts
agree that what have been said about the attractiveness of partnership are true
and that many schools have progressed quickly because of this. They, however,
are hardly documented in the local literature (Otterberg and Timpane, 1996) the
same experts have once highlighted the absence of those schools and industries
of a central referral point with current and completely knowledge about the
competencies of its partnership programs. They further recommended the
establishment of data bases concerning initiatives and performances of academe-
industry linkages (Aromin 1996; Mousa, 2001; Navarro, 2001; Tansinsin 2005;
Casquejo, 2009 and Mabazza, 2009) which the present study hopes to contribute.
Though this study does not claim to be comprehensive, it is hoped that this can
serve as road map for higher education institutions seeking to stimulate, start,
and nurture partnerships with industries.
 Promoting University-Industry Collaboration in Developing Countries

Collaboration between universities and industries is critical for skills

development (education and training), the generation, acquisition, and adoption of
knowledge (innovation and technology transfer), and the promotion of
entrepreneurship (start-ups and spin-offs). The benefits of university-industry
linkages are wide-reaching: they can help coordinate R&D agenda and avoid
duplications, stimulate additional private R&D investment and exploit synergies
and complementarities of scientific and technological capabilities. University-
industry collaboration can also expand the relevance of research carried out in
public institutions, foster the commercialization of public R&D outcomes, and
increase the mobility of labor between public and private sectors.The benefits of
university-industry collaboration are also evident in developing countries. For
example, a study in Chile and Colombia shows that collaboration with universities
substantially increased the propensity of firms to introduce new products and to
patent (Marotta, Blom, and Thorn 2007).

The many types of university-industry links have different objectives,

scopes, and institutional arrangements. Collaboration may be more or less intense
and may focus on training or research activities. Collaboration may be formal or
informal, from formal equity partnerships, contracts, research projects, patent
licensing, and so on, to human capital mobility, publications, and interactions in
conferences and expert groups, among others (Hagedoorn, Link, and Vonortas
2000). Also it is useful to differentiate between short-term and national policies to
attract R&D in developing countries long-term collaboration. Short-term
collaborations generally consist of on-demand problem solving with predefined
results and tend to be articulated through contract research, consulting, and
licensing. Long-term collaborations are associated with joint projects and public-
private partnerships (including private-funded university institutes or chairs, joint
university-industry research centers, and research consortia), often allowing firms
to contract for a core set of services and to periodically re-contract for specific
deliverables in a flexible manner. Longer term collaborations are more strategic
and open-ended, providing a multifaceted platform where firms can develop a
stronger innovative capacity in the long run, building upon the capabilities,
methods, and tools of universities (Koschatzky and Stahlecker 2010).
XI. Expected Output
After conducting this study, the higher educational institutions and
industries in the City of Cabuyao will have a strong partnership in all areas such as
instruction, research, and extension.

XII. Milestone
The summary of activities to be undertaken by the researcher is
presented below:
1. Request for research financial assistance………………………… April 2018
2. Initial gathering of data, look for reading materials
and appropriate grounded theory……………………………………. April 2018
3. Prepare all necessary letters……………………………………………. April 2018
4. Release of funds and signing the research contract……………April 2018
5. Start writing the Chapter 1-3 and the questionnaire………… April-May 2018
6. Presentation of the research proposal
to the research technical committee……………………………….. June 2018
7. Revision of the research proposal……………………………………. June 2018
8. Distribution of questionnaire………………………………………….. July 2018
9. Data gathering and start writing the
Chapter 4-5………………………………………………………………… July- August 2018
10. Presentation of the research output
Chapter 1-5………………………………………………………………. September 2018
11. Revision of the research paper………………………………. September 2018
12. Submission all necessary requirements/reports
to OPRE…………………………………………………………… October 2018
13. Research publication…………………………………………….. October-November 2018
14. Research implementation…………………………………….. November 2018

XIII. Target Beneficiaries

The result of this study is deemed significant to the following:
Higher Educational Institutions in the City of Cabuyao. The findings of the study
will enable the higher educational institutions in the City of Cabuyao collaborate
with the industries to strategically enhance its partnership in terms of instruction,
research and extension.
Industry. The research result will help the higher educational institutions in the
City of Cabuyao foster strong partnership with the industries so that their
graduates will acquire necessary industry competencies.
Students. The findings of the study will help the students engage more actively in
instruction, research, and extension.
Future Researchers. The findings of the study is valuable for future researcher
particularly to those who would like to undertake academe and industry
partnership.

XIV. Research Methodology

The descriptive-evaluative method of research will be used in this study.

This research method is considered to be appropriate in this kind of investigation
because it sought direct response from the participants of the study through
which states and condition on the phenomenon being looked into are ascertain.
As describe by Craft (2008), the descriptive method involves collecting
data to answer questions concerning the current states of the participants of the
study. Likewise, it determines and reports the way things are. This kind of
research involves assessing attitude or opinions towards individuals,
organizations, events or procedures. The descriptive data are typically collective
through a survey questionnaire, an interviews and observation methods.
To implement the descriptive-evaluative method of research, the
quantitative and qualitative approaches of research will be used in this study. The
quantitative approach covers the numerical assessment of the survey result while
the qualitative approach includes the thematic analysis of interviews of the
respondents.

XV. Budget

To cover the expenses of the entire study……20,000.00

XVI. References
1. https://www.sciencedirect.com/science/article/pii/S0048733312002235
2. http://www.academia.edu/9402907/Academe_Industry_Partnership_in_th
e_Philippines_Nature_Benefits_and_Problems
3. http://innovationpolicyplatform.org/sites/default/files/rdf_imported_docu
ments/PromotingUniversityIndustryCollaborationInDevelopingCountries.pd
 Research Proposal
I. Research Title
Attitudinal Behavior of the Faculty in the Classroom Setting: Basis for
Faculty Development Program

II. Researcher
Dr. Niño J. Viñas

III. Project Duration

This research study will start this month of January 2018- December 2018.

IV. Implementing Agency

 The implementing office of this research activity will be the Office for
Planning, Research and Extension.

V. Cooperating Agency
The following offices/individuals are needed in the realization of this
research project such as: OP, OEVP, OVPAF, OVPAA, deans, faculty and students.

VI. Brief Description of the Study

The study will be conducted to identify the attitude and behavior of the
faculty with respect to their students inside the classroom.

VII. Significance of the Study

The purpose of this study is to strengthen the faculty to have a positive
attitude and behavior towards adult learner and help the institution design a
program for them to embrace the need for change, what are its demand, what is
considered modern, and how do these beliefs influence teachers’ views and
behavior inside the classroom.

VIII. Objectives of the Study

In general, this study aims to enable the university formulate a strategy in
helping the faculty point out some problems inside of the classroom, allows
defining actions to change the general picture. There is good agreement
(Baird, 2001), that teachers who are seldom asks to request upon their own
teaching could be no more than mere repetitors of book material. Since teachers
have a major role in any education reform they should be solicited to understand
new proposals and to participate in their formulations, to analyze their
performance and modify their behavior, their personal conceptions or how to
teach and what to teach.
IX. Definition of Terms
The following significant terms are operationally defined in order to give
highlights about this study.
Attitude. It pertains to how people think (cognitive aspect), feel (affective aspect)
and tend to behave (behavioral aspect) with regards people thing. They may be
negative or positive.
Behavior. It pertains to an activity or an action done. It occurs after the attitude.
Classroom setting. It refers to classroom arrange to accommodate the needs of
the students’ learning abilities as well as the needs of the classroom activity.
Faculty. It pertains to professors of various ranks in a local university.
Pamantasan ng Cabuyao. It pertains to a local higher learning institution that is
being funded by a local government unit.

X. Related Literature
Attitude can alter every aspect of a person's life, including their education. Student
attitudes on learning determine their ability and willingness to learn. If negative
attitudes are not altered, a student is unlikely to continue his education beyond
what is required. Changing students' negative attitudes towards learning is a
process that involves determining the factors driving the attitude and using this
information to bring about change.
Features
How do educators determine student attitudes on learning? The answer is simple:
they ask them When children lack motivation, they fail to grasp the material. The
response is often anger, rebellion and even physical symptoms such as anxiousness
and illness. Students at this age level seem to desire a positive attitude and the
motivation to learn.
Function
Once educators uncover student attitudes on learning, the challenge is using this
information to shape a positive attitude. Adult students can see the future results
of their learning, such as a better job and more money. Elementary students,
however, are too young to see the big picture. To them, the need for drive and
reward is instant. At the least, students must want to learn, be receptive and
participate in the learning process to ultimately experience satisfaction from
learning. A positive learning attitude requires motivation and gratification; the
timing of those variables depends on the age of the student.
Effects
Student attitudes on learning, good or bad, affect their outlook toward learning
throughout life. Their attitude towards learning affected not only their amount of
education but their desire for education.
Benefits
Two teaching methods, Direct Teaching and Cooperative Learning, offer examples
of how students are either motivated or discouraged by the teaching method.
Direct Teaching is used to instill facts and master basic skills. The instructor outlines
what will be taught, teaches the material and reiterates what is learned. This form
of teaching, however, can discourage creativity and participation as part of the
learning process.
In contrast, the Cooperative Learning method involves teams of students working
together to complete projects. However, while conducive to the over-achieving and
take-charge student, it can intimidate the shy, introverted student.
Considerations
Attitude is a learned behavior and, as such, is highly susceptible to change. The
Behavioral Theory requires "positive reinforcement" or reward for good behavior.
This theory is consistent with the attitudes toward learning, especially at an
elementary level. Krathwohl's Taxonomy theory states that a learning attitude is
developed over time, and that past learning experiences affect future learning
experiences. This is evident in adult students considering returning to school to
further their education.
Source:http://www.ehow.com/

XI. Expected Output

 After conducting this study, the University can design a strategic plans
and programs to address the various attitudinal behaviors of the faculty in the
classroom setting.

XII. Milestone
The summary of activities to be undertaken by the researcher is
presented below:
1. Request for research financial assistance………………………… January 2018
2. Initial gathering of data, look for reading materials
and appropriate grounded theory……………………………………. January 2018
3. Prepare all necessary letters……………………………………………. January 2018
4. Ask for the research contract and
the research financial assistance……………………………………. February 2018
5. Start writing the research proposal
( Chapter 1-3) and the questionnaire………………………………. February 2018
6. Presentation of the research proposal
to the research technical committee………………………….. April 2018
7. Revision of the research proposal………………………………. May 2018
8. Distribution of questionnaire……………………………………… May 2018
9. Data gathering and start writing the
Chapter 4-5………………………………………………………………… May-June 2018
10. Presentation of the research output
Chapter 1-5………………………………………………………………. July 2018
11. Revision of the research paper………………………………. July 2018
12. Submission all necessary requirements
 to the OPRE…………………………………………………………… August 2018
13. Look for research publication……………………………….. August 2018
14. Research implementation…………………………………….. September 2018

XIII. Target Beneficiaries

The result of this study is deemed significant to the following:
Pamantasan ng Cabuyao. The findings of the study will enable the university
formulate a faculty development program.
Professors. The research result will help the faculty align themselves positively
according to the results of the study.
Students. The findings of the study will help the students to actively participate in
the classroom setting.
Future researchers. The findings of the study is valuable for future researcher
particularly to those who would like to undertake attitudinal behavior of the
faculty.

XIV. Research Methodology

The descriptive-evaluative method of research will be used in this study.

This research method is considered to be appropriate in this kind of investigation
because it sought direct response from the participants of the study through
which states and condition on the phenomenon being looked into are ascertain.
As describe by Craft (2008), the descriptive method involves collecting
data to answer questions concerning the current states of the participants of the
study. Likewise, it determines and reports the way things are. This kind of
research involves assessing attitude or opinions towards individuals,
organizations, events or procedures. The descriptive data are typically collective
through a survey questionnaire, an interviews and observation methods.
 To implement the descriptive-evaluative method of research, the
quantitative and qualitative approaches of research will be used in this study. The
quantitative approach covers the numerical assessment of the survey result while
the qualitative approach includes the thematic analysis of interviews of the
respondents.

XV. References
Source:http://www.ehow.com/