Research productivity and utilization in higher education institutions in the CALABARZON Region

Dr. Claudia Odette J. Ayalal and Beverlie H. Garcia

This study delved into the state of research in colleges and universities in the CALABARZON Region. It
examined research productivity and research utilization from the standpoint of research managers and
stakeholders of higher education institutions in the CALABARZON Region. It also sought to identify the
enabling conditions that foster research among HEIs surveyed; describe the current status of research
productivity among HEIs in the CALABARZON Region, and determine the extent of research utilization in
HEIs in the region.

Results revealed that research units in HEIs are managed by a qualified and competent research officer.
Rewards, incentives, and recognition are being given to those faculty members who engage in research.
Research capability building trainings are conducted but there is a need to increase the number of
faculty engaged in research. There is efficient and updated ICT support but e-journals were inadequate.
Some schools got budget allocation while others got no definite budget. Critiquing, research incentives,
and statistical services also given to faculty. Additional points for ranking, cash rewards, deloading, and
research incentives are also provided.

Likewise, there is a body monitoring and evaluating research activities in most HEIs in the region. Only
less than 25% got citations in other studies, researches or literatures and less than 25% has been
published in refereed journals. Majority of the researches are on the social sciences followed by
researches relative to community extension and instruction. Most HEIs have more than 80 institutional
researches in the last five years focusing on the social sciences and instruction, community extension,
linguistics and languages, culture and humanities, and natural sciences. Most were institutional
researches disseminated through faculty colloquia and professional associations and regional research
fora. They were usually published in internal publications and academic networks and used as bases for
student development, institutional innovations, or instructional improvement.