Total

Quality
M anagement
Submitted By:
Irene Cecile L. Calaycay, CpE

Submitted To:
Mr. Charlie Labrador
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Malcolm – Baldrige Assessment In

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CONTENTS
Preface: Organizational Profile
P.1 Organizational Description...................................................................... 4
P.2 About Notre Dame University................................................................. 5

Survey Results
Category 1: Leadership..........................................................................................35
Category 2: Strategic Planning................................................................................40
Category 3: Customer Focus...................................................................................45
Category 4: Measurement, Analysis, and Knowledge Management...............................48
Category 5: Workforce Focus..................................................................................50
Category 6: Operations Focus.................................................................................53
Category 7: Results...............................................................................................55

SCORING
Category 1: Leadership
1.1 Senior Leadership........................................................................................... 61
1.2 Governance and Societal Responsibilities .......................................................... 64

Category 2: Strategic Planning

2.1 Strategy Development..................................................................................... 67
2.2 Strategy Implementation................................................................................. 69
.
Category 3: Customer Focus
3.1 Voice of the Customer ....................................................................................72
3.2 Customer Engagement ...................................................................................75

Category 4: Measurement, Analysis, and Knowledge Management

4.1 Measurement, Analysis, and Improvement of Organizational Performance……………………….……77
4.2 Management of Information, Knowledge, and Information Technology………………………………...80

Category 5: Workforce Focus

5.1 Workforce Environment...................................................................................82
5.2 Workforce Engagement ..................................................................................84

Category 6: Operations Focus

6.1 Work Systems .............................................................................................. 87
6.2 Work Processes .............................................................................................89

Category 7: Results
7.1 Product and Process Outcomes ........................................................................ 91
7.2 Customer-Focused Outcomes........................................................................... 93
7.3 Workforce-Focused Outcomes.......................................................................... 95
7.4 Leadership and Governance Outcomes ......................................................................................... 97
7.5 Financial and Market Outcomes...................................................................................................... 99

Scoring Summary.................................................................................102

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Preface: Organizational Profile

GENERAL INFORMATION

Name of Organization: NOTRE DAME UNIVERSITY (NDU)

Business Address: Notre Dame Avenue, 9600 Cotabato City

University President: FR. CHARLIE M. INZON OMI, PhD.

Type of Institution: Private Catholic Academic Institution

Contact Numbers: +6364-421-2698

Email Address: ndu@nducotabato.org

Colleges:
College of Arts and Sciences
College of Education
College of Business and Accountancy
College of Engineering
College of Computer Studies
College of Health Sciences
College of Law
Graduate School

Founding Date: June 1948

Date of Declaration for University-hood: March 11, 1969

Number of Employees: 214 faculty members and 125 non-teaching personnel

(31 with Doctors Degree and 102 with Masters Degree)

Number of Students: 3,218 students as of 2nd Semester AY 2015 - 2016

Areas being served by CSU: Provinces of Maguinanao, North Cotabato and Sultan
Kudarat.

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 ABOUT NOTRE DAME UNIVERSITY

VISION
Guided by the charism of St. Eugene de Mazenod amd committed
to excellence, Notre Dame University is a pioneer Catholic Oblates
of Mary Immaculate educational institution in Central Mindanao.
We envision to be a leading institution in education for social
transformation in Mindanao.

MISSION
1. To develop graduates who are locally and globally competitive;

2. To form persons with social conscience and responsibility;

3. To foster a culture of peace and dialogues of faiths and cultures;

4. To facilitate community empowerment for total human
development especially among the poor;
5. To promote holistic institutional growth;
6. And finally, to nurture a community of internal stakeholders and
external partners valuing and sharing this vision and working
towards its attainment;

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HISTORY OF NOTRE DAME UNIVERSITY

The Congregation of the Oblates of Mary Immaculate (Oblate Fathers) first came to
the Philippines on September 25, 1939 upon the invitation by Bishop Luis del Rosario,
S.J. of Zamboanga.

Immaculate (Oblate Fathers) first came to

the Philippines on September 25, 1939
upon the invitation of Bishop Luis del
Rosario, S.J. of Zamboanga. Taking over
from the Jesuits, the Oblate Fathers
continued with the evangelization of the
empire province of Cotabato and the Sulu-
Tawi-Tawi group of islands. As the new
vanguards of Christianity, they sought to
win friends and allies among the Christian
and Muslim populace in the heart of
Morolandia.

The Pacific War in 1941 interrupted the Oblate Mission in Mindanao. Some Oblate
Fathers were taken as prisoners and incarcerated at the University of Santo Tomas
by the Japanese.

After the war, the Oblate Fathers returned to their mission stations in Cotabato and
Sulu. Although faced with the gargantuan task of reconstruction and
rehabilitation, they were undaunted. They forged ahead pursuing their Vision-Mission
with greater zeal, vigor and vitality in the spirit of their founder, St. Eugene de
Mazenod.

The Oblate Fathers established the Notre Dame College (now University) in 1948.
It was the first college founded in Cotabato City and the entire Province of Cotabato.
Although primarily established as a teacher training institution, it offered courses in
Liberal Arts, Commerce and Elementary Education.

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 Fr. Robert E. Sullivan, OMI was its first
Dean. Mr. Juan Sinco was the Registrar
and Mr. Samuel Cabiles was the Librarian.
The pioneering faculty of eight members
included Fr. Robert Sullivan, OMI; Bro.
Maurus James Doherty, FMS; Bro. Damian
Teston, FMS; Mother Ma. Isabel
Purificacion, RVM; Mrs. Nilda Quintana;
RTC Judge Vicente Cusi Jr.; Atty.
MatiasBasco; and Mr. Alfredo Gimenez.

The Early BeginningsIn the 40s…Building on the Ravages of War

The College started operating without a building of its own. The first 128
students attended classes at the Notre Dame of Cotabato Girls Department Building,
which was a property of the RVM sisters. The second semester enrolment
dropped with only 98 students. There were only eight students in the summer
of the first School Year 1948-1949. However, this did not cause any discouragement
to the Oblate Fathers. On the contrary, they ushered new ventures and broke new
grounds in the work of evangelization.

In 1949, the Notre Dame College acquired its own building adjacent to the
Cathedral and the Notre Dame Press along Quezon Avenue. The school was
located practically in the heart of Cotabato City.

In the 50s…Breaking New Grounds in the Work of Evangelization through

Education

The School Year 1950-1951 ushered brighter hopes for the young College. As
enrollment increased, the administration felt the need to expand its course offerings. A
new course in Education was introduced to students wanting to teach in the secondary
level. In addition, the ROTC Unit was organized with the offering of military science

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and tactics for the male population of the college.

In 1952, Fr. John P. Murphy, OMI succeeded Fr. Sullivan as Dean of the College. In
1953, the College received full Government Recognition for its course offerings in
Liberal Arts, Commerce and Education. In the same year, the College of Law started
offering first year law subjects. Complete elementary education was offered later with
the establishment of the Notre Dame Training Department, envisioned to be a Teaching
Laboratory for Education students majoring in Elementary Education.

In 1954, Fr. James W. Burke, OMI became the Dean of the College. For three years,
1954 to1957, the College further expanded its course offerings to meet the growing
needs of the community. During Fr. Burke's term, the Normal College was opened with
complete courses in Elementary Education leading to the Degree of Bachelor of Science
in Elementary Education.

In 1956, the two-year pre-nursing course was offered.

In 1957, Fr. John P. Murphy, OMI assumed as Dean for the second time, replacing Fr.
Burke who was elected Superior of the OMI Philippine Province. Under his leadership,
the Notre Dame College embarked on new ventures not only in its course offerings but
also in its physical plant and facilities.

Owing to the yearly increase in enrolment, the administration saw the need to find a
new school site that could accommodate its growing population. The new school site
was chosen and approved in the late 1950's. No less than the Very Rev. Leo
Deschatelets, OMI, the Superior General of the Oblate Congregation, came all the way
from Rome to Cotabato City to lay the cornerstone and bless the college grounds. This
momentous event took place on February 27, 1959.

The construction of the new building and acquisition of facilities went in full swing
despite financial problems. At one time, the construction had to be stopped due to lack
of funds; yet the Oblates' faith in God's providence never waned.

In the 60's

n June 1960, classes were transferred to the newly constructed Burke Building, named
after Fr. James Burke, OMI, the Oblate Provincial Superior from 1957 to 1963. Classes
were disrupted in October due to floods that caused the Rio Grande River to overflow.
On February 19, 1961, the new college building was inaugurated and blessed by His
Excellency Archbishop Salvatore Siino, Papal Nuncio to the Philippines. It was a grand
affair, marking one of the significant events in the history of Notre Dame College.

By the Academic Year 1962-1963, other buildings were constructed -- the Faculty
House, the Elementary Training Department, and the Technical Building. The decade
of the 1960s brought further innovations in the curricular offerings. The College of
Engineering was opened. Subjects common to Civil, Mechanical, and Electrical
Engineering were offered in the first and second years. In 1965, a complete course

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leading to the Degree of Bachelor of Science in Civil Engineering was given Government
Recognition.

The Graduate School offered courses leading to the degree of Master of Arts in
Education.

The Technical School also got the Government Permit and Recognition in 1965 and
1967 respectively. The Technical School offered a complete secondary high school
and vocational education.

These developments were made possible under the leadership of Fr. Philip F. Smith,
OMI who assumed as Rector of the College in 1964.

In 1968, a new Administration-Science-Auditorium Building was constructed. It was

inaugurated in March 1969 and was dedicated to Dan and Ana O'Keefe who gave
substantial donations for its completion.

1969 was a historic year in the life of the College. In an order signed by the
Secretary of Education, Dr. Onofre Corpuz, and the Director of Private Schools, Dr.
Narciso Albarracin, Notre Dame College was elevated to University status on March
11, 1969.

The elevation of Notre Dame College into a full-fledged University came to be the
capstone and the crowning glory of the educational leadership of the Oblate Fathers
in Southern Philippines. It exemplified the untiring zeal of the Oblate Fathers in
providing relevant and dynamic education through the apostolate of teaching. For
the Oblates, it signified a beginning of a new era of renewed commitment to the
education ministry.

Notre Dame University was formally inaugurated on September 9, 1969 at the same
time it marked its 21st year as a higher education institution. It was highlighted
by the investiture of the Very Rev. Joseph Milford, OMI as the first University
President and the installation of the Very Rev. Philip F. Smith, OMI as the first
University Rector. In his inaugural address, Fr. Milford said, "We are a Catholic
University. This is not a distinction of limitation but a directional beam for truth
which is the constant quest of all universities."

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In the 70s…Surviving the Conflicts and Disasters

The decade of the 70's brought about significant changes in the life of the
University. From a struggling small College in 1948, it metamorphosed into a
University in twenty-one years of its existence. One significant change was the
assumption of the first Filipino President, the Rev. Fr. Orlando Quevedo, OMI. The
formal installation of the new President took place on January 30, 1971.

In his inaugural address, Fr. Quevedo stressed the nature and role of the
university. He said, "The aim of the University is human resource development within
the community." He added that the role of NDU is "to grapple with the problems of a
developing region through its teaching, and its research and that failure to do so could
be tragic betrayal of academic thrust."

Another significant change was the appointment of Mrs. Cecilia S. de Leon as the first
lay and non-Oblate Finance Officer/Treasurer of the University in 1970.

At the height of the MNLF wars in the early 70's, NDU was not spared from the conflict.
The skirmishes affected not only the peace and order situation but also the economy.
NDU was swarmed by soldiers belonging to the 21st and 25th Army Battalions who
were on looked out for rebel snipers within the vicinity of the University. The student
population at the University suddenly dropped to less than 2,000 by 1973.
One student was killed and two others were wounded on different occasions by stray
bullets.

But the period also saw qualitative developments at NDU. In July 1970, the University
offered Journalism for the first time. The courses were programmed eventually to
become a minor field of study in Liberal Arts. On October 28, 1971, six administrative
assistants were named and appointed Department Heads by the President. Their
primary function was to assist the Deans of the different colleges in the preparation of
curricular offerings, scheduling of class programs, and supervision of instruction.
The appointees were: Mr. Eugenio Echavez, Accounting; Mrs. Fe Angeles Lopez,
English; Mrs. Editha Tugbo, Language; Mr. CeferinoCostales, Mathematics; Mrs. Luz
Tolentino, Natural Science and Mrs. Angelina Reyes, Social Sciences.

In 1972, the Planning and Development Office was created with Mr. Guillermo
Hagad as Planning and Development Officer. In the same year, the Socio-Economic
Research Center (SERC) was established with Ms. Eva Kimpo-Tan as Director. This
center was envisioned to be the research arm of the University that would provide
direction in planning, research, education and training and technical assistance in
research and socio-economic development concerns to the people of the region.

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In 1974, NDU opened its Nursing College as approved by the Bureau of Private
Schools. In June 1975, the College of Commerce offered two new courses:
Management and Financial Management. In November 1975, three new graduate
courses were offered: Master of Arts in Education major in Elementary School
Management/ Secondary School Management; and Master of Arts in Guidance.

At a time when the University was heading towards development, the unexpected
came. At about 12:13 midnight on August 17, 1976, a strong earthquake of tectonic
origin rocked Cotabato City causing damage to buildings, roads, schools, houses and
other structures. Then came the tsunamis wiping out thousands of houses in the
coastal areas. Thousands of people died and tens of thousands more were left
homeless.

The destructive force of the earthquake did not spare NDU. The Administration-
Science-Auditorium Building collapsed. The Burke and Technical Buildings
suffered severe cracks. The damage was estimated to have reached over P8
million. For two week, classes were suspended to give way to reconstruction and
rehabilitation. Classes resumed on September 1, 1976. Semestral classes ended on
October 23 instead of the second week.

The earthquake had left NDU in ruins, but it survived. Survival proved to be a great
task for the new University President.

Toward the end of 1976, Fr. Quevedo requested for a leave from the University to
take up his spiritual renewal course at St. Louis University in Missouri. His request
was granted by Fr. Jose Ante, OMI who was the Oblate Provincial at that time.

In 1976, Fr. Jose Roberto Arong, OMI inherited the task of reconstruction and

In the 80s…Engaging in the Struggle to Regain Freedom

In 1980, the Philippine Accrediting Association of Schools, Colleges and

Universities (PAASCU) granted the programs of the three colleges of the
University -- the College of Arts and Sciences, the College of Commerce and the
Teachers' College Level I accreditation which was certified by the Federation of
Accrediting Agencies of the Philippines (FAAP).

In the same year, the Core Curriculum was introduced integrating both
Christian and Islamic Values in all core subjects taken by the students. There
were two other buildings that were built for the Engineering College - - the
Javellana and Vengrin buildings.

On June 12, 1982, Fr. Jose D. Ante, OMI succeeded Fr. Arong, OMI as the 4th
President of NDU. He continued the upgrading of the University's academic
programs. In 1983, a program towards a doctoral degree in the field of

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Education, major in Educational Management was introduced.

The University's new Science Building named Archbishop Philip Smith Science Hall, a
three-storey structure with a roof deck, housing the laboratories and lecture
roomsfor the basic science courses was blessed on February 17, 1983. The same
year saw also the construction of Deckert Building that houses the Business Office.

In April 1984, three Colleges earned PAASCU re-accreditation of their programs.

These were the College of Arts and Sciences, Teachers' College, and the College of
Commerce, which were re-accredited for Level II. The College of Engineering was
given accreditation for Level I. Such accreditation indicated that the University's
educational programs met the education standards of quality and excellence.

In 1986, the Five-Year Development Program was launched in the University

focusing on the over-all intellectual, social, cultural, and economic uplifting of the
University community.

On December 8, 1988, the USAID-financed De Mazenod Building was blessed and

dedicated. Ambassador Nicholas Platt, the US Ambassador to the Philippines,
graced the occasion that was attended by prominent city, provincial, and
military officials. Two days later, on December 10, 1988, the NDU Peace Center
was inaugurated which coincided with the 40th anniversary of the Universal
Declaration of Human Rights.

In 1977, the Quinn and McGrath Buildings were built to house the Engineering College.

In due time, Fr. Arong was able to finish rehabilitation of damaged buildings and even
added to his accomplishment a new building, the
Archbishop Gerard Mongeau Chapel, which
became the heart of the University. The
Chapel was consecrated in September 1981.

Parallel with the physical improvement was an

upgrading of the University's academic
offerings. In 1976, the Graduate School
offered M.A. in Public Administration, followed by
the offering of M.A. in Business Administration in
1980.

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In the 90s…Advocating Peace and
Democracy

In 1992, Fr. Eliseo R. Mercado, Jr., OMI

became the 5th President succeeding Fr.
Jose Ante, OMI. With his innovative
leadership, Fr. Mercado initiated much
needed reforms at the University, sought
support from funding agencies to gradually
regain the University's financial stability.
The University was projected in the
limelight of academic excellence, peace
advocacy, and development.

During this period, NDU offeredprograms in Postgraduate Studies, Arts and Sciences,
Law, Engineering, Nursing, Business and Accountancy, Education, Vocational and
Technical Courses and Grade School.

Pursuing the mandate for excellence in tertiary education, the College of Arts and
Sciences, Teachers College and the College of Commerce earned the PAASCU Level III
Accreditation of its programs in 1992.

Over the years, the University has been actively involved in providing educational
leadership in the region and has been extremely successful in this regard. The greater
number of public administrators in the city and region are graduates of NDU. Graduates
of the College of Education are found in all levels of the educational system. Major
business enterprises in the City employ professional level employees who are products
of the University.

As envisioned, the University remains to be proactive in promoting peace and

development in the region's Special Zone of Peace and Development (SZOPAD). NDU
has opened its doors to the on-going peace negotiations between the Government and
the Moro Islamic Liberation Front (GRP-MILF Dialogue).

The peace initiatives of NDU are reflected in the curricular and co-curricular programs
for students and faculty as well as in the creation of several development-oriented
University units maintaining programs that promote social transformation in the
region. The University units directly involved in this endeavor included the Center for
Policy Advocacy and Strategic Studies, Peace Education Center, University Research
Center, Community College, Alumni and Continuing Education Center, the Museum,
and the Institute of Cotabato Cultures.

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 In 1997, the Nepomuceno Building was built to
house the Graduate School and College of Law.

The University opened new linkages and network in

the field of business, communications, education,
and research with FAPENET and INTERNET links. In
August 1998, the NDU homepage was launched for
Internet access.

A Data Bank in the University Research Center was established to provide collections
of facts and figures about strategic regions of Mindanao through the NDU homepage.

In School Year 1997-1998, the University, in cooperation with the Mindanao Advanced
Education Project (MAEP) of the Commission on Higher Education, offered Doctor of
Philosophy (Ph.D.) in Peace and Development and Master of Arts (M.A.) in Peace and
Development.

In 1997, the Brekel Building was built to house the Logistics Office.
In June 1998, Notre Dame University celebrated its Golden Jubilee Year as a tertiary
education institution in Central Mindanao. A one-week celebration from June 22 to 26
included a parade of activities such as Jubilee Festival, Photo Exhibit, Trade Fair, Sports
Competition, Film Showing, Singkwentang Alay for Street Children, Medical Outreach,
Legal Services, Theatre workshop, Cooking Demonstration, and other activities. The
Grand Eucharistic Celebration and Gabing Parangal'was held on June 26, 1998. A host
of guests and visitors from various institutions and organizations in Mindanao who
shared in the joys and jubilations of the University community attended the Mass and
Parangal.

In December 1999, the Teaching Caravan Program under the University Center for
Continuing Education was launched to provide continuing professional education (CPE)
to high school teachers in the Cotabato region.

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Entering the 2000s…Advancing Dialogue and Solidarity through Information
Technology

As the University enters the new millennium, it conducted its 5-Year Strategic Planning
for SY 2000 to 2005 on March 29-30, 2000, formulating as its theme "NDU Education
means: Religion as the Core of the Curriculum and Faith in Action as the Seal of NDU
Community and Graduates".

To provide continuing professional enhancement to its graduates, the University

opened its Licensure Review Programs for Engineering and Accountancy in SY 2001-
2002, in addition to the LET Review Program. Through the Graduate School, the
University also participated in the Third Elementary Education Program (TEEP) of the
Department of Education that designed a special course for classroom teachers to
attain mastery in a specific area of study like English, Filipino, Mathematics and
Educational Administration.

In October 2001, the Commission on Higher Education awarded Notre Dame University
with a Deregulated Status as a Higher Education Institution (HEI) with exemplary
performance in instruction, research and public service.
In June 2002, Fr. Ramon Ma. G. Bernabe, OMI succeeded Fr. Eliseo R. Mercado, Jr.
OMI as the 6th President of the University. He is the first alumnus and the youngest
so far to have been appointed the highest post at Notre Dame University. In his
Inaugural Speech on July 2, 2003, Fr. Bernabe committed to pursue the "thrust
towards peace and development through education, research, and advocacy, anchored
on the tenets of solidarity and dialogue".

With the University's prestige in Central Mindanao, the World Bank awarded Notre
Dame University as one of its ten Knowledge for Development Centers (KDC) in the
country. The WB-KDC opened at the University Library in October 2002 to provide
technology-based information resource and wide-range of development literatures for
research to a broad-based clientele, both private and public, for the Central Mindanao
Region. The University also became a pioneer member of the Mindanao Studies
Consortium Foundation, Inc. (MSCFI) with ten other member schools to provide
collaboration, engagement, participation of the Academe in policy and development
programs for Mindanao.

On September 27, 2004, the Commission on Higher Education (CHED) deputized Notre
Dame University to implement the ETEEAP (Expanded Tertiary Education Equivalency
and Accreditation Program).

The University President, Fr. Ramon Ma. G. Bernabe, OMI, was subsequently elected
in February 2005 as the Oblate Provincial Superior of the Congregation of the Oblates
of Mary Immaculate, Philippine Province. As he had to move on to greater Congregation
Mission for the Oblate Province, a new President was installed.

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 Fr. Eduardo G. Tanudtanud, OMI, installed
as the 7th University President, set foot at
the threshold of University leadership
feeling "the sacredness, the dignity and the
challenges of the ministry of leadership and
stewardship". During his installation on
June 24, 2005, Fr. Tanudtanud noted that
the University has to face "the challenge to
continue to raise the bar of University
performance in delivering quality programs
that are relevant, important, responsive,
innovative, entrepreneurial and beneficial
to the needs of our stakeholders in the
region".
In 2005, the University was engaged in the DepEd Region XII's Teachers Development
thrust through the SEDIP Program. With the Graduate School as the anchor unit, the
University provided training to all CotabatoDepEd District schools reaching out to about
2,000 school teachers on the areas of classroom management, teaching strategies and
educational technology.
Fr. Tanudtanud opened the University's international and national networks for human
resource development. In 2005, four faculty members were sent to study in Australia
through scholarships from the Philippine Australian Human Resource Development
Facility (PAHRODF). They pursued Master'sprogram in Education, Pedagogy and
Curriculum.

To appropriately align the University to the global technology, Fr. Tanudtanud made
significant investments in information technology (IT) facilities. The University set up
a full fiber optics network backbone that enabled all of the buildings and offices spread
throughout NDU to be joined together in one network domain. The network backbone
facilitates sharing files online, and communicating with one another via Intranet instant
messaging, audio, and even video conferencing.Such significant investments in IT
infrastructure also fully support the INTRANET and INTERNET services in the
University. NDU changed its domain name from PHNET (edu.ph) to DREAMHOST
(http://www.nducotabato.org).The University aptly geared into the third millennium
by accessing cyber technology.

In February 2006, with strategic mindset and dynamism, Fr. Tanudtanud led the
University community to a Visioneering and Strategic Management Program. The
Program began with the revisiting and re-articulating of the University's Vision Mission.
Through the Visioneering exercise, which involved all University stakeholders, a whole
year round process of revisiting, reviewing and rearticulating its University Vision-
Mission-Goals was conducted with the faculty members, non-teaching staff,
administrators, students, alumni and parents. The long and empowering process of
sharing and discussions in the University's Visioneering Program finally culminated with
the re-articulation of the University's Vision Mission Goals.

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 In June 2006, the University articulated its
University Vision-Mission Statement as
follows, "Guided by the charism of St.
Eugene de Mazenod and committed to
excellence, Notre Dame University is a
pioneer Catholic Oblates of Mary
Immaculate educational institution in
Central Mindanao. It envisions tobe a
leading institution in education for social
transformation."
In pursuit of the University's Vision, Mission and Goals, the University formulated a
very powerful strategy for its education operations. The Strategy is towards "Enhanced
performance in an enabling environment, driven by student-centeredness and inspired
by the core values". This University Vision-Mission (VM) and Strategy serve as the
inspiration and guide for the University community to pursue its education ministry
and programs. The University administrators, faculty members, non-teaching
personnel subscribe and refer to this VM and Strategy when the University conducts
the annual Institutional Strategic Planning and Development Program.

During the 48thAraw ngCotabato celebration on June 19, 2007, Notre Dame University
received from the City Government of Cotabatoa Special Award as the Most
Outstanding Educational Institution in Cotabato City and Central Mindanao for the
school's exemplary and meritorious services.

In 2007, from Quezon City, the Oblate

Juniorate returned to Notre Dame
University for its formation phase to
provide rootedness to the Oblate Mission in
Cotabato City. The Oblate Junior
Seminarians, together with the
Archdiocesan Seminarians, pursue
academic and religious formation at the
University.

Around this decade, the University prioritized the institution's human resource
development programs as it opened more opportunities for faculty degree
scholarshipprograms through CHED, PAHRDF, FORD, DOST, and other scholarships. It
has provided non-degree programs for enhancing and retooling faculty members
through attendance to trainings, seminars and workshops, regional and national.

The University, through its academic programs and research, Community Extension
Services, and the Alumni and Continuing Education Center, made significant peace and
development contributions to both Region XII and the ARMM, especially in the areas
of early childhood education, out-of-school youth skills trainings, livelihood,
and teacher-training. It was able to accomplish as much through its partners (local

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government units, government organizations, non-government organizations, the
church and religious sector, peoples organization, media, and business agencies
engaged in peace and development).

With jubilation, the University celebrated

its 60th Year as a higher education
institution in Central Mindanao in SY 2008-
2009. The highlight of the celebration were
the Eucharistic Mass, motorcade, and the
fellowship dinner with the Oblate Fathers,
the Alumni, the Retirees and other
significant personalities in the historical
development of the University

In May 2008, the FAAP awarded Level III accreditation to the Programs of Arts and
Sciences and Business Education, and Level II Accreditation to the Teacher Education
Program with PAASCU as the Accrediting Body. The accreditation is for a five-year
period.

The University hosted the USAID Growth

with Equity in Mindanao (GEM) Program in
the conduct of the Round Table Discussion
on Rido Research and Development and the
Peace Process on March 3, 2009, which was
honored by the presence of the US
Ambassador to the Philippines Her
Excellency Kristie A. Kenny.

On March 11, 2009, in recognition of the University's exemplary performance as a

higher education institution, the Commission on Higher Education (CHED) re-awarded
Notre Dame University with a Deregulated Status. NDU has had Deregulated Status
since October 2001.

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As an inspiring motivation for academic
excellence, Fr. Eduardo G. Tanudtanud,
OMI, give University Cash Incentives to
NDU Graduates that are Topnotchers in the
Licensure Examinations. During the 2009
Graduation Ceremonies, in recognition of
and appreciation for exemplary
achievements, Fr. Tanudtanud awarded
cash incentives to Ms. Mary Rose
TeopeCulanggo,the Top 10th Placer in the
2009 Licensure Examination for
Teachers, and toEngr. AlbashirSedik,the
Top 5th Placer in the 2009 Licensure
Examination for Electrical Engineering.

The University pursued programs and activities to make the University as an education
institution for social transformation. Realizing the globalization of education, the
University engaged in an English proficiency program for teachers in 135 participating
schools in Mindanao with the IELTLM Program (Improving English Language Teaching
and Learning in Mindanao).

The USAID-GEM program for Promoting English Proficiency (PEP) in the University was
launched with the provision of DynEd software licenses for English proficiency made
accessible to teachers in the region. The University also had program services aligned
with PBSP, Don Bosco Skills Training Center, Namfrel, Consuelo Foundation, Synergia,
USAID-ELSA, ACCESS, SGUIDO, BEAM and ATEP engagements.

The curricular programs in the Graduate School have included the Doctor of Philosophy
in Peace and Development (PhDPD) while in the undergraduate programs, the
Bachelors program in Information Technology and Information Systems have been
granted Government Recognition.

The Academic Sector in 2009 – 2010 was fully strengthened with the re-organization
of its curricular programs under a designated Department Program Head. Under the
five colleges of the University, a total of 17 Department Programs Heads were
appointed to provide immediate and consistent review and management of curricular
and instructional management of their respective degree programs.

In support of the University's direction for student formation, the Office of the Vice-
President for Identity and Mission was created. This sector consists ofthe Campus
Ministry, Chaplaincy, Peace Center and the Office of Community Development and
Skills Training Center.

Page | 19
In 2009, another landmark of achievement
of the decade was the construction of the
Notre Dame House at 316 Calachuchi St.,
Juna Subdivision, Matina, Davao City. To
provide access to housing facility for the
University community when attending
programs and activities in Davao City, the
University constructed its three-floor
building in Davao City. The Notre Dame
House provides dormitory facility to
students, faculty, visitors and guests in the
conduct of the review class, affiliation
programs and other functions in Davao.

In the 2010s … Moving forward with Intensified FIRES (Faith, Integrity,

Respect, Excellence, Service)

With the articulation of the University's Vision-Mission, Fr. Eduardo G. Tanudtanud,

OMI continued the Visioneering Process in the University. The University Community
also went into revisiting and re-articulation process of the University's Core Values.
The process resulted to the re-articulation and adoption of the University Core Values,
coined with the acronym FIRES to stand for Faith, Integrity, Respect, Excellence and
Service. In this regard, as inspired by FIRES, Notre Dame University moves towards
social transformation through education.

The infrastructure development of the University followed suit to provide more enabling
environment for the teaching and learning processes in campus. There were the
construction of the pre-school building, the Multi-Purpose Facility, student lounges of
the colleges, and the renovation of the Gymnasium, the Deckert Building, Brekel
Building and others.

In SY 2010-2011, for its science and

technology pursuits, the University opened
a new college, the College of Computer
Studies that offered programs of BS
Computer Science, BS Information
Technology and BS Information Systems.

Page | 20
 In October 10, 2010, the Fr. Alfonso
Cariño Building was blessed as the
facility dedicated to the education
commitment to quality and excellence
pursued by Fr. Cariño in his Ministry
while with Notre Dame University in
the early 1970s. The Building houses
the Offices of the Vice-President for
Academic Affairs, the College of Health
Sciences, College of Computer
Studies, classrooms and Nursing Arts
Laboratory.

As the University opened the School Year in June of 2010 and 2011, it was not spared
of the flooding in the city caused by the immersion of water hyacinths deep into the
Rio Grande and its tributaries. The University had to suspend classes for two to three
weeks due to flood in campus and the city's thoroughfares.

On August 8, 2011, the NDU Oblate Residence was blessed with the Oblate Provincial
Fr. Ramon G.Bernabe, OMI as the Main Celebrant. The Oblates at Notre Dame
University transferred to the newly-built, cozy and beautifully landscaped NDU Oblate
Residence from their old Faculty House.

During this period, there were additional academic curricular programs offered with
Government Permit and Recognition – BS Accounting Technology, BS
Entrepreneurship, BEED Special Education, BS Library Science, BSEd Physical Science,
and AB English.

The NDU – Elementary Training Department was awarded the Level 1 Accreditation as
a distinction for quality basic education by the PAASCU (Philippine Accrediting
Association of Schools Colleges and Universities) in March 2011 until March 2014.

With its active and full participation in education in the Region, Notre Dame University
forged a partnership with DepEd-AusAid-BRACto provide basic education to school-less
barangays in the municipalities of ShariffAguak, Datu Hofer Ampatuan, Sultan Kudarat
and Sultan Mastura in the Province of Maguindanao.

Page | 21
On February 17, 2012, the Fr. Reynaldo
Roda Student Center was inaugurated. The
Center houses the Offices of the Student
Affairs and Services, Campus Ministry and
Religious Education, Peace Center,
Guidance and Testing Center, Supreme
Student Government, and Actidamean.
The Center forged the convergence of all
the programs for student development and
formation in the University. The Center
was the former NDU Faculty House which
was renovated to be the Student Center in
campus.

On the occasion of the March 2012

Graduation Ceremonies, Fr. Eduardo
Tanudtanud, OMI awarded to the 4th
Placer in the October 2011 Bar
Examination, Ms. Rosemil Bañaga, her
Cash Incentive of Seventy Thousand Pesos
for her excellent performance in the
Examination. This represented another
milestone in the academic excellence of
the University.

In May 2012, another three curricular programs of the University were granted Level
1 PAASCU Accreditation – Computer Engineering of the College of Engineering;
Computer Science of the College of Computer Studies; and Accountancy of the College
of Business & Accountancy.

In line with the Vision of educating for social transformation, the University provides
studentsITopportunities and facilities so that they become locally and globally
competitive especially in this age of information revolution. It also implements of
computerized enrollment and student services (such as library access, internet
services, automated billing services, and others).

With the globalization of education, the Philippine Education System has launched
directions towards the K to 12 education landscape. This development impelled
education institutions such as NDU to also align with the emerging realities of basic
education framework in its continuum to tertiary education. The general education
curriculum and the impending change in the policies standards and guidelines of higher
education curricular programs are the directions that the University has to provide
clear and directed programs in all of itscolleges.

Page | 22
The emerging thrust for the K to 12 Program for the Philippine Education System
presents a need for a critical review and revision of the higher education curriculum
and standards for Higher Education Institutions (HEIs). The University faces the
challenges of the education highway from the Kindergarten to Junior High School, to
Senior High School and to Tertiary level.

For SY 2012-2013, the University opened BEED major in Special Education with the
College of Education. The College of Business and Accountancy opened the BS
Entrepreneurship program. The Graduate School also offered the Master of Arts in
Nursing (MAN) with its Government Recognition from CHED. The following school year,
the Master of Arts in Education major in Early Childhood Education (ECE) was also
included in its curricular offerings.

In June 2012, with the Permit granted by

the DepEd, the NDU-Junior High School
started accepting Grade 7 students to align
with the K to 12 thrust. And, in June 2013,
the JHS had a complete secondary
education with the additional opening of the
Grade 8, 3rd year, and 4th year levels.

The CHED's movement towards developing an Outcomes-based Education and

Typology-based Quality Assurance for Higher Education Institutions (HEIs) as a
standard for Philippine higher education framework presents further challenge to HEIs
like Notre Dame University to pursue globalized educational landscapes.

With the distinction as a Deregulated Status HEI granted by the Commission of Higher
Education (CHED), and its accreditation granted by the Philippine Accrediting
Association of Schools Colleges and Universities (PAASCU), NDU moves forward with
intensified FIRES (Faith, Integrity, Respect, Excellence and Service) in its efforts in the
delivery of quality education to its students.

Guided and inspired by the lofty ideals and principles of the Oblate Missionary thrusts,
NDU carries out its task of Formation, Instruction, Research, and Extension (FIRE).

NDU continues to strive to produce authentic persons and professionals of competence,

conscience and compassionate commitment. NDU stands proudly as the capstone and
crowning glory of the Oblates of Mary Immaculate in the Philippine Mission. As a center
of academics par excellence, NDU shines as the beacon light that welcomes the dawn
of the twenty-first century. With the same thrust, dedication and authentic service, the
University will always keep pace with the growing demands of time for the greater
glory of God under the patronage of the Blessed Virgin Mary.

Page | 23
CORE VALUES

The NDU CORE Values of Faith, Integrity, Respect, Excellence and Service (FIRES)
direct, govern, guide, nurture and sustain at all times the life of Notre Dame University.

FAITH

"As an Oblate Catholic educational institution, we seek to be constantly led by our firm
belief in one GOD, Almighty yet loving and compassionate. Such faith may be expressed
in a variety of ways or religions according to our different cultural, historical and theological
contexts. Naturally, such diversity can only call for mutual respect, and a sincere desire to
appreciate each other's celebrations and activities, which must be given ample and equal
opportunities to be celebrated. Such faith entails strength and maturity manifested both in
one's personal life as well as in the life of the believing community. This faith in God is an
active faith that is, a faith which manifests itself in loving action in behalf of others."

As members of the NDU community, we are committed to the Vision, Mission,

Directions, Strategy and Core Values of Notre Dame University and remain loyal to the
Oblate Charism and Mission. Charism simply means "gift". God showers His people with
a variety of gifts for their personal salvation and the service of the world. The Congregation
of the Missionary Oblates of Mary Immaculate is also a gift to the Church and to the world.
This giftedness has its sources in the personal conversion experience of its founder, St.
Eugene de Mazenod, and his insight into the needs of the Church and the world of his
time.

Among the rich components of this charism are:

1. a deep personal experience of being loved by God despite one's sinfulness;

2. a recognition of the presence of God in the many faces of the poor, and therefore, of
their inherent dignity as created by God, and indeed, as sons and daughters of God;
3. a spirit of daring in the effort to make Christ known to others.

INTEGRITY

It is the foundation for living an ethical life. It involves being honest, fair, just, whole, and
following a moral compass. Concerned for the common good as individuals and as a
community, we commit ourselves to honesty in all relations with students, faculty, staff,
and administration. Through our integrity, we maintain the trust of the surrounding
community and of public, private, and governmental agencies.

Page | 24
RESPECT

We value the dignity of the human person, giving due respect to faith, culture and the
integrity of creation. Recognizing the dignity of all, we promote the good of the person
and of the community. We hold ourselves accountable to each other and the community,
and endeavour to practice responsible stewardship of the resources available to us.

EXCELLENCE

As an Oblate Catholic Institution, we envision to promote the Oblate character and mission in the
pursuit of excellence in education in a context of poverty, violence and pluralism of cultures, faiths
and ideologies. We seek to combine faith with reason in the pursuit of academic excellence. We
call all members of the community to excel as individuals and as professionals within their
specific roles. Indeed, excellence is bringing out the best even in the most ordinary things that
one does, being highly motivated, aiming high and being guided by high standards and norms.

SERVICE

As members of Notre Dame University community, we seek to encourage habits of caring,

engagement, and civic responsibility by incorporating our own particular approach to service
learning into the curricula, by reflecting a service orientation in our research interests, and by
emphasizing and encouraging the connection between excellence, leadership, service, and
development for the professions.
We are sensitive to the plight and suffering of the disadvantaged sectors of society especially
the poorest of the poor; we are moved into action by these sufferings and struggle. We help people
unconditionally without expecting something in return and we work in collaboration with other
individuals or groups whose goal is to help uplift the lives of the poor.

OUR STRATEGIES

Enhancing performance in an enabling environment driven by student-centeredness

and inspired by the core values of Faith, Integrity, Respect, Excellence and Services
(FIRES) through Formation, Instruction, Research and Extension (FIRE)

Page | 25
OUR DIRECTION

Direction 1: Ensure compliance to Standards and Quality Assurance set by

regulatory bodies and demands for global education;

Direction 2: Improve operations management and processes to maximize

productivity, develop culture of research, enhance active involvement in extension
and ensure holistic student development and formation for leadership, employability
and community development;

Direction 3: Sustain quality education through programs and services to increase

clientele and access partnership with agencies both Government Organizations
(GOs), Non-Government Organizations (NGOs) and engage in relevant programs for
peace and development.

Page | 26
ORGANIZATIONAL CHART

Page | 27
THE NOTRE DAME UNIVERSITY SEAL

The University Coat of Arms signifies:

Oblate Mission in Cotabato

City

The smaller upper

compartment of the
escutcheon is equally divided
into:

The upper side, superimposed

with the coat of arms of the
Oblates of Mary Immaculate,
the congregation that founded
the University, is a field of
blue, symbolic of Mary
Immaculate to whom the
Oblates of Mary Immaculate
congregation was dedicated
by its founder. The Cross of
the OMI coat of arms is the
cross of the Catholic faith.

The left side of the upper

compartment depicts a stone
fort in white field symbolizing
the city of Cotabato, the seat
of Notre Dame University.

Mission of the University

The main section of the

escutcheon consists of
twenty-one green and white
stripes superimposed at the
center with an open book
lighted by a torch.

The twenty-one stripes

represent the years Notre

Page | 28
Dame had been a college
before it earned University
status.

Green and white are the

official colors of the University
symbolizing peace and hope
within its sway.

The open book with the

burning torch symbolizes the
mission of the University to
spread the light of faith and
the knowledge of truth for
social transformation.

Inscribed in the book is the

OMI motto "Evangelizare
Pauperibus Misit Me Pauperes
Evangelizantur" (He is sent to
share the good news with the
poor. The poor are being
evangelized.)

Faith, Integrity, Respect,

Excellence and Service

Above the shield are five stars

standing for the University's
core values of Faith, Integrity,
Respect, Excellence and
Service.

Overarching the stars is

"SedesSapientiae" (Seat of
Wisdom), one of the many
titles attributed to Blessed
Virgin Mary, Our Lady, the
Notre Dame, patroness of the
University.

Page | 29
The Colleges
COLLEGE OF ARTS AND SCIENCES

The College of Arts and Sciences provides a liberal

education that teaches students to learn with critical
perspectives, develop intellectual skills and
explore intellectual curiosities.

The skills they will acquire, the insights they will gain
and the values they will keep and live will enable
them to meet the challenges of the 21st century.

Undergraduate Programs:

 Bachelor of Arts major in Philosophy

 Bachelor of Arts in Communication

 Bachelor of Arts major in Religious Studies

 Bachelor of Arts major in Sociology

 Bachelor in Public Administration

 Bachelor of Science in Psychology

 Bachelor of Science in Biology

The College as a service college offers the general education subjects of the
different undergraduate programs of the University. It has six departments
namely: Humanities and Languages, Natural Sciences, Mathematics/Statistics,
Sociology/Psychology/Economics, History/Political Science/Public Administration,
Physical Education, and Religious Studies/Philosophy/Peace Education.

Page | 30
COLLEGE OF EDUCATION

"Teaching creates all other professions." - Author

Unknown

Teaching is a profession that is challenging, exciting

and rewarding. It provides opportunities to help others
achieve their goals. To be able to do that, you need to
possess qualities and skills which you can develop.
However, you may be surprised to know that you have
in you such qualities and skills; it's just that they need
to be honed more.

At the College of Education, you will be taught and

guided in becoming the best teacher that you can be.
But of course, you need know what kind of teacher you
want to be.

Programs:

 Bachelor in Elementary Education

 Bachelor in Elementary Education major in Special
Education
 Bachelor in Secondary Education major in English
 Bachelor in Secondary Education major in
Mathematics
 Bachelor in Secondary Education major in Filipino
 Bachelor in Secondary Education major in Biological
Science
 Bachelor in Secondary Education major in MAPEH

Page | 31
COLLEGE OF BUSINESS AND ACCOUNTANCY

The College of Business and Accountancy

responds to the increasingly complex and
globally interconnected world. The college
provides programs with a strong balance
between the liberal arts, business courses,
and practical work experiences outside of
class.

Programs:

 Bachelor of Science in Accountancy

 Bachelor of Science in Accounting Technology
 Bachelor of Science in Business Administration Major in Financial
Management
 Bachelor of Science in Business Administration major in Marketing
Management
 Bachelor of Science in Entrepreneurship

Page | 32
COLLEGE OF ENGINEERING

The College of Engineering offers an

engineering-based education that offers
students exposure to a variety of technical
subjects and skill sets. An engineering-
based education provides great career
prospects, employment security and lots of
exciting areas to work in.

Programs:

 Bachelor of Science in Civil Engineering

 Bachelor of Science in Mechanical Engineering
 Bachelor of Science in Electrical Engineering
 Bachelor of Science in Electronics Engineering
 Bachelor of Science in Computer Engineering

COLLEGE OF HEALTH SCIENCES

Nurses are able to touch the lives of the

young and old in need of health care. They
help bring new life into this world. They
help the sick feel better and comfortable.
They make a difference not only in
hospitals but in communities as well.

Program: Bachelor Of Science In Nursing

Page | 33
COLLEGE OF COMPUTER STUDIES

In this digitally enhanced world and

time, a degree in computer studies
opens up a wide range of career,
employment opportunities for graduates
of computer science, information
systems and information technology.

Programs:

 Bachelor of Science in Computer Science

 Bachelor of Science in Information Technology
 Bachelor of Science in Information Systems

COLLEGE OF LAW

The Bachelor of Laws is a four-year

degree. It teaches concepts,
principles, policies, and procedures of
the Philippine Legal System.
If you are interested in studying Law,
the following are the requirements:

1. A graduate of a bachelor’s degree

in any course.
2. Must provide a copy of his/her
transcript of records of the degree
earned with special order (S.O) from
CHED.
3. Has undergone 18 units of
English, 6 units of Mathematics, and
18 units of social sciences.

Page | 34
GRADUATE SCHOOL

Pursuing a master's and doctoral degree is

a life-changing experience for personal
and professional goals. Notre Dame
University provides for this opportunity by
offering a variety of programs.

Programs:

 Doctor of Philosophy in Peace and Development

 Doctor of Education major in Education Management
 Master of Arts in Education
Majors in:
o Early Childhood Education
o Education Administration
o Guidance and Counselling
o Mathematics
o Filipino
 Master of Arts in English
 Master of Arts in Nursing
 Master of Arts in Peace and Development
 Master in Business Administration
 Master in Public Administration

Page | 35
Overview of NDU Faculty Profile
The University prides itself on the strength of its faculty members. As of October
2016, there are 214 faculty members. Of the 214 faculty members, 15% are doctoral
degree holders and 47.66% are master’s degree holders. Despite this strength, more
faculty members are currently sent to Ateneo de Manila, Ateneo de Davao, UP
Diliman, USEP, MSU-IIT, CIT, CMU and overseas to pursue MS, MA, and/or Ph.D.
degrees in Australia.

All full-time faculty and regular employees are entitled to six (6) units free tuition
and miscellaneous in any degree program and Graduate Studies offered by the
University after one year of continuous service.

List of Recognized Organizations S.Y 2014-2015

Academic Organizations:

1. ASSOCIATED COUNCIL OF COMPUTER ENGINEERING STUDENTS (ACCESs)

2. Institute of Integrated Electrical Engineers of the Philippines, Inc. (IIEE)
3. Junior Institute of Electronics and Communication Engineers of the Philippines (JIECEP)
4. Junior Philippine Council of Management (JPCM)
5. Junior Philippine Institute of Accountants (JPIA)
6. MATHEMATIKOS
7. MEDIA FREQX
8. PHILOSOPHIA ORGANIZATION
9. Philippine Institute of Civil Engineers (PICE)
10. Philippine Society of Information Technology (PSITS)
11. Philippine Society of Mechanical Engineers (PSME)
12. Psychology Students’ Institute (PSI)
13. Society of Junior Public Administrator of NDU (SJPANDU)
14. Science Club

Non-Academic Organizations:

15. CEN HONORS’ SOCIETY (CEN HONSOC)

16. Jumi’ahtul Tilmizaat Organization (JTO)
17. Muslim Youth Religious Organization (MYRO)
18. Peer Facilitators Guild (PFG)
19. Philippine Student Alliance Lay Movement, Inc. (PSALM)
20. Saint Marcelin Champagnat Club (SMC)
21. Tableegh Al – Resalah Organization (TRO)

Page | 36
Enrolment Profile in AY 2010-2011

Enrolment Profile in AY 2015-2016 1st Semester 2nd Semester

155
Graduate School 155
175
College of Law (Claw) 180
550
College of Engineering (CEN) 482
293
College of Computer Studies (CCS) 270
539
College of Arts and Sciences (CAS) 535
336
College of Health Sciences (CHS) 308
1110
College of Business and Accountancy (CBA) 1092
352
College of Education (CED) 351

TOTAL Enrolees per semester: 3510 3373

Campus Location

Notre Dame University is located along Notre Dame Avenue, Cotabato City.

Page | 37
Scholarships
In-House Scholarship Programs / Study Grants:
* Academic Scholarship
* Honorific Scholarship
* Top 10 College Admission Test Scholarship
* Tuition Discount Scholarships for JOMI and ND Archdiocesan Seminarians
* Working Scholar (WOLAR) Scholarship Grants
* Mindanao Cross Scholar
* Notre Dame Broadcasting Corporation (NDBC) Scholars
* Board of Trustee Scholars
* Athletic Grant Tuition Privilege
* Employee Dependent's Privilege

Sponsored Scholarship Programs / Study Grants:

* DOST Scholarship Program
* Study Now Pay Later Scholarship
* Cong. Bai Sandra Sema StuPAPs-GIA
* Full and Half Merit Scholars
* GAD Full and Half Merit Scholarship
* CHED-HEDP-FDF
* HEDF funded Full Merit Scholarship
* Tulong Dunong Scholarship
* City Government Scholarship
* OWWA Scholarship
* GSIS Scholarship
* AY Foundation RCBC Scholarship
* Lu Eng Yat Scholar
* NDEA Scholarship
* Notre Dame Hospital Scholarship
* Oblates of Mary Immaculate (OMI)Scholarship
* AY Foundation Scholarship
* NDUAA
* ASEE Mother Sousa Scholarship
* Archbishop Quevedo Scholarship
* Cotabato Light and Power Company (COLIGHT)
* Edward and Eva Foundation

Page | 38
NOTRE DAME JOURNAL

Page | 39
Page | 40
Campus Ministry and Religious Education

The Campus Ministry and Religious Education is one of the support units under the
Identity and Mission Sector of the University. It caters to the spiritual, interfaith
dialogue and values formation and development of all stakeholders in the campus
and of the outside community. It adheres to the Vision and Mission of the
University and anchors all its programs and services on the university’s core values
of Faith, Integrity, Respect, Excellence and Services (FIRES).

Objectives

As a support sector of the University which responds to the holistic formation of

NDU stakeholders, the CMRE has the following objectives:

1. To provide a venue for the faith enrichment and spiritual

development of all NDU stakeholders
2. To facilitate their values formation particularly in the context of the

university’s core values

. 3. To foster interfaith and intercultural solidarity through inter-

religious dialogue programs

. 4. To facilitate spiritual direction, guidance and counseling

Page | 41
Programs and Services

To achieve its objectives, the CMRE has designed various values formation and
spiritual development programs and it facilitates and directs liturgical and para-
liturgical services for the community. These are the following:

Recollections and Retreats

 Christian and Muslim Recollections for First Year Students

 Christian and Muslim Recollections for Second Year Students
 Christian and Muslim Recollections for Third and Fourth Year Students
 Recollection for Working Scholars
 Christian and Muslim Seniors’ Retreat for Graduating Students
 University-wide Faculty and Staff Retreat

Spiritual Direction Program

Inter-Religious Dialogue Program (IRD)

 Trainers’ Training for Faculty, Staff and Student Facilitators

 IRD Orientation Workshops for Administrators, Faculty and Staff
 IRD Program for First Year Students
 Harmony Day / Intercultural Solidarity Day

Sacramental Services

 Baptism
 Confirmation
 Matrimony
 Reconciliation / Confession
 Anointing of the Sick
 Necrological Services

Ecumenical Prayer/Liturgical Services

 Diverse Prayers of the NDU Community

 Formal Academic Opening
 Notre Dame Day
 University Festival

Page | 42
 University-wide Christmas Celebration
 Faculty and Staff and Oblates Day
 Graduation Day
 College Days
 Pinning, Capping and Other Thanksgiving Celebrations

Pastoral Programs / Ministries

 Lectorate Ministry (Readers and Commentators)
 Music Ministry (Choir, Pslamists)
 Catechectical Ministry
 Ministry of the Acolyte (Altar Servers)
 Communion Ministers
 Social Action / Services Group
 Vocation Group
 Working Scholars Group
 Oblate Scholars Group

Office of Community Development

The slow growth of the Philippines may be partly attributed to the educational system.
It has increasingly leaned towards courses, which prepare students for work abroad,
or courses which are not relevant to the needs of the economy.

In the tertiary level in particular, sectarian schools have catered mostly to the elite,
forgetting the poor in society, which comprise a larger portion of the population and
must therefore be given priority. It has also concentrated in the teaching function,
neglecting research and community extension.

Realizing this defect in the system, Notre Dame University together with Notre Dame
of Midsayap College and Notre Dame of Jolo College sought the assistance of the
Catholic Educational Association of the Philippines (CEAP) for a redirection through
the establishment of the Community College in the three campuses.

CEAP was able to get the assistance of the Association of Canadian Community
College for the projects with funding from the CIDA. The Community College project
is therefore a pilot project of the CEAP which will be duplicated in the other CEAP
schools if implemented successfully in the three Notre Dame schools.

The creation of the Community College is in line with the philosophy of education of

Page | 43
the Oblates of Mary Immaculate, the administrators of the three schools involved in
the project. This philosophy is expressed in the OMI Philippine Provincial Congress of
1997:

"… We believe that our service should be characterized by a preference for the poor
by the life of solidarity with the people of our times and by a spirit creativity that
leaves nothing undated in order to make Christ known so that the kingdom He
established may be accepted in the hearts of all people and may be visible through
search for the realization of the total integral development and authentic liberation
of all people."

The college then was composed of the following institutes:

 Community Extension Services

 Socio-Economic Research Center (SERC)
 Small Business Institute (SBI)
 Skills Training Center

In 1996, the Socio-Economic Research Center was renamed University Research

Center (URC) and became a separate office. In 2001, the college was renamed
Community Extension Services (CES), Small Business Institute (SBI), and Skills
Training Center (STC); then in 2008, it was renamed Office of Community
Development with the same mandate and functions of CES, SBI, and STC.

Page | 44
Survey Questionnaire:
LEGEND:

Faculty / Staff survey questionnaire

Leaders / Directors survey questionnaire

The values on the survey questionnaires represent the number of respondent’s

votes of how they honestly feel about the questions.

BACKGROUND:

For this assessment survey to be effective, we need to have the representations

of both 'voice of the front line' as well as management's perspective. Simply
having some front line people present in the assessment will not usually
accomplishes this: these individuals may be reluctant to speak up in the presence
of senior management, or they may not be paid sufficient attention when they do
speak up.

The survey scores will always point to certain issues where front-line people have
a concern or a different perspective from management, and this sets the stage
for the front-line people present to be asked for their input. The survey results
give them a mandate to speak up.

The survey questionnaire was the right tool to reach to people in the University
to determine their thoughts on the different items from the survey aside from the
fact the major items are attention to the leaders of the university.

While we wish to get most of the survey forms back to represent many of the
faculty and staff of the university, the sampling size obtained may be enough to
provide a picture of how business is doing in the university. They are broken down
into:
 339 Total Number of Employees in the University
 55 Total of Officials, Faculty and Staff provided with the survey forms
 52 Returned Survey forms (~95% return rate)

37 of the total respondents are Faculty and Non-Teaching Personnel

15 of the total respondents are from the NDU administrators

Page | 45
Criteria for Performance Excellence
Items 2011-2012 Points
1. LEADERSHIP 120
1.1 Senior Leadership…………………………………………………………… 70
1.2 Governance and Societal Responsibilities……………………… 50
2. STRATEGIC PLANNING 85
2.1 Strategy Development………………………………………………….. 40
2.2 Strategy Implementation………………………………………………. 45
3. CUSTOMER FOCUS 85
3.1 Voice of the Customer…………………………………………………. 45
3.2 Customer Engagement………………………………………………… 40
4. MEASUREMENT, ANALYSIS, & KNOWLEDGE MANAGEMENT 90
4.1 Measurement, Analysis, and improvement
of Organizational Performance………………………………… 45
4.2 Management of information, Knowledge,
and information Technology……………………………………. 45
5. WORKFORCE FOCUS 85
5.1 Workforce Environment………………………………………………. 40
5.2 Workforce Engagement……………………………………………….. 45
6. OPERATIONS FOCUS 85
6.1 Work Systems…………………………………………………............. 45
6.2 Work Process…………………………………………………………....... 40
7. RESULTS 450
7.1 Product and Process Outcomes ..…………………………......... 120
7.2 Customer-Focused Outcomes……………………………………….. 90
7.3 Workforce-Focused Outcomes………………………………........ 80
7.4 Leadership and Governance Outcomes………………………… 80
7.5 Budgetary, Financial and Market Outcomes………………………80

Total points: 1000

Page | 46
1. Leadership
The Leadership Category examines HOW your organization’s SENIOR LEADERS
guide and sustain your organization. Also examined are your organization’s
GOVERNANCE and HOW your organization addresses its ethical, legal, and
community responsibilities.

Organizational Profile:
Environment, Relationships, and
Challenges

2 Strategic 5 Workforce
Planning Focus

1 Leadership 7 Results

3 Customer 6 Process
Focus Management

4
Measurement, Analysis and
Knowledge Management

CATEGORY 1: STRONGLY DISA UNDE STRONGLY

AGREE
LEADERSHIP DISAGREE GREE CIDED AGREE

1a I know my organization’s mission

12 25
(what it is trying to accomplish)
Our workforce knows our
organization’s mission (what we 1 14
are trying to accomplish).
1b I know my organization’s vision
(where it is trying to go in the 12 25
future).
Our workforce knows our
organization’s vision (where it is 2 12
trying to go in the future).
1c My senior (top) leaders use our
1 18 18
organization’s values to guide us.

Page | 47
 Our leadership team uses our
organization’s values to guide our 3 11
organization and employees.
1d My senior leaders create a work
environment that helps me do my 1 1 21 13
job.
Our leadership team creates a
work environment that helps our 8 6
employees do their jobs.
1e My organization’s leaders share
information about the 1 1 21 14
organization.
Our leadership team shares
information about the 10 4
organization.
1f My organization asks what I think. 1 2 5 16 10
Our leadership team asks
5 9
employees what they think.

1.1 Senior Leadership: How do senior leaders lead in Notre Dame

University (NDU)? Please describe HOW SENIOR LEADERS guide and
sustain your organization. Describe HOW SENIOR LEADERS communicate
with your WORKFORCE and encourage HIGH PERFORMANCE.

 On Guidance and Sustainability: Through vision, mission, goals and

objectives and set the context for strategic objectives and action plans

 The university subjects its programs to accreditation in terms of

administration, physical & laboratory facilities, library, faculty,
curriculum, research and extension.
 Bottom-up approach is generally applied
 Two-way communication system

 The Notre Dame University Board of Trustees ensures that the

institutional goals remain relevant to the mission and charism of the
Oblates.In the development of the mission and vision and the
university’s goals and objectives, all necessary stakeholders are
being invited for the university to consider their inputs during the
Strategic Planning conducted every year.

 It has been a tradition of the University to conduct an annual

University prayer and Formal Academic Opening where the president
highlights the University’s direction for the school year. Moreover an
annual session with the president is conducted.

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  Communication from the leaders to the faculty and staff are done
through official letters, memo and informal channels. Meetings by
the Management Team are conducted for the faculty members and
staff to share information from the top. The flow of communication
is from the heads of offices down to the last element of the
university.

 The consultative body that is composed of the president,

administrators, Faculty and Employees Assembly and the Supreme
Student Government meets once a month. The meeting serves as a
forum whereby issues and concerns are surfaced and discussed.

1.2 HOW do SENIOR LEADERS personally promote an organizational

environment that fosters, requires, and results in legal and
ETHICAL BEHAVIOR?

 The senior leaders promote an organizational environment that fosters

legal and ethical behaviour by establishing the University Code. With
this Code, all the policies, regulations and guidelines that encourage the
employees to adhere to legal and ethical standards are stipulated, which
are also the basis for either reward or penalty of the employees.

 The faculty, staff and administrators manual serves as guides to the

employees in their roles, duties and powers in the university. The
general regulations and procedures at the university together with the
offenses, sanctions and procedures for implementation of discipline are
outlined in the manuals.

 An annual Faculty and Staff Induction Program is conducted to orient

and prepare new hires to perform their functions and tasks at the
university effectively, efficiently and safely.

1.3 How does your unit in Notre Dame University govern and
address social responsibilities? Please describe your organization’s
GOVERNANCE system. Describe HOW your organization addresses its
responsibilities to the public, ensures ETHICAL BEHAVIOR, and practices
good citizenship.

 The university leaders address social responsibilities by engaging in a

partnership with the local government units and the communities where
its programs are delivered, as well as with the private sector that
Page | 49
 provides the investment. The university through the colleges and the
Office of Identity and Mission facilitate community empowerment
especially among the poor through educational services and programs
and ensure appropriate and relevant external linkages and networks.
The office also provides mechanisms and programs to advance and
actively work for the promotion and maintenance of peace, inter-
religious dialogue and active witnessing of the Oblate charism.

2. Strategic Planning
The Strategic Planning Category examines HOW your organization develops
STRATEGIC OBJECTIVES and ACTION PLANS. Also examined are HOW your
chosen STRATEGIC OBJECTIVES and ACTION PLANS are DEPLOYED and changed
if circumstances require, and HOW progress is measured.

STRONG
CATEGORY 2: STRONGLY UNDEC
DISAGREE AGREE LY
STRATEGIC PLANNING DISAGREE IDED
AGREE

2a As it plans for the future, my

5 5 14 13
organization asks for my ideas.
As our leadership team plans for
the future, we ask our employees 3 11
for their ideas.
2b My organization encourages
4 6 15 12
totally new ideas (innovation).
Our organization encourages
10 9
totally new ideas (innovation).
2c I know the parts of my
organization’s plans that will affect 5 18 9
me and my work.
Our employees know the parts of
our organization’s plans that will 5 9
affect them and their work.
2d I know how to tell if we are making
progress on my work group’s part 1 6 22 9
of the plan.
Our employees know how to tell if
they are making progress on their 6 8
work group’s part of the plan.
2e My organization is flexible and can
make changes quickly when 2 7 19 9
needed.
Our organization is flexible and
can make changes quickly when 6 8
needed.

Page | 50
2.1 How do you develop your strategy? Please describe HOW your
organization determines its STRATEGIC CHALLENGES and ADVANTAGES.
Describe HOW your organization establishes its strategy and STRATEGIC
OBJECTIVES to address these CHALLENGES and enhance its ADVANTAGES.
Summarize your organization’s KEY STRATEGIC OBJECTIVES and their
related GOALS.

 Strategy development:

There is a university- wide strategic planning and goal setting

sessions every year. This year, the university has recognized the
need to revisit and reflect its future directions amidst
developments in the educational landscape across all levels as
wee as other economic, socio-political and environmental factors.
In line with this the strategic planning was facilitated by the
Ateneo Center for Organization Research and Development. The
activity was participated by all administrators, faculty members,
staff, selected students, parents, alumni and retirees.

When the new directions, goals and key result areas were
identified, different unit, college, sector evaluation and planning
was held. Every year, the university meets for a mid-year and
yearly evaluation of the implemented and not implemented
strategic plans.
 The university crafted a 5-year development plan. All units of the
university should be in tangent to the direction of this plan along
with its objective, goals and activities. The university employs
SWOT analysis during the planning workshop. The strength and
opportunities were closely examined to set the foundation and
direction.

 This year’s strategic planning was facilitated by the Ateneo Centre

for Organization Research and Development as the University
recognized the need to revisit and reflect on its future directions
amidst development in the educational landscape across all
levels, as well as other economic, sociocultural and environmental
factors that affect the region.

 A 2-day University-Wide Strategic Planning is participated by all

administrators, faculty members, staff, selected students,
parents, alumni and retirees.

Page | 51
The Strategic Plan is in accordance with the Universities Directions namely:

Strategic Direction 1: To develop stakeholders to become leaders for social

transformation

KEY RESULT AREAS AND GOALS

KRA 1: Adoption of a Comprehensive and Integrative University
Leadership Program

A. Student Development Program

A1. Academic
A2. Sports
A3. Personality/ Professional Development
A4. Spiritual Growth
A5. Student Services and Welfare
A6. Student Organization

B. Faculty Development
B1. Degree
B2. Non-Degree

C. Staff Development

D. Administrators’ Development

KRA 2: Comprehensive University Leadership for Social

Transformation

A. Leadership Curriculum
B. Leadership Training Capability Building
C. Participation in University Activities/ College / Unit Activities
D. Practice of Good Governance

KRA 3: Involvement in University Extension Program (UEP)

A. ACEP
B. Provision / conduct of trainings / capability building Seminar /
Workshops to target Communities/ sectors / beneficiaries
C. University Outreach Program
D. Celebrating Important Events with others

KRA 4: Participation in UniversityAdvocacies

A. GAWA
B. Environmental Care
C. Human Rights
Page | 52
 D. CLAYGO
E. Intergroup Relations
F. Culture of Peace
G. Social Issues
H. Healthy Lifestyle

KRA 5: Program on Integration of University Core Values and Activities

(FIRES through F.I.R.E.S)
A. Orientation / reorientation to the University Code of Conduct
B. Integration of Core values to Syllabi and in all programs and
activities
C. Seminar/workshop on values integration, writeshop

Strategic Direction 2: Academic Leadership

KRA 6: Adoption of Comprehensive and Integrative University

Formation Program (Towards Autonomous University)

A. Instructional administration and management (Curriculum

development, library development, instructional materials
development, technology-aided instruction and management,
academic performance of students, licensure, instructional
supervision for effective instruction)
B. Physical Facilities, Laboratories Development and
Management
C. Student Development Services

KRA 7: Quality Assurance (OBE / Typology-Based QA, COD, COE,

GenED, FacDev)

KRA 8: Offering of New / Allied Programs

A. Skills Trainings Programs / Courses

B. Allied Programs
KRA 9: Creation of Center for Continuing Education

KRA 10: Integrated Basic Education Program and Enhanced Basic

Education Program (K to 12 Readiness, Certification Program and
Faculty Training)

Strategic Direction 3: Quality Research

KRA 11: Adoption of University Research Policy (Commissioned

Researches, University Research Qualifications / Compensations,
Incentives)

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 KRA 12: Capability Building, Research Development and Publication

A. Student Research (Research Program, Research Utilization)

B. Faculty Research (Research and Creative Works, Publications,
Research Utilization, Faculty Involvement in Student
Researches)

Strategic Direction 4: Intergroup Relations and Inclusive Development

KRA 13: Interreligious / Intergroup Relations

KRA 14: NSTP

KRA 15: Partnership / Networking / Linkages (Linkages with

Industries, partnership for OJT’s, Linkages for Professional
Development)

KRA 16: University Immersion (Student, Faculty, Staff)

KRA 17: NDU-BRAC, ADM

Strategic Direction 5: Sustainability, Productivity and Growth

KRA 18: Opeartions Management (Sustainable University Resource

Enterprise- SURE)
A. Assets Management
B. Systems Management
C. Technology and Allied Operations
D. Safety and Security
E. Energy Conservation / Costs Savings
F. Records Management

KRA 19: Financial and Institutional Viability Enhancement (FIVE)-

Finance Services
A. Resource Generation
B. Purchase / Marketing Management

KRA 20: Marketing and Promotion Strategies Program – MAPS

(Administrative Services)
A. University Marketing and Promotions

KRA 21: Human Resource Management and Development – ASSET

A. Human Resource Processes
B. Faculty and Staff Development

KRA 22: Alumni Relations and Job Placement (Nurturing Every

Educated Damer - NEED)
Page | 54
 A. Alumni Affairs
B. Partnerships
C. Job Placement

KRA 23: Scholarships (Access to Education through Scholarships and

Services – ACCESS)
A. Resource Generation
B. Alumni Scholarship
C. Partnership / Networking for Scholarships
D. Student Assistance

3. Student, Stakeholder, and Market Focus

The Student, and Market Focus Category examines HOW your organization
determines the requirements, needs, expectations, and preferences of students,
STAKEHOLDERS, and markets. Also examined is HOW your organization builds
relationships with students and STAKEHOLDERS and determines the KEY factors
that attract students and lead to student and STAKEHOLDER satisfaction and
loyalty, student PERSISTENCE, increased educational services and programs, and
organizational SUSTAINABILITY.

CATEGORY 3: STRONGLY STRONGLY

DISAGREE UNDECIDED AGREE
CUSTOMER AND MARKET FOCUS DISAGREE AGREE

3a I know who my most important

14 23
customers are.
Our employees know who their
3 11
most important customers are.
3b I regularly ask my customers what
2 1 17 17
they need and want.
Our employees regularly ask their
customers what they need and 9 5
want.
3c I ask if my customers are satisfied
2 5 17 13
or dissatisfied with my work.
Our employees ask if their
customers are satisfied or 10 4
dissatisfied with their work.
3d I am allowed to make decisions to
2 7 19 9
solve problems for my customers.
Our employees are allowed to
make decisions to solve problems 10 4
for their customers.
3e I also know who my organization’s
1 19 13
most important customers are.
Our employees also know who our
organization’s most important 4 10
customers are.

Page | 55
3.1 How do you obtain and use student, stakeholder, and market
knowledge? Please describe HOW NDU determines requirements, needs,
expectations, and preferences of students, STAKEHOLDERS, and markets to
ensure the continuing relevance of your EDUCATIONAL PROGRAMS,
OFFERINGS, AND SERVICES; to develop opportunities for new programs,
offerings, and services; and to create an overall climate conducive to
LEARNING and development for all students.

 The University:
 Conducts tracer studies
 Involve student and stakeholders in policy making (SSG
officers, college council members, industry partners and
alumni)
 Involve them in research and community extension
projects.

 Tracer studies are conducted through the website where the

alumna can fill up the necessary forms. Some alumni are also
invited during club days (especially in the college of engineering)
and fill up the tracer study forms.
 Alumni also participate in curriculum development as their
feedbacks on their experiences in the industry regarding the
trends and needs of the industry where they belong. From there,
the department could have an idea about the type of seminars to
attend which will bring new knowledge especially to the students.
 The University also invites industry partners during meetings
where they can give updates regarding their needs which can be
a venue to bridge the industry-academe gap. Likewise, the
organization opens its doors for potential partners who bring new
and innovative ideas. These ideas are then presented to the
stakeholders for their comments and/or acceptance.

 Formal market survey is undertaken especially with the

implementation of the K-12 program. Enrolment projections are
done and are presented during the Management Team meetings.

 Curriculum review is done in accordance with the CMO and

accrediting bodies. Stakeholders are also invited to participate.

Page | 56
3.2 HOW do you build relationships to attract and retain students and
STAKEHOLDERS, to enhance students’ PERFORMANCE and to meet and
exceed their expectations for LEARNING, to satisfy students and
STAKEHOLDERS, and to foster new and continuing interactions and
positive referrals?

o As a student-centered university, we
 Provide full and half scholarships for students who
garnered the Top 10 scores in the College Admission test.
Invite sponsors like politicians, private benefactors, and
government and non-government agencies to provide
scholarships to deserving students.

 Provide Academic (curricula / Co-curricular Services)

o Student Orientation
o Student Recognition
o Curricular Activities
o University Functions
o Rites of Passage
o Academic Mentoring
o OJT, RLE Practicum
o Research Forum
o Tutorial / Enhancement

 Provide student services / welfare through:

o Guidance Services
o Review /Revision of Student Handbook
o Dissemination of Information on Relevant
Laws, Policies, Anti-bullying, Adolescence,
etc.
o Evaluation /Accreditation of Student
Organizations
o Attendance to Conventions, Conferences,
Seminars and Workshop
o Trainings
o Strengthened health services
o Coaching
o Housing / Dormitories
 Provide Sports, Sociocultural and health development in
various programs
 Personality / Professional Development through
o Career Development

Page | 57
 o SOPS
o Personality Development
o Labor Education
o Job Fair
o Interpersonal Enhancement, Relations and Skills
Development
 Provide Faith Formation through:
o Spiritual Ministry, Retreats and Recollections
o IRD, POW
o Liturgical Celebrations and other religious
activities
o Oblate Spirituality
o Strengthening of Christian / Islamic
Ministries, Trainings, Recollections for choir,
lectors and altar servers
o Other mechanism (ARAS, Learning Feedback
Diary, Experiences Sharing, Post Activity
Conferences)

 Reward system to students who excel in both academic and

non-academic activities (monetary rewards are given to
board topnotchers).

 The College of Engineering has started a shepherding

program in 2009 which aims to create a good working
relationship both personal and academic between the
shepherd and the Batch of students in the particular
program. The program is implemented in the 3rd, 4th and
5th year students to improve the academic performance
through individual or group academic mentoring as it was
observed in the past that academic deficiency resulted to a
very low passing rate in the Board Examinations.

Page | 58
4. Measurement, Analysis, and Knowledge Management
The Measurement, , and Knowledge Management Category examines HOW
your organization selects, gathers, analyzes, manages, and improves its data,
information, and KNOWLEDGE ASSETS and HOW it manages its information
technology. The Category also examines HOW your organization reviews and
uses reviews to improve its PERFORMANCE.

CATEGORY 4:
STRONGLY STRONGLY
MEASUREMENT, ANALYSIS, AND DISAGREE UNDECIDED AGREE
DISAGREE AGREE
KNOWLEDGE MANAGEMENT
4a I know how to measure the quality
1 2 18 16
of my work.
Our employees know how to
9 5
measure the quality of their work.
4b I can use this information to make
changes that will improve my 1 2 17 17
work.
Our employees use this
information to make changes that 10 4
will improve their work.
4c I know how the measures I use in
my work fit into the organization’s 1 3 24 9
overall measures of improvement.
Our employees know how the
measures they use in their work fit
9 5
into our organization’s overall
measures of improvement.
4d I get all the important information I
1 3 22 11
need to do my work.
Our employees get all the
information they need to do their 9 5
work.
4e I know how my organization as a
4 22 11
whole is doing.
Our employees know how our
8 6
organization as a whole is doing.

Page | 59
4.1 How do you measure, analyze, and then improve organizational
performance? Please describe HOW your organization measures, analyzes,
aligns, reviews, and improves student and operational PERFORMANCE through
the use of data and information at all levels and in all parts of your
organization. Describe HOW you SYSTEMATICALLY use the results of reviews
to evaluate and improve PROCESSES.

o We employed performance-based reporting

o Mid-year and yearly assessment is done.
o Board of Trustees meetings are held annually.
o We compare previous data against current data

 Every year, we assess our performance based on the standards of CHED

and we also subject our program performance to accreditation of an
external body called the PAASCU. Internally, we likewise conduct an
assessment every quarter and annually of our performance based on
the targets we set. The findings of the evaluation are used as an input
in making plans for improving the performance by addressing where the
‘areas of improvement’ are.

4.2 How do you manage your information, information technology, and

organizational knowledge? Please describe HOW your organization ensures
the quality and availability of needed data, information, software, and
hardware for your WORKFORCE, students and STAKEHOLDERS, suppliers,
PARTNERS, and COLLABORATORS. Describe HOW your organization builds and
manages its KNOWLEDGE ASSETS.

 We have the Information and Communications Technology Center to

manage our information systems maintained for smooth, fast and
efficient processing of data at the registrars and business offices.

 The organization is currently working on the records management. The

HRMO office is currently updating the HRIS 201 employee information.

Page | 60
5. Workforce Focus
The WORKFORCE Focus Category examines HOW your organization engages,
manages, and develops your WORKFORCE to utilize its full potential in
ALIGNMENT with your organization’s overall MISSION, strategy, and ACTION
PLANS. The Category examines your ability to assess WORKFORCE
CAPABILITY and CAPACITY needs and to build a WORKFORCE environment
conducive to HIGH PERFORMANCE.

CATEGORY 5: STRONGLY STRONGLY

DISAGREE UNDECIDED AGREE
WORKFORCE FOCUS DISAGREE AGREE

5a The people I work with cooperate

3 21 11
and work as a team.
Our employees cooperate and
1 5 6
work as a team.
5b My bosses encourage me to
develop my job skills so I can 2 1 4 17 10
advance in my career.
Our leadership team encourages
and enables our employees to
6 8
develop their job skills so they can
advance in their careers.
5c I am recognized for my work.
1 2 3 18 9

Our employees are recognized for

1 6 7
their work.
5d I have a safe workplace.
2 19 13

Our organization has a safe

4 10
workplace.
5e My bosses and my organization
3 2 19 11
care about me.
Our managers and our
organization care about our 5 9
workforce.
5f I am committed to my
16 26
organization’s success.
Our workforce is committed to our
4 10
organization’s success.

5.1 How do you engage your workforce to achieve organizational and

personal success? Please describe HOW your organization engages,
compensates, and rewards your WORKFORCE to achieve HIGH PERFORMANCE.
Describe HOW members of your WORKFORCE, including leaders, are
developed to achieve HIGH PERFORMANCE. Describe HOW you assess

Page | 61
WORKFORCE ENGAGEMENT and use the results to achieve higher
PERFORMANCE.

 COMPENSATION AND REWARDS:

o Based on Article XVII Section 4 of the Collective Bargaining
Agreement faculty and employees who have reached their 20th,
25th, 30th, 35th 40th and 45th year of service shall be given due
recognition and cash incentives of P400.00 per year of service.
o The University also grants a monthly longevity allowance to
permanent faculty and staff at P50.00 per year of service.
o Faculty and staff development program is in place.
o Personnel evaluation System is done every semester and a
Personnel Incentive Bonus (PIB) is given to employees with very
satisfactory and outstanding employees.
o Overload pay is given to faculty that exceeds the regular load.
o Overtime pay is given to employee who renders service after the
completion if the regular hours/day’s work.
o Holiday pay is also given.
o A summer term Sabbatical leave with pay will be given to a faculty
member who has rendered eleven years of continuous service.
o An employee who has rendered eleven years of continuous
service shall be entitled to a special leave of 25 days with pay
anytime after the 11th year of service.
o Rice and cash gift certificates were given this year as the
university joins our Muslim brethren in their celebration of Eid ul
Fitr.
o Noche Buena and Christmas cash gifts are also given every year
(aside from the 13th month pay) to all employees of the
university.
o Accrued and unused sick leaves earned are converted to cash at
the end of the school year of accrual.

 WORKFORCE ASSESSMENT

o Every semester the faculty is rated through

 Teaching Efficiency Classroom Observation (TES 1)
 Teaching Efficiency Scale (TES 2)
 Learning Environment Survey (LES)
o Every year the Non-Teaching Personnel is rated by their
respective department heads through

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  Performance Evaluation Tool for Non-Teaching Personnel

o The Administrators are rated through

 Performance Evaluation Tool for Administrators

 The Rank and Promotions Committee under the Faculty Assembly

periodically review the service records (every two years) for each faculty
to determine whether rank promotion is in order and to make
recommendations for rank promotion to the Vice-President for academic
affairs when /where appropriate.

 The Merit and Recognition Committee acts as representative for the

Employees Assembly in the computation of ratings and of performance
of evaluation of employees by the HRMO in the promotion of its
members.

5.2 How do you build an effective and supportive workforce

environment? Please describe HOW your organization manages
WORKFORCE CAPABILITY and CAPACITY to accomplish the work of the
organization. Describe HOW your organization maintains a safe, secure,
and supportive work climate.

 A Safety and Security Council was created.

 This year a Human Resource Council has been created to assist the
HRMO on matters related to human resource development and
management. The committees are as follows:
o Policy Formulation And Recommendation
o Personality Development
o Spiritual Development
o Performance Appraisal
o Sports / Physical / Health and Socio-Cultural
 Faculty, Administrators and Staff development is in place. There are
degree and non-degree programs such as Growth sessions (seminar
workshops on EQ Management, personal finance, anger management,
personal and interpersonal adjustment); capability building, personal
and spiritual development.
 The Employees Assembly has the following:
o Welfare Committee – sees to it that every benefits due
especially those provided by law or the Collective Bargaining
Agreement are enjoyed and received within reasonable time.
o Sports Committee – encourages participation by members to
sports activities

Page | 63
 o Socials and Programs Committee – is in charge in the
preparation of numbers for representation in any program or
assigns committee to help out in any social activity in the
university.

 Free medical services like Bone screening, ankle brachial index(ABI)

screening and triglyceride (TG) total cholesterol were also given this
year

6. Process Management
The Management Category examines HOW your organization determines its
CORE COMPETENCIES and WORK SYSTEMS and HOW it designs, manages,
and improves its KEY PROCESSES for implementing those WORK SYSTEMS to
deliver student and STAKEHOLDER VALUE and achieve organizational success
and SUSTAINABILITY. Also examined is your readiness for emergencies.

CATEGORY 6: STRONGLY STRONGLY

DISAGREE UNDECIDED AGREE
PROCESS MANAGEMENT DISAGREE AGREE

6a I can get everything I need to do

1 1 3 26 6
my job.
Our employees can get everything
9 5
they need to do their jobs.
6b We have good processes for
1 1 1 22 7
doing our work.
Our organization has good
5 8
processes for doing its work.
6c I have control over my work
1 2 27 6
processes.
Our employees have control over
5 8
their personal work processes.
6d We are prepared to handle an
1 8 19 7
emergency.
Our organization is prepared to
7 6
handle an emergency.

6.1 Work Systems Design: How do you design your work systems?
Please describe HOW your organization determines its CORE COMPETENCIES
and designs its WORK SYSTEMS and KEY PROCESSES to deliver student and
STAKEHOLDER VALUE, maximize student LEARNING and success, prepare for
potential emergencies, and achieve organizational success and
SUSTAINABILITY.

Page | 64
 o Provide excellence in the delivery of instruction; conduct of
research and extension projects.
o Fire and earthquake drills are not implemented
o Encourage students to participate in the local, national and
international competitions (academics or non-academic activities)

 The College of Computer Studies uses an e-learning strategy where the

students are able to view their lessons, make assignments online and
pass them through emails and take online quizzes and exams.

6.2 Work Process Management and Improvement: How do you manage

and improve your key organizational work processes? Please
describe HOW your organization implements, manages, and improves its
KEY work PROCESSES to deliver student and STAKEHOLDER VALUE and
achieve organizational success and SUSTAINABILITY.

 Academic programs are subjected to the PAASCU for accreditation and

re-accreditation.

 Key work processes are evaluated during mid-year and annual

assessments and strategic planning sessions.

7. Results
The Category examines your organization’s PERFORMANCE and improvement in all
KEY areas—student LEARNING outcomes; student- and STAKEHOLDER-focused
outcomes; budgetary, financial, and market outcomes; WORKFORCE-focused
outcomes; PROCESS EFFECTIVENESS outcomes; and leadership outcomes.
PERFORMANCE LEVELS are examined relative to those of competitors and other
organizations providing similar programs and services.

CATEGORY 7: STRONGLY STRONGLY

DISAGREE UNDECIDED AGREE
RESULTS DISAGREE AGREE

7a My work products meet all

1 31 5
requirements.
Our employees’ work products
9 5
meet all requirements.
7b My customers are satisfied with
4 25 8
my work.
Our employees’ customers are
10 4
satisfied with their work.

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7c I know how well my organization is
2 2 11 16 6
doing financially.
Our workforce knows how well our
10 4
organization is doing financially.
7d My organization has the right
1 5 22 8
people and skills to do its work.
Our organization has the right
10 3
people and skills to do its work.
7e My organization removes things
1 11 18 5
that get in the way of progress.
Our organization removes things
12 2
that get in the way of progress.
7f My organization obeys laws and
1 1 25 10
regulations.
Our organization obeys laws and
6 8
regulations.
7g My organization practices high
1 1 25 10
standards and ethics.
Our organization practices high
5 9
standards and ethics.
7h My organization helps me help my
1 1 2 22 10
community.
Our organization helps our
6 8
employees help their community.
7i My organization is a good place to
1 22 23
work.
Our employees believe our
organization is a good place to 4 10
work.

7.1 Student Learning Outcomes: What are your student learning

results? Please summarize your organization’s KEY student LEARNING
RESULTS. SEGMENT your RESULTS by student and market SEGMENTS,
as appropriate. Include appropriate comparative data relative to
competitors and to comparable organizations and student populations.

NDU has a higher passing rate in board programs among the schools in
Cotabato City area. From the data gathered in the registrar’s office, 63%
of the board programs are above the national passing rate.

Engineering students are among the best in the country. In the annual
PSME Mindanao student conference, NDU students have represented the
entire Mindanao region for the 3rd time in the annual Nationals Quiz Bee.
This is also true for the Electronics Engineering Department as this is
also the 3rd time they bested other teams in the JIECEP Soksargen
Page | 66
 region in the annual Bit the Bees Competition. Computer engineering
and Computer Science departments also leads in their respective
regional competitions. This year, a nursing student won in the
prestigious UNICEF Essay Writing Competition.

7.2 Customer-Focused Outcomes: What are your student- and

stakeholder-focused performance results? Summarize your
organization’s KEY student- and STAKEHOLDER-focused RESULTS for
student and STAKEHOLDER satisfaction and perceived VALUE, including
student and STAKEHOLDER loyalty. SEGMENT your RESULTS by student
SEGMENTS, STAKEHOLDER groups, and market SEGMENTS, as
appropriate. Include appropriate comparative data.

 Board Exam Results

 Awards and Distinctions from local, regional or national
competitions
 Percentage of Employment
 Income level of graduate / alumni

7.3 Workforce-Focused Outcomes: What are your workforce-

focused performance results? Summarize your organization’s KEY
WORKFORCE-focused RESULTS for WORKFORCE ENGAGEMENT and for
your WORKFORCE environment. SEGMENT your RESULTS to address the
DIVERSITY of your WORKFORCE and to address your WORKFORCE
groups and SEGMENTS, as appropriate. Include appropriate
comparative data.

 Every
semester the faculty is rated through
oTeaching Efficiency Classroom Observation (TES 1)
oTeaching Efficiency Scale (TES 2)
oLearning Environment Survey (LES)
 The University Faculty Mean for Random class
visitation is at 89.85%
 The University Faculty Mean for Selected class
visitation is at 90.56%
 The total University mean for learning environment
survey is at90.23%
o Research
o Extension / Community Involvement

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  Every year the Non-Teaching Personnel is rated by their
respective department heads through
o Performance Evaluation Tool for Non-Teaching Personnel

 The Administrators are rated through

o Performance Evaluation Tool for Administrators

7.4 Budgetary, Financial, and Market Outcomes: What are your

budgetary, financial, and market performance results? Please
summarize your organization’s KEY budgetary, financial, and market
PERFORMANCE RESULTS by student SEGMENTS, STAKEHOLDER
groups, or market SEGMENTS, as appropriate. Include appropriate
comparative data.

 A significant number of graduates were produced every year in

the fields of Engineering (ME, CE, ECE, EE and CpE), Computer
Science, Information Technology, Accountancy, Business
Administration, Law, Nursing, Teacher Education, Natural Science
and Mathematics.
 62% of total faculty finished a graduate studies.
 At least 50% of employees trained / developed in their respective
fields.
 As a student-centered university, additional academic support
facilities are built like the research laboratory for the CCS and
CEN students, laboratory facilities are being bought in line with
the needs of the industry, sports, library holdings and other
student services requirements.

7.5 Process Effectiveness Outcomes: What are your process

effectiveness results? Please summarize your organization’s KEY
operational PERFORMANCE RESULTS that contribute to opportunities for
enhanced student LEARNING and to the improvement of organizational
EFFECTIVENESS, including your organization’s readiness for
emergencies. SEGMENT your RESULTS by programs, offerings, and
services; by PROCESSES and locations; and by student and market
SEGMENTS, as appropriate. Include appropriate comparative data.

 One of the top performing schools in ARMM region with the

following PAASCU Accreditations:

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 PAASCU
ACCREDITED PROGRAMS Accreditation
Level
ARTS AND SCIENCES III
Bachelor of Science in Psychology III
Bachelor of Science in Biology III
Bachelor of Science in Public Administration III
Bachelor of Science in Communications III
Bachelor of Science in Sociology III
Bachelor of Science in Philosophy III
Bachelor of Science in Religious Studies III
BUSINESS EDUCATION PROGRAMS
Bachelor of Science in Business Administration Financial III
Management
Bachelor of Science in Business Administration Marketing III
Management
Bachelor of Science in Accounting and Financial III
Management
TEACHER EDUCATION PROGRAMS
BEEd - Content II
BEEd – SPED II
BSEd - MAPEH II
BSEd – Biological Science II
BSEd – Filipino II
BSEd – English II
BSEd – Mathematics II
BPE SPE II
ENGINEERING
Bachelor of Science in Computer Engineering I
COMPUTER STUDIES
Bachelor of Science in Computer Science I
ACCOUNTANCY PROGRAM
Bachelor of Science in Accountancy I

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 SECTION 1.1 SENIOR LEADERSHIP

Strengths and Opportunities for Improvement

STRENGTHS
Item Ref. Strengths
1.1 The Notre Dame University Board of Trustees ensures that the
institutional goals remain relevant to the mission and charism of the
Oblates.
In the development of the mission and vision and the university’s
goals and objectives, all necessary stakeholders are being invited for
the university to consider their inputs during the Strategic Planning
conducted every year.
NDU Leaders address the curricular needs of the region by offering
degree programs that are industry-based in support to the Vision and
Mission of the university.
The Directors of the Offices and the Deans in the different colleges
reinforce the mission, vision, and values, and these are reviewed
annually during the Strategic Planning Process.
Senior leaders participate personally in the development and
deployment of plans and measures.
It has been a tradition of the University to conduct an annual
University prayer and Formal Academic Opening where the president
highlights the University’s direction for the school year. Moreover an
annual session with the president is conducted.
Communication from the leaders to the faculty and staff are done
through official letters, memo and informal channels. Meetings by the
Management Team are conducted for the faculty members and staff
to share information from the top. The flow of communication is from
the heads of offices down to the last element of the university.
The consultative body that is composed of the president,
administrators, Faculty and Employees Assembly and the Supreme
Student Government meets once a month. The meeting serves as a
forum whereby issues and concerns are surfaced and discussed.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
1.1 Senior leaders always strive pointing out the importance of excellence
in every endeavor of the university. However, there is still some gap
as to the aspect of communication to the workforce, the way things
should be done to promote efficiency or high performance.

SECTION 1.2 Governance and Societal Responsibilities:

Page | 70
Strengths and Opportunities for Improvement

STRENGTHS
Item Ref. Strengths
1.2 The university leaders address social responsibilities by engaging in a
partnership with the local government units and the communities
where its programs are delivered, as well as with the private sector
that provides the investment. The university through the colleges and
the Office of Identity and Mission facilitate community empowerment
especially among the poor through educational services and programs
and ensure appropriate and relevant external linkages and networks.
The office also provides mechanisms and programs to advance and
actively work for the promotion and maintenance of peace, iter-
religious dialogue and active witnessing of the Oblate charism.
The senior leaders promote an organizational environment that
fosters legal and ethical behaviour by establishing the University
Code. With this Code, all the policies, regulations and guidelines that
encourage the employees to adhere to legal and ethical standards are
stipulated, which are also the basis for either reward or penalty of the
employees.
The faculty, staff and administrators manual serves as guides to the
employees in their roles, duties and powers in the university. The
general regulations and procedures at the university together with the
offenses, sanctions and procedures for implementation of discipline
are outlined in the manuals.
This year academic administrators attended the Asian University
Leaders Program. Members of the top management together with
representatives from the Faculty and Employees union also attended
the Family welfare Summit this is to further promote and uphold the
welfare of the University’s human resource.
Trainings and seminars are conducted to promote ethical behavior to
inspire people in the organization.
An annual Faculty and Staff Induction Program is conducted to orient
and prepare new hires to perform their functions and tasks at the
university effectively, efficiently and safely.

Item Ref. Opportunities for Improvement

While there is a performance evaluation conducted by an individual to
his immediate boss or superior, performance evaluation of the top
management by those in the middle and lower management has not
been exercised and is not evident. The voices of those in the lower
management level can only be heard if there is a mechanism that
allows it to.
The selection of the president is solely the right of the Board of
Trustees.

Page | 71
 While there is an administrators evaluation, results of the evaluation
is not disclosed to the community. There are instances that directors
skills and level of expertise is mismatched to his position.

SECTION 2.1 STRATEGIC PLANNING: Strategy Development

Strengths and Opportunities for Improvement

STRENGTHS
Item Ref. Strengths
2.1 The university has clear mechanism in the development of its
Strategic Plan, this year based on the development in the educational
landscape (K-12 implementation) across all levels, as well as other
economic and sociopolitical and environmental factors that affects the
region of ARMM.
All administrators, members of the faculty, staff, selected students,
parents, alumni and retirees were all invited to participate in the
strategic planning session.
This year the Ateneo Center for Organization Research and
Development (Ateneo CORD) facilitated the said planning.
SWOT Analysis as a tool is extensively used in examining all areas of
the University’s instruction, research and extension.
Budget hearings for sector and unit plans are held annually.
All employees participate in the university-wide sectoral / unit
evaluation planning and sessions. Faculty members have a say on
what seminars to attend, the new trends and technologies to be
implemented for the betterment of their respective programs and the
staff are also consulted on their needs in their work.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
2.1 Although parents, students, alumni and retirees are invited, inputs
from industry partners would be beneficial during the development of
the strategic plan.
No research has been conducted to gauge the effectiveness of the
strategic plans.

SECTION 2.2 STRATEGIC PLANNING: Strategy Implementation

Strengths and Opportunities for Improvement

STRENGTHS
Item Ref. Strengths
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2.2 The university has clear human resource development plan
especially for its faculty members to pursue masters and doctoral
degrees within or outside the country.
The university has a short-term (current planning period) action
plans as well as long term (2-5 years) action plans.
The university has very clear guidelines on regional, national and
international conferences and symposia for its employees providing
them the needed financial assistance for very relevant gathering.
A mid-year and a yearly assessment is being done to track the
progress of the action plans.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
Although the strategic plan is in place and the budget has been set,
some of the programs were not fully implemented.

SECTION 3.1: Voice of the Customer

Strengths and Opportunities for Improvement

STRENGTHS
Item Ref. Strengths
3.1 The students are able to periodically assess the delivery of the
academic services by the faculty during every end of the semester
through Learning Environment Surveys.
The university has an existing tracer study embedded in the website
and also conducts surveys during club days so that alumni can
provide feedback as to any issues confronting them.
Selected students are invited for consultations during PAASCU visits
which is a good venue to voice out their grievances.
The faculty is briefed about the MAT profile of the first year students
during the session with the president. It gives teachers a good idea
on the strengths and weaknesses of their potential students.
Shepherding program is implemented in the College of Engineering to
motivate and shepherd students to have the desire to maximize
potentials.
The alumni affairs has increased its lifetime members from 546 to 645
in 2014. The alumni office has facilitated the advertisement and
posting of job vacancies / opportunities and coordinated with the
concerned college regarding the need for applicants to a specific field
/ career.

Page | 73
Opportunities for Improvement
Item Ref. Opportunities for Improvement
3.1 It is not clear how the university provides a mechanism to get its
customers satisfaction to the services it renders to them. More work
is still needed to really ensure that students and other stakeholders
are satisfied in its delivery of goods and services, as well as in having
a guarantee that NDU’s programs are relevant in the market thus
capturing the market.

It is not clear how the university creates an organizational culture

focused on ensuring a positive student and stakeholder experience
and engagement. Sustaining a culture focused on student and
stakeholder experience and engagement may help the applicant meet
its strategic challenge to grow enrollment.
It is not clear how the university systematically determines and
deploys relationship management mechanisms to acquire new
students/stakeholders, meet and exceed their requirements and
expectations, and increase their engagement. Considering its critical
success factor of a reputation for being student-centered, the
applicant may find it beneficial to continue refining its approaches to
building and managing student relationships.

SECTION 3.2: Customer Engagement

Strengths and Opportunities for Improvement

STRENGTHS
Item Ref. Strengths
3.2 The university has involved its students in various extension
programs like the piso-piso for Yolanda drive, free iftars, gift giving
of school supplies to identified public schools, literacy programs,
feeding activity, bloodletting activities and various community
outreach programs.

Page | 74
 The university provides students scholarships; invite sponsors like
politicians, private benefactors, government and non-government
agencies to provide scholarships to deserving students.
The university provides extra infrastructure projects to students
such as the Student Centers and sports facilities, and health
services, guidance counselling, among others.
Reward system to students who excel in both academic and non-
academic activities (monetary rewards are given to board
topnotchers).
The SSG members are invited for a consultation during tuition fee
hikes.
The SAS in coordination with the college deans was able to send
nominees for the AYLC Congress and conduct seminars on leadership
and teambuilding activities.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
3.2 It is not clear how NDU provides a mechanism or obtain competitive
/ comparative student/stakeholder satisfaction information (for the
general population) in the development of its processes or
improvements to educational programs, offerings, and services.
No study has been done to identify the reasons why students are
reluctant to join the SSG and College Councils.

SECTION 4.1: Measurement, Analysis, and Improvement of

Organizational Performance

Strengths and Opportunities for Improvement

STRENGTHS
Item Ref. Strengths
4.1 NDU conducts an institutional midyear and yearly assessment.
NDU assess its performance based on the standards of CHED and also
subjects its programs accrediting body specifically the PAASCU to
assess its level of excellence and improve its performance

Opportunities for Improvement

Item Ref. Opportunities for Improvement
4.1 While NDU has established the data gathering or uses systematic
processes to collect, align, and integrate data and information for
tracking overall organizational performance, it is not clear how it uses
Page | 75
 these information to track and manage daily operations or to support
innovation. Further, it is not clear how data and information are
collected and tracked for all areas identified as important to the
colleges or how it selects and uses comparative data to support
strategic decision making and innovation.
While the University subjects most of its programs to PAASCU
Accreditations, the university has lost some of its Center for
Excellence and Center for Development programs during a change of
administration. Moreover, it has not yet subjected itself to be assessed
by the International Standardization Organizations (ISO)
Management Systems.
It is not clear how NDU measures the effectiveness of each office in
rendering the needed services to its clienteles in and out of the
university.

SECTION 4.2: Management of Information, Knowledge,

and Information Technology

STRENGTHS
Item Ref. Strengths
4.2 The university has its Information and Communications Technology
(ICT) Center that is working closely with the Information Management
Office.
There is a 5-year development plan on the upgrading of facilities.
CCTV upgrading rewiring and installation is done 4-year development
plan.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
4.2 While the university acknowledges the importance of the ICT
component in running the organizationit is hoped to have the whole
campus as technology advanced in terms of its ICT infrastructure and
software systems.
The DB Wizard was purchased 5 years ago but only starter kits for the
SIS, HRIS and business office was in place. Moreover, as it is a canned
program, the system cannot be fully used to address the requirements
of the university.
The software side of the ICT is weak. There is a need to hire a senior
programmer as there are only 2 junior programmers who are currently
working on the system for the basic education (elementary and senior
high school).
Information is not readily available to the end users at any time as
the computerization of the university is on-going.
While there is an existing SIS system it is only available for use at the
registrar’s office. There is no online enrolment or online payment
scheme. The enrolment procedures at the colleges are still manually
done.
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 The HRIS program is not fully used. While there is an existing
biometrics attendance monitoring system for the Non-Teaching
Personnel, they are still required to write down their attendance in a
logbook.

SECTION 5.1: Workforce Environment

STRENGTHS
Item Ref. Strengths
5.1 The university general rules, regulations, systems and university
services and fringe benefits are all outlined in the administrative,
faculty and staff manuals. These guide all employees in their daily
undertakings as they work productively and harmoniously together.
There is a Faculty and Employees Assembly.
The university fringe benefits given by the University especially in the
hospitalization insurance and educational privileges gives employees
a peace of mind.
Overload pay is given to faculty that exceeds the regular load.
Teambuilding activities, retreats, spiritual sessions are also sponsored
by the university.
NDU provides conducive area for employees to work throughout the
day.
A Human Resource Council has been created to assist the HRMO on
matters related to human resource development and management.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
5.1 While there is supposed to be a seminar workshops on EQ
Management, personal finance, anger management, personal and
interpersonal adjustment capability building, personal and spiritual
development; it has not been implemented.
While there is a Rank and Promotions Committee in the Faculty
Assembly, the initiative must come from the faculty if he wants to be
promoted. The process of promotion will only start if the faculty has
applied. Otherwise, no review will be initiated.

SECTION 5.2: Workforce Engagement

STRENGTHS
Item Ref. Strengths
5.2 Faculty development degree programs are very evident. Non-degree
programs such as attendance to seminars and trainings is funded by
the university without requiring a counterpart.
The university has an effective recognition and rewards system.
Page | 77
 There is a process to assess the workforce capability needs, including
skills, competencies and staffing levels.
All employees enjoy educational benefits in all NDU educational levels.
The Faculty Assembly participates in the governance of the university
although the nature of its participation must always be constructed in
the form of advice.
There is a strong Faculty and Employees Union and a Collective
Bargaining Agreement is in place.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
5.2 It is not clear how the applicant systematically evaluates and improves
its systems and processes to build an effective and supportive
workforce environment. A consistent focus on evaluation and
improvement of key processes related to the workforce environment
may allow the organization to enhance how it addresses its strategic
challenges related to workforce recruitment as well as how it
leverages its strategic advantage of being responsive in a changing
market.

SECTION 6.1: Operations Focus - Work Systems

STRENGTHS
Item Ref. Strengths
6.1 Work processes at the university are designed to meet all key
operational requirements.
Performance of these key processes are measured and improved
overtime.
There is an existing protocol on how processes are done.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
6.1 Although there is an existing work process to meet all key operational
requirements, most of it are still manual in operation.
It is not clear how NDU determines its key work system requirements,
incorporating input from students and stakeholders, suppliers,
partners, and collaborators, as appropriate. It was not identified what
are the key requirements for its work systems.
It is not clear what are NDU’s organization’s work systems and how
NDU manages and improves its work systems to deliver student and
stakeholder value and achieve organizational success and
sustainability.

Page | 78
 It is not clear how the university controls the overall costs of its work
systems, how it prevent errors and rework and how it minimizes the
costs of inspections, tests, and process or performance audits, as
appropriate.

SECTION 6.2: Operations Focus - Work Processes

STRENGTHS
Item Ref. Strengths
6.2 Work processes requirements are evaluated through meetings, annual
strategic planning activities and yearly evaluations.
The Office of Physical Facilities Auxiliary, Special and Security Services
has initiated compliance with ISO Standards.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
6.2 It is not clear how the university designs, manages, and improves its
key work processes to deliver student and stakeholder value and
achieve organizational success and sustainability.
Although the university designs and innovates work processes to meet
all the key requirements, these processes are still manual in nature.
While the Safety and Security Council was created, it is not clear how
the university ensures work system and workplace preparedness for
disasters or emergencies, how it conducts disaster and emergency
preparedness system consider prevention, management, continuity of
operations, and recovery.
Although the Office of the PFASS has initiated to undergo ISO
standards, the university as a whole has not implemented approaches
such as a Lean Enterprise System, the Six Sigma methodology,
ISO quality system standards, the Plan-Do-Study-Act methodology,
or other process improvement tools.

SECTION 7.1: RESULTS - Student Learning and Process

Outcomes

STRENGTHS
Item Ref. Strengths
7.1 NDU has a higher passing rate in board programs among the schools
in Cotabato City area. From the data gathered in the registrar’s office,
63% of the board programs are above the national passing rate.
Engineering students are among the best in the country. In the annual
PSME Mindanao student conference, NDU students have represented
the entire Mindanao region for the 3rd time in the annual Nationals

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 Quiz Bee. This is also true for the Electronics Engineering Department
as this is also the 3rd time they bested other teams in the JIECEP
Soksargen region in the annual Bit the Bees Competition. Computer
engineering and Computer Science departments also leads in their
respective regional competitions. This year, a nursing student won in
the prestigious UNICEF Essay Writing Competition.
21 of its programs are PAASCU accredited

Opportunities for Improvement

Item Ref. Opportunities for Improvement
7.1 While the university is gearing towards the Outcomes Based Education
to address the growing gap between the industry and the academe;
it is still on the early stages of development.

SECTION 7.2: RESULTS - Customer-Focused Outcomes

STRENGTHS
Item Ref. Strengths
7.2 Every semester, the students are able to evaluate their faculty using
the Learning Environment Survey tool.
PAASCU recommendations are adhered by the university and it is also
a good venue where the students can voice out their concerns for their
respective programs are they are invited for a dialogue during the
visitations.
Accreditations is also a good venue for the university to ensure that
its performance will improve or maintain its competitive advantage.
There is an annual faculty and staff induction program where the
employees are oriented about the university as a whole and who their
clients are. This year a seminar on Effective Office Communications
and Customer Relations was conducted.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
7.2 While there is a learning environment survey among faculties, it is not
clear how the university is able to assess student and stakeholder
satisfaction and dissatisfaction among its administrators and non-
teaching personnel.

SECTION 7.3: RESULTS - Workforce-Focused Outcomes

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 STRENGTHS
Item Ref. Strengths
7.3 The University has a formal recognition and reward system for all its
employees to support high performance of work.
Workforce evaluation through tools like LES, TES, Employee
Evaluation, etc. is implemented.
Absences, tardiness, early dismissals are monitored through the
WOLARS by the HRMO.
There is an existing faculty, administrator and staff development.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
7.3 There is no database of the workforce evaluation and the attendance
monitoring.
The effectiveness of the learning development systems are not
measured.
Although the organization culture is characterized by open
communication, a number of recommendations of the faculty and
employees assemblies are not fully implemented.
A process to determine key factors that affect workforce satisfaction
is not provided.

SECTION 7.4: RESULTS - Leadership and Governance Outcomes

STRENGTHS
Item Ref. Strengths
7.4 The university leadership encourages 2-way communication.
This year faculty members and non-teaching personnel were able to
evaluate their administrators through performance evaluation tools.
The university is involved in community extension.
There is a code of conduct and the university is following the faculty,
staff and administrative manuals.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
7.4 It is not clear if the university has an existing comparative data
showing its leadership performance compared to its competitors,
industry standards and or/ benchmarks.

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SECTION 7.5: RESULTS - Budgetary, Financial, and Market
Outcomes
STRENGTHS
Item Ref. Strengths
7.5 A significant number of graduates were produced every year in the
university.
There is an ongoing faculty and staff development program.
Additional academic support facilities are processed (laboratory
facilities, sports, library holdings and other student services
requirements)

This year the university has intensified its research program in line
with one of the five (5) strategic directions which is Strengthening
Quality Research Culture. The focus for this year is on multidisciplinary
researches on Peace, Culture and Development.
There is a data on as instructional and general administration
expenditures per student or as a percentage of the total budget;
income, expenses, reserves, and endowments; tuition and fee levels;
cost per academic credit; annual grants and awards; cost avoidance
or savings; performance to budget; program expenditures as a
percentage of budget; annual budget increases or decreases;
resources redirected to education from other areas; scholarship
growth; the percentage of budget for research; and the budget
for community extensions.

Opportunities for Improvement

Item Ref. Opportunities for Improvement
7.5 It is not clear what are the university’s current levels and trends in
key measures, including market share or position, market and market
share growth, and new markets entered, as appropriate

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