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THETHETHETHE

SILLIMANSILLIMANSILLIMANSILLIMANSTRATEGIC PLANSTRATEGIC PLANSTRATEGIC PLANSTRATEGIC PLAN

2008200820082008----2016201620162016

Speed is irrelevant if youre going in the wrong direction.MAHATMAGANDHI

SILLIMAN UNIVERSITYDUMAGUETE CITY

PHILIPPINES

JUNE 2008

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SILLIMAN UNIVERSITY

BOARD OF TRUSTEES

MEMBERS OF THE BOARD OF TRUSTEESSchool Year 2008-2009

AMATONG, JUANITA D. SUFIBALBIDO, RICARDO A., JR. SUFIBRIONES, LEONOR M., UCCPDELLOSO, ROSELYN G. SUFIFUNDADOR, ROSITA V. ALUMNI

MARCO, DEBORAH T. UCCPGONZALEZ, CANDELARIO V. ALUMNINOLIDO, REINALDO M. ALUMNISAYSON, FEMA CHRISTINA P. SUFISY, JULIO O. SR. SUFITORRES, REBECCA C. UCCPVILLAMOR, ANTONIO P. ALUMNIVILLAVITO, MADISON M. ALUMNI

OUTGOING

REMOLLO, FELIPE ANTONIO B. ALUMNITAN, NOEL R. UCCPVILLALBA, NOEL C. UCCP

OFFICERS

LEONOR M. BRIONES ChairJUANITA D. AMATONG Vice ChairFEMA CHRISTINA P. SAYSON Secretary

SEE ANNEX IV ON PAGE 150 FOR BOT QUALIFICATIONS

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LIST OF SU BOARD OF TRUSTEES COMMITTEESSchool Year 2008-2009

Executive/Membership

CHAIR Leonor M. Briones, UCCPVICE CHAIR Juanita D. Amatong, SUFISECRETARY Fema Christina P. Sayson, SUFIMEMBERS Ricardo A. Balbido Jr., SUFI

Reinaldo M. Nolido, Alumni

Fiscal and Physical Properties

CHAIR Juanita D. AmatongMEMBERS Ricardo A. Balbido Jr.

Fema Christina P. SaysonJulio O. Sy Sr.Madison M. Villavito

Scholarship

CHAIR Edna J. OrtezaMEMBERS Roselyn G. Delloso

Antonio P. Villamor

Human Resource/Organizational Development

CHAIR Rosita V. Fundador

MEMBERS Rebecca C. TorresCandelario V. GonzalezEdna J. Orteza

Legal

CHAIR Candelario V. GonzalezMEMBERS Reinaldo M. Nolido

Fema Christina P. Sayson

Programs and Services

CHAIR Rebecca C. TorresMEMBERS Rosita V. Fundador

Deborah T. MarcoEdna J. OrtezaMrs. Roselyn G. Delloso

Investment

CHAIR Ricardo A. Balbido Jr.MEMBERS Juanita D. Amatong

Madison M. VillavitoJulio O. Sy Sr.

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Alumni Affairs

CHAIR Reinaldo M. NolidoMEMBERS Roselyn G. Delloso

Antonio P. VillamorRosita V. FundadorMadison M. Villavito

Audit

CHAIR Fema Christina P. SaysonMEMBERS Ricardo A. Balbido Jr.

Juanita D. Amatong

Chairman Emeritus Roman T. YapEx-officio Dr. Ben S. Malayang III, President

SUMCFI Representatives Juanita D. AmatongMadison M. VillavitoReinaldo M. Nolido

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SILLIMAN UNIVERSITY

ADMINISTRATION

POSITION NAME TERM

President Dr. Ben S. Malayang III June 2006May 2011Vice President for Academic Affairs Dr. Betsy Joy B. Tan June 2008May 2011Vice President for Finance and Administration Prof. Cleonico Y. Fontelo June 2008May 2011Internal Auditor Mr. Jenny L. Chiu June 2008May 2011Officer In-Charge, Human Resource Development Office Atty. Fe Marie D. Tagle May 2008May 2011Registrar and Admissions Officer Ms. Annabelle E. Pa-a June 2007May 2010Treasurer Mrs. Norma D. Labrador June 2008May 2011

DEANS AND DIRECTORS

Director for Instruction Dr. Earl Jude L. Cleope June 2008May 2011Director for Extension Dr. Nichol R. Elman June 2007May 2010

Director for Research and Development Dr. Enrique G. Oracion June 2007May 2010Dean, College of Agriculture Prof. Santiago B. Utzurrum Jr. June 2007May 2010Dean, College of Arts and Sciences Prof. Carlos M. Magtolis Jr. June 2007May 2010Dean, College of Business Administration Atty. Tabitha E. Tinagan June 2007May 2010Dean, College of Mass Communication Dr. Rosario M. Baseleres June 2007May 2010Dean, Divinity School Dr. Muriel O. Montenegro June 2007May 2010Dean, College of Education Dr. Pablito A. dela Rama June 2007May 2010Dean, College of Engineering and Design Engr. Tessie A. Cabije June 2007May 2010Dean, College of Law Atty. Myles Nicholas G. Bejar June 2007May 2010Director, Medical School Dr. Jonathan C. Amante June 2007May 2010Dean, College of Nursing and Allied Health Sciences Dr. Ma. Teresita S. Sinda June 2007May 2010Dean, College of Performing Arts Prof. Joseph B. Basa June 2007May 2010Director, School of Basic Education Prof. Francisco E. Ablong Jr. June 2007May 2010Dean, College of Computer Studies Prof. Dave E. Marcial June 2007May 2010Dean, Student Affairs Dr. Edna Gladys T. Calingacion June 2007May 2010

Director, School of Public Affairs and Governance Dr. Reynaldo Y. Rivera June 2007May 2010

ASSOCIATE DEANS

College of Arts and Sciences Dr. Margaret Helen U. Alvarez June 2007May 2010College of Nursing and Allied Health Sciences Dr. Lynn L. Olegario June 2007May 2010

DEPARTMENT CHAIRPERSONS

COLLEGE OF ARTS AND SCIENCESAnthropology/Sociology Prof. Fred V. Cadelia June 2007May 2009Biology Prof. Mirasol N. Magbanua June 2007May 2009Chemistry Prof. Flordeliza G. Sillero June 2008May 2009English and Literature Prof. Andrea G. Soluta June 2007May 2009

Filipino and Foreign Languages Prof. Rosalia M. Lopez June 2008May 2009History and Political Science Prof. Rosalind B. Ablir June 2007May 2009Mathematics Prof. Alice A. Mamhot June 2007May 2009Physics Prof. John Carl P. Villanueva June 2007May 2009Psychology Prof. Rogen Ferdinand E. Alcantara June 2007May 2009Speech and Theatre Arts Prof. Nora R. Ravello June 2007May 2009Social Work Prof. Emervencia L. Ligutom June 2007May 2009

COLLEGE OF BUSINESS ADMINISTRATION

Accountancy Ms. Loren Ann C. Lachica June 2007May 2009Entrepreneur/General Business Prof. Josefina S. Alcano June 2007May 2009Management Prof. Ryan C. Montenegro June 2007May 2009Economics Prof. Wilma M. Tejero June 2008May 2009

COLLEGE OF EDUCATION

Home Economics/Nutrition and Dietetics Prof. Irma Mae V. Ridad June 2007May 2009

Physical Education Prof. Darnalita S. Cordova June 2008May 2009Teacher Education Dr. Rudy B. Lopez June 2007May 2009

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COLLEGE OF ENGINEERING

Civil Engineering Engr. Connie F. Inquig June 2007May 2009Electrical & Computer Engineering Engr. Ma. Lorena L. Tuballa June 2007May 2009Foundation Engineering Engr. Ruilo O. Ignacio June 2007May 2009Mechanical Engineering Engr. Jaychris Georgette Y. Onia June 2007May 2009

COLLEGE OF COMPUTER STUDIESInformation Technology Engr. Ed O. Omictin III June 2007May 2009Computer Science Engr. Chuchi S. Montenegro June 2007May 2009Information Systems Prof. Melody Angelique C. Rivera June 2007May 2009

COLLEGE OF NURSING & ALLIED HEALTH SCIENCES

Medical Technology Prof. Teodora A. Cubelo June 2007May 2009

SCHOOL OF BASIC EDUCATIONAssociate Director, Administration Prof. Thelma M. Apla-on June 2007May 2009Associate Director, Instruction-Research-Extension Prof. Luz R. Erum June 2007May 2009Chair, Early Childhood School Mrs. Rosevilla B. Larena June 2007May 2009

COORDINATORS

COLLEGE OF ARTS AND SCIENCES

Center for Women's Studies Program Prof. Phoebe A. Tan June 2007May 2009Philosophy Program, OIC Dr. Reynaldo Y. Rivera June 2008Oct 2008Religious Studies Program Prof. Lemuel P. Montenegro June 2007May 2009Southeast Asian Studies Program Prof. Jesa S. Selibio June 2007May 2009Basic Language Program Dr. Evelyn F. Mascuana June 2008May 2009Center for Tropical Conservation Studies Prof. Renee B. Paalan June 2007May 2009

COLLEGE OF BUSINESS ADMINISTRATIONMBA Program Prof. Gloria G. Futalan June 2007May 2009ACS Mrs. Concesa B. Roleda June 2007May 2009Extension Dr. Mirabelle J. Engcoy June 2007May 2009

COLLEGE OF NURSING & ALLIED HEALTH SCIENCES

Level I Coordinator Prof. Evalyn E. Abalos June 2007May 2009Level II Coordinator Prof. Rowena M. Turtal June 2007May 2009Level III Coordinator Prof. Barbara Lyn A. Galvez June 2007May 2009Level IV Coordinator Prof. Theresa A. Guino-o June 2007May 2009

UNIT HEADS

University Pastor and Chaplain Rev. Noel C. Villalba June 2007May 2009University Legal Counsel Atty. Jose Riodil D. Montebon June 2007May 2009Consultant, Manila Office Ms. Dolores B. Felicitas June 2007May 2009Director, External & Alumni Affairs Prof. Jocelyn S. dela Cruz June 2007May 2009University Librarian Mrs. Lorna T. Yso June 2007May 2009Director, Institute of Environmental and Marine Sciences Dr. Hilconida P. Calumpong June 2007May 2009Director, University Athletics Prof. Meriam M. Ramacho June 2007May 2009Superintendent, Buildings and Grounds Engr. Edgar S. Ygnalaga Jr. June 2007May 2009Director, Office of Information and Publications Mr. Mark Raygan E. Garcia June 2007May 2009Director, Dr. Jovito R. Salonga Center for Law and Development Atty. Mikhail Lee L. Maxino June 2007Director, Management Information Systems Engr. Albert Geroncio Y. Rivera June 2008May 2010Manager, Food Services Department Mrs. Jean G. Espino June 2007May 2009Manager, University Press Mr. Burtlan I. Partosa June 2007May 2009Manager, Bookstore/Central Supply & Procurement Office Mr. Frederick D. Lim June 2007May 2009Manager, Claire Isabel McGill Luce Auditorium Prof. Diomar C. Abrio June 2007May 2009Officer In-charge, Security Office Dr. Nichol R. Elman June 2007May 2009Coordinator, National Service Training Program Dr. Pablito A. dela Rama June 2007May 2009Director, Multimedia Center Dr. Ma. Cecilia M. Genove June 2007May 2010Coordinator, Corporate Planning Prof. Josefina AlcanoCultural Affairs Officer Dr. Elizabeth Susan V. Suarez June 2007May 2009Career and Placement Officer Dr. Evangeline P. Aguilan June 2007May 2008Liaison Officer, United Board Dr. Christopher A. Ablan

SEE ANNEX I ON PAGE 136 FOR THE SU ORGANIZATIONAL CHART

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TABLE OF CONTENTS

The Silliman University Board of Trustees . 2

The Silliman University Administration .5

Message from BOT Chair

Leonor M. Briones..... 8

Message from BOT Vice Chair

Juanita D. Amatong ..... 10

Message from Outgoing BOT Vice Chair

Noel R. Tan........11

Overview ...... 12

CHAPTER 1 Framework of the Planning Exercise.. 25

CHAPTER 2 Inputs to the Planning Process 30

CHAPTER 3 The Planning Process.... 65

CHAPTER 4 The Plan[Output of the Planning Process] 72

CHAPTER 5 Desired Results and Outcomes. 115

CHAPTER 6 Metrics...... 123

CHAPTER 7 Acknowledgments...... 134

ANNEX I Organizational Chart ofSilliman University, 2008 ...140

ANNEX II The SOUL Program ....141

ANNEX III Schedule of Financial and CapitalRequirements by Action...143

ANNEX IV BOT Qualifications ...154

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MESSAGE

he Board of Trustees of Silliman University is pleased to endorse the

Strategic Plan of the University for the period 2008-2016. The Plan is

the result of a two-year process which was participatory, inclusive,

open, and democratic It involved five exhaustive, and if I may say so,

exhausting but immensely rewarding, steps.

The first step was the formulation of the mission, vision, and the strategic

thrusts of the University. This was accomplished by the Board of Trustees

after much reflection, debate, and, yes, prayer.

The second step involved translation of the BOTs strategic framework into

specific programs by the different units of the university. This time, the

lengthy process was shepherded by the University President. An important

feature was the consultation with the other stakeholders in the University.

The third step involved the presentation of these detailed programs to the

Board of Trustees during a workshop facilitated by external experts. The

Board gave comments and advice which were duly incorporated into the

plan.

The fourth important step was the integration of the different programs into a

comprehensive whole. This was accomplished by no less than the President

himself who wrote the final version of the plan.

The last and final step was the presentation of the completed document to the

Board of Trustees for its approval.

The entire process was daunting, to say the least. It was a challenging task to

balance the need for the University to respond to increased requirements of

the knowledge economy, with the duty to remain faithful to its original

mission. The University realizes the importance of maintaining its stature as

one of the leading institutions of learning in the country. Thus, it must be

relevant to increasing demands for the use of technology in transmitting

knowledge and skills.

However, even as it develops the caterers approach in offering programs incertain fields, it will not neglect on-campus, face-to-face programs, which

T

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enhance and develop Christian values among our students. We will continue

to cherish and encourage interactions between and among faculty, students

and the university community in an atmosphere of academic freedom and

Christian fellowship in our campus.

The Board of Trustees thanks the Silliman University communityfaculty,

administration, staff, and studentsfor the inputs they contributed to this

endeavor. This is our plan. Let us implement it together.

Leonor M. BrionesCHAIRPERSON

Silliman University Board of Trustees

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MESSAGE

illiman University like any other organization is an institution imbuedwith a mission. But, unlike other organizations, Silliman University is aninstitution which is uniquely situated and mandated not only to provide

education and facilities, but has the mission to provide quality Christianeducation with the end view of developing men and women in a holisticmanner. From this mission, Silliman University crafted its vision.

The operationalization of the Mission and Vision of Silliman University isembodied in its Strategic Development Plan. The University has embarked aneight-year strategic plan for the years 2008-2016 with the first 4 (four) years(2008-2012) being presented as a first medium-term plan. The First MediumTerm Plan is the roadmap showing where, what, and how the University isgoing to be steered in the next four years. The plan consolidates the projectsand activities of the different units in the University towards a synergistic,coherent and financially viable program with specified timelines.

Silliman Universitys Strategic Plan is expected to promote efficiency, allocateresources effectively, enhance transparency, and identify accountabilities.

The Silliman University 2008-2012 Medium Term Plan, as in the entire 2008-2016 Strategic Plan is a program developed and participated in by the facultyand staff, the management team, and other stakeholders of the University andwith the final approval of the Board of Trustees.

Juanita D. AmatongVICE CHAIRPERSON

Silliman University Board of Trustees

S

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MESSAGE

or the last several years as Vice Chairman of the Board of trustees, I

have seen the process of how this Strategic Plan had come aboutfrom

the time of Dr. Agustin Pulido, to the present administration of Dr. Ben

Malayang III.

With the leadership of the Board of Trustees, the stewardship of time of Dr.

Ben Malayang III, and the contribution of content and participation by the

faculty, staff, and alumni, I am glad to see the final process of this plan gettinginto place.

This is just the beginning of a very exciting journey for Silliman University.

Even as I end my term in the Board, I am confident that our beloved Alma

Mater continue on its march toward Quality Christian Education in living the

Via, Veritas, Vita.

Noel R. TanOUTGOING VICE CHAIRPERSON

Silliman University Board of Trustees

F

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OVERVIEW

This Plan (SSP 8-16) has two parts:

1. The Plan for the 1st Medium Term, 2008-2012 (MTP 8-12)

2. The Plan for the 2nd Medium Term, 2012-2016 (MTP 12-16)

This Plan and its parts are coordinated to set Silliman Universitys progress in

the next eight (8) years. It aims to focus the development of the university

along a pathway that will lead eventually towards achieving its Vision,

Mission, and Goals (VMGs). These VMGs have earlier been reviewed and

reformulated by the Board of Trustees in June 2006 and adopted as

fundamental policies of the University.

Strategic Objectives of this Plan

Strengthen and Spread Sillimans Apostolate of Excellence

This means two things:

1. Working on its existing strengths to be better on what it isa campus

offering excellent programs, where students learn and acquire

competence, character, and faith;

2. Adding to its existing capabilities also the capacity to deliver and acquire

knowledge and knowledge products using modern instruction techniques, to be

able to reach out to knowledge users and consumers beyond its

classrooms.

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General Objectives. The Plan aims to strengthen and spread Sillimans

apostolate of excellence of its academic and institutional life in eight (8) years,

from 2008 to 2016. In doing so, it will make Silliman more able than now to (1)

be a leading institution of learning that can (2) bring about total human

development for the well-being of society and the environment (which are the core

propositions of its Vision).

General Strategy. The Plan seeks to achieve its objectives in two (2) ways:

1. By improving the quality of Sillimans programs and offerings, its faculty

and staff, its assets and organization, and its degree of public value and

support; and

2. By adding to the universitys onsite systems of delivering and acquiring

learning and knowledge in new modalities of on-line techniques in

cyberspace.

Contents and Outline of the Plan

This Plan describes the strategic thrusts of the university across a long-term

period of eight (8) years (from 2008 to 2016). The thrusts focus on

strengthening Sillimans academic and institutional capabilities. It describes

the strategic actions to be done in the same period to pursue the thrusts. The

actions focus on four (4) areas of Silliman operations that were earlier

identified in the course of the planning process to be central to the

universitys ability to achieve its Vision, Mission, and Goals:

1. Programs and Offerings

2. Faculty and Staff

3. Facilities and Organizational Support Systems

4. Public Support (including support from students, alumni, and friends).

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MTP 8-12 describes the thrusts in the 1st 4-year Medium-Term from 2008-

2012, which relate to strategic thrusts. It enumerates the actions that are to be

done during this period to pursue the medium-term thrusts and carry out thestrategic actions. It shows an estimate of the financial and capital

requirements of the actions.

MTP 12-16 describes the thrusts, actions, and financial and capital

requirements in the 2nd 4-year Medium-Term from 2012-2016.

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1. Framework

The planning exercise to produce this Plan was based on a model of

institutional strategic initiatives proposed by Michael E. Porter(1980). This is

discussed in Chapter One (Framework of the Planning Exercise). The

framework is applied to Silliman as (1) a multi-tiered organization (Figure 1),

which (2) produces a portfolio of mixed academic and non-academic

products:

Degree and non-degree offerings

Administrative and auxiliary programs and services

Values and virtues (anchored on the evangelical traditions of Christianity).

BOARD OF TRUSTEES

Highest policy-making body representing three constituencies: United Church of Christ (UCCP), Silliman UniversityFoundation, Inc. (SUFI), and Silliman Alumni represented by the Silliman Alumni Association, Inc. (SAAI)

PRESIDENT

2 Divisions Finance & Administration Academic Affairs(Vice President) (Vice President)

ManyUnits Administrative & Auxiliary Colleges and Schools

(Directors/Unit Heads) (Deans/Directors)

Departments, Institutes,and Centers

(Chairs/Directors)

FIGURE 1. Framework structure of Silliman University as an organization, 20081

1 See Annex I (Organizational Chart of Silliman University, 2008) for a fuller description of the Silliman

organization

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2. Inputs

This Plan is based on three (3) explicit considerations:

1. The Vision, Mission, and Goals (VMG) of Silliman as fundamental

policies of the university. These are derived from previous similar statements

found in the universitys SUMMA (Silliman University Mobilizing for Mission

and Action, which is Sillimans vision of itself in the long-term), but which the

Board restated in June 2006 to provide a sharper focus of the universitys

commitments and directions in the next 2-3 decades.

2. The disciplinal, institutional, and environmental trends that the faculty

and staff had identified as being relevant to their existing and future

programs, offerings, and needs. These are considered by way of an

analysis of Sillimans strengths, weaknesses, opportunities and threats

(SWOT), which were done in earlier unit- and divisional-level planning

preceding their consolidation into this Plan.

3. A series of reflections offered to the Board and to the different levels of

leadership in the university on certain fundamental issues relating to the

present milieu of Sillimans programs, offerings, operations, and

institutional thrusts.

The three inputs are discussed in Chapter Two (Inputs to the Planning

Process).

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3. Process

This Plan was produced following a two-year planning process that began in

June 2006. The process started and ended with the Board of Trustees. But it was

the university community that provided the nuts and bolts and the contents

of the Plan. It was a combination of both top-down and bottom-up

approaches to planning. The process both had multi-level and multi-sector

participation.

1. Multi-level. The process involved different tiers of the Silliman

organization:

1.1 Units (colleges, departments, institutes, centers, directorates, services;

auxiliary and administrative offices and services);

1.2 Divisions (mainly two, the Academic division and the Finance and

Administration division);

1.3 University (through the University Leadership Council and theoffices of the Vice President for Academic Affairs, Vice President for

Finance and Administration, University Chaplain, and President)

2. Multi-sector. It involved persons representing different Silliman

constituencies:

2.1 Academic

2.2 Administrative

2.3 Student Government

2.4 Faculty and Staff Associations

2.5 Selected representatives of the Alumni community and the General

Public

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Figure 2 summarizes this 2-year process. It is discussed in more detail in

Chapter Three (The 2-Year Planning Process).

FIGURE 2. Sillimans 2-year strategic planning process, 2006-2008

STARTS WITH THE BOARD

BOT restates the Vision, Mission, &Goals (VMG) of Silliman to serve asthe basic policy prescriptions for thelong-term (10 years), within andbeyond the term of the new President(June 2006)

Staff work to develop a planningframework and process (July 2006 toDecember 2007); BOT approves thetwo on December 2007

Divisions and units develop their 4-Point Strategic Proposals, based on

VMGs, disciplinal and social scans,and SWOT:1. Offerings & Programs, 2006-20162. Investments on Faculty and Staff

Development3. Investments on Facilities & Systems4. Recruitment & Market Development(January to Aprril 2008)

Public consultation onProposed Offeringsand Programs (April15, 2008).

The University Leadership Councilconsolidates division and unit

proposals into a 4-Point UnifiedUniversity Strategic Proposal (April 16,2008)

ENDS WITH THE BOARD

BOT reviews the universitys StrategicProposal for consistency with itsprescribed VMG; prescribesrefinements; decides to approve ordefer action (April 19-20, 2008)

Approved the Silliman 4-Point StrategicPlan 2008-2016, disaggregated intoSSP 8-16, MTP 8-12, and MTP 12-16

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4. Outputs

This Plan is the principal output of the mentioned planning exercise. It is

presented in Chapter Four(The Plan [Output of the Planning Process]). Other

outputs include the materials of units and divisions that went into this Plan.

There is also a summary of the comments made by selected representatives of

the alumni and the general public (in Dumaguete City) on the programs and

offerings shown in this Plan. These other outputs have been consolidated in this

Plan.

5. Desired Results and Outcomes

Results are consequences of the actions under this Plan relating to changes in the

universitys operations. They are intended to achieve certain outcomes,which

are events that, together, will move the university farther forward in achieving its

Vision, Mission and Goals. These are shown and discussed in Chapter Five(Desired Results and Outcomes).

6. Metrics

These refer to the set of measures that will be used in this Plan to monitor and

evaluate how the actions included in the Plan are achieving the desired results

and outcomes. These are shown and discussed in Chapter Six (Metrics of

Performance).

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7. Logical Structure and Sequence of the Plan

In brief, the Silliman Strategic Plan presents:

1. The thrusts to be pursued in 2008-2016 to move the university toward

achieving its Vision, Mission and Goals, which embody the universitys

appreciation of

its strengths, weaknesses, opportunities, and threats as an educational

institution operating within a larger social, historical, political, and

economic milieu; and

its options as a Christian institution of learning;

2. The actionsthat the university will carry out in 2008-2016 (and in the two

medium-terms in 2008-2012 and in 2012-2016), to pursue the thrusts;

3. The desired results and outcomes following the execution of the actions;and

4. The measures (metrics) to be used to monitor and assess the degree to

which the Plan is achieving the desired results and outcomes.

Figure 3 summarizes how these follow from each other.

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ELEMENTS OFTHE PLAN

CONTENTS

Framework Michael Porters Competitive Strategy: Techniques forAnalyzing Industries and Competitors

Inputs Sillimans Board-approved Vision, Mission, and Goals

Analyses of Sillimans institutional Strengths,Weaknesses, Opportunities and Threats

Reflections on Sillimans Strategic Options

Process A 2-Year Planning Process

Started with the Board specifying the universitysVision, Mission and Goals; directed that strategicplanning be conducted [June 2006]

Staff work on framework identification and strategicplanning at the unit-level [July 2006-March 2008]

Validation among a group of communityrepresentatives, and within the university (through theUniversity Leadership Council) [April 15-17, 2008]

Validation of unit plans with the Board [April 19-20,2008]

Consolidation [April 21-June 15, 2008]

Final approval by the Board [July 2008]

Outputs Silliman Strategic Plan 2008-2016a. Strategic and Medium-Term Thrusts, 2008-2016b. Strategic and Medium-Term Actionsc. Financial and Capital Requirements

Other Outputs: Unit Plans (kept in units andconsolidated in the Silliman Strategic Plan)

Desired Resultsand Outcomes

On Sillimans operations

On Sillimans Vision, Mission and Goals

Metrics Measuring strategic progress in 2008-2012

Measuring strategic progress in 2012-2016 Measuring strategic progress from 2008-2016

FIGURE 3. Schematic structure of Sillimans Strategic Plan, 2008-2016

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Logical Sequence.

1. The logic of the Plan begins with theframework. It provides the conceptual

and empirical boundaries for looking at Silliman as an institution thatoperates within a larger and wider context.

2. The inputs are the givens of the Plan. They are the set of policy and

analytic imperatives to be taken into accountusing the frameworkin

determining the general directions and contents of the Plan.

3. The process defines how the inputs are to be considered in order to

produce the contents of the Plan.

4. The outputs are the thrusts and actions to be pursued under the Plan. The

thrusts are based on the inputs. They are derived mainly from the policy

directives that are embodied in the universitys Vision, Mission and Goals.

The actions are likewise based on the inputs, but this time on how the

universitys perceived strengths and opportunities occasion its ability to

pursue its thrusts in the face of its weaknesses, threats and options.

5. The results are events that are desired to follow from the actions. They are

desired to occur in order for the actions to translate into outcomes, which

would be the extent that the thrusts are realized.

6. The realization of the thrusts is assumed to be tantamount to the university

moving toward achieving its Vision, Mission and Goals.

7. The metrics are the set of measures relevant to monitoring and evaluating

how much the actions are translating into desired results and outcomes.

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8. Linkages and Continuity with Other Silliman Plans

This Plan represents yet another moment in a continuing effort in Silliman to

keep recharting its course as it sails through a wide ocean of changing

possibilities and opportunities. Once again, as it had done many times in its

107 years of existence, Silliman University takes stock and takes a fresh look

at its progress and directions.

This Plan follows from earlier versions of the SUMMA. In June 2006, when

the process to produce this Plan was begun, a new President had just been

installed. He had presented to the Board a 5-Year Plan of Action, 2006-2011

(5YP) that describes the thrusts and priorities of the universitys operations

under his term.

The Board approved the Presidents plan, but then desired to adopt a longer-

term view of the universitys directions within and beyond the term of the new

President.

This view was to be based on a fresh restatement of the universitys Vision,

Mission and Goals, which serve as the Boards fundamental policy

prescriptions for Silliman.

The 5YP continues to guide the present operations of the university.

However, upon its adoption, this Plan will prevail over the 5YP as the

primary basis for determining priority actions in the university, except where

the 5YP is found relevant to the execution of this Plan.

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9. Acknowledgments

The Silliman University Board of Trustees initiated this Plan. Its guidance and

leadership in the planning process was most valuable in putting together theessential elements of this Plan.

But the university community was also involved in producing the Plan. So

were many others among Sillimans friends, public, and alumni.

Chapter Seven (Acknowledgments) lists the many persons and entities that

made this Plan possible.

Silliman University is most grateful.

BEN S. MALAYANG IIIUNIVERSITY PRESIDENT

2008

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CHAPTER ONE

Framework of the Planning Exercise

The planning exercise was based on a model of institutional strategic

initiatives proposed by Michael E. Porter (Competitive Strategy: Techniques for

Analyzing Industries and Competitors, New York: The Free Press, 1980).

The model assumes that

1. any organization is set against a large macro-environmentcomposed of its

social, economic, technological, and political-legal milieus; the

organization is not always in a position to substantially direct events in

these milieus, but it needs to ensure that it is able to adapt to them in order

to best function and pursue its goals;

2. there are both external and internal environments for any institution; their

functional interplay determines the degree to which the organization is

able to best function within its large macro-environment;

3. there are five (5) general forces that shape the external (or task)

environmentof an organization: customer(subscriber to the organizations

products), competition (other producers of the organizations products),

entrants (new producers of the same products of the organization),

substitutes (other products that the customer may procure instead of the

organizations products, to equally satisfy his/her needs), and supplier(the

producers of products needed by the organization to produce its own

products); and

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4. there are likewise five (5) general forces that shape the internal

environmentof an organization: its policies, processes, financial management

system, organizational structure, and the organizations culture.

The framework proposes that an organizations strategic future is anchored

on its ability to offer a portfolio of products that, in light of its internal

environment, it can best produce (or would have the ability to invest on), and

in light of its external environment, can attract the most customersboth of

these within the long-term unfolding of its macro-environment.

It is thus criticalfrom the perspective of this frameworkthat the

organizations portfolio of products is properly selected, mixed, delivered, and

supported, so that, as an institution, it is keenly attuned to a correct

anticipation of changes in its macro and external environments.

1. Macro-Environment

In the view of this framework, Sillimans macro-environment includes the

array of social, economic, technological, and political-legal conditions that,

while hardly within the universitys ability to influence and control, have

tremendous influence and control of its operations.

The social conditions that bear significantly on the university include

demographics (population size, age structure, geographic distribution, religious

and ethnic mix, and consumption patterns), household and lifestyle patterns

(sizes and types of social groupings and households, occupations, educational

levels, leisure activities, income trends, fashions and fads), and values

(political, social attitudes and habits, and cultural traditions and biases). Most

particularly, the university (especially given the fact that it is a Christianuniversity) is anticipated to be most affected by changing patterns of

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Philippine population growth in the medium- to long-term, religious and

ethnic mixing, occupational preferences across society, educational

aspirations of households, income trends, fashions and fads, political values,

social attitudes and habits, and cultural traditions and biases. These drive

demand for certain professional competencies.

Economic conditions include income levels and rates of savings and

investments among households and firms, which influence the proclivity and

capacity of households to acquiring formal education. Silliman would be

particularly sensitive to cyclical and structural changes of the Philippine

economy, including changes in interest rates, inflation or prices, GDP,

employment levels, food and energy availability and costs, foreign

investments, and balance of trade.

2. External Environment

The external environment refers to the body of institutions and entities whose

behavior, while responding to the same macro-environment they share with

the organization, would impinge on how the organization is able to function and

pursue its intentions. In the case of educational institutions like Silliman

University, these would include the entire population of consumers of

educational services; the students, communities, and households that are

likely to consider sending their children to Silliman; other institutions that

proffer educational services similar to those offered by Silliman, and which

students might consider to patronize instead of Sillimans; other skill-forming

services that education-seekers might consider other than those offered by

universities like Silliman; and the institutions and entities that supply

Sillimans needs to maintain its services and operations.

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Their behavior could affect and influence Sillimans operations. They could

either boost or erode the universitys ability to maintain its services.

3. Internal Environment

This refers to how an organization isgeared to function. In the case of Silliman,

it encompasses its policies, processes, organizational set-up and culture as an

organization.

Policies are the universe of rules and regulations governing the behavior of all

persons in the university, including faculty, staff, students, and suppliers. It

also refers to the particularportfolio of programs and offerings that the university

has opted to maintain at any given time.

Processes include the systems and procedures for making things happen in the

university, in ways observant of and consistent with policies.

Organizational set-up refers to both the formal and informal arrangements in

the university on accountability relationships and on command-and-control

hierarchies, and to how individuals, entities, and offices normally relate to

each other to achieve the goals of the university.

Organizational culture embodies the accumulation of experiences and

traditions in Silliman that have been of value to its past and present

constituencies. This is recognized as bearing a strong influence on the options

that the university will likely prefer when acting on its challenges and

opportunities.

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These internal features of the university are anticipated to determine the

limits and compass of Sillimans ability to respond to changes in its macro-

environment and to the variable conditions of its external environment.

Mainly, these features determine the competitiveness of the universitys

programs and offerings across the changing landscapes of its macro and

external environments.

4. Implications to Sillimans Strategic Options

The framework suggests that for Silliman University to advance its Vision,

Mission, and Goals as a Christian institution of learning, it shall need to have

an appropriate mix of certain features about its products, its capabilities to

deliver its products, and its support systems. It suggests that four (4) features

will be crucial:

its mix ofprograms and offerings;

its mix offaculty and staff;

its mix offacilities and control systems; and

its mix of support sources (such as from alumni, friends, and the general

public).

All foursays this frameworkwould be critical so that Silliman could

command patronage and achieve an attractive edge over other similar institutions

across its continuously unfoldingand changingmacro and external

environments. In short, says this framework, these shall need to be thefocus of

Sillimans Strategic Plan.

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CHAPTER TWO

Inputs to the Planning Process

1.

The Vision, Mission, and Goals of Silliman University

Like all other modern institutions, Silliman University is guided by a set of

fundamental statements about itself. These are its Vision, Mission and Goals

(VMGs). They state how the university seeks to eventually be, as an agency insociety; what it aims to achieve, as an institution of learning; and how it seeks

to measure its success. These are the basic policy statements of the university,

in that (1) they define what the university intends to be, and (2) they state the

fundamental principles on which the University stands on and from which it

derives its raison detre andpurpose. Thus, they are the givens insofar as how

Silliman shall seek to do things.

VISIONSilliman is a leading Christian educational institution committed to total human development for thewellbeing of society and of the environment.MISSIONSilliman shall infuse into the academic learning the Christian faith anchored on the gospel of Jesus Christ;

provide an environment where Christian fellowship and relationship can be nurtured andpromoted;

provide opportunities for growth and excellence in every dimension of University life in order tostrengthen competence, character and faith;

instill in all members of the University community an enlightened social consciousness and adeep sense of justice and compassion; and

promote unity among peoples and contribute to national development.

GOALSSilliman aims to have a quality and diverse body of students; a holistic and responsive educational program with a Christian orientation; a quality faculty comparable to Asian standards; a quality support staff; adequate facilities and administrative systems; a supportive and involved alumni; and a long-term financial viability.

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Sillimans VMGs describe an institution that, in order to be what it intends to be,

shall need to be:

1. Christian in itsfaith foundation;

2. excellentin the quality of its learning services; and

3. fully committed to improving human conditions and the quality of society

and the environment.

Sillimans VMGs describe an institution that is committed to a learning

ministry (to an academic and scholarly apostolate), with a determined purpose to

changing humanity, society, and the created worldfor the better.

Silliman is to be a learning facility and a community of humane and caring

scholars, who are driven by the Gospel of Christ to empower persons and

communities so that they may better articulate and pursue their aspirations, in

a world of environmental justice and integrity. It is to be among the best

learning institutions in the country and in Asia; is Christian in faith claims and

yet hospitable to all pursuers of learning from different faiths; and finally, is

uncompromising in academic dignity and secular scholarly pursuits and yet able to

readily recognize the reality and supremacy of the Divine.

Silliman shall aim to become all these as it moves toward its immediate

future, from 2008 to 2016.

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2.

A Consideration of Silliman Universitys Strengths, Weaknesses,

Opportunities, and Threats

The university community considered perceptions of Sillimans strengths,

weaknesses, opportunities and threats (SWOT) within its existing and unfolding

macro, external, and internal environments. These are seen as pertinent to its

Vision, Mission, and Goals. Each operating college, school, and unit

undertook the exercise. Below is a consolidation of what were identified at

these operating levels, and summarized for the whole university as an

institution.

2.1Perceived STRENGTHS

These are the patterns and trends in Sillimans external and internal environments

that, in the view of the university community, could boost the universitys ability to

operate and achieve its Vision, Mission, and Goals.

2.1.1 There is a continuing high value being placed by most Filipino

households on education. Education is still generally deemed as an

important element of prestige and social performance among most

Filipino households. This could translate to a continuing demand for

quality education such as what is purveyed in Silliman.

2.1.2 Silliman has had a long history and institutional presence in the

Philippines. It has prestige and identity in the country. This translates

to a higher ability to weather stresses and crises (including wars and

Martial Law), and keep its operations going.

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2.1.3 It has an active (and working) Board of Trustees. Silliman has a Board

that is made up entirely of alumni. While they represent different

constituencies, they share a common tendency: a deep commitment to

what Silliman stands for and to the traditions of the university. The

Board is made up of a good mix of esteemed professionals in

education, fiscal policy and finance, business and investments, legal,

evangelical ministry, and environment.

2.1.4 It has a large portfolio of degree and non-degree programs and

offerings:

thirty-one (31) Undergraduate degrees

twenty-three (23) Graduate degrees

various diploma and certificate programs in basic and tertiary

education

various short-term training and summer institutes

athletics and Sports

cultural

research

extension

co-curricular programs to affirm the virtues of persons and

Creation

co-curricular programs to promote the value of life and fellowship

with all persons and created beings

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2.1.5 It has a wide range of supportive constituencies and linkages within

and outside the country (Figure 2.1).

FIGURE 2.1. Endowment funds in Silliman, SY 2001-2002 to SY 2006-2007

2.1.6 It has a recently rising enrolment indicating increasing public

confidence onand access toits programs and offerings (Figure

2.2)

5,800

6,000

6,2006,400

6,600

6,800

7,0007,200

7,400

7,600

7,800

8,000

SY 03-04 SY 04-05 SY 05-06 SY 06-07 SY 07-08

6,6137,005

7,3797,522

7,871

FIGURE 2.2. Comparative enrolment in Silliman, SY 2003-2004 to SY 2007-2008

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2.1.7 Its academic programs and offerings have high levels of recognition

and wide reputations of excellence(Table 2.1). It has among the most

number of Level III (highest) accredited programs among private

schools in the country.

TABLE 2.1. Distinctions of Silliman University, 2008

DESIGNATED BY CHED AS

Center of Excellence in

Education

Nursing

Center of Development in Biology Business Management Education IT Education Marine Sciences Mechanical Engineering Physics

Center of Training Institute for Departmentof Education Certificate and In-ServiceTraining Programs

Recognized as the institution with the most-number of Level III accredited graduateprograms

USAID Center of Excellence in CoastalResource Management

Haribon Foundation Academic Center ofExcellence in Biodiversity Preservation

2.1.8 It has wide latitudes and spaces for integrating faith appreciation in

all its programs and offerings. Faith appreciation is a ubiquitous

element in the universitys curricular and extra-curricular programs.

Worship is a regular activity across the university. This infuses

spiritual strength that attracts students and supporters to Silliman.

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2.1.9 It has a good complement of committed faculty and staff(Table 2.2).

TABLE 2.2. Faculty and staff profile of Silliman University, SY2007-2008

PRESENT PERSONNEL COMPLEMENT PROJECT PERSONNELFaculty Career and Placement Office 1Regular 333 OIP 1Probationary 154 EDP 1

IEMS 5Staff Extension Program 9Regular 286 Justice and Peace Center 6Probationary 6 BBC (Svc Contractor) 205Total 779 Century security service 67

Relievers 10Part time Faculty 49 Total 305Adjunct Faculty 28Visiting Prof./lectures 5Total 82

2.1.10 It has a good academic leadership. Many of Sillimans academic

deans, directors, and department chairs have been long associated

with Silliman and are among the leaders in their disciplines and are

widely recognized inside and outside of Silliman.

2.1.11 It has a spacious residential campus with good complements and

variety of multi-functional facilities. It has facilities for instruction,

research, and extension; for worship; for sports and athletics; for

cultural programs; for student and staff housing; for health and other

community services; and for general administration. The Silliman

University Library is among the largest outside of Metro Manila. Its

Luce Auditorium is the best theater in the country outside of Manila.

Its allied institution, the Silliman University Medical Center

Foundation, Inc., is among the best hospitals in the Central Visayas. It

has a functioning educational farm and an internationally recognized

marine and coastal research facility.

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2.1.12 Its financial state is improving. Operating revenues are beginning to

exceed expenses (Figure 2.3); its accumulated deficit is declining

(Figure 2.4).

FIGURE 2.3. Sillimans revenues and expenses, 2001-2007

FIGURE 2.4. Sillimans declining accumulated operational deficits, 2000-2007

Excess (Deficiency) of Revenues over Expe

(40,000,000)

(30,000,000)

(20,000,000)

(10,000,000)

0

10,000,000

20,000,000

SY 2000-01 SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07

-

50,000,000.00

100,000,000.00

150,000,000.00

200,000,000.00

250,000,000.00

300,000,000.00

350,000,000.00

400,000,000.00

450,000,000.00

SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07

TOTAL REVENUES AND DONATIONS TOTAL EXPENSES

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2.2Perceived WEAKNESSES

These are the patterns and trends in Sillimans external and internal environments

that, in the view of the university community, are diminishing the universitysability to operate and achieve its Vision, Mission and Goals.

2.2.1 Sillimans programs and offerings may be too wide and varied. This

translates to a weakness in the face of the trend where students and

households are focusing their demand for higher educationon only a

few courses. These are courses that command immediate employment

and high incomes abroad like nursing, engineering and information

technology. Sillimans traditional strength in general and liberal

education is being challenged and constrained by the shrinking of

students preferences and options of courses.

2.2.2 The Board of Trustees is comprised entirely of alumni of the

university.While earlier identified as a strength, this is also perceived

as a weakness in that being all alumni, the Board has no third eye

from an unconnected viewer of the universitys operations and

progress, who may give it alternative views on the universitys policy

requirements, options, and directions.

2.2.3 Most support for the university is driven by donors perceptions and

preferences on how to help Silliman, not always by what Sillimanmay more urgently need. This is true except in three cases when

donors allow the university to prioritize the use of their gifts:

The annual donation of the Silliman University Foundation, Inc.

(SUFI), which goes toward supporting general scholarships and

faculty and staff development;

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The donations of the Silliman University Alumni Council of North

America (SUACONA) for the Portal West commercial building,

which is intended to generate incomes to support the operations of

the university;

The direct institutional grants by the United Board for Christian

Higher Education in Asia (UBCHEA), which goes toward

supporting the institutional development of the university.

In most other cases, the donors specify how their gifts are to be used.

2.2.4 Its offerings are very unevenly subscribed (Figure 2.5). This makes

investments on programs and offerings more difficult; those with

lower subscriptions are less able to mobilize resources for their

development, which could otherwise subsequently improve their

attractiveness to students.

FIGURE 2.5. Comparative enrolment in Silliman, SYs 2006-2007 (dark) & 2007-2008 (light)

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2.2.5 Sillimans tuition is higher than those in many nearby schools .

Tuition-wise, Silliman is more expensive than many nearby schools.

These include schools that are often deemed as alternatives to Silliman

(Table 2.3). Ceteres paribus, comparative expensiveness weakens

Sillimans competitiveness.

TABLE 2.3. Comparative tuition fees, 2005-2006 (differences in %)

COURSES LEVEL SU USC diff USJR diff HNU diff CIT diff

GeneralEducation,Agriculture

I 708.75 472 50 441 61 374.85 89 342.23 107

Arts andSciences,Music

II 647.85 459 41 441 47 340.77 90 342.23 89

Business III 618.45 459 35 441 40 322.52 92 332.41 85MassCommunication

IV 570.15 459 24 434.8 31 304.93 87 332.41 72

SOURCE: J.L. Chiu. Marketing Silliman University, 2006

2.2.6 Silliman has less course offerings than other schools (Table 2.4_).Students have limited options on alternative courses to take in Silliman

as compared to many other schools elsewhere.

TABLE 2.4. Number of competitor courses not offered by Silliman

SCHOOLS BACHELORS MASTERS DOCTORATEAteneo de Davao 15 18 4Central Philippine University 26 7 3Holy Name University 18 2 1

Notre Dame of Marbel University 36 5 1University of St. La Salle 9 7 1University of San Carlos 24 15 3USJR 20 8 4Xavier University 20 10 2

SOURCE: J. L. Chiu, 2006

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2.2.7 Sillimans current share of students from nearby areas is small(Table

2.5). Its ability to get its own students to recruit other students is

limited.

TABLE 2.5. Projected share of students in all levels (Elementary to College) by Region, as %of national population: 85,261,000 (2005)

BASIC ED SHAREREGION % OFNATLPOPN(2000)

ELEM.12.67%

H.S.11.70%

COLLEGESHARE10.47%

S.U.ENROLMENT

BYREGIONALSOURCE

ACTUALSU

SHARE(%)

W Visayas 8.12 877,169 810,014 724,858 68 .0093

C Visayas 7.46 805,872 744,175 665,941 1,200 .1801E Visayas 4.72 509,881 470,845 421,346 33 .008W Mindanao 4.04 436,424 403,012 360,644 154 .0427

N Mindanao 3.59 387,812 358,122 320,473 170 .0530S Mindanao 6.78 732,414 676,341 605,239 23 .0038

C Mindanao 3.39 366,207 338,171 302,619 25 .0083

Calculated from the NSO Data set of 2005 Census

2.2.8 Its student population is overwhelmingly local. Most Silliman

students come from nearby cities, towns, and provinces, and from

immediate regions in the Visayas and Mindanao (Table 2.6).

TABLE 2.6. Top 5 regions of origin of students in Silliman (excluding foreign), SY 2007-2008

REGIONAL ORIGINS N

Region 7 (Central Visayas) 559Region 6 (Western Visayas) 159Region 9 (Western Mindanao) 439Region 10 (Northern Mindanao) 199Region 12 & ARMM (Central Mindanao) 136

2.2.9 Faith integration, which is to be among the hallmarks of Silliman

education, can be expensive. The integration of faith appreciation and

faith strengthening in the universitys mainstream programs in

instruction, research, and instruction (which are integral to the

universitys Vision, Mission and Goals) requires high investments of

time, of developing appropriate methods, and training. Yet, these are

necessary in order for the university to achieve faculty re-tooling and

pedagogical readjustments. The universitys present capabilities to

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undertake these investments are limited mainly because of tight

budget constraints (please refer to Figure 2.3).

2.2.10 The ability of the university to meet the current demand for studentsupport and scholarships is substantial, but not up to par with the

extent of the need. Sillimans scholarship portfolio is substantial

(about 10% of annual operating budget), but most grants are partial

(Table 2.7). This weakens the universitys student-drawing power.

TABLE 2.7. Student scholarships and aids

SY2003-2004

SY2004-2005

SY2005-2006

SY2006-2007

SY2007-2008

(NUMBER OF RECIPIENTS)Full School Fees Scholarship

A. Corporatescholarship

18 20 26 26 21

B. UBCHEA andOther SubstantialScholarship

37 28 17 24 38

TOTAL 55 48 43 50 59Partial Scholarship and Aid

A. University

Scholarship170 176 183 181 157

B. Endowment andAid

267 176 149 119 38

Total 437 352 332 300 195GRAND TOTAL 492 400 375 350 254

2.2.11 Faculty and staff development in Silliman is modest. Only a few (less

than 30%) of the faculty and staff are enjoying grants for professional

development (Table 2.8). Among those who do, most are partial. Theresources for faculty and staff development in the university are

limited and almost all sourced from designated gifts and donations

(please refer to Figure 2.1). This limits the ability of the university to

drive its own faculty and staff development program toward priorities

consistent with its institutional goals.

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TABLE 2.8. Number of faculty and staff enjoying grants for professional growth

PERSONNELCATEGORY

SY 2005-2006 SY 2006-2007 SY 2007-2008

Faculty 135 91 93

Staff 11 5 3

2.2.12 Sillimans bench of potential successor academic leaders is shallow.

The bulk of the faculty is in the lower academic ranks (Table 2.9). This

weakens the universitys ability to sustain higher leadership rotations

in its academic units. Regular rotations could be crucial to ensuring a

continuing recharge of scholastic and intellectual energy in the units.

Table 2.9. Summary of faculty by degrees and ranks

FACULTY PROFILE SUMMARY

TEACHING

DEGREE RANK STATUSSCHOOL

YEARTOTAL B

accalaur

eate

Masters

DoctoraL

Instructor

Assistant

Professor

Associate

Professor

Professor

Regular

Temporary

2003-2004 383 224 136 23 228 122 24 9 316 672004-2005 394 239 135 20 244 122 19 9 302 922005-2006 394 228 140 26 252 118 16 8 293 1012006-2007 405 233 144 28 258 125 12 10 301 1042007-2008 394 223 150 21 236 133 15 10 289 105

NON-TEACHING (LIBRARIANS AND GUIDANCE COUNSELORS)

DEGREE RANK STATUSSCHOOL

YEARTOTAL B

accalaureate

Master

s

Doctor

aL

Instruc

tor

Assistant

Professor

Associate

Professor

Professor

Regula

r

Tempo

rary

2003-2004 26 21 5 0 21 5 0 0 24 22004-2005 27 21 5 1 21 5 0 0 24 32005-2006 33 24 8 1 24 9 0 0 29 42006-2007 33 20 10 3 21 7 5 0 28 52007-2008 31 18 10 3 18 8 5 0 29 2

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2.2.13 The productivity levels of different academic units are highly

uneven. The ratios of total expenses (to serve their offerings) against

total revenues (less faculty and staff entitlements) are mostly negative,

with only a few units compensating for these (Figure 2.6). Uneven

revenue burdens may take a heavy institutional toll on the

compensating units, which could weaken them.

FIGURE 2.6. Sillimans tuition and fee revenues against total expenses by units, 2007-2008

2.2.14 There is very low involvement of the faculty and staff in research

and extension. This could weaken the universitys ability to offer

tested and new knowledge, which could translate to eroding its

reputation and the quality of its programs and offerings.

2.2.15 Many of the universitys physical facilities and assets are old and are

highly depreciated (Table 2.10). This takes a substantial bite from the

universitys maintenance and overhead budgets, which could

otherwise be directed toward supporting the delivery of academic

programs and offerings.

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TABLE 2.10. Number of buildings and their ages

AGE OF BUILDING NUMBER OF BUILDINGS

Less than one-year 5

1-5 years 76-10 years 5

11-20 years 5

21-40 years 47

41-60 years 48

61-80 years 13

81-100 years 7

Over 100 years 2

NOTE: There are 31 buildings without record on file as to the year being built.

2.2.16 Sillimans operating financial base is still weak. This is true in the

sense that its recurring net personnel costs (excluding project staff) are

still higher than net tuition revenues (total tuition revenues less

entitlements to dependents; see Figure 2.7). Although improving, this

is a weakness because tuition is the universitys principal source for

salaries and benefits.

FIGURE 2.7. Sillimans net tuition fees and net salaries and benefits, in pesos, 2000-2007

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2.3Perceived OPPORTUNITIES

These are the patterns and trends in Sillimans external and internal environmentsthat, in the view of the university community, have created distinctive windows for

the university to expand and improve its operations and achieve its Vision, Mission,

and Goals.

2.3.1 There is a continuing rise in the countrys population, which could

translate to a continuing demand for education (Table 2.11). This

offers an opportunity for Silliman to continue investing on the quality

of its programs and offerings. This will allow it to capture an even larger

part of an anticipated rising number of students in the country.

TABLE 2.11. Population of the Philippines by sex by 5-year intervals, 2000-2040

YEAR BOTH SEXES MALE % OF TOTAL FEMALE % OF TOTAL

2000 76,946,500 38,748,500 50.35 38,198,000 49.652005 85,261,000 42,887,300 50.30 42,373,700 49.70

2010 94,013,200 47,263,600 50.27 46,749,600 49.732015 102,965,300 51,733,400 50.24 51,231,900 49.762020 111,784,600 56,123,600 50.21 55,661,000 49.792025 120,224,500 60,311,700 50.16 59,912,800 49.842030 128,110,000 64,203,600 50.12 63,906,400 49.882035 135,301,100 67,741,300 50.06 67,559,800 49.942040 141,669,900 70,871,100 50.02 70,798,800 49.98

SOURCE: NSO, with percent computed by the SU Researcher

2.3.2 The percentage share of total population in the country of the

regions that comprise Sillimans frequent sources of students has

been high (Table 2.12). If it remains so, the demand for education in

these regions will continue to be high. This offers Silliman an

opportunity to sustain its student population and subscription rates.

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Table 2.12.Percent share of national population, by regions, 2000

AREA% OF TOTAL

POPULATION,2000

2000

(MAY 1)

1995

(SEPT.1)

1990

(MAY 1)

Philippines 100 76,504,077 68,616,536 60,703,206NCR 12.98 9,932,560 9,454,040 7,948,392Cordillera AdministrativeRegion

1.78 1,365,412 1,254,838 1,146,191

Ilocos Region 5.49 4,200,478 3,803,890 3,550,642Cagayan Valley 3.68 2,813,159 2,536,035 2,340,545Central Luzon 10.49 8,030,945 6,932,570 6,199,017Southern Tagalog 15.42 11,793,655 9,943,096 8,263,099Bicol Region 6.13 4,686,669 4,325,307 3,910,001Western Visayas 8.12 6,211,038 5,776,938 5,393,333Central Visayas 7.46 5,706,953 5,014,588 4,594,124Eastern Visayas 4.72 3,610,355 3,366,917 3,054,490

Western Mindanao 4.04 3,091,208 2,794,659 2,459,690Northern Mindanao 3.59 2,747,585 2,483,272 2,197,554Southern Mindanao 6.78 5,189,335 4,604,158 4,006,731Central Mindanao 3.39 2,598,210 2,359,808 2,032,958ARMM 3.15 2,412,159 2,020,903 1,836,930Caraga

12.74 2,095,367 1,942,687 1,764,297

1Created into a region under R.A. No. 7901 dated 23 February 1995, taken from Region 10and Region 11 / SOURCE: National Statistics Office

2.3.3 The Board of Trustees is committed to moving the university

forward in terms of relevance to national development. This is

evident in its restatement of the universitys Vision, Mission, and

Goals. It is also evident in its insistence that the university continues to

re-examine its strategic plans, to better respond to changing conditions

and priorities of the Filipino people. This offers a unique opportunity

for the university to sharpen its relevance and reach in Philippine society.

2.3.4 Alumni and public support for Silliman is continuing and remains

robust (please refer to Figure 2.1); and there remain deep

commitments for Silliman by many individuals and friends of the

university. These include national businesses and agencies and

international institutions. Among those that have been recently active

in their support for new scholarships and academic programs and

facilities in the university include:

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AgriNurture, Inc. (ANI)

USAID-EcoGov II

World Bank

The Uytengsu Foundation, Inc.

The Philippine Council for Agriculture, Forestry and Natural

Resources Research (PCARRD)

The Silliman Alumni Association, Inc.

The Silliman University Alumni Council of North America

2.3.5 Recent national attention on food security and on the quality of

public administration in the Philippines has translated into renewed

interests on agriculture and on promotingearlier on at the

baccalaureate levelthe culture of good governance. This has led to

opening new opportunities for Sillimans agriculture and environment

programs and for its public administration and related offerings.

Student subscriptions to these programs are likely to go up, and public and

donors support for them could increase.

2.3.6 Silliman is well placed in the Visayan archipelago to lead in

innovations and R&D on small-island production and governance.

The Visayas comprises the largest collection of small islands in the

country. Silliman, being in Central Visayas, is proximate to areas

offering diverse conditions of small islands. These offer opportunities

for Silliman, which has programs and offerings in agriculture,

agribusiness, economics, entrepreneurship, coastal and marine

sciences, and public administration, to explore how the productivity and

governance of these highly environmentally-constrained and unique

ecosystems may be best improved and sustained.

2.3.7 The leadership community in the university is working together.

Deans, directors, and chairs of different units, and the leadership of the

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faculty and staff associations and the student government are

committed to pushing the universitys relevance and reach to its internal

and external publics, and also in integrating faith formation in the

universitys instruction, research, and extension programs. This opens

an opportunity for undertaking collective innovations in the

university.

2.3.8 There is a general willingness in the university to try out new things.

There are, among the faculty and staff, good academic and program

innovators who are able to think through the universitys options on

both learning contents and delivery methods. Service learning is a

distinct innovation in Silliman being recognized in academic circles in

the Asian region. Certificate courses are being designed and offered to

complement and add related competencies to mainstream courses.

Experiential learning in agriculture is giving it a distinctive

pedagogical line. Innovations offer opportunities for sustaining Sillimans

leading edge over other schools.

2.3.9 There is interest by multilateral funding agencies to support the

development of innovations in learning content and delivery in

Silliman. The World Bank has indicated interest to support Silliman to

become a knowledge process outsourcing institution for local

governments, small and medium enterprises, and other learners who

are otherwise unable to come to the university. This involves

introducing new methods and technologies to do on-line catering of

knowledge. The USAID EcoGov II has also indicated interest to support

Silliman become an off-site technical support provider for coastal

communities and local governments.

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2.3.10 Previous investments on facilities for many of the universitys

programs and offerings have been high. These are now paying back

by way of allowing the university to more readily absorb expansions

and higher enrolments in its less-subscribed programs and offerings.

One instance is Agriculture, and previous investments on an operating

farm. Another is on Information Technology and on IT infrastructure

in the university currently worth over 50M pesos. Other instances

include previous investments on science education, laboratories, the

library, the Luce Auditorium, the Medical Center, and on dormitories.

2.3.11 There has been a declining trend on the extent and intensity of legal

and political challenges to Sillimans holdings. Except for two brief

instances (which lasted from one to two weeks) when attempts were

made to fence off contested areas by claimants, no new related legal

actions have been actually filed against the university in the past two years.

This offers an opportunity for Silliman to focus on developing its

holdings, and to improve their ability to support community and

academic life in the university.

2.4 Perceived THREATS

These are the patterns and trends in Sillimans external and internal environments

that, in the view of the university community, could pose risks to the universitysoperations and endanger its ability to achieve its Vision, Mission, and Goals.

2.4.1 Almost 2/3 of the present members of the Board of Trustees are

ending their terms within the next 3-4 years. This could prove to be a

case of too many, too fast (Table 2.13). It could pose the possibility of

many new members holding different strategic views of the university

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that, while such infusion of new views has value, could disrupt the

continuity of this Plan.

TABLE 2.13.Members of the Silliman Board and their terms, 2008

TRUSTEES TERM ENDS CONTINUITY

Amatong, Juanita D. May 31, 2011 Maybe immediately extended foranother term

Balbido, Ricardo, Jr. A. May 31, 2009 Reelectable after at least a 1-yearinterregnum

Briones, Leonor M. May 31, 2009 Reelectable after at least a 1-yearinterregnum

Delloso, Roselyn G. May 31, 2008 Maybe immediately extended foranother term

Fundador, Rosita V. May 31, 2012 Maybe immediately extended foranother term

Nolido, Reinaldo M. May 31, 2009 Reelectable after at least a 1-yearinterregnum

Orteza, Edna J. May 31, 2010 Maybe immediately extended foranother term

Remollo, Felipe Antonio B. May 31, 2008 Reelectable after at least a 1-yearinterregnum

Sayson, Fema Christina P. May 31, 2012 Maybe immediately extended foranother term

Sy, Julio, Sr. O. May 31, 2010 Reelectable after at least a 1-yearinterregnum

Tan, Noel R. May 31, 2008 Reelectable after at least a 1-yearinterregnum

Torres, Rebecca C. May 31, 2011 Maybe immediately extended foranother term

Villalba, Noel C. May 31, 2007 Already replaced by Dr. DeborrahMarco

Villamor, Antonio P. May 31, 2011 Reelectable after at least a 1-yearinterregnum

Villavito, Madison M. May 31, 2010 Reelectable after at least a 1-yearinterregnum

Yap, Roman T. Emeritus Lifetime honorific

2.4.2 Donors lose interest on Silliman. The university is too highly

dependent on gifts and donations (and on donors goodwill, see

Figures 2.1 and 2.3) to be able to execute its programs. This sense ofgoodwill can be withdrawn at any time for a number of reasons, from

economic to political, with the university hardly able to do anything

about it.

2.4.3 Public confidence on Sillimans programs and offerings suddenly

drops. For example, if the initial board performance of Sillimans new

Medical School is dismal; or if the board passing rates in traditionally

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strong and productive programs like nursing, education, and

accountancy decline; or if the universitys General Education

curriculum (mostly offered by the College of Arts and Sciences, and

which has the highest productivity level in the university; see Figure

2.6) gets perceived to offer no clear advantage to graduates; or if

Sillimans programs and offerings are perceived to be irrelevant and

disjointed against emerging social and cultural trends and preferences

in the country. Any of these could upset public confidence on Silliman

as an educational institution and could translate to precipitous drops

in enrolment.

2.4.4 The faculty and staff are unable to respond to rising levels of

knowledge integration being demanded in the world of work. This is

a situation in which, organizationally, the university is unable to raise

the level of disciplinal collaboration across its programs and offerings.

It could lose relevance and competitiveness among students seeking to

better fit with the new workplaces and entrepreneurial opportunities

that demand high levels of disciplinal integration (e.g., managing

enterprises in highly technologically globalized environments; bio-

engineering; ecology and environmental management and policy;

package engineering and design; theology and the comparative study

of modern politico-religious movements).

2.4.5 New regulations may require new facilities and teaching standards

(like faculty-student ratios), which the university would be unable to

afford. This could plunge Sillimans academic competitiveness and

erode its reputation for academic excellence.

2.4.6 Recession and general economic downturns (including soaring

inflation) could affect students ability to come to Silliman.

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The Philippine economy continues to be plagued by low

performances in production and trade (Table 2.14).

The areas from where most Silliman students come from are facing

difficult economic circumstances (Table 2.15).

These could affect students ability to afford coming to Silliman.

Enrolment could drop, and because salaries and benefits in the

university are mainly supported from tuition, this could affect the

universitys ability to sustain its corps of faculty and staff and the

quality of its services.

TABLE 2.14Philippine Economic Performance Indicators, (2004-2007)

YEAR

2007 ForecastECONOMIC

INDICATORS2004 2005 2006 Govt

ForecastMBC

ForecastGNP Growth Rate (%) 6.7 5.6 6.2 6.2-7.1GDP Growth Rate (%) 6.2 5.0 5.4 6.1-6.7 5.3-5.4Services Growth Rate(%)

7.6 6.4 6.3 6.6 6.4

Industry Growth Rate 4.7 4.9 4.8 5-8 4-9Unemployment Rate(Phil. Def)

11.8 11.3 11.0 11.1 10.7

Export (US $) 39.7 41.3 47 51.8 52Growth Rate (%) 9.5 4.0 14 11 9.5Imports (US$) 44 47.4 47.4 60.3 55.3Growth Rate (%) 8.8 7.7 9.6 12 7.1BOT (US$)(+/-)

-4.3 -6.2 (4.1) -8.5 -3.3

SOURCE: Philippine Business Magazine, vol 3, Nov. 10, 2006; Forecast consolidated fromNSCB-NSO, NEDA and MBC

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TABLE 2.15.Consumer Price Index (CPI), Inflation Rate (IR) and Purchasing Power of thePeso (PPP)1 (1994=100)

CPIINFLATION

RATEPPP

AREA

2006

3

2005

1994BASEYEAR

2006

3

2005 2006

3

2005 1994Philippines2 130.7 129.8 100 9.5 7.6 0.76 0.77 100Region VII 140.7 134.6 100 6.9 6.5 0.71 0.74 100Bohol 145.4 136.3 100 11.3 9.0 0.69 0.73 100Cebu 139.9 134.6 100 6.0 6.3 0.71 0.74 100Negros Oriental 142.7 133.9 100 9.8 7.1 0.70 0.75 100Siquijor 140.2 131.0 100 9.7 7.6 0.71 0.76 100Cebu City 138.0 134.1 100 3.7 4.7 0.72 0.75 100Average 373.0 373.4 100 257.9 256.7 287.2 287.1 336.8

SOURCE: Susan V. Suarez, Unpublished Doctoral Dissertation (2007)1

Consolidation by this researcher using the NSO data for Region VII date revised April 24,2006

2NSCB RD10, NSO, revised April 1, 2006

3Computed by the researcher using NSO Monthly Fact Sheet for RDVII dated April 24, 2006.

This is computed from the first four months of the year.

2.4.7 Serious social and political breakdowns occur in the country.

Situations like in 1972 (when Martial Law was declared) could recur

and university operations are disrupted or halted for a time. When this

happens, at this time when the universitys surplus accumulations are

still low, Silliman would be unable to weather through the period of

crisis.

2.5Analysis of Sillimans SWOT

Table 2.16 below summarizes the consolidated (university-level) strengths,

weaknesses, opportunities, and threats in Silliman, which, together (as

viewed by the general university community) comprise the set of major

constraints on Sillimans ability to operate and pursue its Vision, Mission,

and Goals. To reiterate, these are the conditions in the current and foreseeable

futures of the universitys macro, external, and internal environments that

would eitherpromote or inhibitSillimans development.

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Table 2.16.Summary of Sillimans strengths, weaknesses, opportunities and threats, as viewed by theuniversitys constituency in 2008

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

High social value ofeducation

Long presence in thePhilippines

Active and workingBoard

Large portfolio ofprograms/offerings

Wide alumni andpublic support

Rising enrolment Wide recognition

and good reputation Wide space for

integrating faith inthe curriculum

Good complement offaculty and staff

Good academicleadership

Spacious campus;many facilities

Improving financialstate

Offerings may betoo wide and varied

Board is entirelyalumni

Donors supportdriven by donorsview of needs

Uneven subscriptionto offerings

Has higher tuitionthan many nearbyschools

Has limited array ofalternative courses

Small share ofstudents from

nearby areas Students are mostly

local Integration of faith

can be operationallyexpensive

Scholarships still lowthan demand

Faculty and staffdevelopment is low

Academicleadershipsuccessor bench isshallow

Uneven productivityof units Low faculty and staff

involvement inresearch andextension

Most facilities areold

Financial base is stillweak and limited

Continuing rise inpopulation

Demand foreducation incatchments is high

Board committed tomoving Sillimansrelevance

Alumni and publicsupport is continuingand remains robust

Recent publicconcerns on food &governance isdrawing publicinterests on

Sillimans agricultureand public adprograms

Well-placed to leadin Small Island R&D

Leadership isworking together

General willingnessto innovate

Recent interests bymultilateral agencieson Sillimansalternative learningcontent and delivery

Previousinvestments infacilities andprograms are betterpositioning theuniversity for newthrusts

Declining challengesto the universitysland claims andholdings

The rapid rate of Boardsuccession in the next

3-5 years could disruptstrategic continuity

Donors lose interestson Silliman

Public confidence onSillimans programsand offerings drop

The faculty and staff isunable to undertakedisciplinal integrationas rapidly as might bedemanded by studentsand the new andemerging workplaces

New regulations &standards areimposed, whichSilliman is unable toafford

Recession and generaleconomic downturnscould affect enrolment

Serious social andpolitical breakdownsoccur and affect thecontinuity of Sillimansoperations

The SWOT indications suggestthat:

1. Sillimans strengths are mainly on

the quality and diversity of its academic programs and offerings;

the stability and robustness of its systems, procedures and governance;

and

the level of support it is enjoying from its public.

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The conscious and prominent stress on faith strengthening and evangelical faith

formation as component goals of Sillimans academic life are especially unique

features of the universitys programs and offerings. Having an active and

working Board, good academic leadership, and a decent financial state, stand out as

among the strengths of its systems, procedures and governance. The

increasing level of its alumni support, support from friends, and its public

prominence in the Philippines, give it unique strengths in terms of public

support.

2. Sillimans weaknesses are mainly in the same areas of its strength,

depending on how certain conditions of its macro, external, and internal

environments develop. These conditions include:

how students course preferences will tend to either narrow toward

only certain degrees and courses, or widen toward the courses offered

in Silliman;

the degree to which disciplinal integration dominates the requirements

of emerging new enterprises and employment opportunities;

how the trustees and donors appreciate the universitys needs,

priorities, and opportunities;

how the university is able to sustain its faculty and staff development

and the development of its facilities, to meet new regulatory demands;

and

how the economy performs and affects (a) students ability to come to

Silliman, and (b) Sillimans ability to sustain its financial base.

Students course preferences will affect the degree to which Sillimans

offerings may prove to be too wide and varied (or restricted) and the extent to

which subscriptions to them turn out to be more properly distributed. It will also

subsequently affect the comparative productivity of colleges and units.

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Successes and failures on disciplinal integration would likely affect public

interests on the universitys portfolio of courses and offerings.

Trustees and donors appreciation of the universitys needs and priorities

would influence how Sillimans competitiveness will compare against those of

other nearby schools. It will affect the degree to which the university is able to

address its aging physical plant and facilities.

The universitys ability to sustain its faculty and staff development and the

development of its facilities in the face of new and emerging regulations and

standards, could translate to either weakening or boosting its competitiveness and

its edge over other schools.

The performance of the economy will determine the extent that Sillimans

tuition structure will remain competitive, and the extent that potential students

can afford to come to Silliman.

3. Sillimans opportunities may be particularly wide in the areas of

agriculture, education, public administration, business and accountancy,

medicine, nursing and allied health sciences, information technology, and

in general education. These seem so in light of the emerging crisis on food

security and on governance, and the rising public interest on health professions

and on integrated learning and new methods of learning delivery. It remains

robust in engineering, social sciences, humanities and the arts,

communication, basic education, and in science and mathematics, as

indicated by the continuing high demand for education nationwide (and more

particularly in the regions being served by Silliman); the Boards

commitment to advancing Sillimans holistic liberal education; and continuing

alumni and public support for Silliman and its programs.

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4. The threats to Silliman cluster around mostly external conditions that could

affect students preferences and ability to come to the university. These

could include donors interests on Silliman and on its students and how

economic, social and political perturbations (to the extent that they occur)

could upset Sillimans ability to respond to new regulations and

investment requirements, and even to sustain its operations. Some threats

from Sillimans internal systems remain centered around its ability to keep

its present directions and the ability of the faculty and staff to hone

offerings against current demands for integration and innovations in

industry and society.

The SWOT suggests that, over-all, Sillimans key areas of strategic actions

or the aspects of its operations that could be refined in the long-term in order

for it to better achieve its Vision, Mission, and Goals under emerging

conditions in its macro, external and internal environmentswould be its

Programs and Offerings (and how its portfolio of these could command

public value);

Faculty and Staff (and how they are able to adapt to new and emerging

trends on disciplinal configurations of competencies