SSC RESEARCH AND ACADEMIC DEVELOPMENT (RAD) OFFICE I Guidelines and Policies on Research I Guide to Submission of Research Proposals I Publications Committee I Research and Evaluation Committee I

The Research and Academic Development (RAD) Office

achieving this end.  In cognizance of this goal, the Research and Academic Development (RAD) Office, finds itself at center stage as the College Unit’s support in:  

1.   establishing a culture of research by providing research leadership, policy direction and the avenues/opportunities where research needs of faculty members may be met;

2.   involving faculty members in audit/program reviews;

3.   periodically reviewing research incentives that may be given to deserving faculty members; and

4.   publishing research outputs of faculty members.  

The RAD Research Agenda for SY 2006-2009

The Research Agenda of the RAD Office for SY 2006-2009 is anchored on SSC being classified as a teaching college in the typology of Higher Education Institutions (HEI’s) by the Commission on Higher Education (CHED).  Thus, investigations exploring the teaching-learning dynamics remain to be the focus of the research agenda for the next three years. This however does not bar faculty members from still pursuing research within the nuances of their disciplines.

Studies planned and structured to answer questions on how students learn and on how academic tasks can be designed with the end goal of exploring the teaching–learning processes can be prioritized and may be worthy of funding. 

The research agenda must also be aligned with the move of the different departments to revise and update all their curricular offerings towards a competency-based curriculum. Thus, studies and investigations toward these ends are highly encouraged. Investigations on how instruction can be planned, designed, and executed to address the identified competencies can also be pursued.  Instructional materials can be developed and alternative assessment tools can be explored in support of instruction.

In this light the RAD Research agenda can be posited along these areas:

1.  Studies on competency-based curriculum

2.  Empirical Investigations on innovative pedagogy and use of technology in the classroom

3.  Research dealing on self-management and towards self-directed learning

4.  Peace education research

Studies on Competency-based Curriculum

What are the core and peripheral competencies that all graduates of SSC should posses? How are these competencies reflected in the curriculum? What are the corresponding benchmarks of these competencies at various points in the curriculum? Are these competencies aligned with industry needs and standards?   

Empirical Investigations on Innovative Pedagogy

What teaching methodologies and strategies are the most appropriate in developing the identified competencies? How are academic tasks structured and designed to address these competencies? What research designs are most suited to obtain data on these teaching strategies? 

Research on Self-Management and Self-Directed Learning

Beyond content acquisition, students must learn and develop skills on how to learn; likewise, they should be able to adjust their study strategies to attain study goals.  The ability to be self-directed and be on task is one of the competencies needed in the work force. Thus, it is worthwhile that instruction, academic tasks and assessments are designed and structured to develop and reinforced these skills. Classroom investigations on how these skills are developed can be pursued.

Peace Education Research

How is peace education defined and operationalized? What constitute peace education? What are the core and peripheral dimensions of peace education? How are these translated into the classroom setting? What academic tasks and activities can be employed to instill knowledge, skills and values associated with peace education?  

Action Plans

Research forums on the various topics aligned with the research agenda marked the first phase towards establishing a culture of research at SSC Manila.  Exposure to these various paradigms and their consequential methodological approaches served as venues for the brewing of ideas and the percolation of interesting problems to investigate.  The next phase is the formation of a research core to concretely address the various areas of the research agenda.  Thus, a more intensive coordination and collaboration with the various departments is in order for the fruition of the research agenda.  Beyond, exposure to various research paradigms, more concrete steps must be undertaken for faculty members to undertake research.  More incentives for faculty to actively engage in research should be explored.

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