CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

The Education Act of 1982 may rightly be considered as a landmark

in the history of the Philippine educational system. As a collective

expression of the will and wisdom of the Filipino people, the law reaffirms

their faith in education as a vital instrument for human uplift and social

progress. Furthermore, the act restates the policy of the state to establish and

maintain a complete, adequate and integrated system of education relevant to

the goals of national development and it delineates specific provisions

relevant to various concerns of the educational enterprise (Aquino, 1985).

Institutional Management is a basic advantage in building an

atmosphere that provides continuous improvement of individuals and their

institution to better provide for the clientele they serve. Every institution

needs a leader with a clear understanding of the situation, problems and

issues their institution is facing and is prepared to act upon them while

maintaining its operational functions.

Birnbaum (2008) defined management as a function performed by

appointed officials in a hierarchical organizational structure. The influence

of a manager essentially comes from the legal governance authority granted

to the position, and not from the personality or other characteristics of the

incumbent.

Management directs and coordinates the efforts of the people to

accomplish goals and objectives by using available resources efficiently and

effectively. It is also a process of accomplishing the organization’s goals by

working with and through people (Payos, Respinosa, & Zorilla, 2016).

Leadership involves influencing others by inspiring their trust, and

motivating them through words and deeds. The influence of leaders is not

based on any specific legal authority, but on the professional and moral

authority ascribed to them by the members of the department; the leader's

right to influence is voluntarily conferred by the members of the department

(Birnbaum, 2008).

To ensure the success of an institution, academic managers should

improve their management skills to direct its people, assign responsibilities

and improve its resources to meet the continuing needs of the market, which

is the criminology course and to handle the problems encountered along the

way.

The potential to lead depends on the academic manager’s background

and experiences, the nature of the issue being considered, and the
perceptions of department members. It is often expected that heads will be

leaders although, unlike their managerial responsibilities, specific references

to leadership behavior will seldom appear in legal job descriptions

(Birnbaum, 2008).

The academic managers are given many task at hand and are

extremely preoccupied but no school, college or university can work

effectively without their proper guidance. Their responsibilities include

managing the daily needs of the school. Making sure of the proper flow of

administration is not their only priority but for the benefit of their students as

well. They look after all the problems faced by the students and take their

feedback on how to maximize their potential and further improve the college

or university.

In response to changing external circumstances, a firm’s employee

constantly must endeavor to find new sources of competitive advantage.

This requires that the firm make a sequence of short-term maneuvers and

long-term changes in direction that add up to a unique position against

which competitors cannot make serious inroads. Critical to long-term

advantage are positioning the firm so it can protect its product and markets

from competitors and thus finding a free space in which to compete (Flippo,

& Munsinger, 1982).

 Given the issues at hand, the researcher being a criminologist, academe,

and dean is motivated to comprehensively probe into the lived experiences

of the academic managers specifically the Criminology Deans and Program

Heads of the different schools in Eastern Visayas who are offering the

criminology course on the problems they encounter in the administration,

management and supervision of the course and what particular solutions are

they trying to give to address the problems experienced. Conclusions were

drawn out as a result of this study and will be the basis in making necessary

recommendation to solve the problems.

Theoretical Background

This study is anchored on three (3) theories namely: Transformational

leadership by James McGregor Burns, Leader-Member Exchange (LMX)

Theory by George B. Graen and Mary Uhl-Bien, and Path–Goal Theory

by Robert House,

Transformational leadership, a popular leadership theory, has research

roots as early as 1978 when James McGregor Burns, considered the founder

of modern leadership theory (Denmark, 2012). Transformational leadership

is when a leader empowers members of the learning community to improve

from within. The transformational leader does not simply run a school,
merely keeping it afloat. Instead, such leaders seek to make things better

through genuine collaboration between the school’s members and

stakeholders (Gunn, 2018).

Transformational schools and transformational leadership are terms

easily and readily applied to educational institutions and leaders who are

perceived, but not often verified, to have experienced or facilitated positive

changes. An improved school climate, increased student achievement, more

involved stakeholders, more rigorous instruction, and/or fluid and

transparent communications are expected to occur instantaneously and

boldly once the label “underperforming” is attached to a school or leader. No

matter the governing body, geographical region, or setting of an

underperforming school, there is a common belief that the leader (singular)

is solely responsible for changes to occur (Denmark, 2012).

It fosters autonomy in all individuals, empowering them to problem-

solve and innovate without seeking permission and instead trusting their

expertise. Traditionally speaking, some schools continue to place emphasis

on hierarchical leadership models where top-down decision-making reigns,

often negatively impacting teacher motivation as they may be left feeling

that their voice doesn’t matter. Within a school where transformational

leadership flourishes, individuals are confident that their voice matters,

elevating collective efficacy and increasing learner achievement (Gunn,

2018).

However, transformation requires the leadership of more than one

individual for pervasive and lasting change. Transformational leadership is

not limited to the building principal or the school system superintendent; all

educators in a building or school system must contribute to the evolution

from an underperforming school or system to an effective school or system

(Denmark, 2012).

Transformational leadership theory is supported by nearly 30 years of

research correlating transformational leadership to positive performance

outcomes including individual, group, and organizational level variables. It

also solidified the need to study followers in leadership research.

Transformational leadership was the first developed and validated theory to

emphasis morals and values in leadership. However, research on the theory

is primarily based on the multifactor leadership questionnaire, which has

produced inconsistent results. Research has also focused heavily on senior-

level leaders. Transformational leadership also has the potential to be used

negatively by leaders “faking it.” Regardless, transformational leadership

theory is a valuable and widely used approach to studying and teaching

leadership (Burkus, 2010).

 Transformational leaders are captains who trust their crew to help

design and carry out improvement. They create a culture of innovation and

motivate teachers and students to continuously progress, ever aiming to

create the best learning environment for students (Gunn, 2018).

Leader-Member exchange theory (LMX), on the other hand, focuses

on the relationship between managers and workers on how they should

interact with each other to reach a successful workplace environment. The

theory mainly focuses on how the two opposing sides of the relationship

deal with each other and how one another can help or motivate members of

the team. The leader-member exchange theory explains how this relationship

can either contribute or disrupt the members of the team in their workplace.

Research and experience have indicated that the quality of

performance of subordinates will affect the type of leadership behavior

displayed by the appointed manager in one simulated study of random

assignment of leaders to high- and low-performance groups, leaders of high-

performance group typically displayed more supportiveness of subordinates,

greater interaction, facilitation, and development of increased group

cohesiveness and productivity. (Farris & Lim, 1969).

Furthermore, the theory explains that the relationship must go through

three important phases that every leader and member will experience. The
three stages involved are Role-Taking, Role-Making and Routinization.

Role-taking is when team members first join the group and when managers

use their time to assess new member’s skills and abilities. This is an

important phase of the three stages because it is the first stage and it’s when

the first impressions will be made to the manager. Role-Making is when

new team members begin to work together on goals and assignments. In this

stage managers generally expect that new team members will work hard, be

loyal and prove themselves trustworthy as they get used to their new role.

The last phase is Routinization, when the routines between team members

and their managers are established. This phase requires hard work to

maintain good opinions by their managers.

In addition, this theory is a relationship-based approach to leadership

that focuses on the two-way (dyadic) relationship between leaders and

followers (Graen & Uhl-Bien, 1995). It suggests that leaders develop an

exchange with each of their subordinates, and that the quality of these

leader–member exchange relationships influences subordinates'

responsibility, decisions, and access to resources and performance (Deluga,

1998). Relationships are based on trust and respect and are often emotional

relationships that extend beyond the scope of employment (Bauer &

Ergoden, 2015). Leader–member exchange may promote positive

employment experiences and augment organizational effectiveness (Liden,

Sparrowe, & Wayne, 1997). It is widely used by many managers and is

replacing many of its predecessors.

While the path–goal theory, also known as the path–goal theory of

leader effectiveness or the path–goal model, is a leadership theory developed

by Robert House. The theory states that a leader's behavior is contingent to

the satisfaction, motivation and performance of his or her subordinates.

Path–goal theory assumes that leaders are flexible and that they can

change their style, as situations require. The theory proposes two

contingency variables, such as environment and follower characteristics, that

moderate the leader behavior-outcome relationship. Environment is outside

the control of the follower-task structure, authority system, and work

group. Environmental factors determine the type of leader behavior required

if the follower outcomes are to be maximized. Follower characteristics are

the locus of control, experience, and perceived ability. Personal

characteristics of subordinates determine how the environment and leader

are interpreted. Effective leaders clarify the path to help their followers

achieve goals and make the journey easier by reducing roadblocks and

pitfalls (Antonakis & House, 2014).

 A leader's behavior is acceptable to subordinates when viewed as a

source of satisfaction, and motivational when need satisfaction is contingent

on performance, and the leader facilitates, coaches, and rewards effective

performance. The original path-goal theory identifies achievement-

oriented, directive, participative, and supportive leader behaviors.

The directive path-goal clarifying leader behavior refers to situations where

the leader lets followers know what is expected of them and tells them how

to perform their tasks. The theory argues that this behavior has the most

positive effect when the subordinates' role and task demands are ambiguous

and intrinsically satisfying (House & Mitchell, 1974).

While the achievement-oriented leader behavior refers to situations

where the leader sets challenging goals for followers, expects them to

perform at their highest level, and shows confidence in their ability to meet

this expectation. Occupations in which the achievement motive were most

predominant were technical jobs, sales persons, scientists, engineers, and

entrepreneurs. The participative leader behavior involves leaders consulting

with followers and asking for their suggestions before making a decision.

This behavior is predominant when subordinates are highly personally

involved in their work (House, 1996). While supportive leader behavior is

directed towards the satisfaction of subordinates needs and preferences. The

leader shows concern for the followers' psychological well-being (House &

Mitchell, 1974). This behavior is especially needed in situations in which

tasks or relationships are psychologically or physically distressing (House,

1996).

In addition, the satisfaction and performance of the faculty, employees

and subordinates are influenced when the leader answers back with effective

solution for the problems that arises in either the employee or the work

setting.

This theory is useful because it reminds leaders that their main purpose as a

leader is to help their subordinates to define and reach their goals in a well-

organized and proficient manner.

It can be concluded that there is ‘no one best way’ or approach in

management or doing things, different situation calls for different approach

to handle, manage, and solve the arising issue concerned (Friedberg, 1997).

Management and organization is an ‘Open system’, which embrace

anomalies or challenges every now and then, which requires ‘adaptable’ and

‘situational’ solution in order to overcome or solve the problem or issue

concerned (Hai & Nawi, 2012).

According to Flippo and Munsinger (1982), the concept of a leader

has always occupied a strong and central role in traditional management

theory. There have been attempts to identify a leader type or a leader

syndrome, a leader who would be a leader anytime, anywhere and under any

conditions.

Tupas and Bernardino (1965), defined leadership as an activity

influencing people to band together for a common purpose and endeavor by

the inspiration and guidance by leader determined to achieve that purpose.

Any person who can influence people to cooperate to pursue a common

purpose is a leader. Leadership is a process of interaction by which human

desire and purposes are being advanced to attain the common good. It draws

out the best in the organization; it liberates energy for the accomplishment of

a common cause.

Elucidating on their definition, Tupas and Bernardino (1965), states

that leadership is not domination and it is not a monopoly of power. Rather,

it is an interplay of stimulus and action ever moving to preconceived goals

in which everyone contributes his efforts as his talent and time permit.

Furthermore, leadership is not exploitation, and neither is it abuse of trust. It

is, rather, an expression of a covenant arising from a consensus of the

organization.

In a paper prepared by Baduel (1976), for a JET Seminar at the

University of the Philippines for division chiefs and supervisors in the

government service stated that, a leader worth his salt does not remain a

storehouse. He has to function as a powerhouse – a kind of generator which

propels people to action and as a human dynamo, he is expected to be a

miracle knowledge worker, with the fiery steam of a president, the tantrums

of a prima donna and the indefatigability of a political candidate.

Baduel (1976), further points out that leadership means some form of

excellence, barrels and achievement, and busloads of accomplishment and

that leadership is the best possible means to measure the distance between

the dust and the stars.

Research and experience have indicated that the quality of

performance of subordinates will affect the type of leadership behavior

displayed by the appointed manager in one simulated study of random

assignment of leaders to high- and low-performance groups, leaders of high-

performance group typically displayed more supportiveness of subordinates,

greater interaction, facilitation, and development of increased group

cohesiveness and productivity. (Farris, & Lim, 1969). Low performance

stimulates a leader to behave more autocratically (Barrow, 1976).

Team members often know their jobs very well, but lack a sense of

how their jobs affect one another and how these jobs fit into a larger team

effort. As a manager, you are often the integrator, ensuring they are
consistent with one another. Managers have much to gain if the team

members themselves can spontaneously perform this work of integration. It

will be less in the middle and will provide team members with a chance to

take on broader roles rather than just perform their narrow jobs (Hirschhorn,

1991).

Furthermore, Hirschhorn (1991) states that to help the team coordinate

their efforts you must help them understand your operating philosophy, your

strategy for the team. Such a philosophy or strategy clarifies what you think

is important. As a manager in the middle you have only a limited effect on

the company’s mission, but you have much to say how your team fits into

and supports that mission.

According to O'Reilly and Pfeffer (2000), retaining talented and

successful employees is a key factor for a company to maintain a

competitive advantage. An environment where people can use their talent

effectively can help motivate even the smarter, hard-working, difficult

individuals. Building great people relies on engagement through motivation

and behavioral practices.

Competencies consist of a management logic and belief about how to

harmonize the organization’s many diverse resources and capabilities. They

are the patterns the organization uses to deploy its skills and assets in ways
that give value to customers. While their specific aspects vary from

company to company, competencies typically are broad in scope. They

involve such a complex harmonization of separate parts and competencies

are difficult to imitate. Indeed, the more complex the integration among

discrete elements, the more difficult it is for competitors to comprehend and

copy what the organization does and thus the easier it is for the organization

to sustain competitive position. Unlike physical assets, which wear out and

deteriorate over time, competencies may improve (Marcus, 2011).

According to Schroeder, Goldstein and Rungtusanatham (2011), in

their book entitled Operations Management: Contemporary Concepts and

Cases, all operations should have a distinctive competence (operations

capability) that differentiates it from the competitors. The distinctive

competence is something that operations does better than anyone else. It

may be based on unique resources (human or capital) that are difficult to

imitate It can also be based on proprietary or patented technology or any

innovation in operations that cannot be copied easily.

Furthermore, it may be used to define a particular business strategy in

an on-going business. The business strategy does not always emanate from

the market; it may be built instead on matching operations’ distinctive

competence (current or projected) with a current or potential new market

(Schroeder et al., 2011).

In an insightful article, Clark (1996) argues that distinctive

competence is an essential ingredient for a successful business strategy.

Walmart has a mission to be low-cost retailer. To achieve this mission, it has

developed a distinctive competence in cross-docking aimed at lowering the

costs of shipping. These distinctive competencies help Walmart compete on

the basis of low cost.

Motivation is a force that impels an individual toward active and

directed behavior. When the individual perceives that his objectives or

motives are met, he is motivated and becomes a synergistic factor to the

organization. When he is demotivated, he becomes a drag factor. Thus, the

leader has to identify what these motivators and demotivators are and how

these can be best achieved and avoided, respectively (Atienza, 2012).

Management can learn another lesson from sports according to Marcus

(2011), accomplishment comes as much from teamwork as from outstanding

stars. Most sports teams have great individual stars, but winning persists

because of how teams recruit, socialize and motivate all their players to

work together. A team’s management keenly analyzes the situation and

makes the right moves that bring together the parts needed for success.
Championship teams do not have to excel at everything but they have to be

able to blend the different parts to create a winning combination.

Academic managers throughout the educational institution industry

face the growing challenge of managing in team environments. Much has

been written on how employees can take up roles as effective team members

and organizational development practitioners have examined how managers

and others can help build a team. How do they take up their authority as they

empower others, how do they help others strike the delicate balance between

discipline and freedom, individual and collective achievement? Managers

will make these choices not in the context of formal team-building sessions

or at executive retreats, but in the tug and pull and is focused on its many

sided-dilemmas (Hirschhorn, 1991).

As such, the theories presented and the related studies and literatures all

attempt to shed light on the experiences and problems experienced by the

academic managers of criminology schools.

 THE PROBLEM

Statement of the Problem

This study is aimed to explore the lived experiences of academic

managers of Criminology programs in Eastern Visayas.

Specifically, this study seeks answer to the following sub-problems:

1. What are the experiences of the informants in managing the

criminology program?

2. What are the strategies employed by the informants to ensure the

quality of graduates?

3. What are the aspirations of the informants for a quality criminology

program?

Significance of the Study

The results of the study will benefit the following:

Administrators. The findings of this study will give an overall picture

of the performance of the department and to help support them in achieving

the desired goals to be able to gain competitive advantage over other

schools.
 Academic Managers. The results of this study will help the deans and

program heads and also future personnel who will be handling supervisory

positions on how to address issues and formulate strategies to gain

advantage to other schools in terms of the department’s performance.

Faculty. The result of this study will help enlighten the faculty

members on their vital role in the success of the students and the

criminology department.

The Criminology Students. The result of the study will help the

students to be equipped with the knowledge, skills and gain competitive

advantage over other criminology graduates who will be securing jobs in the

different law enforcement agencies and similar field of work.

Researchers. The result of this study will answer all the queries of the

research. The answers will be the guide for current deans and program heads

and even future personnel who will be handling supervisory positions on

how they address issues of their department to gain competitive advantage.

Future Researchers. This will serve as reference for future researchers

in pursuing related studies in their particular region.

 RESEARCH METHODOLOGY

Research Design

This qualitative research will use phenomenological research design by

using interview guide for personal interviews and focused group discussion

(FGD).

Phenomenology is the study of structures of consciousness as

experienced from first-person point of view. The central structured of an

experience of or about some object. An experience is directed toward an

object by virtue of its content or meaning together with appropriate enabling

conditions (Husserl, 1963).

Moreover, phenomenology attempts to determine the essential properties

and structures of experience, consciousness and the phenomena that appear

in acts of consciousness via systematic reflection (Reyes, 2018).

As such, phenomenology is best-suited for this study since it will explore

the lived experiences of Criminology Deans and Program Heads in the

different Criminology schools in Eastern Visayas regarding management

strategies as a means of competitive advancement as imparted first hand by

the informants to the researcher.

Research Environment

Eastern Visayas lies on the east central section of the Philippine

archipelago. It consists of three main islands, Leyte, Biliran and Samar,

which form the easternmost coasts of the archipelago. It is bounded on the

east and north by the Philippine Sea with the San Bernardino

Strait separating Samar from southeastern Luzon; on the west by

the Camotes and Visayan seas, and on the south by the Bohol Sea with

the Surigao Strait separating Leyte from northwestern Mindanao. It has a

total land area of 2,156,285 hectares (5,328,300 acres) or 7.2% of the

country’s total land area.

Eastern Visayas is home to several state universities, satellite

campuses and colleges offering the Criminology course (See Appendix E).

The province of Leyte is home to nine (9) different universities and colleges.

While the province of Samar has twelve (12) educational institutions

offering criminology. Lastly, the Province of Biliran has two (2) Universities

offering the Criminology course.

 The locale of the study includes Southern Leyte State University

(SLSU), located in San Roque, Sogod, Southern Leyte, a premier public

university in the Philippines. It is mandated to provide advanced education,

higher technological, professional instruction and training in trade, fishery,

agriculture, forestry, science, education, commerce, engineering and related

courses. It is also mandated to undertake research and extension services,

and provided progressive leadership in its areas of specialization. Formerly

the Southern Leyte State College of Science and Technology and Tomas

Oppus Normal College, SLSU was created through the passage of Republic

Act 9261 on March 7, 2004. SLSU is the only State University in the

province of Southern Leyte.

The Northwest Samar State University on the other hand, is a public

university in the Philippines located in Calbayog City with extension

campus in San Jorge, Samar. It is mandated to provide advanced education,

higher technological, professional instruction and training in trade, fishery,

agriculture, science, education, commerce, engineering, forestry, nautical

courses and other related fields. It is also mandated to undertake research

and extension services, and provide progressive leadership in its areas of

specialization. Its main campus is in Calbayog City.

 While Eastern Visayas Central Colleges (EVCC), Inc., located in

Dalakit, Catarman, Northern Samar is a private higher educational

institution. The school currently provides bachelor's degree courses

in Information Systems, Criminology, and Elementary Education. These

programs are also duly recognized by the Commission on Higher

Education (CHED).

Eastern Samar State University is a state university in

the Philippines with main campus located in Borongan, Eastern Samar. It

has a satellite campus in Maydolong, Guiuan and Can-avid Campus.

Founded On February 14, 1960 (as the Eastern Samar National Regional

Agricultural School – ESNRAS) through R.A. 2434.

Republic Act 8292, enacted on June 6, 1997 mandated the CHED

Supervised Higher Education Institutions of a province to integrate into a

State College or a University (SUC) System. The following educational

institutions Felipe Abrigo National Memorial College of arts and Trade in

Guiuan, Eastern Samar, Southern Samar College of Agriculture, Science and

Technology in Salcedo, Eastern Samar and Can-avid National and

Agriculture College in Can-avid, Eastern Samar were integrated into an

educational system named Eastern Samar State College.

 On August 7, 2004, R.A. 9312 was signed into law by President

Gloria Macapagal Arroyo, converting ESSC into a University call Eastern

Samar State University, which furthermore integrated the Maydolong

National Agricultural School into the new University. Congressman

Marcelino C. Libanan introduced the conversion bill in 2003 during the 12th

congress, and Senator Francis N. Pangilinan sponsored it in the Senate.

The Visayas State University, a premier university in the Philippines

located at the city Baybay City, Leyte is the second largest state university in

the Philippines in terms of land area, next to the University of the

Philippines Los Baños campus. It is one of the leading universities

in Southeast Asia for research in agriculture. The five-campus VSU system

has eight colleges, three institutes and one school.

The Visayas State University, Tolosa Campus was established in

September 11, 1971 and was formerly named Daniel Z. Romualdez

Memorial School of Fisheries. It is situated in the coastal barangay of

Tanghas, Tolosa, Leyte. The Goal of the Visayas State University-Tolosa

Campus is "To spearhead in the region's socio- economic development

through relevant fishery instruction, research, extension and production

which will result in the proper utilization and management of fishery

resources.
 Finally, Samar College Inc., a private school located at San Roque Street

and Allen Avenue in Catbalogan City, Samar. It opened its doors in July 1,

1949 styling itself under the name of its famous predecessors – Samar Junior

College. Hence, the early part of the 21st Century could be considered as the

institution’s self-styled Renaissance Era – a “rebirth in faith and trust” to the

academic opportunities offered by the school to its clientele. The new degree

offered at that time, the Bachelor of Science in Criminology propelled

Samar College to attaining a counter-balance in the share of students from

the downgrading trends in population of the other colleges.

Research Informants

The informants of this study are Academic Managers, specifically the

Criminology Deans and Program Heads of the different schools offering the

Criminology program in Eastern Visayas. This study involved ten (10)

informants wherein six (6) of which are for focus group discussion (FGD)

and the remaining four (4) will be for individual interview.

I identified the informants in this study using the purposive convenience

sampling method. The number of informants in Eastern Visayas whose

schools are offering the criminology course were represented.

 Moreover, the informants who were selected were based on my

convenience and accessibility and was taken into consideration.

Research Instrument

In gathering all the necessary data for the study, an interview guide was

carefully crafted. Questions formulated were screened and evaluated by the

Panel members. The type of questions that were used in this study are open-

ended questions. The interview guide consists of four parts. First, the

informants demographic profile. Second, are the experiences of informants

in managing the Criminology Program. Third, strategies employed by the

informants to ensure the quality of graduates. Lastly, aspirations of the

informants for the professional growth.

Furthermore, I utilized the prepared questions in the conduct of an

interview (individual and focus group discussion) to the selected informants

who are Criminology Deans and Program Heads of the different

Criminology schools in Eastern Visayas to help them answer the question

more easily.

Research Procedures

Data Collection. In the conduct of this study, I seek permission for the

validation of the interview guide from my adviser. After its review and
validation, the I wrote a letter to the University/College Presidents and

School Administrators of the selected Criminology schools and asked

permission to conduct an interview of their Criminology Deans and Program

Heads citing the purpose of the study.

After the permission was granted, data were gathered and established

using the prepared research interview guide through individual interview and

focus group discussion. An audio recorder was used to properly document

the data that were gathered. After which, a transcript of the individual

interview and focus group discussion was created.

Data Analysis. The gathered data were analyzed using the Colaizzi’s

approach. The data gathered were categorized by coding the significant

statements made by the informants. Core meanings were formulated based

on their statements. It was re-group according to similarities in description

and meanings and were clustered into themes in which the researcher crafted

the emergent themes. Thematic analysis was used in analyzing the findings

of the study.

Ethical Consideration. On the conduct of this research, I highly

respected all informants by ensuring them privacy, anonymity and

reassuring them that all the gathered information will be kept in strictest

confidentiality. I arranged a venue where the informants (individual and

focus group discussion) were be safe, comfortable and away from

distractions during the interview. All informants used “Alias” for research

purposes. In the results, respondent’s comments were introduced or followed

by one of these aliases.

Trustworthiness of the Research. It is both ideal and important that

the outcome of the research should be trustworthy. I made sure that the study

was credible, transferable, confirmable and dependable qualitative research.

The combination of these four terms constitutes towards the trustworthiness

criteria, thus forming conventional pillars for qualitative methodology

(Phillimore and Goodson, 2004).

As for credibility, I assure and I am confident that the findings of the

study are true and genuine. The credibility of the study being conducted

were met because the real portrait of the phenomenon under scrutiny were

depicted. Credibility is the first aspect of criterion that must be established.

It is seen as the most important aspect or measure in establishing

trustworthiness because credibility essentially asks the researcher to clearly

link the research study’s finding with reality in order to demonstrate the

truth of the research findings (Sarsalejo, 2018).

It is also dependable because it can be repeated by other researchers or

future researcher and its findings will be consistent. The researcher’s aim is
to verify his/her findings and should be consistent with the raw data

collected. It is dependable when you reach the same conclusion and arrive at

same findings.

It is also transferable because the findings of the study can be applied

to similar situation and phenomena. Sufficient details of the study will be

provided to be able for other researchers to decide whether to conduct a

similar study with different settings

Lastly, it is confirmable because the data that gathered are based on

the informant’s information and no single word of it were changed or

deleted from the researchers own opinion or idea. This criterion has to do

with the level of confidence that has been strictly observed. Neutrality is the

primary aim of the researcher. In other words, the conduct of the study will

actually be objective and the findings that were derived are based on the

participant’s responses.
 DEFINITION OF TERMS

In order to fully understand the terms used in this research. The

following terms are operationally defined.

Lived Experiences of Academic Managers of Criminology

Programs. These refers to the personal knowledge, encounters and feelings

of academic managers who are known to handle the operations of the

Criminology Programs in the different schools in Eastern Visayas.

Strategies Employed by the informants. Theses refers to the schemes

and approaches applied by the academic managers to address the known

problems met by their respective criminology departments.

Aspirations of the informants. These refers to the goals and objectives

by the academic manager to effectively uplift the quality of education of the

criminology program.