This document discusses the role of universities and scholarly inquiry. It notes that universities aim to advance learning through research conducted by both faculty and students. It emphasizes that students should not simply depend on teachers for information, but rather generate their own knowledge through tools and methods provided by faculty. The document also stresses the importance of developing scientific thinking in students, and the need for universities to facilitate scholarly inquiry through access to research and developing core competencies in students like analytical skills. It acknowledges issues that currently limit research productivity in Philippine universities like heavy teaching loads and lack of support and rewards for publishing. Overall, the document advocates the need to balance teaching and research in universities to promote a scholarly culture.

1. Carlo Magno, PhD.
De La Salle University
Counseling and Educational Psychology Department

2.  A university is an institution of higher
education and research, which grants
academic degrees in a variety of subjects.
 derived from the Latin universitas
magistrorum et scholarium, roughly meaning
"community of teachers and scholars”

3.  The University of Paris (c. 1150, later
associated with the Sorbonne), the University
of Oxford (1167), the University of Palencia
(1208), the University of Cambridge (1209)
 Goal: Form scholars

4. CHED RA 7722:
 Ensure and protect academic freedom for the
continuing intellectual growth,
 the advancement of learning and research,
 the development of responsible and effective
leadership,
 the education of high level professionals, and
 the enrichment of historical and cultural
heritage.

5. Medium Term Development Plan:
 mobilizing knowledge to improve
productivity through generation, transfer and
utilization of research outputs/technologies

6.  Teaching: Scholarly
inquiry by faculty and
students
 Tradition of Publication
 Competencies of
Students: Scientific
thinking
 Expectations from the
faculty

7.  Scholarly inquiry by faculty and students
 Students do not depend on their teachers to
learn information, but they need to generate
their own knowledge.
 Teacher provide tools and methods for
students to learn and students in turn use
these tools to become independent learners.
 Students become self-regulated

8.  Students are self-regulated
when they are:
 autonomous who control,
monitor, direct, and regulate
their actions.
 displaying motivation, goal-
directed, and controlling their
action.
 Acquiring and judiciously apply
positive learning strategies

9.  Scholarly inquiry:
 Use the latest research findings to explain
various phenomenon
 Engage in a discussion of the latest
development in the field
 Predict and generate the next step to
theorizing

10.  How do we facilitate
scholarly inquiry?
 Access to scholarly
information like journals
and published studies.
 The courses are geared to
equip students understand
the content of scholarly
journals
▪ Statistics
▪ Research methods
▪ Theory courses

11. Publication
Public Presentation
Write reports
Our work is
reviewed by a
panel of experts
Our work is evaluated
whether we are
contributing to theory

12.  Levels of
Publication
ISI abstracted Journals
Abstracted journal
International Journal
Local journal
Conference proceeding
In house publication

13.  Requirements
 Appreciation, value, and utility of producing scholarly
work
 Recognize the work devoted in developing and publishing
a paper
 Faculty as good role models in producing publications

14.  Competencies being
developed are geared in
the pursuit of lifelong
learning.
 If we are in a research
university students should
develop scientific thinking
(Magno, 2010).
 systematically exploring the
environment,
 constructing models as a
basis for understanding the
evidence of it, and
 revising those models as
new evidence is generated

15.  Scientific thinking involves (Magno, 2010):
Practical
inclination -
scientific thinking in
ordinary living such
as everyday
reasoning, and
math applications
Analytical
interest -
discover
knowledge, and
such thinking
deals with
concepts,
hypotheses and
theories, and
abstractions
Intellectual
Independence -
the ability of a
learner to make
knowledge claims
independent of
the traditional
authorities of the
teacher and
textbook
Discourse
Assertivene
ss – building
arguments
and critical
thinking

16.  If we want to create a
scholarly culture in a
university, then we need to
develop a thinking that
allows practical inclination,
analytical interest,
intellectual independence,
and discourse assertiveness.

17.  The work of a higher
education faculty should not
be defined by their teaching
load!!!
 Proportional amount of
work is given for teaching,
research, and professional
practice.
 Recognize the diversity of
work styles that
characterizes an active
faculty in pursuit of a
creative work.
 Produce publications, and
profess the ideas published.

18. Discipline Public Private Total
Agriculture, Forestry, Fisheries 2,801 402 3,203
Architecture and Town Planning 230 460 690
Business Administration and Related 3,255 11,589 14,844
Education Science and Teacher Training 14,802 19,060 33,862
Engineering and Tech 3,077 6,028 9,105
Fine and Applied Arts 190 341 531
General 2,279 7,296 9,575
Home Economics 254 168 422
Humanities 1,666 3,203 4,869
IT-Related Disciplines 771 3,468 4,239
Law and Jurisprudence 397 2,306 2,703
Maritime 97 963 1,060
Mass Communication and Documentation 281 649 930
Mathematics 799 1,070 1,869
Medical and Allied 1,513 10,969 12,482
Natural Science 1,565 1,698 3,263
Other Disciplines 588 1,521 2,109
Religion and Theology 23 1,294 1,317
Service Trades 21 174 195
Social and Behavioral Sciences 1,205 2,642 3,847
Trade, Craft and Industrial 70 40 110
Total 35,884 75,341 111,225

19.  Top University Rankings:
1. HARVARD University United States
2. University of CAMBRIDGE United Kingdom
3. YALE University United States
4. UCL (University College London) United Kingdom
5. IMPERIAL College London United Kingdom
6. University of OXFORD United Kingdom
7. University of CHICAGO United States
8. PRINCETON University United States
9. Massachusetts Institute of Technology (m... United States
10. California Institute of Technology (calt... United States
None of the Philippine Universities made it in the top 200

20.  Top Asian Universities (in terms of citation)
167. University of the Philippines, Diliman
302. De La Salle University
313. Saint Louis University
314. Ateneo de Manila University
340. Silman University
344. University of San Carlos
360. Universoty of Sto. Tomas
364. Mindanao State University
371. Mapua Institute of Technology
372. Universoty of Southeastern Philippines
375. Central Mindanao University

21.  Problems:
 Some universities invest on their athletic teams but not in funding the research
of the faculty.
 No rewards correspond to a faculty’s publication.
 No time is given for a faculty to do research
 Teaching load is structured within a semester where a faculty rarely has time to
go out for field work.

22. http://www.stanford.edu/about/

23.  We still need to
acknowledge and
create a system in the
Philippine Universities
that would allow the
faculty and students
to do research.
 Needs to recognize
that both teaching
and research should
go together