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A Synoptically-Essay on Research Culture’s Related and

Imperative Literature and Studies by Dr. Mario A Fetalver, Jr,
Dr. Mario A. Fetalver, Jr. 1*
1
Dean, Graduate Studies and Professional Studies, Romblon State University, Odiongan, Romblon, Philippines
*[email protected]

Introduction

The essay covers the related literature and studies of the study. Empirical literature and studies of significant are used
to gather insights into the problem raised. It is organized according to the following themes: research, value of
research; research and state higher education institutions; Educational, institutional, and teacher research; and
research culture as indicated by institutional research capability, research output, research dissemination, and research
utilization.

The term research

The term research is used for a purpose. Deza (1999) claimed that literature provides various definitions of
research. Oulton (1995) and Howard (1990) mean research as a range of activities from desk research through action
research, to research for a PhD or post-doctoral work in management school. Oulton (1995) categorized research as
a) applied research maybe conducted to solve an immediate problem, b) evaluative research to assess the
performance or impact of an action or policy of a person, group or organization, and c) basic research and basic
objective research to develop or test some theory, with varying degrees of abstraction.

Kerlinger (1986) as cited by Deza (1999) defined research as the systematic, controlled, empirical and
critical investigation of hypothetical proposition about the presumed relations among natural phenomena. To
Rummel, (1964) it is a careful inquiry to discover new information and knowledge through the manipulation of
things, concepts, verify knowledge.

Guangco (1999) cites that research corrects perceptions as well as expands them; gathers information on
subjects or phenomena people lack or have little knowledge about; develops and evaluates concepts, practices and
theories, methods that test concepts, practices and theories; obtains knowledge for practical purposes; and provides
hard facts which serve as basis for planning, decision-making, project implementation, monitoring and evaluation.
He further illustrates the role of research in the process of development as:

Research Planning Implementation

Evaluation Monitoring

Misinformation and misconceptions about the true nature of research have created a great phobia among
classroom technicians to undertake even simple researches. This is the reason why many teachers take up masteral
studies fail to write their thesis.

Loquias (1999) is of the opinion that successful research is planned research. It is planned meticulously and
accurately. Researcher should be precise, detailed and accurate in planning a research undertaking. While,
Villaseran (1999) claimed that research is a human device invented and developed not only to push far the limit of
human knowledge, but to improve the quality of individual and the society as a whole.

The new civilization of the 21st century is characterized by an information revolution and globalization.
The scope and depth of the intellectual assets of a nation such as technology, information, knowledge, and culture
will be the major determinants of its wealth and strength. To achieve this, research will play a very important role.

Instructors are expected to perform research as part of their routine. Its high time to start considering
seriously to this important role of research. The task of educating today’s society requires a paradigm shift from the
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emphasis on transfer of knowledge to the emphasis on search for knowledge involving creativity, innovativeness
and originality.

Kuh (1995) in his study about cultivating high-stakes research culture proposed five research principles in
order to increase the utility of studies of college research. He suggested the attempt to discover how group
membership mediates member behavior and contributes to valued outcomes of college; the use of best practices of
qualitative research and flexible cognitive frameworks when collecting, analyzing, and interpreting data; the
description of the conceptual and analytical perspectives guiding the study and its institutional implications or
context.

Guerrero (1999) claimed that all research is a process, but it is also about results. Beyond the production of
research, results lie the dissemination of research findings and their policy implications. All research is political in
the sense that it is about and influenced by, relations of power. Moreover, the implications of research findings do
not simply emerge from the data. They are not born, but made; they have to be pulled out of the genuine
inescapable untidiness of research.

Grillo (2000) asserted that approaches to conducting research rapidly expand, methodology is politicized
and paradigms are at war. The current culture of research comprised of many sub-cultures and paradigmatic phase is
marked by deep debates over legitimate methods, problems, and standards of solutions. He found out that exploring
graduate students’ experiences into changing cultures and communities of research is essential training and
supporting aspiring researchers.

Value of research to society

Research may not be exciting and heroic. However, without it no progress can be envisioned. It is mandatory
for elegant survival (Limlingan, 1994). What benefits can be derived from the growing involvement in research and
how can it impact on the individual and the institution? Findings of Katz and Coleman (2001) indicated that there is
agreement among teacher educators that research work can contribute to their need for professional growth and self-
actualization and can contribute to their teaching. However, they agree that research work does not contribute to the
development of leadership skills and, although teacher educators are partially ranked for promotion through their
research activity, there does not seem to be any increased involvement in the decision-making processes at the college.

While the major purpose of educational research may be to improve and inform practice, it carries a
subsidiary career-related purpose for the academic community. Altbach and Lewis (1995) in Katz and Coleman (2001)
in their studies of Carnegie Foundation's international survey of the academic profession found out that more than three-
quarters of faculty in all countries agree that successful research is important in faculty evaluation, and the majority
agrees that it is difficult for someone to achieve tenure if he or she does not publish. Many feel that they are under
pressure to do more research than they would like to.

Navarro (1997) cites some of the importance of research in many ways: Research produces codified
knowledge that helps improve teaching theory and practice; instructional purposes; helps determine appropriate
teaching approaches techniques and strategies and instructional resources for the particular discipline or study program.
Research to her also provides knowledge and information that breach the gap between theory and practice; helps the
teacher keep pace with local and global trends in teaching; identifies educational problems and helps in the solution for
these problems; and produces codified knowledge for the planning, implementation and evaluation of the instructional
program in which the teacher is much involved.

Research and State Higher

Education Institutions

Research as it is known today in the Philippines, is a part of recent history and has no antecedents before
the second decade of the century (Elevazo, 1968). Most of the initial major researches were brought about by
legislation and first ones were essentially government efforts to assess and evaluate previous undertakings related to
education.

At present, the task of “re-engineering, re-inventing, and re-structuring the Philippine educational system” (CHED,
1994) puts research in the forefront.

State Higher Education Institutions (SHEIs) by their charters are mandated to perform the triad functions of
instruction, research, and extension or community services including production. In relation to their primary mission,
this helps hasten public interest and society’s demand for development (HEDC, 2000) by coping up the challenge of
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globalization (UNESCO, 1999) by executing the three aforementioned tasks of dynamic development programs. The
input of resources, both human and materials are harnessed and exploited to perform the functions with the goal of
serving its target clientele.

The role of research in the total development of the country depicts economic, social, cultural and political
advancements through research. The Commission on Higher Education’s four major thrusts of quality and
excellence, access and equity, relevance and responsiveness, and efficiency and effectiveness are seen in the
generation of new knowledge and the application of this generated ideas and information.

State Higher Education Institutions (Bernardo, 1993) play a crucial role in nation building. These
education institutions of higher learning in Region IV are perceived as the fountainhead of great ideas, the center of
creativity and innovations, and provider of solutions to the many problems besetting society. And successes in
research draw the attention and support of both government and donors. It is unfortunate that research and extension
in State Higher Education Institutions in Region IV is often given little attention particularly when resources are very
limited.

Bernardo (1993) strongly suggests that the SHEIs presidents should exert all efforts to veer away from the
vicious cycle of R & D planning: a) lack of good R & D Program results to the (b) failure to develop new knowledge
and technologies and consequently will characterize as (c) lack of institutional recognition for R & D work, and (d)
no government and donor to support and finance the R & D.

Research is expected to enrich and enhance instructional and community service program toward the
attainment of the overall mission of SHEIs.

The degree to which research has lived and performed to these expectations is one of the primary concerns
of SHEIs administrators. Such will facilitate optimum utilization of resources, provide direction to the program and
ultimately bring research to the level of effectiveness and efficiency, thus, creating and developing a type of research
culture in the State Higher Education Institutions in Region IV.

More emphasis on teaching rather than research

Studies on the research situation of the country showed that while research is generally accepted as
essential, many institutions of higher learning lack a definite or substantial program for research, and that research is
often relegated to a residual function dependent upon the extra time, manpower or finances after needs of instruction
have been met. Beduya (1999) in her studies on a dynamic research enterprise in ICC – La Salle revealed that for
the last fifty years the tertiary education institution focused their attention much on instruction but definitely weak
and behind in research. She found out that the reason of lagging behind from those leading higher education
institutions in the Philippines in terms of research is opportunity – lack of incentive and motivation and financial
constraint hinders to conduct research.

Bernardo (1997) as he studied the rationalization of research on higher education with those faculty
members although they would love to do research found out that they do not have the luxury of time and supports to
do research. He further indicated that most of the research in the Philippines is being done in the colleges and
universities as part of the requirements for the completion of Master’s and Doctoral degrees in Education and other
related disciplines.

Zwaenapoel (1975) as cited by Deza (1999) observed that the teaching function of higher education is over-
emphasized to the detriment of the research function. As Arcelo (1998) strongly averred that in addition to teaching
and community extension services research as a major function of higher education institutions should be given more
attention so that the frontiers of knowledge may be explored. Research efforts may take the form of pure research
which aims to discover new theories, scientific principles in order to broaden the present level of knowledge available
to society.

Educational research
Educational research is scientific investigation aimed at describing, predicting and explaining a puzzling
phenomena in education which lead to the knowledge about education, the improvement of its practice, and to
substantial knowledge about education. Velloso (1991) opines that educational research moves along those two
apparently opposing extremes: the production on what education is and on what education ought to be. The study on
educational research ideally should deal with these two dimensions of its development.
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Deza (1999) commented that teachers and administrators, and policy makers in education are two
constituent practitioners of educational research. Doronila (1990) also in Deza (1999) says that the problems of
education rise from the three levels: the classroom, the educational system and the relation between education and
society.

Types of Research in
Higher Education Institutions

The Commission on Education in the study of Deza (1999) and Banaag (1994) identifies four types of
research normally conducted in institution of higher learning: (1) Institutional research as initiated by the institution
for the institution’s purposes; (2) Faculty or teacher research, conducted by the faculty as part of their teaching
function; (3) Graduate research, done either by graduate students as academic requirement or by undergraduates to
introduce them to research technique; (4) Commissioned research which is externally initiated and funded.

Institution research
Banaag (1994) views institutional research as contributing to organizational effectiveness in its role as both
a regulatory and an adaptive mechanism. It gathers and uses intelligence about an institution’s functions and
transactions and provides feedback on its output in relation to its input. It also makes an institution look outward to
the communities it serves to enable it to respond in an appropriate or relevant manner. Husen (1994) as mentioned by
Deza (1999) describes institutional research as the organized effort to collect, analyze and disseminate data and
information on an institution’s programs, processes, and environment to improve the understanding of the institution
and its operations. Stecklein (1970), Banaag (1994) in Deza (1999) refer to institutional research as means for
continuous self-study. Banaag (1999) adds that institutional research can only be effective to the extent that decision-
makers to improve administrative and instructional process use its findings.

Faculty or teacher research. Standard of excellence can be achieved through research and teachers must get
involved in it. Navarro (1997) provoked that the need for the teacher involvement in research is extensive for true
improvement is realized only by means of periodic inquiry into what we aim to achieve, what we are doing to achieve
these, to what extent we have achieved, why have failed to achieve, and what we must do to achieve.

Hitchcock and Hinghes (1995) in their articles on qualitative research and the teacher introduce that faculty
or teacher researches are researches that the practicing faculty or teacher are able to conduct in the context of
immediate professional practice utilizing and modifying the insights and procedures of social and educational
research. This is as part of their teaching function. While it is not a new concept, teacher research meant different
things at different times. Teacher research to Hinghes (1995) and Deza, (1999) is an integral to teaching rather than
simply something teachers might do in the interest of instruction and curriculum development. Despite the fact that
the number of teachers with research experience has grown over recent years, teachers are not professional academic
researchers for they are teachers. Navarro (1997) averred that the role of the teacher in the improvement of
educational theory and practice is vital. She added that teachers cannot be merely a channel of reception and
transmission to follow pre-packed solutions to problems and prescriptions of the 3 Ws and a how of teaching. She
claimed that it is the responsibility of the teacher to solve problems relating to the growth and development of
students.

Components of Research Culture

Fostering a research culture often means recognizing the continuum from basic to applied research and
acknowledging that others depend more on team efforts (Fenton, 2001). Recognizing this diversity means giving full
credit for contributions of an applied nature, and acknowledging the role played by members of research teams.
Research culture to Helmstadler (1970), Alcala (2000), Banaag (1994), and Deza (1999) relates to research
capability, output of research activities, research dissemination, and utilization of knowledge created and generated
through research.

For research to flourish, it must be properly organized so that the individual members may interact with
each other, communicate their results to other members, and get feedback on their work from other experts.

Research capability
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Capability is having the ability, capacity or inclination to do something. It defines what is possible to
achieve and becomes the ultimate expressions of the competitiveness of an institutions, firm or industry. Librero, et.
al. (1987) in Banaag (1994) viewed research capability in term of infrastructures, equipment, and man power built up,
research, and annual operational budget. For most authors, research capability of an institution also implies greater
and more sophisticated level through well-equipped laboratories and facilities.

Institutional research programs

The studies of Banaag (1994) on Research Capability and Productivity of A State College and Deza (1999)
on the Research Capability, Productivity, and Utilization in Private Higher Education Institution include the
following as crucial parts of research programs: (1) Research structures and management; (2) Institutional vision and
mission, goals and objectives; (3) Research policies and guidelines; (4) Research agenda and priorities; (5)
Implementation procedures; (6) Research evaluation; (7) Major accomplishments; (8) Problems met and action
taken.

Institutionalization has been defined as the act of making something a part of an institution. Bernardo
(1989) averred that institutionalization becomes a valued and functional part of the institution so that it can function
in an orderly, accepted, and enduring manner, enabled to survive, acquire operational resources, and exert influence.
With institutionalization, research becomes essential to set up structures, define goals and objectives set guideline,
procedures, specify roles and tasks to provide greater sense of direction to the research enterprise (Deza, 1999).

Research program
It is the organized system, effort or procedures of research being conducted, facilitated and sustained
(Banaag, 1994; Alvaran, 1989 in Deza, 1999; Cuyno, 1989). Its aspects include vision mission, goals and objectives,
resources, procedures, management (Deza, 1999), and other factors related to research production system. The
research program reveals the policies of the school which defines the vision and vision of the research for the
institution; set the directions, goals, and agenda for research; determine the allocation for research purposes. The
research program to Banaag (1994) is the heart of the research endeavor and as such must be oriented to both long
and short-range needs, flexible.

Realizing this, the formulation of the National Higher Education Research Agenda (NHERA) in 1998-2007
(1998), thus made research as the main concern of higher education. The Commission on Higher Education (CHED,
1998) highlights the role of higher education in responding to the country’s manpower and economic development
needs, and emphasizes its role in developing “high level professionals who will search for new knowledge.

Research structures organization and management.

Ocampo (1989) claims that research organization and management as a complex system largely depends on
the harmonious relationship of the various components of the system to produce meaningful results. Reyes and
Talatala (1993) opine that it is open to experiences, change, interaction and interdependence between the scientists
and the people with its environment. As Cuyno (1989) emphasized that the bottom line of research management is
productivity or delivering the expected outputs and creativity. Therefore the context of research management
productivity alone is insufficient.

Cuyno (1989) presented three major reasons why institutions should manage research programs. First is
that researchers nowadays are usually interdisciplinary that requires participation of several researchers coming from
diverse discipline. Second is the growth of research organizations as it becomes more complex and bureaucratic.
Banaag (1994) considered the complimentary functions such as data management, linkages, and management of
facilities. And lastly, the increasing demand fro researchers not just to generate knowledge but more importantly to
solve societal and development problems.

Managing research activities and organization is inevitable for school managers and leaders. Cuyno (1989)
concluded that in a research setting, sound structures and management is necessary as modern research systems are
asked to simultaneously produce outputs which satisfy scientific creativity and management productivity. Reyes and
Talatala (1993) expressed that any research organization is influenced by the individual needs and goals of the
knowledge producers ( the researchers). Thus, Beduya (1999) is of the opinion that the creation of a research office
with full time officers and staff could accelerate research consciousness and create dynamic research enterprise.

Institutional vision and mission, goals and objectives.

The clarity of institutional purposes and objectives and the degree to which various constituencies
understand them represents one index of institutional quality. Miller (1981) pointed out that the major index of an
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institution’s quality is the astuteness with it has defined its tasks and roles of the researchers. Reyes and Talatala
(1993) believe that the goal of present research culture is reflected in their statement of vision, mission. Vision and
mission would indicate that institution of higher learning is committed to the services of humanity and society
through practical utility of the research outputs.

Research policies, guidelines, agenda and priorities.

Pertinent to the provisions of Republic Act No. 7722 known as Higher education Act of 1994, the CHED
(1996) rationalizes the availment of the Higher Education Development Fund (HEDF) vis-à-vis research projects by
promulgating policies on research priorities and guidelines and/or procedures in the availment thereof. The CHED
(1998) through the formulation of NHERA (1998) specifies the policy and guidelines on research agenda and
research priorities. The policy and guidelines cover the management and administration of research, technical
assistance programs for research, and funding/financial assistance for research in higher education institution. HE
policies on research shall widely be disseminated (NHERA, 1998).

Higher education research must be guided by the following general policies and guidelines:
* Research is the ultimate expression of an individual’s innovative and creative
powers. Higher education institutions shall ensure that the academic environment nurtures and
supports Filipino research talents.
* Research thrives in an environment characterized by free flow of information, honest
and analytical exchange of ideas, and supportive administrative structures. Higher education
policies shall enhance the individual’s capacity to conduct independent and productive research.
* Research is one of the main functions of higher education institutions. Universities,
in particular, are expected to lead in the conduct of technology-directed and innovative/creative
researches which are locally responsive and globally competitive.

However the research guidelines according to Alcala (1997) are intended to: (a) strengthen the research
capacity of universities and selected professors in areas of high priority; (b) encourage selected professors to conduct
research in their areas of expertise; (c) promote publication of research papers in international journals, and in general
(build a research culture.

The NHERA (1998) integrates the concerns of the higher education sector with the overall development
goals and objectives of the country. The CHED (1998) was guided by the principles of prioritization: 1)
Multidiciplinarity which consider the researches that involve the expertise of researchers in several disciplines rather
than single discipline; (2) Policy-orientation researches are preferred over researches that have little or no policy
implications across the various higher education disciplines; (3) Operationalization researches aim to investigate and
explain the relationship of different phenomena; and (4) Participation and broad impact researches involve the
participation of as many stakeholders as possible and should have impact on the greatest number of individuals or
groups of individuals. As Bernardo (1989) cited that existing policies of CHED (1995) have to be continuously
reviewed and evaluated to determine the effectiveness of implementation. Policy studies and researches in higher
education to be undertaken have to be geared toward the generation of empirical data for policy formulation and
recommendation.

Implementation procedures.
The need to advance in the understanding of the processes and implementing procedures associated with
knowledge creation and diffusion is becoming critical for policy-making and for management of research. Gibson, et.
al (1997) suggest three main directions for research are proposed: the development of a better conceptual
understanding of the mechanisms that make knowledge so relevant nowadays; the construction of indicators
associated with the immaterial aspects of the knowledge-based economy; and the study of the opportunities and
threats faced by developing nations.

Research evaluation.
At the simplest level of research evaluation, one is concerned with whether the research presents a
reasonable true picture of the situation under scrutiny.

Fundamentally one assesses this by considering whether the research process was likely to have dealt
adequately with the area of concern; whether the findings and the interpretation were likely to be biased or
erroneous; and whether the research is relevant to one's own organization (Oulton, 1995). Carotenuto, and et al
(2001) observed that the evaluation of research activities is a problematic or complex tasks. It derives into two main
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factors: 1) the difficulty of defining objectives and reliable measures of the advancement of knowledge; 2) the
presence of many potential researchers of the results of scientific activity.

The evaluation process can be summarized in four simple questions: 1) Do the findings and conclusions of
the research relate to the objectives? 2) Did the researcher actually investigate what he/she thought he/she was
investigating? 3) If someone else had done this research, would they have produced similar results and findings? 4)
Is there anything about the research which limits the findings to the specific situation researched, or do they have
wider applications (Oulton, 1995)?

The last three questions, in research terms, are summarized in the concepts of validity (2), reliability (3), and
generalizability (4).

Research Resource Inputs

The success of a strategy depends also on a coordinated resources management. Resources to Carneiro
(2000) may be divided into three groups: human resources, physical resources (money, equipment, materials,
facilities, and time) and conceptual resources (data, information, and knowledge). Managers have to decide how
available resources will be distributed throughout their organizations.

However, Shapira (1995) claimed that a well-educated, skilled, and flexible human resource is essential to
success in such advanced technological environment and research. How research and development human resources
are selected, trained, and managed, and how these workers are linked to other aspects of production, has become a
critical challenge for managers and policymakers everywhere.

Results of a research by Katz and Coleman (2001) show that institutions that emphasized research, tended
to have larger student enrollments, a geographically more diverse student body, and students had higher Scholastic
Aptitude Test scores (a college entry requirement). Educational administrators from institutions active in the
American Educational Research Association and those that were members of the Holmes Group (a group
comprising of research universities supporting teacher training exclusively on the graduate level) view publishing as
more important than administrators from institutions who were not active in research. Education administrators in
institutions emphasizing research had larger libraries, larger faculties and more students, more Master's degrees
were granted, more development money was available and more sabbaticals were granted. Although it is likely that
the faculty at these institutions have more demands made upon them and more stress, they also tend to have more
resources.

Human resources inputs

Human resources cover the scientific, technical, administrative, skilled and unskilled personnel. The key
people in the research enterprise are the research workers who should have the necessary competence and skills to
make things happen so that research will achieve it ends, the real test of whether an institution has research potential
lies in its professionally qualified and research-inclined faculty. To Cuyno (1989), manpower in research is the most
valuable resource. To produce both creativity and productivity, the quality of research worker is of primary
importance. These include the persons involved in research such as top administrator, faculty who are involved in
teaching and research and research staff members.

Educational attainment

Ekoja (1999) in his study about the funding of library research in Nigerian universities found out that
respondents have adequate preparation for research in terms of their qualifications. The majority has a Master's
degree, and a good number are pursuing doctoral degrees, they have years of professional and research experience,
and have identified area(s) of research interest. The publications authored by respondents include books, journal
articles, seminar papers and technical reports, with the average per respondent being 8.7 percent, with an average of
2.29 percent ongoing research projects.

Training attended on research

Training in research is a frequently expressed need among research practitioners. Research conducted in
other countries showed that training in research on its own would be an insufficient response. Wimbush (1999)
argued that there is a need to develop a broader strategy which seeks to strengthen research capacity within the
practice of research, rather than simply offering training to improve practitioners' research skills. This will help to
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improve the quality of research conducted in practice settings and contribute to building an evidence base for
utilization. A broader professional development strategy for research is proposed which utilizes a range of learning
routes and delivery mechanisms. To avoid doubts, Hitchcock and Hinghes (1995) suggest that the faculty or teachers
must receive and expose to trainings to acquire skills and learn the appropriate objectivity of research. They should
be more familiar with the assumptions and methods of educational research for best products of research. Beduya
(1999) mentioned that conducting training on the technical aspects of research could accelerate research
consciousness and create dynamic research enterprise.

Research orientation.

The study of Chamberlain & Tang (1997) on attitudes towards research and teaching revealed that faculty
members view themselves primarily as researchers and not as teachers. They value research for they believe that
research offers them the greatest professional satisfaction.

Leadership and management skills on research.

Success with the development of research activities leads to a level of activity that needs leadership and
management skills. Wolf (1990) in Rowey (1999) argues that strong, creative leadership is central in attaining
academic excellence. The future of academic institutions depends on the development of effective leadership skills at
all levels in the organization.

Attitudes and personal interest in research.

Kasten (1984) averred that when faculty must choose between rewarding a colleague with relative strength
in research or teaching, they prefer to reward the former.
The study of Chamberlain & Tang (1997) on attitudes towards research and teaching they showed that
personal interest and attitudes on research indicated that people who engaged in research freely pursued their interest
and allocated their professional time. And they revealed that teaching did not interfere with research productivity.
Catalan (1997) introduced the idea of research as a sustained effort by the university, as a support to a body
of scholars to pursue basic and applied research based on the society the school committed to serve.
Sison as cited by Catalan (1997) stated that the need to promote research among the members of the faculty
is vital and that research can always find its uses in the education milieu and can significantly contribute to faculty
competence.
Torralba (1990) mentioned that there is no good teaching without research and there is no good research
without a certain amount of teaching. He pointed out the need to expose more teachers to research through
apprenticeship in research projects.
Catalan (1997) in her published papers found out that competence in research appears to be regarded by
some teachers who are relatively independent of competence in teaching. That they believed research and published
works are not necessary in acquiring competence in teaching.

Fiscal resources

National funding for research is highly political and sensitive to pressures in society. Bramble and Mason
(1989) claims that to protect their interests, research must be sensitive to the needs and pressures within the society.
They should take responsibility for educating the public about what they do.

Funding Research. There is a dearth of literature concerning the level of research funding, provided either
by their employers or by themselves, was hinted at by Ekoja (1996) in an earlier work. Hard as this evidence is to
come by, an indubitable fact is, however, that librarians in academic institutions, including universities, have some of
their research studies funded by their employers.

Funds are indispensable (CHED, 1998; Deza, 1999). Without funds, little or no research will get done
(Osteria, 1995 also in Deza, 1999). Thus, Hakim (1987) suggest that there are essentially four types of funding for a
research projects: self-funding; research carried out in the context of consultancy work; obtaining specific funds
under grant research and linking into existing major projects. However, Beduya (1999) mentioned that facilitating the
application of funding from various funding institutions for research and graduate courses; and by securing internal
and external funding could accelerate research consciousness and create dynamic research enterprise

Schneider (1966) commented that Colleges and Universities budgets provide for education but often
neglect research. There are many different mechanisms of support: general or special grants to institutions,
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fellowships and grants to individuals, and the purchase of research through contact. To strengthen the government
support to the research, he gave five basic needs for government support policies: to leave the detailed distribution of
funds to advisory panels of scientists; to back young men on a basis of their promise as judged by their peers; to back
more mature research workers and professors on a basis of achievement and creativity; to make available, on the
advice of scientists, sufficient funds to give a real impetus to new or specially promising fields for which facilities are
insufficient; to make special arrangements for research requiring especially expensive equipment of the bringing
together of new combinations of talents and facilities.

The study of d’Sylva (1998) about examining resource allocation within Public Research I Universities
showed that a potentially favored research-related endeavor that is graduate instructional and research productivity
and departmental quality were mostly rewarded in the allocation process. However, Baker (1998) expressed that
institutions of higher education must rely on philanthropy in order to gain funding necessary to achieve their
academic and research goals. He also found indicators of financial support to research like participation in alumni
and student activities, satisfaction with the educational experience and school, gender and age.

The initial source of funds is internal funds. The school allocates a certain percentage of its budget as
funding for research, which amount varies according to the requirements of the research program and its place in the
institution (Banaag, 1999). The Technical panel for Agricultural Education (TPAE) defines 15% of the total budget
as share of the research program in an agricultural college. Access to internal resources according to Carotenuto and
et. al. (2001) measures the ability to attract resources from the internal community. While external support measures
the attraction resources fro external community.

External support funds is imperative to maintain viability and continuity of institutional research conducted
by the institutions (CHED, 1998). Funds outside may thus be sourced from grant-awarding bodies and sponsoring
companies or from the government. Deza (1999) suggested that funds must be efficiently managed. A lot of items of
the budget go to cover needs like staffing costs, travel, materials, postage, printing, and reproduction purposes. Rao
(1981) as cited by Deza observed that a major portion of funds go to salaries; very little go to operations and projects
resulting in an idle staff doing too little and too poorly.

Material resources in research.

This takes form of research facilities, equipment, and laboratories, library facilities and holdings. These are
essential in the implementation of the research program. Arum (1991) in Fetalver, (1998) expressed that the library is
second to the classroom as a venue for learning experiences. Bustamante (1993) in her study mentioned that the
library capacity should be 10% of the combined total of the students. She also found out that fifty-seven and ninety-
percent (57.90%) out of 147 student respondents claimed that higher education institutions libraries are just enough.
Fetalver (1998) in his review of studies revealed that the existence of sufficient research equipment and laboratory
facilities can enhance researchers to learn significant skills in conducting research. Deza (1999) also expressed that a
rich, updated collection of books and professional journals remain not a gauge of the quality of an institution but as
crucial for quality research.

Research Rewards,
Incentives and recognition

Katz and Coleman (2001) claimed that as research carried out by practitioners in educational institutions can
be shown to have positive effects of many kinds. For the individual member of faculty, the effects of carrying out
research may be related to reward structures within the institution.

Organizations typically provide two types of rewards: extrinsic, e.g. salary and promotions; and intrinsic, that
are associated with the actual process of work (Gibson et al., 1994 in Katz and Coleman, 2001). In the case of intrinsic
rewards, benefits may be associated with satisfaction arising from: completion, for example of a research project;
achievement of a personal goal such as publishing a research paper or experiencing autonomy, and personal growth
through work.

Chamberlain & Tang’s (1997) study on attitudes towards research and teaching revealed that rewards
influence faculty performance, research, and their time and effort on research. The faculty had to be productive
researchers and rewards have more impacts on research productivity. Beduya (1999) claimed that tuition deduction
privilege to faculty who enroll in graduate studies and sending interested faculty researchers to regional and national
conferences and fora could accelerate research consciousness and create dynamic research enterprise.
 -

Research grants in NHERA (1998) research agenda has two types of research grants intended to enhance
the support environment for research in SHEIs: 1) Block grant system which can be awarded on the basis of the
given criteria quality, volume, institutional support system such as faculty force, research structure, facilities and
publication assurance; 2) Grants-in-aid are afforded to research proposals submitted to public or private higher
education institutions on approval.

Linkaging and networking

Rowey (1999) posits that networking within the academic community is important for a number of reasons.
These include awareness of opportunities for collaboration or research funding; contributions that others are currently
making to the subject area, so that your work builds on this other work, rather than replicates it; establishing an
identity and reputation among colleagues or article refereeing processes that are not conducted blind or anonymously.

Networking is essentially an individual process; it is concerned with the creation of individual

relationships. Research activities and publications are at the core, but networking will also arise from, and lead to,
editorial board membership, refereeing, PhD external examinerships and national and international travel (Rowey,
1999).

Research output

Research output refers to the research productivity of the institution as indicated by a) quality type of
research such as published, presented, and unpublished researches; and b) quantity type of research including
completed and ongoing researches, basic and applied researches, funded research projects, developed teaching and
research materials, and new teaching techniques and strategies by the SHEIs (Deza, 1999 and Banaag, 1994).

Research output is also viewed as the power or ability to yield results in abundance that can be useful to
society. Research output can thus be measured in terms of new knowledge unraveled and new technologies
generated, tested and adapted to society (Banaag, 1994 in Deza).

Quality in relation to research output has two dimensions: quality of the actual researches itself, and the
validation of quality through publication in appropriate journals or presentation at conferences. Rowley (1999)
identifies a number of factors that determine the quality of research: 1) the significance of the research outcomes
within the context of its contribution to knowledge; 2) the rigor of the research design, data collection and analysis;
3) conceptual frameworks and perspectives; 4) scale of research and resources directed to research; and 5) the
researcher's experience.

Feldman (1987) reviewed the existing literature on the relationships between research and teaching and
stated that research output is positively but very weakly correlated with overall teaching effectiveness. It is
possible that research productivity positively affects knowledge of the subject, intellectual expansiveness, and
preparation and organization. Koojaroenprasit (1996) revealed that factors such as faculty-student ratio, faculty-
course load, amount of research funds available and the presence of editorship were not statistically significant in
his study on research productivity by marketing faculty. However, research productivity might be much more the
marketing program maturity and a function of people – size of doctoral program and size of faculty. Faculty
enthusiasm for research is important in institutional research development.

Measuring research output. Research output is often intangible and hence a little more difficult to measure
than the outputs of manufacturing or engineering. Linsky & Strauss, and Yovits et al (in Banaag, 1994 and Deza,
1999) insisted that despite the seeming difficulty, research output measures may be developed, both for quantity and
quality.

Harry and Goldner (1972) in Friedrich and Michalak (1981) measure research productivity by asking the
respondents to estimate the time they spend on research and is highly vulnerable to distorted reporting.

Yovits and others (in Banaag, 19994) also see the need to develop a second quality of research outputs;
namely, the degree to which outputs contribute directly to the objectives or basic interests of the institution. Mojica
(1993) looked at research output in terms of effectiveness and efficiency of technical efforts and following the
concept of economic productivity, as Bernardo (1989) in reviewing the efficiency and productivity of researches of
agricultural colleges, viewed research outputs as the power to produce in abundance for societal benefits.
 -

Brown & Svenson (in Deza, 1999) list the following as typical measures in R & D productivity: (1) number
of research proposals written, (2) papers published, (3) designs produced, (4) products designs, (5) presentations
made, (patents received, (7) awards won, (8) projects completed, and (books written. These output are easy to be
measured.
Friedrich and Michalak (1981) citing Harry and Goldner (1972) measured quality and quantity of research
by assigning a 1 for each article. A 2 for an edited book, a 4 for a jointly authored book, and a 6 for singly authored
book.

Mojica (1993) in her study on research productivity and teaching effectiveness of selected SUCs in Region
IV looked at research productivity in terms of the number of faculty members’ solely or jointly edited books,
unpublished research studies, and on going studies. While, Guba and Clark (1978) in Banaag (1994) measured
research output in terms of presence of research journals, resources, foundation grants, and public grants and
contracts. Wolf (1992) also in Banaag (1994) & Rowey (1999) consider seven factors as key to research output.
These include skilled responsible management, outstanding leadership, organizational and operational simplicity,
effective staffing, challenging assignments, objective planning and control, and specialized managerial training.

Research dissemination

Just to carry out a research output is not enough. Helmstadler, (1970) revealed that if the school is to
obtain a return for the investment it makes in research activity, the research findings must me disseminated and
implemented. He identifies two distinct phases in communicating research outputs: (1) preparation of the research
report; (2) dissemination of the results through media-channels to the society. Claffey (1998) in her study of
information dissemination in multinational organizations determined the factors that contribute to media choices of
receivers of organizational communication of research. He commented that individuals preferred media that they
perceived to be accessible to them.

However, getting research findings and results known to society is critical for utilization and use.
Academics and practitioners have a duty to ensure that research dissemination takes place. The difficulties associated
with research dissemination are the following: a) Pressures for research have to be communicated to potential
researchers; b) The research activity generated in response to these pressures may or may not be appropriate; c)
Whatever research output is achieved will not only be limited in its utility by its relevance to the research but also
through diffusion process (Ricafort (1995).

Finch (1986) commented that lack of effective mechanisms for communicating and disseminating the
results of research was a problem in any projects conducted with the researchers. As Wimbush (1999) in his study on
strengthening research capacity revealed that strengthening capacity of practice of research is as much about
improving the availability, accessibility and use of research resources as it is about improving the quality of research
done in the practice settings.

One realizes that the dissemination of research findings is crucial to utilization. Deza (1999) and Cuyno
(1989) opined that it increased and decreased the probability of utilization. The primary use of knowledge, the
expansion of consciousness cannot be served if knowledge was not known or disseminated. Cuyno (1989) in his
study on agricultural knowledge systems, research utilization and research management revealed that some
institutions believe that information dissemination or publishing in scientific journals, writing books and sending
popular articles to the mass media are sufficient to meet their obligations to extend and communicate their work.

Some dissemination strategies include: a) Publication media such as books, research journals, research
magazines, newsletters and news releases, circulars and bulletin (Cuyno, 1989; Ricafort, 1995; and Bennet, 1983 in
Deza, 1999); b) Academic works like seminars, workshops and conferences, professional meetings speeches and
lectures (Deza, 1999 and Ricafort, 1995); and c) World-wide web which include internet, compact discs, databases
and other data summaries (Deza, 1999).

Research utilization

Research that is relevant has immediate utility, practicality and relationship to the real and everyday
problems of society. Bramble and Mason (1989) opines that research exists in a social context larger that the
laboratory. The expectations of society for research to provide answers to questions tend to make field research more
attractive than theory-oriented research. However, Navarro (1997) emphasized that people cannot resist change
because it is endemic to life. Change is a vital element of progress. Coping with change needs knowledge and
information. Problems cannot be solved through mere satisfying strategies. Problems are solved using codified
 -

knowledge which is the result of research. She claimed that utilizing research results in the solution of educational
problems is a scientific means of identifying immediate, intermediate and root causes of problems, and an intelligent
way of generating viable solutions to problems.
The importance of utilization of research in education comes from the relevance of its outputs which can
serve as inputs to teaching programs and various processes. As Bennet (1983) in Deza (1999) puts it, “Unused
knowledge is useless knowledge. Society must benefit not only through greater knowledge but also from an
improved capacity to do things.” Ricafort (1995) supports the idea that research findings can be used to develop
hypotheses as prelude to theory building. She identifies factors conducive to the utilization of research: 1) Structural
factors which concern the organization of the client or user institution; 2) Process factors concern the processes of
research and research utilization; 3) Climate factors are the positive attitudes and good relationships between people
facilitate the use of research; and 4) Outcome factors have something to do with reporting the results of research.

Impact of research on teaching. According to Gray (1998) as cited by Katz and Coleman (2001) scholarly
work can inform and support the education and work of teachers in the following ways:

Firstly, research can provide "evidence and argument" even though it frequently fails to offer "fact and
proof" (Lindblom and Cohen, 1979 in Katz and Coleman). It can help teachers identify, conceptualize problems,
activities and outcomes related to teaching and learning; Second, scholarly research can also provide common
language and theoretical frameworks that can be used among teachers to discuss and analyze; Next, research can
provide data that can help describe and monitor important educational concerns (e.g. demographic changes, dropout
rates and comparisons of academic achievement).; and Finally, research to Gray (1998 in Katz and Coleman, 2001)
can provide means of inquiry for planning and decision-making, even when it is insufficient to provide the decisions
themselves.

Research and community and extension development. Cuyno (1989) noted that extension, promotion,
marketing, and advertising are integral parts of research utilization. There are captive and end-users of the results of
research and these are the institutions who give knowledge and the clienteles who utilized generated knowledge.

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