HomeJournal of Education, Management, and Development Studiesvol. 1 no. 2 (2021)

Possible Scenarios on the Future of Polytechnic State University of Bicol (PSUB) – Research Culture by 2030 using Jim Dator’s Archetypes of Alternative Futures

Seth B. Barandon | Juvy Bustamante | April Luzon | Marlon S. Pontillas | Romeo B. Sotto Jr. | Harold Jan R. Terano

Discipline: Education

 

Abstract:

This paper explores possible scenarios for the Research Culture of Camarines Sur Polytechnic Colleges (CSPC), to be known as Polytechnic State University of Bicol (PSUB). The paper utilized Jim Dator’s four archetypes of alternative futures to construct PSUB’s Research Culture possible scenarios by 2030. This paper highlights the assumption that the research culture in PSUB is of world class quality and all of its faculty members are actively involved in research, its disciplined, collapsed, transformative, or business as usual scenarios. Four plausible scenarios have surfaced in this paper: Progressive Research Culture, Lax and Deficit Research Culture, Sophisticated Research Culture, and Transformative Research Culture. The article explored areas for a preferred future by 2030. It requires multiple drivers along faculty, students, administration and community for a better research culture. This study proved to be useful in crafting and anticipating the future scenarios of PSUB’s research culture. Preliminary as it may, this study highlighted important building blocks of the four future scenarios. Dator’s framework was proved to be very useful in developing the four scenarios, the use of other future study tools will further amplify plausible scenarios for the Polytechnic State University of Bicol.



References:

  1. Cannon, A. (2016). Five trends driving change in research for development. Sustainable Scientists. http://www.sustainablescientists.org/five-trends-driving-change-in-research-for-development/
  2. Canvas. (n.d.). Four futures. University of Technology Sydney. https://canvas.uts.edu.au/courses/1276/pages/four-futures
  3. Cororaton, C. B. (2002). Research and development and technology in the Philippines (PIDS Discussion Paper Series No. 2002-23). Philippine Institute for Development Studies. http://hdl.handle.net/10419/127803
  4. Dator, J. (2009). Alternative futures at the Manoa school. Journal of Futures Studies, 14(2), 1–18. https://jfsdigital.org/articles-and-essays/2009-2/vol-14-no-2-november/articles/futuristsalternative-futures-at-the-manoa-school/
  5. Hirono, R. (1985). Improving productivity through macro-micro linkage. In Macro-micro linkages for productivity improvement through technological innovations: Case of Japan (Chapter 12). Asian Productivity Organization.
  6. Karlin, L. (2019). Welcome – Research culture. Shift Learning. https://wellcome.org/sites/default/files/research-culture-literature-review.pdf
  7. Repko, A. F. (2011). Mapping the drivers of interdisciplinarity. In Interdisciplinary research: Process and theory (2nd ed., Chapter 2). SAGE Publications, Inc.
  8. Tecson-Mendoza, E. M. (2015). Scientific and academic journals in the Philippines: Status and challenges. Science Editing, 2(2), 73–78. http://escienceediting.org/journal/view.php?doi=10.6087/kcse.47 https://doi.org/10.6087/kcse.47
  9. Teichler, U., & Sadlak, J. (2000). Higher education research: Its relationship to policy and practice (Issues in Higher Education Series). Elsevier Science.
  10. The ASEAN Post Team. (2020). Are higher education rankings important? The ASEAN Post. https://theaseanpost.com/article/are-higher-education-rankings-important
  11. Wittmayer, J., Hölscher, K., Wunder, S., & Veenhoff, S. (2018). Transformation research: Exploring methods for an emerging research field. Federal Environment Agency.
  12. World Conference on Higher Education. (1998). World declaration on higher education for the 21st century: Vision and action. UNESCO.