Governance Practices and Administrative Autonomy in LGU-Managed Higher Education Institutions in Bohol: Toward a Governance Framework for Institutional Development
DOI:
https://doi.org/10.65339/ijsis.V1.I3.194Keywords:
Administrative Autonomy, Governance Practices, Institutional Development, LGU-Managed Higher Education Institutions, Local Universities and Colleges, Province of Bohol, Participatory Governance, Strategic Planning, Transparency and AccountabilityAbstract
This study examined governance practices and administrative autonomy in Local Government Unit-managed higher education institutions in Bohol and proposed an Integrated Governance and Administrative Autonomy Framework for institutional development. Anchored on Decentralization Theory, Network Governance Theory, and Berdahl’s Autonomy Theory, the research employed a quantitative descriptive-correlational design. Data were gathered through an adapted survey questionnaire administered to 157 teaching, administrative, support, and research personnel from nine LGU-managed colleges selected via convenience sampling. Descriptive statistics and Spearman Rank-Order Correlation were used for analysis. Governance practices were very highly implemented overall, with academic governance strongest and decision-making processes comparatively lower. Administrative autonomy was exercised to a great extent, strongest in human resource management and strategic planning but more constrained in financial management. Institutional development was high overall, with academic program development and student support services strongest and facilities and learning resources weakest. Significant strong positive relationships existed between governance practices and institutional development, and between administrative autonomy and institutional development. The findings confirm that effective governance and sufficient autonomy are critical drivers of institutional growth, though participatory decision-making, financial flexibility, and physical resources require strengthening. The study recommends adoption of the proposed Integrated Governance and Administrative Autonomy Framework to balance autonomy with accountability, enhance participatory mechanisms, improve financial coordination with LGUs, and institutionalize continuous monitoring and evaluation. The research advances Sustainable Development Goal 4 on quality education and Sustainable Development Goal 16 on strong institutions by clarifying how local higher education governance and autonomy support accessible, accountable, and responsive tertiary education. It contributes to institutional, educational, governance, and community sustainability by providing an evidence-based framework that strengthens local colleges’ capacity to deliver quality programs, develop human capital, and align with local development priorities.
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