The study primarily aims to determine stakeholder perceptions of an educational institution’s active or partisan involvement in public governance issues, given the diverse schools of thought on how institutions of higher learning should manage the learning process of their students. It shall also assess if an interplay of “education” and “politics” is appropriate as a learning intervention tool to address the challenges posed, especially the period of Volatility, Uncertainty, Complexity and Ambiguity (VUCA), as popularized by Bennis and Nanus (1985), or to treat them as both powerful tools but should coexist separately and independently of each other. The study emanates from two identified conflicting schools of thought in educational management: first, from the theory of Dewey (1975), where students should be led and assisted by the administrators and faculty of educational institutions in practicing at the societal level what they learned from the four corners of the classrooms, and reversely, from the theory of Freire (1970) prescribing that schools should give students free and independent choices in the application of whatever knowledge they were able to acquire inside the classrooms and the educational institution. In this stakeholders’ perception study, there will be an assessment if the selected demographic, sociographic, psychographic, and situational-experiential factors significantly relate to perceptions of four major stakeholders (students, faculty, parents, and alumni) of the selected “X” University in Region IV-A on the latter’s political stance taken on certain government issues. The stakeholder groups’ perception is a function of their approval or disapproval of the stance taken against certain government issues. Such perceptions shall be analyzed to determine the extent of the school’s responsibility in molding students’ social responsibility. The study utilizes the survey method to gather pertinent data for this descriptive-comparative-exploratory study in assessing perceptions of the four stakeholder groups.
Keywords: Educational management approach, stakeholder perception, development challenges, political education, politicized educationBennis, W., & Nanus, B. (1985). Leaders: the strategies for taking charge. Harper and Row.
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