Bridging Policy and Practice: Level of Policy Implementation among State Universities and Colleges (SUCS) in Samar Island
Christine M. Adlawan
*
University of Eastern Philippines, Catarman, Northern Samar, Philippines.
Lyndon A. Ogoc
University of Eastern Philippines, Catarman, Northern Samar, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Effective policy implementation is essential for ensuring quality governance, accountability, institutional effectiveness, and sustainable development in higher education institutions. Despite the existence of governance structures and regulatory frameworks, State Universities and Colleges (SUCs) continue to encounter challenges in translating policies into actual institutional practices. This study determined the level of policy implementation across the fourfold functions of instruction, research, extension, and production among State Universities and Colleges in Samar Island.
The study employed a convergent parallel mixed-methods design integrating quantitative and qualitative approaches. A total of 307 internal stakeholders were selected from a population of 911 respondents using Slovin’s formula and proportionate stratified sampling. The respondents consisted of members of the Administrative Council, Academic Council, Faculty Union, Non-Teaching Association, and Student Council from the University of Eastern Philippines, Northwest Samar State University, Samar State University, and Eastern Samar State University. For the qualitative component, twenty key informants were purposively selected to provide in-depth perspectives on policy implementation. Data were gathered using researcher-developed questionnaires and semi-structured interview guides validated by experts in educational management and higher education governance. Quantitative data were analysed using frequency counts, percentages, and weighted mean, while qualitative data were examined through thematic analysis and triangulated with documentary evidence.
Findings revealed that policy implementation across the four core functions was generally rated High, indicating that SUCs operate through structured, compliance-oriented, and system-driven governance mechanisms. Instruction obtained the highest level of implementation (Grand Mean = 3.87), followed by research (3.77), extension (3.75), and production (3.50). Strong implementation was observed in areas related to regulatory compliance, policy monitoring, and institutional accountability. However, challenges were noted in terms of resource allocation, infrastructure support, stakeholder engagement, and feedback utilisation. Qualitative findings further revealed that policy implementation remains largely compliance-driven, influenced by centralised decision-making structures, bureaucratic procedures, and limited stakeholder influence in implementation processes.
The study concludes that while policy implementation among SUCs in Samar Island is generally effective, strengthening participatory governance, stakeholder engagement, transparency mechanisms, and institutional support systems is necessary to enhance policy responsiveness and institutional effectiveness. The findings provide empirical evidence that may serve as a basis for improving governance practices and policy implementation frameworks in higher education institutions.
Keywords: Policy implementation, higher education governance, state universities and colleges, Samar Island, participatory governance, institutional effectiveness, stakeholder engagement, quality assurance, resource allocation, mixed-methods research.