Sustainability in Academe: Blazing A Trail (UA&P Sustainability Report 2011-2012)

UA&P
University of Asia and the Pacific
Blazing a Trail
UA&P Sustainability Report 2011-2012
Sustainability in Academe
CONTENTS
PRESIDENTS MESSAGE INTRODUCTION ABOUT UA&P 2 3 1
ABOUT THE REPORT 9 SUSTAINABILITY IN ACADEME: BLAZING A TRAIL Elevating the Academic Atmosphere Fortifying Man and His Society 37 Advancing Responsible Stewardship 53 57 60 11 10
Fostering Environmental Consciousness
ASSURANCE STATEMENTS FOR TRIPLE BOTTOM LINE
ASSURANCE STATEMENT FOR ACADEMIC PERFORMANCE 66 EXTERNAL REVIEW COMMITTEE GRI CONTENT INDEX 72 ACADEMIC CONTENT INDEX 84 88 68
GRI APPLICATION LEVEL CHECK STATEMENT
Photos by Erwin Canlas, Cecilia Forbes, and CCO Archive
Blazing a Trail
Presidents Message
It is my pleasure to present the first Sustainability Report of our University and, for that matter, of an educational institution in the Philippines. We have decided to embark on sustainability reporting because we believe it is a vital means for measuring how far we have gone in achieving our objectives as well as how prepared we are to meet the challenges of the future. To us, the sustainability report is not just one among many reports we produce annually but a unifying mechanism for our regular review processes. It provides a system for consolidating, integrating, and internationalizing all our reporting efforts. The GRI Guidelines has given us an integrating perspective that is aligned to one of our central hallmarkspeople development. Its GRI frameworktriple bottom line (TBL) reportingcaptures an expanded spectrum of values and criteria for measuring organizational success, giving as much premium to social (people) and environmental (planet) aspects as to the economic profit. For an organization such as ours whose business is the formation of people, a commitment to TBL reporting reinforces and refines our commitment to coordinate the interests of stakeholdersstudents, faculty and staff, partners (which include parents and alumni), and the international Asia-Pacific communityrather than maximize shareholder profit. To make the Sustainability Report more reflective of the functions of an educational institution, we drew up another set of indicators that measure in a more extensive way the performance of an organization whose main concern is the integral development of individuals. We hope that this contribution of ours to the GRI Framework will help other educational institutions go much further in achieving their objectives.
JOSE MARIA G. MARIANO, PhD President
Introduction
The University of Asia and the Pacific (UA&P) counts itself as one of the few educational institutions that pioneered, and continue to pioneer, the integration of corporate social responsibility (CSR) into its programs. As early as 2001, UA&P began to offer a three-unit CSR course, making it a mandatory subject for the students. This move even preceded the Commission on Higher Education-mandated integration of CSR in business courses. To strengthen our commitment to CSR, we have established the Center for Social Responsibility, which is now one of the hallmark centers of UA&P. The Center takes care of UA&Ps integrated development programs that enable people, particularly the poor and marginalized, to help themselves. Since 2007, the University has been playing an active role in shaping the global sustainability agenda through its elected seat in the Netherlands-based Global Reporting Initiative (GRI).
It has also been assisting companies with innovative sustainability reporting solutions. To share its technical expertise, promote meaningful dialogue, and exchange ideas about sustainability reporting, it has organized a yearly Sustainability Conference that pools together leaders from all types of Philippine business. Through the years, we have strengthened our commitment and mechanism for transparency and accountability through various means, one of which is stakeholder engagement. We have formed a People Development Committee whose objective is to identify programs and projects that will best benefit employees. We also have a semiannual General Assembly where employees are updated on the operations of the University and how issues they previously brought up are being resolved. In 2011, the Management Committee made a decision to produce a sustainability report for the School Year 2011-2012, the first to be made by any academic institution in the country. According to the University President Jose Maria Mariano, it will help unify and enhance our regular review processes as well as embed a culture of evidence in the University. UA&P is set to blaze yet another trail in its pioneering efforts in sustainability as it comes out with this first ever sustainability report from a Philippine academic institution. This report will allow the University to have a deeper understanding of its current performance and how it can further improve its operations. It is also an important means of engaging with the different stakeholders. The GRI framework has been adopted for this purpose as it describes sustainability performance and addresses corporate social responsibility.
Blazing a Trail
About UA&P
The University of Asia and the Pacific (UA&P) is a private, not-for-profit institution of higher learning that puts due emphasis on the integral development of the human person and seeks to contribute to the integral human development of the peoples of the Asia-Pacific region. It traces its beginnings to the Center for Research and Communication (CRC), which was established more than 40 years ago as a private think-tank conducting research and offering graduate courses in economics and management. It gradually expanded its education activities and, in 1995, was granted university status by the Commission on Higher Education, the first such act of the then newly established commission. UA&P, located in Ortigas Center, Pasig City, Metro Manila, has a population of 1,750 undergraduate and graduate students. There are 137 full-time faculty members, 98 part-time faculty members, and 216 administrative staff. To date, the University has produced more than 6,600 alumni, including those who graduated from CRC. The University has one college, six schools, and one institute that offer academic degrees: College of Arts and Sciences (CAS) Institute of Political Economy (IPE), under CAS governance School of Communication (SCM) School of Economics (SEC) School of Education and Human Development (SED) School of Management (SMN) School of Sciences and Engineering (SSE)
Three centers are mandated to promote the corresponding hallmarks of the University: Center for Student Affairs (CSA), for the values formation hallmark Center for Social Responsibility (CSR), for the people development hallmark Center for Research and Communication (CRC), for the research and communication hallmark
UA&PFI Board of Trustees
Placido L. Mapa, Jr., PhD Chairman
Javier J. Calero Vice Chairman
Jose Maria G. Mariano, PhD President
Bernardo M. Villegas, PhD Vice President
Judy Rosario G. Cam Treasurer
Arwin M. Vibar, PhD Secretary
Governance 4
The University of Asia and the Pacific is a project of the University of Asia and the Pacific Foundation, Inc. (UA&PFI) and is governed by its Board of Trustees (BOT). The BOT, which has 14 members, is composed of the Chairman, the Vice Chairman, the President, the Vice President, the Treasurer, and 10 Board members. The mandate of the Board is to manage the affairs, business, and property of the Foundation. Within the UA&PFI BOT, an Executive
Committee decides on matters raised during the regular monthly meetings. This is composed of the Chairman, the Vice Chairman, the President, the Treasurer, and one more Board member. The Chairman of the Board convenes the Board of Trustees pursuant to the By-Laws of the UA&PFI. He presides over all meetings of the Board and the meetings of the members of the Foundation. The Vice Chairman of the Board assists the Chairman in the performance of his duties, and acts as Chairman in the latters absence. The President of the Foundation, who must be a member of the Board of Trustees, is the Chief Executive Officer of the Foundation and exercises general supervision and control of the corporations business affairs. The Vice President of the Foundation, in the absence, death,
incapacity, inability, or disability of the President, takes over and discharges all the duties of the latter as well as other duties as may be delegated to him by the President. The Treasurer of the Foundation has custody of the funds and the securities of the Foundation, receives for the Foundation any and all contributions from persons and organizations in the Philippines and in other parts of the world, deposits the funds of the Foundation including contributions and securities in such banks or trust companies as may be designated by the Board, and performs all duties incident to the Office of Treasurer. The Treasurer also posts a bond in such sum and with such security as may be determined or fixed by the BOT. The Secretary of the Foundation takes care of the records of the meetings, has custody of the corporate seal, notifies the trustees of their election, and under the
Board of Trustees Members

Paul A. Dumol, PhD Enrique P. Esteban, PhD Jose Rene C. Gayo, D.B.A. Marie Rose G. Marcella Antonio H. Ozaeta Ambassador Jose V. Romero, Jr., PhD Shirley M. Sanggalang Ireneo U. Tan Antonio N. Torralba, PhD
Blazing a Trail
Figure 1. UA&P Organizational Chart
board of trustees
university secretariat
management committee
cas/ipe opcom
sec opcom
smn opcom
scm opcom
sse opcom
sed opcom
Center For Student Affairs (CSA) opcom
Center for Research and Communication (CRC)
Corporate Social Responsibility (CSR) opcom
College of Arts and Sciences (CAS) Lit His Arts Hum Eng P.E. Rel Fil APS Philo (Lib. (APL) Arts)
Institute of Political Economy (IPE)
Industrial Economics Program (IEP) Strategic Business Economics Program (SBEP) Applied Business Economics Program (ABEP) Business Economics (BE)
Master of Science in Management Program (MScM) Center for Food and Agribusiness (CFA) Entrepreneurial Management Program (EM) Continuing Management Education (CME) BSBA Program
Integrated Marketing Communications MA in Communication
Engineering Information Science and Technology Mathematics Natural Sciences
MA Devt Educ MA Child Devt Educ Educ Leadership Human Cap Devt Office of Student Affairs (OSA)
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University Library (LIB) Office of the Registrar (REG) Assets & Facilities Management (AFM) Financial Management & Reporting (FMR) Human Resource Information Management and (HRM) Communication Technologies (ICT) Public and International Affairs (PIA)
Office of Alumni Affairs (OAA)
Corporate Communications Office (CCO)
Development Office (DEV)
Chaplaincy (CHP)
Admissions Office (ADM)
general direction of the President, prepares and presents the business to be acted upon at all meetings. The Management Committee (ManCom) is a collegial governing body of the University, directly under the BOT and the Executive Committee. Its prerogatives extend to the implementation of the strategic directions for the University set by the Board of Trustees. Presently, the ManCom is composed of the University President, the University Vice Presidents, and the University Secretary. The President coordinates the work of the other members of the ManCom and presides over the ManCom meetings.
Under the ManCom are the Operations Committees (OpComs), each of which is tasked with the governance of a particular school within the University. The members of an OpCom are the Dean of the college/school, the Vice Deans, and the college/ school Secretary. As indicated in the UA&PFI ByLaws, members of the Board shall not receive any stated salary for their services as Trustees. Senior managers and executives are covered by the salary structure of the University. The by-laws state that the members of the UA&PFI shall consist of the incorporators named in the
articles of incorporation and such other members as may be admitted only by a majority vote of all the members of the BOT. Admission to membership in the Board is made to prospective members only upon the invitation of the Board and after thorough screening of their qualifications.
Stakeholder Engagement
The University has a wide range of stakeholders that include students, employees, alumni, parents, potential applicants, other higher education institutions, the local community, the local government, government agencies, professional organizations, media, and suppliers

of goods. Engagement with them takes place through various media such as surveys, focus group discussions, and exit interviews with employees and students. The employees can course comments and recommendations to the ManCom through the People Development Committee, which is a consultative body in matters related to employees. They can also convey suggestions through the employee suggestion boxes or through their immediate supervisors. The University has also institutionalized a semiannual general assembly for employees where issues affecting employees are discussed and views are expressed. For this sustainability report, formal focus group discussions were organized with select stakeholders. Key topics and concerns that have been raised through stakeholder engagement underwent materiality testing and formed part of the performance indicators in this report. In general, we have established avenues for stakeholders to contribute to the improvement of the University. A climate survey was done in 2011 to identify the employees work-related concerns. A semiannual general assembly for employees was established so that those leading the University can give the employees updates on the situation of the University. This is also an opportunity for the employees to air out their concerns and ask questions to those in governance. The People Development Committee was also established to identify and provide recommendations to the employees concerns. UA&P News Page, the community newsletter of the University, is published fortnightly. We also make sure that students and parents get to interact and converse with the University officials through get-togethers and informal sessions. Officials of financial institutions and of the Commission on Higher Education (CHED) are met whenever the need arises. For this specific report, the GRI Steering Committee, composed of key university officers, identified the Universitys stakeholders and ranked them based on the GRI guidelines. The following were identified as the Universitys stakeholders: teachers and administrative staff employed in the University, students, alumni, parents, financial institutions we transact with, suppliers, and government institutions that regulate higher educational institutions, such as the CHED. We conducted focus group discussions with select stakeholders to identify the issues that are relevant to them. The key topics that were raised during the focus group discussions were the following: 1. Salary and benefits of employees 2. Issues on communication 3. Promotion 4. Ranking and promotion 5. Mentoring 6. Facilities 7. Quality of teachers, teaching, and research
Programs Offered
Five-year Graduate Programs
Master of Arts in Communication, major in Integrated Marketing Communications Master of Arts in Education, major in Child Development and Education Master of Arts in Humanities Master of Arts in Political Economy with Specialization in International Relations and Development Master of Science in Industrial Economics Master of Science in Management Bachelor of Arts in Economics Bachelor of Arts in Humanities Bachelor of Arts in Integrated Marketing Communications Bachelor of Arts in Media and Entertainment Management Bachelor of Arts in Political Economy Bachelor of Science in Applied Mathematics Bachelor of Science in Business Administration major in Management Bachelor of Science in Child Development and Education Bachelor of Science in Entrepreneurial Management Bachelor of Science in Human Capital Development Bachelor of Science in Industrial Engineering Bachelor of Science in Information Technology
Bachelors Programs
Other Graduate Programs

Master in Applied Business Economics Master in Business Economics Master in Education, major in Child Development and Education Master in Education, major in Educational Leadership
Blazing a Trail
The Universitys governing bodies have been trying to address the concerns of the stakeholders by putting policies and programs in place. For example, concerns on communications were addressed by setting up the People Development Committee, publishing a newsletter and a magazine regularly, and putting up employee suggestion boxes, among others.
programs,andvolunteer projects for students who aim to optimize their college experience. These combine to address the various needs of students and provide an atmosphere conducive to personal learning and growth.
In the same spirit, CSA also advocates responsible participation in student-initiated projects and organizations. CSA is composed of five desks that encompass every aspect of student life beyond academics Student Services, Mentoring and Guidance, Kultura, Civics, and Sports Development.
CSR utilizes its professional expertise, resources, and entrepreneurial abilities in a process of synergy to create greater impact and sustainability. Throughout the years, the University through the Center has engaged in various, wide-ranging projects: Corporate sustainability Assistance to local government units in obtaining financing Community development Strategic planning Character education Poverty alleviation
Hallmark Centers
The University has three hallmark centers to correspond to its three hallmarks: Center for Student Affairs, for the hallmark of values education; Center for Social Responsibility, for the hallmark of people development; and Center for Research and Communication, for the hallmark research and communication.
Center for Social Responsibility

The Center for Social Responsibility (CSR) is the social extension center of the University of Asia and the Pacific. It aims to maximize the synergy of the faculty, students, and partner institutions in uplifting the social and economic conditions of marginalized groups in society. This is borne out of the Christian doctrine that every person has the social obligation to reach out to those in need. The Centers brand of social responsibility goes beyond common notions attributed to charity and stewardship that are commonly expressed by dole-outs. Rather, CSR prefers to view social responsibility along the lines of uplifting the dignity, productivity, and sustainability of people, companies, and communities.
Center for Research and Communication

The Center for Research and Communication (CRC) was established in August 2010 as a university hallmark center and a joint project of the CRC Foundation, Inc. and UA&P Foundation, Inc. CRC is a non-stock, nonprofit public policy research institution.It undertakes research with the purpose of making current issues understood by decision-makers in business, government, and civil society, who can translate progressive ideas into action. CRC also aims to help form responsible citizenry that can judge policies on the basis of their wisdom rather than populist appeal. It gives priority to areas of research that maximize the contribution to the common good of Philippine society of officials of government, business, and civil society, who will make use of the findings of research to design their respective policies and programs of action.
Center for Student Affairs

Formerly known as the Office of Student Affairs, the Center for Student Affairs (CSA) has recently been made a center to highlight its role as a guardian of one of UA&Ps hallmarks: Values Formation. Aside from the day-to-day services CSA provides, there is also a diverse selection ofactivities, development
Mission Statement of UA&P

The University of Asia and the Pacific (UA&P) is an academic community where the pursuit and spread of truth are undertaken according to the highest intellectual and professional standards. It shall always remain faithful to these foundational aims: To pursue, through world-class research, an interdisciplinary synthesis of humanistic, professional, scientific, and technical knowledge, inspired by a Christian view of man and sense of life; To promote, in an atmosphere of freedom, the integral development of all the members of the University community so that they may work with good will, competence, and team spirit; To form committed professionals and encourage them to serve with personal initiative and civic responsibility the community in which they work, thereby helping build just and harmonious social structures; and To create and spread a culture that strengthens the dignity of the human person and the unity of the family, and that promotes understanding and cooperation among persons of all races, beliefs, and social conditions.
To achieve these aims, the UA&P shall seek to reach a level of excellence in its research and teaching programs that will earn for the University a place among the most prestigious academic institutions in the Asia-Pacific region; adopt advanced research and teaching techniques so as to become a source of innovative forms of learning, as well as contribute to a better balance between the cost and quality of research, communication, and education; adapt its teaching programs, founded upon basic research and the study of the humanities, to the actual needs of a society undergoing progressive change and of a wide region promoting international cooperation; seek, while working closely with other Philippine institutions, wider regional and international recognition so that it can be present in intellectual fora and policy dialogues; strengthen and broaden the avenues for cooperation so that it can effectively contribute to the spread of proper values and people development and obtain from various sectors of society the necessary support to carry out its extension work; organize itself in a manner conducive to internal efficiency and effective coordination, while keeping enough flexibility, so as to enable all members of the university community to contribute freely and responsibly to the fulfillment of their common tasks; and strive to attain, as a necessary condition for its autonomous development, a level of economic self-sufficiency that will allow the University to firmly establish itself as a center of academic excellence, to initiate new projects, and to admit well-qualified students from the underprivileged sectors of society.
Blazing a Trail
About the Report
This is the first ever sustainability report to be prepared by a Philippine university. The content of the report, which covers School Year 2011-2012, was put together by a steering committee under the leadership of the Vice President for Administrative Affairs. The committee is composed of key people in the University who can disclose information and management approaches behind the categories required by the Global Reporting Initiative (GRI) framework. The UA&P GRI Steering Committee, composed of key officers of the University, started the process of defining the report content and materiality assessment by identifying and ranking the various stakeholders of the institution. The committee identified the following as key stakeholders: teachers and administrative staff employed in the University, students, alumni, parents, financial institutions we transact with, suppliers, and government institutions that regulate higher educational institutions, such as the Commission on Higher Education. We deem these stakeholders crucial to the development of the University, and they are considered to be the beneficiaries of this sustainability report. After identifying the stakeholders of the institution, we selected individuals from each
sector and conducted focus group discussions with them to know from their perspective which items in the economic, environmental, and social aspects should be reported on by the University. The committee decided to add another category outside those in the GRI framework: Academic Performance, which is unique and highly relevant to the university setting. The steering committee crafted the subdisclosures on management approaches and identified the key performance index applicable to the University. The committee also included the performance indicators identified by the stakeholders consultation as relevant and should be addressed by the University. These performance indicators were subjected to materiality testing following the GRI standard. Given a highest possible score of 16, the committee decided that those key performance indicators (KPIs) with a score of 10 and above would be reported on. Out of the 53 KPIs for the GRI triple bottom line, only 33 were found relevant23 of which are core indicators while 10 are noncore. For the academic KPIs, all 25 indicators were deemed relevant to the University. Queries regarding the report may be forwarded to Mr. Rolando Sison, Vice President for Administrative Affairs at rolando.sison@uap. asia.
Sustainability in Academe: Blazing A Trail

The Universitys sustainability agenda is inspired by its commitment to contribute to the integral human development of the peoples of the AsiaPacific region. Our core business is educating individuals, and our approach to sustainability is therefore rooted in the human person. We believe that sustainability is not only about environmental protection, nor should it only be about economic viability or social development. It has other dimensions that are just as important, particularly in a setting such as a university and with a strategic direction that holds the human person as its driving force.
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Since the core business of the University is education, its sustainability efforts are anchored on its academic goals and strategic directions. Hence, sustainability endeavors, whether economic, social, or environmental, need to support the fullest development of everything that is human in the individual. The Universitys sustainability commitments are presented here according to academic, economic, social, and environmental perspectives. We reached the decision to include the academic perspective in addition to the triple bottom line because of the vital role of education in sustainability efforts that are aimed at upholding human dignity. We drew up a set of indicators based on the four major areas of operation that make up the academic lifecurriculum, faculty, students, and alumni. Together, they form what we want to call the fourth bottom line: Academic Performance.
Blazing a Trail
The University seeks to be a university of choice imparting a seamless curriculum, handled by a prestigious faculty, preparing students for competence in life and at work, and with the alumni steeped in social responsibility. The university curriculum is founded on a liberal education perspective and a Christian outlook. The core curriculum serves as the Universitys gateway to the specialization programs, which in turn are all intended to give the students a more thorough preparation for the exercise of the skills demanded by their professions. The faculty, who are the primary channel of the curriculum, aim to be mindful of their indispensable role in the life of the University, nurturing their personal integrity and professional prestige so that they may contribute more effectively to the integral development of their students and the rest of the academic community through classroom instruction, research, extension, and personalized dealings. The students, the raison dtre of the University, are seen to grow steadily in their pursuit of integral development and, thus, in their disposition to take full advantage of the curricular and co-curricular programs of the school, and even to help create development education initiatives. The alumni, who form the Universitys showcase, manifest their appreciation of their experience in the University by committing and contributing time, money, and effort in the pursuit of the Universitys vision and mission statement and the continuity of its corporate aims and goals. The academic and administrative support staff assures the details of the teaching and learning environment in the University, thereby facilitating the full and pleasant exercise of teaching and learning responsibilities. The goals above are attained through the core curriculum, specialized studies, co-curricular activities, the hidden curriculum, and, in general, campus life, transforming students into persons and professionals who are steadfast in the service of God and society.
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ELEVATING THE ACADEMIC ATMOSPHERE

Given our core business of educating individuals and our approach of grounding our sustainability in the human person, the academic life of the University focuses on four major areas of operation: the curriculum, the faculty, the students, and the alumni.

Policy and goal-setting, as well as implementation, monitoring, and evaluation are carried out periodically and collegially in all levels of governance, from general assembly, to the faculty, to the department chairs and program directors, to the Operations Committee, to the Management Committee, and to the Board of Trustees. The following performance indicatorsgrouped into curriculum, faculty, students, and alumnidemonstrate that our educational programs, goals, and strategies are sustainable. courses in a given program and between the core and specialization curricula. Each subject is deliberately made coherent with the other subjects in the core curriculum and specialization curriculum. All programs are submitted to all stages of peer accreditation at the appropriate time to guarantee continuing monitoring of quality and upgrading. To ensure that the curriculum is seamless and integrated, we see to it that the following factors are clearly established: The specific contribution of each course to the corresponding program; The specific contribution of each program to the Universitys clientele; The linkages between the core curriculum and the specialization curriculum; and The delineation between the four- and the fiveyear programs. All these imply the review of the content of the course syllabi in all programs to ensure the attainment of program goals. This helps significantly in the attainment of Level III accreditation in four graduate programs and Level II accreditation in three other programs.
Undergraduate and Graduate Programs

UA&P has two types of undergraduate programs: (a) one that serves as core curriculum for the straight masters program in certain fields; and (b) one that stands alone as a full Bachelor of Arts or Bachelor of Science degree. These programs have an integral connection with graduate programs through the liberal education component and the smooth transition to graduate school founded on the principles of liberal education. The core curriculum subjects (liberal arts) prepare students competently for the specialization curriculum subjects in the graduate schools, particularly in critical thinking, effective discourse, and translating thought to programs and activities geared toward the common good. Differentiation in standards between undergraduate and graduate programs is seen quantitatively in the competency/passing mark in undergraduate programs (3.0 on a scale of 1 to 3.5) and graduate programs (2.5 on the same scale). The departments and graduate schools provide the qualitative meaning of 2.5 and 3.0 in terms of competencies specific to the disciplines.
SEAMLESS CURRICULUM
The course offerings, the program of studies, the course framework, and the course syllabi are founded on and anchored in the reality and development of the human person and his or her relationship with others, the material world, and God. Hence, the curriculum has the human person as its focus and as jumping board of its construction and implementation. In a concrete manner, the curriculum translates the vision and mission of the University. The university curriculum is characterized by a liberal education orientation and a Christian outlook and by a seamless unity across
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Hence, standards, rubrics, and procedures for evaluation of learning in the different courses, including evaluation of research papers and theses, have to be institutionalized.
Blazing a Trail
Table 1. UA&P Programs Accredited by PACUCOA
Programs Liberal Arts Program Master in Business Economics Master in Applied Business Economics Master of Science in Industrial Economics Master of Arts in Education Master of Arts in Communication Major in Integrated Marketing Communications Master of Arts in Political Economy with Specialization in International Relations and Development Master of Science in Management Level III Level II (3rd accreditation) Level II (3rd accreditation) Level II (3rd accreditation) Level II (3rd accreditation) Level I (working for Level II) Level I (working for Level II) Level
prepared through formal courses in research in both undergraduate (Communication Arts III) and graduate (Methods and Materials of Research) levels. In the graduate level, the course is mostly geared to thesis writing. The two preparatory approval stages for thesis writing are the topic presentation and the proposal defense (preferably with the same panel for both). The final thesis defense features the same panel as well to the extent possible. The universal criteria for thesis defense include content or substance, contribution to the understanding of the field, coherence among the parts of the thesis, and oral presentation. The different schools in the University translate these criteria according to the nature and demands of their respective programs. The thesis panel has three to five members, including the thesis adviser and an outsider knowledgeable in the theme.
Level I (working for Level II)
A number of programs have been accredited by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). PACUCOA is a private accrediting agency that gives formal recognition to an educational institution by attesting that its academic programs maintain excellent standards in its educational operations, in the context of its aims and objectives. All academic programs are expected to submit themselves to peer accreditation by PACUCOA through Level III status by School Year 2021-2022. The list of accredited programs is shown on the Table 1. Two other programs (AB Integrated Marketing Communications and AB Political Economy) will have their preliminary visit before the end of School Year 2012-2013. Students academic performance is evaluated through a reasoned judgment made by the subject faculty. The sole criterion for student evaluationon a scale of
1, 2, 3, and 3.5is acquisition of competencies. A set of rubrics meaning of each mark, expressed in gradations of .25has been in use for several years. As part of their academic requirements and as basis for performance evaluation, students are assigned papers on topics coherent with pedagogical expectations according to the students respective developmental stages. Students are also expected to undertake research work and hence to submit theses. They are
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Core Curriculum
The number of units assigned to the core curriculum and the specialization studies has been rationally determined on the basis of (a) national policy

requirements, (b) dictates of the job market, and (c) the academic thrust of the University. The bulk of the core curriculum is usually completed in the first two years of four-year programs and the first three years of the straight masters programs. This prepares the students for a seamless transition from core to specialization curriculum, with the core courses as a basis for critical and analytical thinking, application, effective and appropriate communication, and synthesis of faith and reason. The core curriculum is classified into three clusterswisdom, professional skills, and citizenship subject clusters (the hallmarks of the College of Arts and Sciences, which is charged with the delivery of the core curriculum). The wisdom subject cluster includes Philosophy, History, Literature, Art, and Theology; the professional skills subject cluster has English, Mathematics, Science, and Physical Education;
Core curriculum

AB and BS programs. From a high of 105 units (for AB programs) to a low of 75 units (for BS Industrial Engineering), depending on the specialization requirements. Straight masters program. A high of 120 units (MA Humanities) to a low of 117 for the other programs (MA Political Economy, MS Management, MS Industrial Economics, and MA Communication).
Specialization curriculum
AB programs. From a high of 63 units, including electives (AB Integrated Marketing Communications) to a low of 51 units (AB Humanities), the latter mainly due to the humanities-oriented content of the core curriculum. BS programs. A high of 132 units (BS Industrial Engineering) to a low of 75 units (BS Human Capital Development). Straight masters program. A high of 105 units (MA Integrated Marketing Communications) to a low of 69 units (MA Humanities).
and the citizenship cluster consists of Filipino, Rizal, Asia-Pacific Studies, and Political Economy. While each subject is distinct from the rest and has its reason for being, one subject depends on the rest for a holistic appreciation of its own content. For instance, Art looks into its evolution in History and its expression in Literature. English, Filipino, and Math are tools for a deep understanding of the Humanities. For core curriculum courses, the sole criterion for competence determination is acquisition of targeted knowledge and skills. The evidence can be found in long tests, individual papers, and midterm and final examinations. Personal effort does not enter competence determination; rather, it is seen as a conditio sine qua non for genuine knowledge and skills acquisition. Hence, importance is given to individualized mentoring, where the mentor goes through the study patterns, habits, dispositions, lifestyle, and general academic and personal life of the students he or she is mentoring.
Specialization Curriculum
Because the University seeks to offer courses not ordinarily offered elsewhere, we have pioneered in several course offerings. For instance, we offer Integrated Marketing Communications, not Communication; Development Education or Human Capital Development, not Education; Industrial Economics, not Economics; Entrepreneurial Management side by side with Management. The curriculum of specialization courses is crafted and updated by senior faculty handling the course, in close consultation with industry leaders. This has helped guarantee the continuing relevance of the basics and nuances of program content, based on industry and market movements. Apart from direct consultation to ensure continuing relevance is engaging the services of industry practitioners, including alumni entrenched in the industry, for
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Blazing a Trail
the faculty. In the Integrated Marketing Communications program, for example, a good number of faculty members teach part-time since they are industry practitioners, even executives. These two directions explain the high level of employability of UA&P graduates, whether those in the four-year programs or the straight masters programs, with the graduates of the latter enjoying an initial advantage over the former. recognition. So do the existing AB programs (Humanities, Economics, Integrated Marketing Communications, and Political Economy) and BS programs (Information Technology, Entrepreneurial Management, Applied Mathematics, and Business Administration). Three BS programs and one AB program are under Government Permit (BS Industrial Engineering, BS Human Capital Development, and BS Child Development and Education; AB Media and Entertainment Management), a preliminary stage to full recognition. All academic programs are expected to have submitted themselves to peer accreditation by PACUCOA through Level III status by School Year 2021-2022. There is likewise a scheduled rollout of academic programs aimed at the Universitys attainment of institutional accreditation or autonomy from the Commission on Higher Education (CHED) by 2018. CHED is the governing body covering both public and private higher education institutions as well as degree-granting programs in all tertiary educational institutions in the Philippines. The target for autonomy has been made coherent with the strategic plan that spans 2010 to 2018.
Control and Accreditation

The six straight masters programs of UA&P have received their respective government
Figure 2. Proposed Timeline of Accreditation

Legend: Existing AB programs (Integrated Marketing Communications, Political Economy) whose Government Recognition was granted by CHED in School Year 2010-2011 Graduate programs (Political Economy, Communication, Management) whose Level I Accredited Status was granted by PACUCOA in March 2010 Graduate programs (Education) whose Level II 3rd Reaccreditation Status was granted by PACUCOA in School Year 20102011 Graduate programs (Industrial Economics, Business Economics, Applied Business Economics) whose Level II 3rd Reaccreditation Status was granted by PACUCOA in School Year 20102011
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Table 2. Timeline of Government Recognition Application of Programs with Permit
Program BS Child Development and Education BS Human Capital Development BS Industrial Engineering Status Authorized to operate the 1st and 2nd year levels of the program, effective SY 2011-2012 Authorized to operate the 1st and 2nd year levels of the program, effective SY 2011-2012 Authorized to operate the 1st and 2nd year levels of the program, effective SY 2011-2013 Expiration March 2013 March 2013 March 2013 Submission to CHED October 2012 October 2012 October 2012
Internationalization
The Universitys vision for internationalization consists of gaining a deeper understanding of Asia and the creation of niches in Southeast Asia in liberal education and specialization courses, the study of socio-economic issues, and the organization of educators forums on basic and higher education concerns. Our 2018 strategic plan goals include the following: A niche in liberal education and specialization courses, taking a good lead among other Southeast Asian universities; Think-tank status in Asian politics and socioeconomic issues; Presence of university officials and key faculty members in national and international forums attended by officials and faculty of other universities; Twinning arrangements; Deep understanding of educational partnership practices in Asia and elsewhere; and Teachers on sabbatical as visiting professors.
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and agreement with European and Asia-Pacific universities. It has organized several conferences involving international academics on social issues affecting university education and social development in general. Most recent is an international research series on World Family Map Project, spearheaded by the University of Virginia, the Ridge Foundation, and six other universities in Europe and Latin America. The University has also signed partnership agreements with Korean and Chinese universities and other private entities on the teaching of English. Ambassadors of Asia-Pacific and Latin American countries have also been invited for exploratory talks on student and faculty exchange, research, and other development initiatives. A recent move is a national essay competition and a photo essay competition on Calidad Humana, with the embassies of Chile and Brazil, the University of Asia and the Pacific, and the University of Santo Tomas comprising the core team. In addition, the UA&P Tambuli Awards has taken what could be its first big step in becoming a truly global event. The Tambuli Awards, launched in 2005 by the UA&P School of Communication, is the first and only award-giving
body globally of its kind, where equal measure is given to both profitable integrated marketing communications campaigns and the simultaneous promotion of societal values. This year, over a hundred entries not only from the Philippines top advertising agencies and clients but also from Thailand, Vietnam, India, and Malaysia vied for the awards. The awards show was graced by international delegates, such as the ambassador of the Republic of Chile, His Excellency Roberto Mayorga; First Secretary of the Embassy of Spain, Antonio Garcia; and Third Secretary of the Embassy of Indonesia, Titik Nahilal Hamzzah. Another milestone to look forward to in the academic initiatives of the University is the Advanced Management Program (AMP) offering of the Southeast Asia Business Studies (SEABS) of UA&P. SEABS is envisioned to be a leading business school for understanding and mastering Southeast Asian business issues and opportunities. It will leverage the global experience of IESE Business School (the graduate business school of theUniversity of Navarra, Spain) in case-based executive education and UA&Ps Center for Research and Communications track record in business-economics research. The AMP aims to take a
The University has had several memoranda of understanding
Blazing a Trail
general but strategic focus on key business, industry, and global issues that will shape the future business landscape and thinking in Southeast Asia. The program is set to offer a multicultural mix of participants (with senior executives coming from other ASEAN-member countries), modular courses spread out across six months, multilocation delivery (Philippines, Indonesia, and Spain), and an international faculty (the combined roster of faculty from UA&P, IESE Business School, and affiliate schools in Asia). courses be full-fledged graduates of appropriate masters degrees, and 60% of the faculty of the specialization programs be in the graduate level with a doctorate degree. This would rationalize the laying out of a clear career path and development program for each faculty member. To enable teachers to carry out their workload efficiently and effectively, the management ensures the following: New teachers are coached through observation and chat sessions at least once a quarter, and one- to three-year teachers at least once a semester; The compensation package is clearly delineated for the faculty in all stages and aspects of their professional engagement; and, A complete database on the University and college/school faculty is maintained as easy reference for policy and other decisions and other needs. she is not employed elsewhere, and after six months of teaching in the University, enjoys all the benefits due to a regular employee of the institution. On the other hand, a teacher who renders service for a minimum of three hours per week is classified as a part-time lecturer. The number of hours he or she renders varies on a semestral basis, and he or she may have professional involvement elsewhere. Considering the impact of teachers on the lives of the students regardless of number of units taught, the same personal and professional qualifications should be demanded of both full-time and part-time teachers. They shall be subject to the same selection, hiring, salary movements (mutatis mutandis), and separation criteria, and shall be distinguished only by the time they dedicate to university work. Full-time instructors shall have an ordinary load of 30 teaching units a year, open to load reduction but only for mentoring, professorial research, work of governance and administration, or further studies, and subject further to Operations Committee (OpCom) approval. The teaching load of professors is capped at 18 units a year for them to be able to do research.
REPUTABLE FACULTY
In accordance with university policy, faculty members are chosen from a select pool of candidates with at least a masters degree if teaching in the undergraduate level, and preferably with a doctorate degree if teaching in the graduate level. From incorporation to separation or retirement, faculty members are given the opportunity to undergo internal and external means of personal and professional development in teaching, research, and extension. They are and shall be appropriately compensated and evaluated toward the further enhancement of their academic performance and initiatives. Interdisciplinary dialogue and faculty mentoring are encouraged among teachers, to enable them to discuss the dynamics and integral applications of the different disciplines and the Universitys corporate culture, Christian orientation, and lifestyle. The goal of the University is that 100% of the faculty handling the core curriculum and undergraduate
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Classification
Employees in the faculty track are classified as full-time or parttime. A full-time faculty member renders 44 hours per week of service, equivalent to at least 15 units in a regular semester. He or

Lecturers and teaching associates
Lecturers are industry practitioners and other experts who are invited to handle classes over a period of time or even a full term. They are distinct from part-timers, who are salaried on a per hour and semestral basis. Lecturers receive honoraria, which considers the total period of engagement but which may be paid out on a per hour basis. Teaching associates are young graduates with graduation honors, who demonstrate high potential toward teaching competence, but who have not completed a masters degree. Working either part time or an equivalent of full time, they are required to complete their masters degree within a stipulated period. is a declaration of the teachers fitness for long-term engagement in the University and his or her contribution to its corporate development as a higher education enterprise. Hence, proposals toward permanence are based on a judgment of the teachers moral probity, doctrinal soundness with regard to the Catholic faith, professional competence in his or her field, and clear understanding and application to life of the culture of the University. The countrys law provides a maximum period of three years of probation from date of employment as faculty member before being made permanent. In the University, full-time teachers are admitted on probationary status for a minimum period of six months to a maximum of three years. Permanent teachers are dismissed only for cause. Dismissal, however, should be extremely few and far between, on account of the prudence exercised in making a teacher permanent. The contract of probationary teachers is on a semestral basis. The services of probationary teachers who do not perform competently are terminated after the contract term. The responsibility for ensuring that only teachers who are fit for long-term engagement in the University are made permanent lies with the OpCom of the unit, with the Management Committees (ManCom) concurrence. ManCom receives and processes the teachers performance evaluation every semester on the first year and every year thereafter. The Human Resource Management (HRM) is responsible for maintaining a complete file of faculty members, including documents related to the decision of rendering a teacher permanent. For School Year 2011-2012, six faculty members were made permanent, 12 were given contract, and one was given tenure.
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Those deemed qualified for incorporation as full-time faculty members are proposed following the standard process of approval and clearance. These teachers follow the policy on conversion to permanent status.
Academic ranks
Faculty ranking in the University is a process of the faculty member growing in professional competence and maturity and in fullness of commitment to the ideals espoused by the University. Ranking begins with the four stages of Instructor and proceeds to Assistant Professor. It eventually leads to tenure upon attainment of Associate Professor and Full Professor. Upon admission, a faculty member with no doctoral degree is classified under any of the four progression steps of the Instructor rank depending on how far the teacher is into his or her doctoral studies. Instructor 1 With no PhD units coursed Instructor 2 With 50% of PhD coursework completed
Movement from probation to permanence to tenure

Conversion from probation to permanence is one of the more significant and delicate acts of the University. Such conversion
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Instructor 3 Comprehensive examination or equivalent passed Instructor 4 Thesis proposal approved of Assistant Professor, subject to previously mentioned conditions. Professor Djun Kil Kim, a specialist in Korean Studies, was a Visiting Fellow in 2011. He became professorial and research chair of the UA&P Samsung Korean Studies Program, a pilot project of the UA&P Department of Asia Pacific Studies and the Samsung Group that aims to provide more in-depth studies on Korean culture and history. He is currently a lecturer under the Asia Pacific Studies of the College of Arts and Sciences. Faculty members teaching in a graduate school are expected to work toward tenure, that is, the rank of Associate Professor. With tenure, they are no longer subject to periodic evaluation. Ranking and teacher evaluation always go together. Rank promotion is based on good teacher performance as reflected by evaluation ratings. Teacher performance is always holistic, that is, with the rating reflective of the totality of the teachers professional competence, disposition, attitude, moral probity, doctrinal soundness, work virtues, and character. For School Year 2011-2012, two faculty members were promoted to Associate Professor. From among Associate Professors and Full Professors, University Fellows are designated by the Board. They are tasked to give recommendations on specified academic questions (e.g., designation of Associate Professors, setting of university standards for graduate thesis, and setting the directions of the Universitys research). UA&P has seven University Fellows: Dr. Jesus Estanislao and Dr. Bernardo Villegas, economists and founders of the University; Fr. Joseph de Torre, social and political philosopher and Professor Emeritus of the University; Dr. Paul Dumol, historian and university trustee; Dr. Antonio Torralba, educator and university trustee; Dr. Jose Maria Mariano, university president; and Dr. Emilio Antonio, Jr., economist. The University values its faculty and aims to make each one a partner in institution building. Hence, our care for our teachers
Graduate studies of teachers correspond to the goals of the University. Hence, the University reserves the right to concur with the teachers envisioned graduate study and career path, as well as the choice of institutions of higher learning where teachers should pursue their masters or doctorate studies. For School Year 20112012, six faculty members finished their MAs and PhDs. A faculty member is expected to work towards the rank of at least Assistant Professor. Admitted faculty members with fully earned PhDs do not immediately qualify for Assistant Professor rank. They start off with a special title, Visiting Fellow, which may be equivalent in pay but not in rank to Assistant Professor. If engaged full time in the University, they are subject to the norms of probation. Upon permanence, the faculty member is given the rank
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Table 3. Faculty Distributed According to Rank Second Semester, School Year 2011-2012
Full Professor CAS CRC CSR IPE SCM SEC SED SMN SSE Total 0 1 0 0 0 0 0 0 0 1 Associate Professor 3 1 0 0 1 2 0 2 1 10 Assistant Professor 16 0 0 0 4 4 6 3 7 40 Instructor 35 0 4 7 1 7 2 10 13 79 Assistant Instructor 7 0 0 0 0 0 0 0 0 7 Lecturer 23 0 1 3 10 2 5 49 5 98 Total by School 84 2 5 10 16 15 13 64 26 235

is a matter of deliberate attention, even beyond retirement.
Appointments
Teachers receive their appointments as faculty members from the University, as proposed by the department chairs through the OpCom and concurred by the ManCom. Special appointments are made for governance or administrative work. The University makes appointments for governance positions for ManCom or OpCom work, and for administrative positions for department chairs, program directors, or unit heads. Governance or administration office is seen as crucial to the attainment of the vision and goals of the University. This, however, is without prejudice to the main responsibility of the faculty member, which is to carry out teaching, mentoring, and research work. Ordinarily, the term of office for governance or administrative positions is three years, with the possibility for re-appointment for an additional term. inclusive of mentoring, in a school year of three terms (i.e., two semesters and the summer after), or a usual load of 15 teaching units a semester. In order to suit the teachers development needs, teaching units may be distributed in any manner across the three terms. schools are deemed part of teaching and are considered as teaching units. The OpCom unit may give special assignments requiring independent time (e.g., material crafting, developing a course) to select faculty members. Teaching units may be reduced for the purpose but with the duration of the assignment duly specified. Reduction of teaching units for assignments is done sparingly.
Reckoning research and other workload

Research comprises the teachers ordinary workload that requires independent time. Hence, teaching units may be reduced for this work. Where applicable, studies towards PhD replaces research as ordinary workload; hence, teaching units may likewise be reduced for this workload. Administrative work (i.e., department leadership, program directorship) also requires independent time and shall thereby yield to reduction of teaching units. Governance work (i.e., OpCom membership) subjects the faculty members to a different workload, which is reckoning framework, but is accompanied by a strong encouragement to teach. Thesis advising and other equivalent work in some graduate
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Research
The first mission statement of the University is to pursue, through world-class research, an interdisciplinary synthesis of humanistic, professional, scientific, and technical knowledge, inspired by a Christian view of man and a sense of life. Because of its roots in the Center for Research and Communication, UA&P has a competitive edge in the Philippines to be a leading research-intensive university. Faculty members, especially those with professorial rank, are expected to carry out research work not only for their professional development in their field of specialization but also for the research buildup in the areas of interest to the
Determining and Managing Teaching and Mentoring Load Teacher workload determination and distribution
Teaching, mentoring, and research are the faculty members major workload in the University. Teaching units are assigned to each faculty member. The teachers workload is ordinarily made up of 30 teaching units,
Blazing a Trail
University: poverty alleviation, Asia Pacific studies, education, fashion, media, advertising, family, ecology, work and society, and citizenship. Research, whether personal or institutional, shall seek publication, albeit in various modes. Research and publication are deemed complementary: one cannot exist independently of the other. hallmark centers. The venue for social outreach is usually, but not always, the adopted community of the University, which is Brgy. San Joaquin, Pasig City. Outreach programs are best highlighted by researches and publications; partnerships with local or foreign businesses, non-governmental organizations (NGOs), or government units; or collaborations with other colleges and universities. It is desired that social outreach programs be founded on appropriate research studies, which will then drive the direction and manner of the implementation of such programs.
Compensation
Faculty compensation is based on threshold income levels in accordance with ones professional stature, which would enable the faculty member to raise a family in decent comfort and provide oneself with the means for continuing personal and professional development. The policy and praxis on each of these compensation items are described in an administrative handbook.
Extension
The University wishes to give due stress to cultivating a sense of social responsibility among its students, faculty members, and administrative staff. Faculty members may give time to social outreach but through their field of specialization and professional interest and not at the expense of their more direct responsibilities of teaching, mentoring, and research. The University does extension in any of three modes: By providing direct development education interventions for disadvantaged students, teachers, parents, and communities. By putting people together for participative, bottomto-top, multi-stakeholder, and systemic social development initiatives. By inculcating social responsibility among the faculty and students through curricular and co-curricular channels.
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Table 4. Faculty Involvement in Research School Year 2011-2012

Research activities Number of faculty who presented a paper in a conference Number of faculty with publications Number of faculty who finished a dissertation Number of faculty with ongoing research projects Total CAS 16 SCM 1 SEC 1 SED SMN 2 SSE 2 IPE -
8 1 25
1 3 5
7 8
2 2
5 5 12
2 2
Teachers carry out social outreach interventions either personally or on their own initiative, through the unit where they belong, or through involvement in projects of the three

Development
The members of the faculty implement the curriculum and enrich the lifestyle of the University. Their personal and professional development is the crux of the Universitys sustainability. They are the main implementers of the curriculum; thus, they are the major agents of the Universitys vision and mission. The policies and goals regarding formation and development flow from the beliefs contained in the University Credo: Education is a lifelong process, and its focal point is and should always be the individual person; The primary purpose of education is the integral formation of the human person, the fullest development of everything that is human in the individual. but also to mutual respect, openness, understanding, and friendship, without discrimination of any kind. Faculty formation and development is the one single assurance of the Universitys attaining its 2018 vision and terminal goals. The faculty is the Universitys most direct link to the students and the rest of the academic community. The teachers continuing personal formation and professional development becomes a lynchpin of all the institutions effort towards becoming a sterling University, with a strong liberal education foundation and specialization competencies, a Christian identity, and a clear notion of its role in the AsiaPacific region. Hence, faculty formation and development has to be a constant concern among faculty and the management, as translated into policy and day-to-day operations. The University has a roster of personal and collective channels of faculty formation and development, as well as the ambience of family life, culture, and serious professional work that teachers imbibe. This is collectively called the Integral Development Program (IDP). The variety of the channels includes orientations, philosophy classes, training programs, meditations, seminars, and doctrine classes. These activities provide the teachers with different opportunities for formation and development with naturalness and real concern for their work and stay in the University. Please refer to the Training and Education aspect of Social Performance (Fortifying Man and His Society) on page 41 for a more comprehensive discussion of the Integral Development Program of the University.
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They are also driven by the following commitments from the University Credo: The highest standards of professional excellence in our academic, scientific, and cultural endeavors; The inculcation of sound and time-tested human and social values and attitudes in people, beginning with those we work and live with and reaching out especially to those in most need of help in society; The creation within the University of an atmosphere of academic serenity conducive not only to disciplined and diligent study, high-level research, and the responsible use of the freedom of scientific inquiry,
Evaluation
Faculty evaluation is seen as a channel for the professional development of the teacher and a basis for performance bonus or upward salary movements. Salary promotion within specific ranks shall be based solely on
Blazing a Trail
performance and not on years in service. The OpCom of the school is ultimately and collegially responsible for the evaluation of their respective faculty, while the immediate superior (i.e., department chair, institute director, or program director) is immediately and directly responsible for it. The immediate superior bases his or her faculty evaluation on (a) his or her own experience with the teacher, (b) class observation, and (c) the unstructured or structured feedback received from fellow teachers and the students. Ordinarily, students are not directly involved in evaluating individual teachers. The students level of maturity, among other factors, might hinder an objective assessment of the faculty member. Students, however, are free to give feedback to the program director or any other person in program administration or governance. Teachers in their first three years of teaching are rated every semester, while teachers who are permanent are evaluated every year. In principle, permanent teachers are no longer coached but are perforce still evaluated. There is effort for evaluation to be carried out by a tandem or triad of permanent teachers. The chief key result areas of the teacher, against which he or she is evaluated, are teaching and research. Other key result areas that can contribute favorably or adversely to the teachers evaluation where applicable are extension, graduate studies, faculty development, job assignment, and professional deportment. Whatever evaluation form is used, the teacher shall have the right to see it, acknowledge having seen it, and comment on it if he would want to. The teacher may indicate his objection, if any. At bottom line, the teacher sees faculty evaluation and everything that goes with it as integral parts of his personal and professional development, not as an eagle eye on the lookout for mistakes. academic deportment of his or her students, subject only to the norms of justice and fair play. Security of employment. Upon permanence, he or she has the right to security of employment and may be removed only for just cause and after observance of due process in the context of a higher education enterprise. Conducive place of work. He or she has the right to a workplace that enables him or her to carry out his or her duties with serenity and effectiveness. Professional care and attention. He or she has the right to expect personal care and attention from the University especially as regards his or her professional development needs, including the periodic evaluation of his or her performance. Guidance. He or she has to the right to guidance in his personal and professional development using the channels provided by the University.
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Management of Faculty Retention and Promotion Rights and responsibilities

The UA&P teacher is a professional with the following rights: Recognition of moral authority. He or she holds legitimate moral authority on the students and among his or her peers that no one may undermine. Recognition of academic authority. He or she has the right to pass judgment on the
On the other hand, each member of the faculty carries these grave responsibilities: Truth in teaching. To endow his or her students with relevant, appropriate, and truthful subject content in accordance with stated course objectives, and consequently, to use only properly assessed materials in teaching. Recognition of academic freedom. To understand and uphold the academic freedom of the University by ensuring the consistency of his or her subject content with the principles upheld by the

University and the subjects distinct role in the core curriculum. Appropriate pedagogy. To make sure that the methods and approaches used correspond to the nature of the subject and the status, needs, capabilities, and particular circumstances of the students. Fairness in student evaluation. To be objective, consistent, coherent, and transparent in observing evaluation standards and implementing evaluation tools. Personal integrity. To uphold his or her personal integrity, preserve his or her moral reputation in and outside the academic community, and enrich his or her professional competence through continuing education, research and publication, and extension. Delicacy in dealings with others. To exercise prudence, respect, refinement, and delicacy in his or her personal and professional dealings with students, colleagues, administrative staff, and superiors. Judicious use of materials. To make judicious use of University material and financial resources in order to derive optimum benefit from them for the members of the academic community. Prudence in handling information. To observe prudence and silence of office in the handling of information affecting the reputation of the members of the academic community and the University itself. Unity with the university. To uphold and defend the
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Universitys goals, thrusts, policies, standards, and those who represent them, in the interest of solidarity. Openness to guidance. To use the channels provided by the University in ensuring coherence between his or her work, performance, and deportment on one hand, and the ideals of the University on the other. Guidance and mentoring. Within his or her areas of responsibility and authority, to provide appropriate mentoring and guidance to peers and students.
the OpCom applies a schedule of gradated measures to avoid to the extent possible the ultimate sanction of separation.
Renewal of contract, separation, and promotion

The contract of full-time faculty members on probation is renewed yearly; that of part-time faculty members, lecturers, and teaching associates, every semester. They may leave the University at the end of their contract period through simple non-renewal of contract. For School Year 2011-2012, four faculty members chose not to renew their contract. Separation of part-time faculty members or contract teachers not in the faculty is based primarily on non-correspondence with the vision, mission statement, or principles of the university, either in teaching or personal and professional deportment. Retention is premised on good contribution to the attainment of university goals through teaching and personal and professional deportment. Full-time faculty members who have been made permanent enjoy a standing contract but are nevertheless not tenured. They can be separated on grounds enumerated in the faculty handbook and Code of Conduct.
Separation of teachers
One of the Universitys primary goals is to keep the good teachers and to separate those who habitually fail to contribute satisfactorily to the attainment of the vision of the University, despite the regular formative and corrective means available to them. Separation can take place in two ways: (a) by simply not renewing the contract on the part of parttime or probationary faculty, or (b) by a due process of termination in the case of permanent teachers. Acting on the principle that prevention is better than cure,
Blazing a Trail
As a general principle, good teachers are retained and promoted according to existing norms of the University. Sterling teachers are acknowledged or rewarded through a performance bonus, research grants and rewards, support for continuing faculty development, and ultimately, through promotion to tenured positions (Associate Professor and Professor). are provided to help the students in all aspects of the student value chain. Key to integral formation would be individual mentoring by designated faculty members and administrative staff.
Parameters of University Life

The life of the student in the University spans ones entry up to exit and onto ones professional life. A students engagement in the University presumes selection, personalized education, personal and professional preparation, and continuing education. Hence, the University crafts an implementable student selection and admission procedure, including all the nuances involved in processing special cases. Upon admission, the most crucial initial stage would be to designate a definitive mentor to all students in the undergraduate and graduate programs, aiming to attain at least a 70% level of realized frequency of mentoring chats. Quality of teaching and learning is premised on clear and coherent syllabi, which clearly establish content, teaching methodology, and criteria for evaluation. It is also important for all teachers handling the same course to abide by the same syllabi. This, with good teaching and a well-established program of academic support to students concerned, has reduced attrition significantly over the past two to three years, and even increased the number of students in the deans list by 10% for the period from the current average. For the effective delivery of student services (i.e., chaplaincy, guidance, library, accounting, enlistment, and registration) and to create a good learning atmosphere, a review of performance evaluation standards and improvement targets is carried out.
COMPETENT STUDENTS
The students are the Universitys reason for being; hence, they are the main subject and object of our human development thrust and efforts. In broad brushstrokes, the University shapes the minds and hearts of the students the service of others. It enables the latter to be effective agents of their own development and that of their immediate and mediate milieus. In particular, the University crafts the curriculum (its substance and approaches) and prompts its implementors (the faculty) to bring about the self-education of the students towards service to God and society.
Purpose
The policy and goals that govern student recruitment and enrolment arise from the Universitys principles, contained in the Credo, that the primary purpose of education is the integral formation of the human person, the fullest development of everything that is human in the individual. We are true to our commitment to practice the highest standards of professional excellence in our academic, scientific, and cultural endeavors and to inculcate sound and time-tested human and social values and attitudes in people. We seek to create within the University an atmosphere of academic serenity conducive not only to disciplined and diligent study, high-level research, and responsible use of the freedom of scientific inquiry, but also to mutual respect, openness, understanding, and friendship, without discrimination of any kind.
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Preparedness
Student applicants are admitted on the basis of adequate preparedness for good scholastic performance in college. They are given academic workload that would enable them to take full advantage of their stay in the University. Other formative means, such as co-curricular activities, are also at their disposal. Opportunities for integral formation, individual and collective, and always exercised in the spirit of responsible freedom,

Admission and Enrollment
The Director of Admissions heads an office that services student admissionsfrom attracting applicants onto application and providing scholarship grants to giving the students personalized attention all the way to enrollment. Admitted in the University are graduates of Department of Education-accredited high schools, Filipinos who graduated from secondary schools abroad, and foreign or international students who are graduating or have graduated from any high school abroad. They must pass the College Entrance Exams (CEE) to qualify for admission to the University. Procedures and admission requirements are downloadable from www.uap.asia/admissions.
Table 5. Student Enrollees in Undergraduate Programs Second Semester, School Year 2011-2012
Second Semester Male Female Totals CAS I-III 205 331 536 *TELUS AB Programs BS Programs I-IV 13 17 30 I-IV 53 88 141 I-IV 344 340 684 615 776 1391 Total
* TELUS International Philippines is part of TELUS Corporation, a telecommunications service provider in Canada. UA&P is one of TELUS Internationals educational partners under the TELUS International University (TIU) project, which aims to provide university education to the business outsourcing firms employees at subsidized costs. UA&P began its partnership with the company in 2010.
Table 6. Student Enrollees in Graduate Programs (Five-Year Programs) Second Semester, School Year 2011-2012
Male Female Totals CAS Hum 10 12 22 SCM 26 44 70 SEC IEP 19 22 41 CDE 1 32 33 SED MADE 3 8 11 SMN 50 47 97 SSE 0 0 0 IPE 23 26 49 Total 132 186 318
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During enrollment, freshmen are pre-enlisted by the Registrars Office. Upper-level students preenlist/enroll the subjects offered in accordance with the approved curriculum of their program. The University honors online payment from students who do not opt to avail themselves of the oncampus registration and payment. Procedures for online enlistment and on-campus enrollment are accessible on the website at http:// enlistment.uap.asia. Statistical trends provide a basis for redirecting the admissions strategy. However, there could still be more researches done to enrich marketing efforts to promote UA&P programs. The criteria for evaluating admission include attrition rate, number of students graduated, record of graduates, and grade distribution of students. Entry and exit interviews enrich statistical data.
The table below shows the enrollment trend from 2008 to 2012. The freshman intake for School Year 2011-2012 increased by more than 6%.
Figure 3. First Semester Enrollment Trend Total Enrollees ( AB/BS, MA/MS, and Graduate Program)
Blazing a Trail
Key statistics of admission are presented to and analyzed with the Operations Committee (OpCom), the Management Committee (ManCom), and even the Board of Trustees, yielding redirections in subsequent marketing and campaign work. The main lesson behind the figures is a more strategic and closely-knit marketing plan and a continued, more deliberate, use of marketing instruments. After admission, the next challenge is student retention until the completion of their respective academic programs. Generally, 50 to 70% of freshman intake reach fourth year, while 30 to 40% complete the straight masters program. years, allowing three to five classes to course through the current prescribed curriculum. Every subject in the core curriculum and specialization studies can trace its rationale to to the Credo and Mission of the University.
Instructional process
The corporate culture of the University is geared toward holistic and integral development, as seen in the aims of each course and the coherence of all elements of the syllabi. Teachers make extensive use of books, films, and other teachinglearning materials assessed for soundness, level appropriateness, format, and presentation. Given high importance are student researches, student papers, and group techniques (i.e., shared inquiry). In general terms, teaching methods encourage analytical and deductive thinking, expression of thought, and translation of thought to address social realities. Slow but persevering students are helped mainly through mentoring sessions (individual or group), reduction of academic load by policy, and peer guidance.
Co-curricular activities
Co-curricular participation is high, especially in sports and arts. By limiting the academic load of the students to 21 units per semester, we aspire to an even higher participation of students in cocurricular activities. There is no university policy on academic qualifications for continued participation in cocurricular activities. This matter is dependent on the decision of the organization, the Center for Student Affairs (CSA), and ultimately, the sense of responsibility of the students. Students are encouraged to evaluate the co-curricular activities before joining them. Co-curricular activities are of three types: civics, sports, and arts. These activities are detailed in the section on Co-curricular Program on page 28.
Load and Instruction Program of studies

The 75 to 120-unit requirement of the core curriculum goes beyond the prescriptions of the Commission on Higher Education. The subjects expose and hone the students to research work and paper-writing from the start. The logic of the subject sequence is borne by pedagogy and psychology, as well as the special contribution of the subject to liberal education. Everyone is expected to go through all the subjects of the core curriculum, which are deemed essential to the formation of well-rounded, liberally educated students. The responsibility for the development of the core curriculum belongs to the College of Arts and Sciences (CAS), while that of specialization studies belongs to the corresponding graduate schools. Curriculum review is held every five to eight
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Classroom management
The main channel for encouraging attendance is by making each class day worth the students while. The aspiration is to make absence have its own consequences of not
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learning. There are rules, however, regarding attendance and the consequent failure due to absence (FDA). Learning management is a matter of university-wide concern and is addressed through periodic and special seminars, and faculty mentoring. Class size is between 30 and 35 students, except for Literature (on account of the shared inquiry method) and English (on account of coaching in writing), whose limit is 25 students.
Administrative measures for effective instruction

Academic leadership and supervision is made to rest immediately on the Department Chair and the senior teachers and mediately on the OpCom, headed by the dean. Hence, insurance of quality instruction is a collegial responsibility of the Department Chair, the senior faculty, the rest of the departmental faculty, and the OpCom. Consultation dialogues are occasionally held, usually upon the initiative of the students. Students are open with the Department Chairs and even OpCom members for their concerns. These available means have made public dialogues almost inexpedient. Student achievement, on the other hand, is recognized through inclusion in the deans list and graduation honors, and for those who qualify, merit scholarships and financial grants.
significantly to the promotion of a sense of corporate citizenship in the University. Well-staffed by alumni and other qualified personnel, the Center is able to provide criteria and guidance on three sets of interests and activities: sports, the arts, and socio-civic programs. Criteria and praxes are penned in documents and periodically updated and enriched during strategic planning of the staff. All programs and projects are connected with the Universitys Credo and Mission and are governed by clear guidelines from the initiation and proposal stage to post-event evaluation and submission of notes of experience. There were six accredited civic-oriented student-initiated organizations for School Year 2011-2012. They are the AIESEC, Catalyst, ER+GO, Fu, Han-SaRang, and Sabio. Table 7 shows some of the activities they conducted during the said school year, including those initiated by the Student Executive Board (SEB) of the College of Arts and Sciences. The problem of apathy of students toward varsity sports has been
Academic performance of students

There are clear rubrics for evaluation of student learning. Grades of students are based mainly on written measures (quizzes, examinations, and papers). Teachers see to it that oral reports presented by students are processed in class. Furthermore, with the exception of Literature, class participation is not usually given weight in the student evaluation. Examinations are always geared toward determination of the attainment of course objectives. Group projects are discouraged but allowed within certain parameters.
Co-curricular Program
The Center for Student Affairs, which has direct charge of student organizations, has contributed
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Table 7. Sample Activities and Target Audience of Select Civic-Oriented Student-Initiated Organizations School Year 2011-2012
Org
AIESEC Catalyst
Project Name
Strong Person, Strong Nation Medical Mission II Leadership, Intellect, and Values Education Program (L.I.V.E.) Visit to the Sick
Description
A leadership conference aimed at instilling among the youth a strong sense of citizenship and moral formation integral to a strong nation. A project to provide UA&P auxiliary staff and their families with free medical services. The total number of beneficiaries was around 250. A leadership seminar organized by the youth for the youth. The organization invited Dr. Bernardo Villegas to give a talk on Social Responsibility and Leadership. An activity aimed at cheering up the patients of the National Childrens Hospital. The members had a short conversation with the parents of the children and provided them with prayer cards and small gifts.
Target Audience
UA&P students and high school seniors UA&P auxiliary staff Catalyst members
Catalyst members
Get-together with Rev. Fr. Carlos Estrada ER+GO Series of Talks and Conferences Big Hearts Grow Big Trees II Fu Leadership Convention
An activity in which the Vice Grand Chancellor of UA&P and Vicar General Catalyst members of Opus Dei in the Philippines, Fr. Carlos Estrada, shared valuable insights that can help the organization in its mission and activities. A symposium and a seminar on the current situation of the Philippines in handling garbage in dump sites were organized. An annual tree planting activity. A seminar for 500 students from AFICS (Alliance of Filipino Chinese Students) member schools as well as non-members from different universities. Businessmen from the Chinese Filipino Business Club and public school scholars took part in the conference, with speakers Mr. Francis Kong and Mr. Wilson Lee Flores. A seminar which was conducted by the Citisec Online Stockbrokers Company, covering investment topics such as how the stock market works and how to invest money in the stock market. A series of seminar-workshops that tackled different areas of university life especially geared for scholars. A year-ender project of SABIO aimed at gathering all the scholars of the University to recognize the organizations successful projects, to acknowledge the achievements of the scholars, and most especially, to show appreciation to the benefactors who made UA&Ps Scholarship Program possible and accessible to the students. A week-long celebration that served to culminate the adjustment period of the freshmen. The highlight of the event was the Dragon-Egg mentoring where the juniors (dragons) mentored the freshmen (eggs) for the week, guiding the freshmen in assimilating the Universitys culture and style. A project to help save the environment by lending and/or donating their old readings to other students, especially freshmen and scholars on all levels. Issuance of the UA&P Students Stand Against the RH Bill, a position paper supplementing the official statement of the Management Committee. As the representatives of the student body, the CAS-SEB also launched a signature campaign during the release of the paper. UA&P community UA&P community 500 University students (AFICS and non-AFICS members)
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Investment Seminar
350 University students First-year scholars Scholars from all levels
Sabio
University Scholars Program Scholars Night
CAS-SEB
Hatchweek 2011
Freshmen and juniors
Lend a Book Campaign
Student body
Stand Up For Life
UA&P Community

significantly addressed this year, aided by good varsity teams performing well in competitions. See Table 8 for the standing of the eight teams under the Sports Development desk of CSA. There were seven accredited arts-oriented student-initiated organizations for School Year 2011-2012. They are the Creative Writers Guild, Dulaang Rock Opera Company (theater), Haranya (Philippine language and literature), I-Mic (public speaking), I-SA (dance), ViARE (theater), and the University Chorale. The strength of the UA&P campus life lies in theatre, with three theater groups (ROC, ViARE, and Kultura) in operation, each specializing in theater genres. The past years have featured original works of alumni and students that have generated a satisfactory following. One of the plays staged by ROC was Makbet, William Shakespeares famous play rendered for the first time in Filipino in full meter and rhyme by award-winning playwright and UA&P alumnus Christian Vallez and Humanities student Jose Romano Mira.
Endorsed by the National Commission for Culture and the Arts, the fully-booked play drew a diverse audience of artists, actors, educators, and students in one night. ViARE, on the other hand, staged LOL: Laugh Out Loud with ViARE, four great one-act plays that did exactly that: make people laugh out loud. With squirrels running around the halls, Shakespeare out of his grave, good actors pretending to be bad actors who are trying to be good actors, and fictional characters leaping out of a playspages, the whole smorgasbord of antics and punch
lines caused audiences to gasp for air and shed tears in incessant laughter. One lesson learned from the project is that good outputs yield good viewership and high interest levels and participation.
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Hidden Curriculum
The hidden curriculum, in the context of the University, refers to the material and non-material environment that the students are immersed in during the day. This includes the general university ambience; material order; building and equipment maintenance; cordiality of teachers and staff; efficiency and effectiveness of front-
Table 8. Varsity Teams Standing in National Competitions School Year 2011-2012

TEAMS 42nd Womens National Collegiate Athletic Association (WNCAA) 4th runner-up 4th runner-up 3rd runner-up 4th runner-up Champion 3rd runner-up 3rd runner-up 2nd runner-up 8th Mens National Collegiate Athletic Association (MNCAA) 10th Women Colleges Sports Association (WCSA) 4th runner-up 3rd runner-up 1st runner-up 2nd runner-up 1st runner-up Bronze 3rd place 2nd Philippine National Games
Basketball (W) Volleyball (W) Futsal (W) Table Tennis (W) Firestarters Basketball (M) Volleyball (M) Futsal (M)
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liners, particularly the Admissions, Registrars, and Accounting Offices; and optimum security, among several others. These elements of university life do not figure in lesson plans or co-curricular planning but play an important role in the education of students as they go around the campus and interrelate with people. The hidden curriculum is an ongoing concern of the faculty and staff under the guidance of their Operations Committee. New students, teachers, and guests notice the emphasis given to details, but the goal of creating a wholesome environment for teaching and learning is far from being reached completely. It remains the personal responsibility of the members of the academic community to make this goal an intrinsic part of their motivation.
thoroughness and professionalism, there is no research being conducted on student discipline. This is one area that can be given more focus. There are efforts to give a positive orientation on the implementation of disciplinary guidelines. One such initiative is the Guidance Offices student development programs that promote UA&P corporate culture.
reports. The Guidance Office is composed of one male guidance counselor, one female guidance counselor, two consultants, one psychometrician, and one testing and evaluation coordinator. The Guidance Office administers a battery of tests to students to determine their interests, attitudes, aptitudes, dispositions, and other aspects that influence their day-
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Guidance services and mentoring

Guidance in the University is offered via a number of services for counseling, career advising, and mentoring. Information dissemination of guidance programs is done methodically and through various forums: the mentors, the parents, the faculty, and the students themselves through peer system or direct instruction. Evaluation of guidance services is done through surveys, intake and exit interviews, and midand end-year evaluation
Guidance and Mentoring Student discipline

Discipline is seen as a channel of character education. Possible deliberations on sanctions consider the formative influence of the experience on the student(s) concerned. However, while individual disciplinary cases are handled with
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to-day life. While the mentor may refer to the data to get to know his or her mentees better, guidance research is not intended to replace in any way the individualized personal concern of the mentor over the mentee. Mentoring is a keystone in the life of every student in the University. The personal guidance of every student is in the hands of the individual mentor who is not necessarily a psychologist but who strives to develop friendship and confidence with his or her mentee. The success of mentoring depends heavily on the extent that openness is developed between the mentor and the mentee. Mentoring is given the greatest importance by the University and is considered a pillar of UA&P education and the foundation of its corporate culture. In School Year 2011-2012, the monitoring of the mentoring program for students was given to CSA. For the first semester, 96% of the 1,709 enrolled students
had mentors, 70% of which (or 1,147 students) were met within the semester. The second semester saw an increase in the number of students with mentors. However, out of the 99% (or 1,665 students) of the student population with mentors, only 68% were met within the semester. The terminal goal for the year 2018 is that every person in the academic community be effectively covered for personal and professional development; that every permanent teacher be a qualified and fullfledged mentor; that mentoring assignments be made efficiently (on time and according to choice of students); and that a mentoring formation program be put in place to assist both new and experienced mentors.
Magisterium of the Catholic Church. The University has entered into a formal agreement with the Prelature of Opus Dei for the latter to provide pastoral care to the members of the academic community and ensure soundness in the doctrine the University transmits. The University also declares deriving its inspiration from the teachings of St. Josemara Escriv, founder of Opus Dei. With the lay and secular spirituality of the University as foundation, the chaplaincy provides regular means for spiritual, ascetical, and doctrinal enrichment of students, faculty, staff, parents, and the rest of the Universitys immediate community. Holy Mass is celebrated regularly, and sacramental confession, as well as spiritual direction, is made available throughout the class day, always in the spirit of freedom and personal responsibility. The chaplaincy also offers the following liturgical and spiritual services: solemn benediction, exposition and adoration of the
Other Means of Personal Formation

UA&P is a lay and secular university with a Catholic orientation. It declares its fidelity to the teachings of the
Blazing a Trail
Blessed Sacrament; separate recollections for professional men, professional women, and housewives; Catholic doctrine classes for ladies; an annual Eucharistic procession; Simbang Gabi or nine-day novena masses at Christmas time; Advent penitential rite; and imposition of ash on Ash Wednesday.
Figure 4. University Scholarship and Merit Assistance Beneficiaries 2007-2012
Scholarships
For the past four years, the University has intensified its search for scholars to enable highly qualified student applicants to avail themselves of the UA&P education and corporate culture. The growing number of scholars changed the profile of the university students and contributed significantly to making UA&P a University of choice, conducive to learning, teaching, and wholesome discourse. There are two types of student grants offered: merit scholarship and financial assistance. Merit scholarship is based on high-level high school academic performance and entrance examination results, providing successful applicants with discounts ranging from 25% to 100% of tuition plus a stipend for living allowance. Financial
assistance, on the other hand, is based on the financial need of the student and a minimum level of high school academic performance, though with the comparable benefits as that for merit scholars. For this current school year, there is a total of 370 scholars across freshman year to the 5th year of the straight masters program. More than half of these are merit scholars (52%), with 92% enjoying full scholarship or assistance on tuition. The absolute number of scholars has been on the rise for four years now.
A present target is to avoid deriving scholarships from tuition fees, but rather to secure them from grants, funds, or donations. This move would enable us to reserve more tuition income for faculty development, capital acquisition, and other provisions directly related to instruction. A second target is to maintain the high number of scholarships (i.e., keeping the target of 20% to 25% of enrollment on scholarship) that the University has been awarding for the past four years.
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Other Student Services

The University provides comprehensive services for students: clinic, Internet facilities, cafeteria, chaplaincy, library, sports facilities, and enlistment and registration system. Peer accreditation with the Philippine Association of Colleges and Universities Commission on Accreditation(PACUCOA) has yielded high marks for student services, including clinic, cafeteria, water dispenser, library, and chaplaincy. One significant improvement implemented recently is the setting up of a medical clinic equipped with first-aid services, and with a medical doctor and a nurse, the result of constant reminder from peer accrediting teams during their visits, though the need was sufficiently met early on by contracting arrangements with a nearby outside clinic, Clinica Manila. Other services and facilities include the following:
Affairs, who decides and acts in collegial governance with the Management Committee.
Buildings
Site
For the 2010-2018 period, strategic plans include expansion to other sites. Future expansion is expected in three possible sites, all large tracts of land open to complete donation. With some minor inconveniences, the present campus is able to hold sufficiently its present population, with room for a small expansion to 200 students more. The University is located in a highly accessible area, with an excellent environment of business establishments and offices. Because of its proximity to business, the present site is expected to continue housing business-related programs.
All requirements of building safety, utilization, mobility, traffic, utilities, ventilation, and maintenance are in place. Local and international guests from different sectors have appreciated the building layout, upkeep, features, amenities, and the compact but pleasant character of the campus. The definitive layout and the funding sources for a building complex, comprising a residence hall, a cafeteria, and sports facilities, are being finalized.
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Classrooms
Campus maintenance
What is true of the buildings is true of the classrooms: each one displays facilities for sufficient comfort and an environment highly conducive to teaching and learning, better experienced through observation than written about. Maintenance, tasked to an agency under close internal supervision, is notable and is an integral part of the corporate culture that the University is constantly striving to live.
Campus administration
The whole function of building and campus administration falls under the Assets and Facilities Management (AFM), with its own managing director and staff. It is directly answerable to the Vice President for Administrative
The campus has all the amenities required by a university conducive to academic exchange and lifestyle. It is small but well laid-out and deemed elegant by guests, both local and foreign. The size limits activities, but adaptability has enabled it to serve fully the social, physical, athletic, and cultural activities proper to a small university.
Office and staff rooms
The University strives to live unity in all aspects of its operations. Hence, offices and staff rooms are
Blazing a Trail
given equitable treatment as well in ensuring function and elegance. University. It is clear, however, that human development is a continuing process; hence, the University makes itself significantly responsible for the continuing growth of its alumni. The University intends to sustain an active developmental communication with the alumni through periodic activities with them and a continuing formal and non-formal education program. Providing for continuing education is a strong objective of the University, supported by a clearly established program for the continuing education of alumni and their consistent involvement in university affairs. The organizational structure and programs of the alumni office are reviewed to ensure efficiency and effectiveness of communication and dealings with alumni, as well as assess the process of strengthening and sustaining the database of alumni. These are done because the University believes that education is a lifelong process, and its focal point is and should always be the individual person.
Continuing Education and Communications

There are several successful attempts at getting alumni to refresh and renew their ties with the University, particularly through the stand-alone graduate programs that are intended for junior and senior executives. There has likewise been initiatives to invite alumni to seminars and conferences, road shows, sports events, business prospect presentations, outreach workshops, and homecomings organized specially for them, or to actively involve them in small and big projects such as theater plays, the Tambuli Values in Advertising Awards, and the Real Love Revolution campaign. Alumni interest is likewise sustained through monthly newsletters on alumni and through social media (alumni.uap.asia/). Since 2008, alumni cards have been distributed, which entitle the bearer to discounts in a number of stores.
Assembly and athletic facilities

Present limitations of size (and inability to comfortably hold big university assemblies) are expected to be resolved once the College of Arts and Sciences transfers to a bigger campus south of Manila. The multi-purpose court (MPC) has been sufficient in the past four years for hosting all types of activities of a small university involving students, faculty, and/or staff. Four fully equipped meeting halls or auditoriums and two study halls are available for a variety of campus activities and programs.
Building services
Lighting, water supply, washrooms, air-conditioning, maintenance, and other utilities and amenities are all deemed at optimum levels for the faculty and students and other occupants of the building.
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Security services
Alumni Activities
For School Year 2011-2012, some of the most interesting activities done by the alumni, initiated either solely or in collaboration with other members of the community, are the following:
Security services are satisfactory but can improve especially in balancing firmness and pleasantness, which is an integral element in the Universitys corporate culture. Hence, programs and activities of security services are planned together with the Center for Student Affairs so that the personnel on duty will be more student-centered and customer-friendly.
Monitoring
Job fairs are held every year and, indeed, graduates generally find jobs upon completion of either the four-year or the straight masters program. Movement up the industry or corporate ladder is fast, and a good number find themselves attaining junior executive levels within two or three years of work experience. One of the bigger challenges of the University is the efficiency of its monitoring mechanisms for alumni and the maintenance of alumni data.
UNIV 2012 launch to UA&P female students

UNIV is an international gathering of university students, which since 1968 the Institute for University Cooperation (ICU) sponsors in Rome. Each year, several thousand students spend Holy Week in Rome, engaging in various cultural encounters, conferences, roundtables, showrooms, and concerts. All of these activities are occasions to delve more deeply into important matters relevant to the
ACCOMPLISHED ALUMNI
The alumni, by their commitment to social development and service to society in their respective fields of specialization, are the positive proof of the effectiveness of the
university, highlighting particularly the spirit of service toward those who are most in need.
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15th Incorporation Rite

The Incorporation Rites are an annual tradition held on or close to the University Foundation Day, August 15. This is a short ceremony in which the freshmen are formally welcomed to the University. At this celebration, the freshmen receive an academic sash or a beca, as it is called in Spain. It bears the color white (representing the College of Arts and Sciences) and the College seal. The celebration marks the students formal incorporation or admission as a freshman into the University, signifying his or her membership in the UA&P community. Students are asked to wear their beca during very special occasions and institutional events.
League of Red Dragons Scholarship Fund first aimed to give scholarships to varsity team members who have maintained a satisfactory level of academic performance. Today, the scholarship fund is not just for student athletes but for all UA&P scholars.
Sense of Social Responsibility

Many anecdotal sources indicate a high sense of corporate social responsibility among the alumni. A most recent manifestation is how hundreds of alumni, together with current students, started a volunteer brigade for the many victims of a recent incident of strong rain and heavy flooding in Manila and surrounding areas. The effort caught the attention of mainstream media as a major channel featured the initiative for five minutes in its evening newscast. It also caused a stir in social media when the effort trended No. 1 worldwide on Twitter. This unplanned and unexpected situation showed how UA&P alumni stood out for their appreciation of the moral and social challenges in the country today as they led the university community in relief efforts.
There Be Dragons special screening

There Be Dragons, a fictional movie, partly tells the early life of Opus Dei founder St. Josemara Escriv, whose vision inspired the principles of the University. Proceeds of the event went to the Universitys employee credit cooperative and scholarship program.
12th Presidents Cup

The Presidents Cup is a basketball tournament involving UA&P alumni, students, and employees. It is organized by the Office of AlumniAffairs. The alumni program still needs to be more strategic and purposive to be promoted better.
Soft launch of the League of Red Dragons Fund

Initiated by alumnus Nicholas Mapa (MSIE Batch 2003), the
Blazing a Trail
With mans integral development in mind, the University envisions that by 2018, it will be recognized as a prestigious research and teaching institution that attracts top faculty, staff, and students, and actively engages in partnerships with the public and private sectorsa move that will boost the Universitys capacity to influence society. To achieve this, UA&P aims, first, to affirm the strategy adopted by its founders to identify and develop areas of learning and education not already served extensively and excellently by others. Second, it intends to look for answers to the problems facing contemporary society, answers that promote the dignity of the human person in all circumstances. Lastly, the University directs its universal outlook and desire to be a key player among institutions of higher learning.
FORTIFYING MAN AND HIS SOCIETY

Beset with issues affecting human dignity, the society in which the University finds itself has provided a fertile ground for members of the university community to carry out their mission of contributing to the integral human development of the peoples of the Asia Pacific region. The preeminence of mans inherent dignity over medical breakthroughs and faux statistics has been challenged in local and international settings in more ways than one. How the University responds to these issues and beyond reflects to a great extent its fidelity to man as a spiritual, rational, and free being and to the common good of people.
LABOR PRACTICES AND DECENT WORK

Employment
The University of Asia and the Pacific places a high premium on its faculty members and administrative staff, who contribute to the formation of the students and in the building of the institution. Thus, the University selects, recruits, and retains personnel who believe in its mission and have the intellectual and professional potential and capacity to contribute to this mission. The hiring process is a delicate aspect of university life because of its formation component consideration; thus, the process requires great prudence and deliberation in its execution. The University, with the help of the Human Resource Management (HRM), deems it necessary to study the competencies and culture fit of those who will
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become part of the University. For both faculty and staff, a thorough background check is done before starting the recruitment and selection process. The schools are also given the prerogative to identify their faculty needs and to screen the applicants on the basis of criteria for faculty hiring. The schools Operations Committee (OpCom) has to seek the Management Committees (ManCom) concurrence before hiring an individual for a teaching post. The University follows the stipulations of the Philippine Labor Code on the regularization of administrative staff and those of the Commission on Higher Education on the permanence of faculty members. employees certain privileges. Temporary and part-time employees are not entitled to UA&P benefits, but they receive all the government-mandated benefits. Starting 2010, UA&P has been working toward degree program offeringstrailblazers in areas such as law and governance, media and entertainment, human biology, business intelligence, advance executive education, including doctoral programs in business economics and in education philosophy and leadership. Thus, the need for additional teaching personnel in the University is felt even more. HRM, in coordination with the schools OpComs, searches for the best and qualified young professionals who can be relied on for the Universitys future. UA&P also recognizes the value of developing young people who can eventually be part of the academic community as faculty members; hence, the University identifies from its own roster of graduates a very select group of bachelors degree holders who excelled during their college days and might be attracted to an academic
UA&P benefits given to all regular full-time employees Medical cash allowance for employee dependents Clothing allowance Laundry allowance Rice subsidy Wedding cash gift Child birth assistance UA&P emergency loan Maternity benefit Bereavement assistance Educational scholarship for employees Health maintenance program Medical coverage for employee dependents Dental benefits Group Life insurance Retirement benefit Leave benefits (sick leave, vacation leave, study leave, sabbatical leave, bereavement leave, service incentive leave, study fellowship, extended leave from work, paternity leave beyond 4 child births)
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In addition to the standards set by the law, both faculty and staff have to attend the required components of the employee development programs of the University. These programs allow both faculty and staff to grow to their fullest potentials and serve others in the process. The University, through the UA&P benefits, grants full-time
Table 9. Employment Profile of Faculty and Administrative Staff School Year 2011-2012
Employment Type Fulltime Faculty Administrative 137 216 Parttime 98 Permanent 111 204 Employment Contract Fixed Term 124 2 Probationary 9 Temporary 1
career in the University as Teaching Associates. They should be enrolled or will enroll in a field of MA/MS studies immediately relevant to UA&P education and must have an understanding and acceptance of the mission of the University. They are offered a parttime teaching appointment per semester with a development grant in a Philippine university for an MA/MS in their field of interest.
target teacher to student ratio by 2018 (1:9 as of 2012)
1:11
target faculty to administrative staff ratio by 2018 (1:1.1 as of 2012)
2:1
target 50:50 doctorate degree holder to masters degree holder ratio by 2018 (39:61 as of 2012)
Blazing a Trail
Table 10. Employee Turnover School Year 2011-2012 Employee Profile Male Female <30 Age 30-50 >50 Region
*Note: All employees are from Luzon.
Actual Number Rate (actual number/total of Employees Separated from the employee count at the end of reporting period) University 7 18 12 11 2 25 25 2% 5% 3% 3% 1% 7% 7%
shared with the employees during the first-ever General Assembly for employees. A series of focus group discussions with randomly selected faculty and staff has been set to validate the survey and engage the employees further. The University has also established a People Development Committee (PDC), an elective body composed of employees from various units that is tasked to identify and provide recommendations on issues of common interest to employees. The body also functions as an independent consultative and advisory group to the HRM. The committee regularly meets at least once a month. They have been able to identify areas of improvement that are relevant to the employees, which were endorsed to HRM for further study. Although it was not directly established to address labor management concerns, the mentoring system can also be an avenue for employees to disclose their concerns. Each employee gets to talk with his or her mentor. During mentoring sessions, the mentor, usually a senior employee or manager from another unit, without himself solving the problem for the mentee, helps the employee think through his concerns and advise him how best to resolve them. Information discussed during the mentoring session are highly confidential; thus, there are no records of frequency of meetings and topics brought up during the mentoring sessions. The University recognizes that the right to collectively bargain is an authentic human right and does not prevent its employees from wanting to claim such right. However, the University does not have a union.
Gender
Total
However attractive the immense possibilities for growth and development the University may offer, not everyone chooses to remain in the University. For School Year 2011-2012, the turnover is about 7% of the total employee count.
Labor and Management Relations

The University is primarily concerned with the development of those who build the institution its faculty and administrative staff. In line with this, we have been putting more emphasis on strengthening and opening new communication lines between management and staff to get to know the areas where those who work in the University can be helped. To maintain academic serenity, the University tries to cultivate good labor-management relations. It is encouraged that the usual channels of management communications, (i.e., the immediate superior or OpCom members) be used by the employees primarily for
relaying suggestions and airing their concerns. Working in a small university, the employed members have open access to those in governance. Official contact details of the University officers are published in the internal website of the university. Employees can also email their suggestions and comments. To foster a two-way communication between employee and management, HRM has been working with the Corporate Communications Office (CCO). One fruit of this collaboration is the UA&P News Page, a fortnightly newsletter for university teaching and administration staff. The University has added venues where employees can voice out their concerns, such as the employee suggestion boxes, regular unit meetings, and the employees General Assembly usually held before the start of every semester, around May and October. In late 2011, UA&P conducted a climate survey among the employees of the University to get to know their concerns, the results of which were
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Thus, it does not practice collective bargaining agreement (CBA) and has not established the minimum notice period regarding significant operational changes. UA&P continues to seek ways and means to achieve workplace democracy for the benefit of everyone in the University.
Occupational Health and Safety

The University of Asia and the Pacific follows the provisions in the Occupational Safety and Health Standards of the Philippine Department of Labor and Employment (DOLE), which includes the following: Occupational health services, which includes retaining services of a part-time occupational health physician, a full-time occupational health nurse, and a fulltime first aider (As for the dental services, employees can avail themselves of the services provided in the health maintenance card.); Medical and physical examination for students, pre-employment physical and medical examination, and annual physical and medical examination during employment; and Drug-Free Workplace policies.
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institutionalizing drug awareness as a component of staff training and development, and drug testing as an element of corporate safety and productivity. In line with this policy, the University has implemented a Drug Awareness Program for both the students and the employees, and conducts mandatory drug testing. For School Year 2011-2012, around 70% of the university faculty and administrative staff were tested for drug use, and it yielded 0% positive results. The Drug Assessment Team, composed of 1.7% of the total full-time workforce, operates at the company level as a result of a formal policy in the implementation of a drug-free workplace. As part of the recruitment process, all applicants for fulltime employment who pass the screening are required to undergo physical and medical examination and should be declared fit to work. Full-time faculty and administrative staff already employed in the University are required to undergo the annual physical and medical examination.
The University has also established a hospitalization/medical benefit that will help the employees, and in a limited manner, their dependents, when they get ill. Coverage is dependent on the rank of the employee. The University has also just expanded the physical structure of the university clinic in 2011. The improvements include additional beds, an isolation room, and a dental clinic. Following the new standard for medical equipment, the clinic staff has shifted away from mercurybased sphygmomanometers and apparatuses due to the known harmful effects of mercury. The university clinic is open eight to 12 hours a day during weekdays, and eight hours on Saturdays. Counseling services are also offered on topics such as smoking cessation, diabetes management, etc., as part of the wellness program of the University. The University also responded appropriately during the outbreak of the AH1N1 virus in 2009, which took the lives of about 18,000 people in over 214 countries. Safety measures were
We are committed to safeguarding our stakeholders (the faculty, the administrative staff, the students and their families, and the local community) from the harmful effects of dangerous drugs. Thus, we have established a policy with regard to drug use and adopted a set of procedures for
Blazing a Trail
implemented in the University during that time. We are set to have stronger and more responsive risk-control programs to assist the workforce members, their families, and the community members when serious diseases strike. These programs would also cut down the risk of the employees involved in occupational activities, such as the school nurse and the university physician, from being infected of specific diseases. by encouraging, developing, strengthening, and then deploying the consultancy capabilities of its faculty and staff members. Ten faculty members are, at present, involved in consultancy work. The University will establish more robust personnel development programs that will attract and retain its best faculty and staff. It is also established in the 20102018 strategic plan that the University will be maintaining its firm grounding in the tradition and arts of learning in liberal education and the humanities. In this regard, all of our faculty members will continue to have access to the broader horizons of the liberal arts and the humanities, in addition to the higher-order training in their respective fields. Aside from making accessible the usual array of conference and study fellowships, the University will also encourage the development of personal and professional competencies through one-on-one mentoring. This is true for both students and employed personnel. The University is also committed to funding faculty development activities that contribute to the professional development of faculty and administrative staff. We have promulgated a policy on faculty development, which covers funding for higher studies and for local and international conferences, subject to availability of funds. To help the faculty members focus on finishing their graduate studies or post-doctoral stints, policies on study and sabbatical leaves have also been promulgated. In School Year 2011-2012, seven faculty members were granted sabbatical leaves, while three were allowed to go on study leaves. Sixteen faculty members were able to present their research work in local and international conferences, while 13 were able to attend conferences organized locally and abroad. The University has also institutionalized the Integral Development Program (IDP), which is the manifestation of the Universitys commitment to the total and continuous development of its employees. The program supports and provides specific venues for employees to develop their full potential as a complete person capable of achieving their ultimate goal as Christians while achieving their professional goals, which are congruent with the strategic and operational objectives of the University. It is integral in the sense that it is geared toward the optimum secular and Christian development of the physical, mental, spiritual, emotional, social, and human well-being of employees. The IDP framework of the University is presented in this report.
Training and Education

Articulated in the strategic plan of the University is the goal of recruiting more bright students; thus, more highly qualified faculty and staff have to be brought on board. By 2018, the University envisions an annual intake of 600 freshmen with high school averages of at least 85%, of the best professors eager to teach them, and of highly trained and motivated staff to run the University. However, the University is also aware that the most ambitious compensation scheme that it can come up with will not be able to compete with what the industry or the corporate world can offer. Instead of competing, the University will seek partnerships with players in the industry
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Table 11. Safety Measures Implemented During the Outbreak of AH1N1 (2009)
Program Recipients Education/Training (distribution of a AH1N1 pamphlet) Yes Employees Employees families Community members X X X No Counseling Yes No X X X Prevention/Risk Control (screening of body temp. upon entrance in the campus; quarantine) Yes X X X No Treatment (HMO coverage) Yes X X X No

The program is tailored to faculty members and administrative staff, and aims to help them assimilate the culture of the University, train on technical skills, and be educated on the humanities and liberal education. Efforts were heightened to emphasize the need to attend the components of the IDP, since those sessions are required for permanence of faculty members and administrative staff. Each of the 190 administrative staff, 125 faculty members, 171 lecturers, 15 middle management executives, and 6 senior management executives is highly encouraged to devote 48.5 hours per year for the IDP components. Consultants (numbering to 11 during School Year 2011-2012) and project-based employees (2) are not required to attend these sessions but are welcome to do so. institution, provided that they are open and committed to contributing to the mission and vision of the University. The Philippines is not as cosmopolitan and as multi-cultural as other countries; thus, diversity and equal opportunity is not a major concern at the moment.
HUMAN RIGHTS
Investment and Procurement Practices
The University procures materials, supplies, and equipment, and contracts service providers for the needs of the University at the most economically favorable terms, without sacrificing quality and standards. As a matter of policy, we only partner with service providers that we have accredited. Accrediting business establishments and service providers means that the University ensures that they are legitimate businesses and are compliant with government business permits. Only legal and socially responsible employers (e.g., pay at least the legal minimum wage, remit social security and governmentmandated health insurance contributions) are contracted by the University as its service providers. The University has established evaluation and accreditation procedures for suppliers and service providers. Not only does the University review the documents submitted by the service providers, but UA&P employees involved in the project also conduct plant or site visits. The University is geared toward providing employees with training on policies and procedures concerning aspects of human rights that are relevant to operations.
Non-Discrimination
The University will pursue its existing hiring and student admissions policies and will ensure its compliance with governmental regulations on non-discrimination. Our policies on hiring employees and admitting students do not discriminate on the grounds of creed, gender, and age, provided that the applicants meet the professional standards and organizational fit established by the University and adhere and contribute to its mission and vision. In the hiring of faculty members and administrative staff, it is not only their technical expertise that we look into. We also give importance to culture fit and the ability of a candidate to a faculty or administrative post to assimilate the organizational culture. The University has also established criteria and standard operating procedures on student admissions, based on high school grades and
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To further assess the training needs and development of our employees, we conduct yearly evaluation for all faculty and staff. Due to these regular performance and career development reviews, 25 employees were granted promotion during School Year 2011-2012, comprising 7% of the total number of employees. Although there is no specific policy or articulation of statement regarding diversity and equal opportunity, our mission and vision does not exclude anyone, especially those working in the
PhilosophyClasses:1)PhilosophicalAnthropology;2)WorkandSociety;3)Ethics;4)TheFamily;5)Epistemology
PersonalEnrichmentProgram(PEP):1)FinancialLiteracy;2)SpiritualActivities;3)HealthandLifestyleWellness;4)Socio-civicHelpfulAnd ResponsibleEngagement(forapproval)
ProfessionalExcellenceProgram(PREP):1)WorkplaceManagement;2)CustomerService;3)DevelopmentofTechnicalSkills;4)Work-related Skills;5)FundamentalFacultyToolkit HumanClass (1sessionperschoolyear)
Integral Development Program: Faculty
Program for Faculty Formation (P3F)
MentoringProgram (4sessionsformentorsand1sessionformenteesbutsubjecttochangedependingontheneed) SpiritualFormation (1sessionperschoolyear) AcademicFreedom (1sessionperschoolyear) StudentEnrichment (1sessionperschoolyear) UA&PWorkCulture (1sessionperschoolyear) CatholicDoctrineClasses (26sessions)
UA&PPhilosophyandValuesProgram:Module1-UA&PanditsBasicPrinciples;Module2-UA&PanditsChristianIdentity(2session:January andJuly) UniversityAttire Guide FacultyPolicies Ignition ONE required for permanency MidwayChat withHRM UA&PONE Benefits Orientation
PearlDrive,OrtigasCenter,PasigCity1605,Philippines
Year and Month
Year 1
Year 2
Year 3
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Trunkline:(632)637-0912to26
P.O.Box13673,OrtigasCenterPostOffice
Blazing a Trail
Continuing Formation Program
SpecialtopicsandCurrentIssues:1)FamilyandLife;2)MediaandEntertainment;3)SocialDoctrineoftheChurch;4)UA&PandPoliticalIssues; 5)EcumenismandReligiousTolerance
ANNEX
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Integral Development Program: Academic non-teaching and Administrative Staff UA&P Culture Program Ignition ONE Continuing Formation Req. required for Programstobefinishedwithinthefirstthree(3)yearsof Program for regularization employmentwiththeUniversity reg.
SpecialtopicsandCurrentIssues:1)FamilyandLife;2)MediaandEntertainment;3)SocialDoctrineoftheChurch;4)UA&PandPolitical Issues;5)EcumenismandReligiousTolerance
PersonalEnrichmentProgram(PEP):1)FinancialLiteracy;2)SpiritualFormation;3)HealthandLifestyleWellness; 4)Socio-civicHelpfulandResponsibleEngagement(forapproval)
ProfessionalExcellenceProgram(PREP):1)WorkplaceManagement;2)CustomerService;3)Developmentof TechnicalSkills;4)Work-relatedTraining HumanClass (1sessionperschoolyear)
SpiritualFormation (1sessionperschoolyear) AcademicFreedom (1sessionperschoolyear) StudentEnrichment (1sessionperschoolyear) UA&PWorkCulture (1sessionperschoolyear) CatholicDoctrineClasses (26sessions) UA&PPhilosophyandValuesProgram:Module1-UA&PanditsBasicPrinciples; Module2-UA&PanditsChristianIdentity(2session:JanuaryandJuly) MidwayChat withHRM University AttireGuide UA&PONE Benefits Orientation Faculty Policies
Year and Month
Year 1
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Year 2
Year 3
PearlDrive,OrtigasCenter,PasigCity1605,Philippines
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Tel.(632)637-0912to26
MentoringProgram (4lecturesformentors;1sessionformenteesbutsubjecttochangedependingontheneed)
Fax:(632)637-0912to26loc.337
PhilosophyClasses:1)PhilosophicalAnthropology;2)WorkandSociety;3)Ethics;4)TheFamily;5)Epistemology
Blazing a Trail
entrance exam performance. When deemed necessary, prospective students are also interviewed. As of press time, there have been no documented cases involving discriminatory practices.
Table 12. Student Distribution by Nationality School Year 2011-2012

Citizenship American Canadian Chinese Filipino Filipino-American Filipino-Australian Filipino-British Filipino-Canadian Filipino-Chinese Filipino-German Filipino-Singaporean Filipino-Spanish Filipino-Taiwanese Indian Japanese Korean Mongolian Pakistani No Data Total CAS 4 545 19 1 2 1 2 13 1 588 IPE 1 70 4 1 76 SCM 154 2 1 1 1 7 166 SEC 1 113 1 1 2 1 2 121 SED 77 1 2 80 SMN 7 1 1 542 5 1 2 3 1 1 1 1 22 588 SSE 1 175 1 3 180 Total 12 2 2 1676 30 1 3 5 1 2 2 2 1 5 1 50 1 1 2 1799
Freedom of Association and Collective Bargaining

The University of Asia and the Pacific comes from the very land that gave rise to the People Power Revolution, the revolution that surprised the world. The University would therefore be trampling on the legacy of that historical turning point if it would bar its very own employees from expressing their freedom to associate and collectively bargain. Thus, UA&P makes every effort to maintain an environment of academic serenity with due regard for freedom of association among its employees. There are no operations identified in the University in which the right to exercise freedom of association and collective bargaining may be at significant risk. We acknowledge and respect the rights of employees to form associations to further their concern not only because it is stipulated in Section 8 of the Bill of Rights and in the Labor Code of the Philippines, but also because it is guaranteed and protected by the Magisterium of the Catholic Church in her Social Doctrine. The University has set up a People Developmwent Committee (PDC), a body composed of employees from various levels and units that is tasked to identify and recommend resolutions to issues of common interest to employees. The body also functions as an independent consultative and
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*Cut-off dates are June 30 (first semester) and November 30 (second semester).
advisory group to the Human Resource Management (HRM). The main task of the PDC is to develop and recommend welfare, benefit, and productivity programs to the Management Committee through the HRM. These programs should address the needs of the faculty and administrative employees separately and be aligned with the Universitys mission and vision of 2018. The welfare and benefit programs for study are those that have direct bearing on the integral development of each employee (that is, professional, personal, cultural, spiritual, economic, and social dimensions).
While the initial set of PDC members was appointed to jumpstart its establishment, the next batches will be elected at large by the employees themselves.
Child Labor
The University will abide by government laws with regard to this aspect. As an institution of higher learning, the University usually employs only persons with college degrees. However, as part of the stipulations of its scholarship program for financial aid grantees, student recipients are required to render service to the University

for certain number of hours depending on the grant they received. Those who received a 100% tuition fee grant are required to render seven and a half (7.5) hours per week, while those who received a 50% tuition fee grant are required to render four hours of service per week. The students are usually assigned to academic and administrative units. They help out in day-to-day office tasks, in data mining for research purposes, or in organizing events for the school. Since they impart these services as part of the scholarship program, the scholars are not considered as employees. For School Year 2011-2012, 131 financial aid grantees composed of 64 freshmen, 43 sophomores, and 24 juniors were assigned to the different units in the University, namely: CSA, Office of Alumni Affairs, Executive Offices, University Library, Admissions Office, and Corporate Communications Office. from overtime pay, meal allowance is also provided by the University. officers, and the community as a whole. The Security Program exists under the rules and guidelines of the University Security Manual, which was created and developed for use in times of crisis and daily operational routines. The Security Unit is under the Vice President for Administration, supported by the Managing Director of Assets and Facilities Management and the Consultant for Security who serves as manager of the unit.
Security Practices
The University aims to provide an efficient and effective security program that guarantees the safety and security of the campus and the community. The institution motivates its security personnel to maintain a preventive but responsive and reactive stance at all times, keeping a harmonious working relationship with the community while putting into effect all the security measures, policies, and procedures. UA&P does its best to implement the most dependable and the most reliable standards in security providership 24 hours a day, seven days a week. UA&P adapts a closed campus security policy, which means that public access is restricted except for activities that are open by invitation. The conservative approach is consistent with the communitys culture of privacy, formality, and strict observance of moral codes of conduct. The Security Unit is strict in the implementation of rules and policies; the security personnel are responsive and reactive to any threats to its students, employees,
Indigenous Rights
The University operates in the urban setting, and has no dealings with indigenous people.
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SOCIETY
Community
The University of Asia and the Pacific envisions itself to be a university that is inseparably part of mainstream society, that wrestles with the concrete questions that everyone asks, that works hand-in-hand with others who also want to see things get betterthe alumni, local high
Policy on Forced and Compulsory Labor

It is clearly stated both in the Credo and in the Mission Statement of the University how we value the dignity of the human person and the unity of the family. In this regard, we observe regular working hours and ensure that our employees have ample time for family and personal development. The Management also urges the employees to refrain from doing overtime work during Sundays and holidays. The University follows the stipulations of the Philippine Labor Code as regards hours of work and rest periods, and provides compensation for overtime work rendered. Aside
Blazing a Trail
schools and universities, industries, local government units, non-profit organizations, embassies, and international agencies. Communication (CRC). CRC has built a reputation for pursuing research aimed at fostering synergy between government, business, and academe, in order to ensure that all sectors are always cognizant of pressing social needs and concerns and act on them for the benefit of the less privileged. The Center is the Universitys research arm. CRC not only pursues the Universitys research and communication agenda, but also partners with industries and companies and contribute to their growth by providing the facultys research expertise. CRC has projects and consultancies that contribute to the mining, iron and steel, and housing industries. The Universitys faculty members and the CRC staff are involved in local government development projects. UA&P is also involved in an international research project on the family. unit Introduction to People Development Corporate Social Responsibility (IPD-CSR) course, which carries the Universitys banner in CSR education. Second, the Center is involved in social advocacies, which currently revolve around (a) those that are done in Barangay San Joaquin, Pasig City, which we have adopted as prime beneficiary of our extension activities, and (b) the I AM STRONGI Am Responsible character education program (held in tandem with the I Keep Love Real chastity campaign). Lastly, the Center for Social Responsibilitys staff and faculty are involved in various consultancy projects with other organizations. Of particular note was the Alternative Financing Options for Local Government Units Project (Project ALFI), a technical assistance program in partnership with the United Kingdom Government, which helped underdeveloped local government units source alternative funding for vital community projects. For School Year 2011-2012, CSR handled six extension projects: Hosting Petron Corporations External Review Committee (ERC) of 2011 and 2011 GRI Sustainability Report Petron Corporation is the largestoil refiningand marketing company in thePhilippines, supplying more than a third of the countrys oil requirements.
Social service
While the Universitys reputation is derived mainly both from research and graduate education in business and economics, what many perhaps do not know is that this academic institution, from the very beginning, has always seen its primary mission as preparing its students for service to society. By emphasizing the practice of universal social values, we have always placed primordial emphasis on the formation of students as productive and responsible citizens steeped in a culture of service to society. Such service is manifested, among other things, in the Universitys community outreach and people development initiatives, including those directly related to corporate social responsibility. Social responsibility, in fact, has always been a thrust of the University from the very beginning, when it started as Center for Research and
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People formation
Another center of the University, which aims to develop a humanistic culture and a firm commitment to serve society, is the Center for Social Responsibility (CSR), which handles UA&Ps social responsibility courses and initiatives. Its mission is derived from the Universitys commitment to form people who will produce a positive impact on society. Hence, the Center carries out three groups of activities: First, the Center handles the delivery of academic content, specifically through (a) the state-imposed National Service Training Program (NSTP), which aims to enhance students civic consciousness and defense preparedness, and (b) the three-
Generating situational local knowledge on Siocon, Zamboanga by identifying existing resources and capabilities through

Rapid Rural Assessment (RRA) and by assessing existing Sustainable Development Management Programs (SDMP) The project was initiated by TVI Resource Development (Philippines) Inc., the Philippine operating affiliate of TVI Pacific Inc., a publicly-traded Canadian company. TVI would like to explore ways and means to make Siocon sustainable after the mining company has left the said community. periods of the day when consumer demand is at its highest and cannot be fulfilled by other base and intermediate load power sources. Conducting strategic planning workshops for electric cooperatives of AES Philippines AES Corporation, a global power company, entered the Philippine market through its acquisition of the 600 MWcoal-fired power plant in Masinloc, Zambales. empowerment. Its annualCivAsia Conference Seriesserves as a venue for reasoned conversation on sociopolitical concerns. In this arena, student leaders from all around the Philippines and even neighboring countries discuss the diverse angles of immediate social issues. These conferences continue to establish a network among university student leaders and more importantly, provide opportunities for the youth to participate in the exercise of nation-building. The Civics Desk also reaches out to the larger community through extension programs that further the students sense of responsible citizenship, such as BIGGKAS (acronym for Basa (Reading), Isip (Thinking), Gawa (Action), Galing (Skill), Katesismo (Catechism), Arte (Arts), and Sports) exposes students and other members of the University to social issues and solutions, furthering their sense of active and responsible citizenship.The primary beneficiary of these programs is Barangay San Joaquin, Pasig City. BIGGKAS conducted catechism classes for 50 Grade IV pupils, taught Math and Science to 70 high school freshmen, handed over to the mothers several batches of hydroponic gardens and promoted that project through social networking and radio and television appearances, held a forum on the Reproductive Health (RH) Bill for the mothers and other members of the San Joaquin community, and created a soccer team composed of 9- to 12-yearold boys from the communitys elementary school. The said team played competitively for the first time in the 2011 Football for Good (FFG) Challenge Festival, a grassroots football tournament for children organized by a non-profit organization.
Hosting of TeaM Energys External Review Committee (ERC) of 2010 GRI Sustainability Report TeaM Energy is one of the largest independent power producers in the Philippines, with over 2,000 megawatts (MW) of installed generating capacity.
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Social empowerment
Worthy of note in the social empowerment efforts of UA&P is the role of the Center for Student Affairs (CSA), which seeks to make the University a center for student cultural, civic, and sports development activities for the community in which the University operates. CSA, which advocates responsible participation in student-initiated projects and organizations, has three desks involved in students participation in community development and social consciousness: Civics, Student Service, and Kultura (Culture). The Civics Desk promotes awareness of socio-political issues and concerns, responsible citizenship, and leadership
Providing assistance to the integration of sustainability practices in the operations of Energy Development Corporation (EDC) Energy Development Corporation is a pioneer in the geothermal energy industry with more than three decades of proven business viability.
Conducting a seminarworkshop on creating corporate value for San Roque Power Corporation (SRPC) and its stakeholders The San Roque Power Corporation is designed to supply electricity to the Luzon grid during peak
Blazing a Trail
From the Services and Kultura desks of CSA came Belenistas de Ortigas (BdO), which is a collaborative effort initiated by the University with the Ortigas Center Association, Inc. (OCAI) and Barangay San Antonio, Pasig City. Belenistas de Ortigas is an outdoor Belen-making contest to help bring the Christmas spirit to the Ortigas community, where UA&P is located. It included a soft launch on September 8, 2011; an official launch in Ortigas Center along with the lighting of the Ortigas Center Christmas Trees on December 1; and a culminating activity during the annual Pasko sa Atin (Christmas In Our Place) choral festival on December 14. A total of nine buildings officially joined the contest, namely: Ortigas and Co., Union Properties, Inc., San Miguel Properties Center, Orient Square Building, Raffles Corporate Center, Jollibee Plaza Condominium, Emerald Building, Oriental Assurance Corp., and First Philippine Realty Corp. (BENPRES). A major activity was H.O.P.E.S., a disaster relief operation started during Typhoon Ondoy (international name: Ketsana) in 2009 and led by the Student Executive Board of the College of Arts and Sciences. Almost 300 UA&P students, staff, and alumni braved the storm to help pack relief goods and to distribute food and water to victims stranded in flood-stricken areas. H.O.P.E.S. is reinstated whenever the need arises, turning the University into a major relief center. Such was the case during the onslaught of the monsoon rains termed Habagat (2012). That calamity saw the relief efforts of 1,064 volunteers (UA&P students, alumni, and employees plus concerned individuals and volunteers from outside organizations), bringing in cash donations of PHP 148,045.00 and distributing 29,450 relief packs. University of Applied Sciences Schmalkalden (Germany), the Universidad de Alcala (Spain), the University CEUCardenal Herrera (Spain), the University de Cordoba (Spain), the Universitat Internacional de Catalunya (Spain), the Universidad de Navarra (Spain), and the Universidad Catolica de Valencia (Spain). In North America, we tie up with the University of Wisconsin La Crosse, while in Latin America, we collaborate with the Universidad Panamericana (Mexico), the Universidad de los Andes (Chile), the Universided de Piura (Peru), and the Universidad Austral (Argentina). These are the institutions that are aligned with the Universitys mission and vision. We also pursue active collaboration with embassies by inviting ambassadors to be involved with the University on specific projects. One such example is UA&Ps collaboration with the embassy of Chile and the University of Santo Tomas (Philippines) in conducting the nationwide essay writing competition on calidad humana, which is translated loosely as sense of humanity or strength of character. The competitions title, Breaking the Ground: A Life Well Spent, was inspired by the 2010 heart-stopping rescue of the Chilean miners, which caught worldwide attention. The competition aims to highlight stories of Filipino men, women, families, or communities who are exemplars of calidad humana: people of deep character who faced great struggles and triumphed over them. The contest is open to students not older than 30.
School partnerships
We have 11 partner universities in Asia. These are the Chinese Academy of Social Sciences (Beijing), the Lingnan University (Hong Kong), the Universitas Surabaya (Indonesia), the Ritsumeikan University (Japan), the Dongguk University (Korea), the Hallym University (Korea), the Hannam University (Korea), the Sookmyung Womens University (Korea), the University of Incheon (Korea), the Myongji University (Korea), and the Kainan University (Taiwan). From Europe, we have eight partner universities: the GeorgSimon-Ohm Fachhochschule Nurnberg (Germany), the
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Table 12. Sample Activities Conducted by Select Student-initiated Organizations Under the Civics Desk School Year 2011-2012
Org Project Name Hospital Visit AIESEC Description Members of AIESEC in UA&P visited the childrens ward of Pasig City General Hospital. They gave snacks and interacted with the children. Target Audience Pasig City General Hospital child patients
freedom of individual members of the community to express their opinion in the field of their expertise, provided that it is not contrary to the mission and vision of the University and the teachings of the Magisterium of the Catholic Church. As an institution, the University respects the members of the university communitys stand on issues that are opinable and does not impinge on faith and morals. The institution is mindful of not giving an official stance on matters that are opinable and open to discussion. UA&P helps the government by providing research data through the researches done by the Center for Research and Communication (CRC). Its faculty members are approached by various sectors to obtain their opinions on matters pertaining to their expertise. The Universitys Corporate Communications Office (CCO) organizes press briefings or conferences to provide a forum where journalists can engage UA&P officials and/or faculty on relevant issues. CCOs media relations work also include writing and sending news releases and establishing and maintaining friendly ties with media.
English Fair Students of English classes in for a Delightful UA&P organized games and Share II learning activities. Youth United for the Philippines (YUP!) Launching YUP! is a coalition of youth groups that advocate real long-term progress for the Philippines. It believes that through correct reasoning, ethics, and a positive type of activism, young Filipinos can actualize the future they deserve. Nine young legislators aired their stand on the controversial Reproductive Health Bill during the event. In this annual outreach, the members taught the chosen community about environmental awareness and tips on how to help save the earth. A fund-raising breakfast event of H.O.P.E.S., a disaster relief operation.
250 students from San Joaquin Elementary School Around 500 prolife supporters from Metro Manila and different schools
Catalyst
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ER+GO
ER+GO Teaches and Learns II
A community located in Commonwealth, Quezon City University community and Stella wOrientis Chapel patrons
CASSEB
Agahang Pasko (Christmas Breakfast)
Impact of Operation
We set our sight in establishing procedures to identify the nature, scope, and effectiveness of the programs and practices which we use in assessing and managing the impacts of operations on communities, covering the phases of entering, operating, and exiting.
of the institution, which may also constitute as corruption. UA&P has established a process in addressing reported cases of violations of the Code of Conduct. The University is intent in gathering data related to the percentage and total number of business units analyzed for risks related to corruption, the percentage of employees trained in the organizations anti-corruption policies and procedures, and the actions taken in response to incidents of corruption.
Anti-Competitive Behavior
As an institution that knows and teaches the value of fair play, the University does not engage in anticompetitive behavior.
Fight Against Corruption

The University Credo, Mission, Vision, and Educational Principles aim for authentic human formation and development of positive human values. A Code of Discipline for students and employees has been instituted to address issues and violations against the principles
Compliance
The University complies with the recommendations of accrediting government and non-government agencies to reach autonomous university status. It follows the accreditation schedule established to reach that status.
Public Policy
The University will go to great lengths to maintain its stance on
Blazing a Trail
We also abide by the Department of Environment and Natural Resources (DENR) requirements regarding environmental standards. Audit recommendations are being followed by the University. An auditing firm, Sycip Gorres and Velayo, Co. (SGV & Co.), audits the Universitys accounting records yearly. We direct our efforts toward complying with all rules. We have no records of monetary value of significant fines and total number of non-monetary sanctions for non-compliance with laws and regulations. For accreditation status and schedule of accreditation, see Academic Performance indicators on pages 13-15. As regards compliance with environmental standards, please see Environmental Performance on page 59. As regards students health, the Universitys aim is to comply with the requirements and indications of the Commission on Higher Education and the Philippine Association of Colleges and Universities Commission on Accreditation as part of the accreditation targets. The University has policies on institutional buildings related to safety, which can be found in the Manual of Operations and Regulations for Private Higher Education (MORPHE). In compliance with the requirements of the Code of Sanitation of the Philippines (PD No. 856), the Student Services Desk of the Center for Student Affairs implements the Annual Physical, Medical, and Dental Examinations. Since the university clinic services both faculty/staff and students, please refer to the performance on Occupational Health and Safety aspect on Labor and Decent Work on page 40. academic programs are not considered as products of the University. Annually, graduating students are asked to answer an exit questionnaire. This tool serves as a method to gather information about the different aspects of their UA&P education. Other than offering pioneering degree programs, UA&P is also a trailblazer in offering support programs and services to students, one of which is thementoring program. Data gathered from the questionnaire has shown that more than half of the students who graduated in June 2011 (School Year 2010-2011) expressed that they weregenerally satisfiedwith the mentoring program both in CAS(57%)and graduate schools(56%). Questions related to this program, which were revised in School Year 2011-2012, asked students to rate their mentoring experience, how helpful it was, and its impact on their college life.The graduates of batch June 2012 disclosed that they had a positive(*4.69), helpful(*4.62), and valuable(*4.61)mentoring experience. In relation to the different school services, the graduating students of School Year 2011-2012 were
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PRODUCT RESPONSIBILITY
Customer Health and Safety
Customers is operationally defined as the university students. For customer safety, please refer to Human Rights, Security aspect, on page 46.
Product and Service Labelling

The University is not a manufacturing company, but an institution of learning that educates students as human persons. Those who graduate from the Universitys
What the Graduating Students Say (School Year 2011-2012)
72%
aregenerally satisfied with the quality of teaching in the College of Arts and Sciences say that the 96% education they received had prepared them well to work in their chosen field of career
63%
93%
aregenerally satisfied with the quality of teaching in their respective graduate schools
88% 96%
say that their expectations upon entering the University are met
say that their degree program has kept pace with the recent trends and development with respect to their field of specialization
would recommend UA&P to other prospective students.

mostly satisfied with the efficiency of the chaplaincy (*5.20), housekeeping (*5.26), and library (*5.15). In general, the students of UA&P are pleased with the different aspects of their university experience.
*highest rating of 6, lowest rating of 1
Customer Privacy
All personal information about the students (including class schedules) and all student records are strictly confidential and are not divulged or released to unauthorized persons. Thus, requests for student records and certification must be done in writing, indicating the reasons for the request. Verbal requests or those relayed through the telephone are not entertained. There has been no recorded complaint of breach of confidentiality.
Compliance
As an educational institution, the University considers its students as its products and strives to provide them, within the limits of its resources, a quality of education at par with the best schools in the country. Its academic standards are continually assessed by recognized accrediting bodies in the Philippines. UA&P will continue to aim for higher standards found in similar schools internationally.
Marketing Communications
External marketing is done primarily to attract quality students from top high schools to enroll in the University. This is done by visiting schools to give career talks and by participating in career fairs and exhibits. Marketing of academic programs is centralized in the Corporate Communications Office (CCO). The University formed a Junior Marketing Communications (JMC) team composed of select UA&P students tasked to be UA&Ps brand ambassadors and to deliver promotional talks in various high schools. Internal marketing ensures that all sectors of the university community are kept abreast of the institutional events and accomplishments as well as plans and targets. This fosters loyalty among the members and bolsters school spirit. These external and internal marketing activities constitute the primary mandate of the CCO. The unit produces UA&Ps institutional publications, marketing brochures, and a quarterly magazine, to name a few. It also manages and maintains the Universitys website and monitors traditional as well as new and social media. It aims to move toward a more strategic and integrated marketing communications program.
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TheJunior Marketing Communications (JMC) Team is envisioned as the centerpiece of the Universitys revamped marketing and public relations efforts. The JMC team is composed of outstanding students who do marketing, public relations, and events management work for theCorporate Communications Office, which in turn assists the university management, the schools, the hallmark centers, and other units. Serving as the face of the university, they are UA&Ps brand ambassadors who are an astute reflection of UA&Ps diverse student population. The first batch of JMCs was formed in 2008. Currently there are 22 JMC members. Each member stays for two to three years in the team. JMCs undergo rigorous training in public speaking and communication skills every summer. During career talks in high schools, the JMCs take the center stage, promote UA&P to the student population, talk about the academic programs of the University and the financial grants offered, and share their own positive insights and experiences as UA&P students. They are also well versed in rendering the campus tour, keeping visiting students and VIPs entertained and well informed while showing them around. In addition, they help out in doing events management work for institutional events such as the University Day. JMC members also travel around the metropolis and all over the country, promoting UA&P among senior students in public and private high schools. Overall, the team has had a strong impact on the yearly marketing campaigns. The presence of young, personable, talented, and knowledgeable students has opened up a highly pertinent avenue for the Universitys message to be conveyed. They make UA&P stand out amidst the profusion of schools making their own marketing pitches.
Blazing a Trail
ADVANCING RESPONSIBLE STEWARDSHIP

Since its inception as a university in 1995, the University of Asia and the Pacific has pursued a level of economic self-sufficiency that not only bolsters its quest for autonomous development but also steers itself toward the progress of the country and the region in which it operates. At present, with the University on the outset of a wide-ranging expansion, there is an ever more pressing need to align the use of its resources with the Universitys mission and its heightened interest on sustainability. Key to this step is the financial management at the University, which is one of the responsibilities of the Financial and Management Reporting (FMR) Group. Aside from managing finances prudently and correctly, the unit observes measures to ensure that the flow of resources will be adequate.
To help reach this end, the University of Asia and the Pacific, a not-for-profit institution, aims to develop a more responsive business model where there will be greater reliance on diversifying fund sources through partnerships that will contribute to the Universitys mission and to the economic conditions of the University stakeholders and the schools immediate environs. refinement in speech and decorum, and a great deal of accountability. To this end, the University embraces the guiding principles of fiduciary or financial responsibility, a legal or ethical relationship of trust and confidence, which is also referred to as stewardship. To demonstrate this concept, all schools and units are given responsibility for their operating budgets. Each unit monitors its financial performance and status through a regular reporting of revenues and expenses attributed to clearly identified activities. The members of the Operations Committee (OpCom) conduct periodic performance reviews of the units under them, the results of which are relayed to the Management Committee (ManCom). In the scheduled review with the ManCom, the OpCom presents the income
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THE PRINCIPLE
Securing the growth of any organization requires securing the growth of its people beforehand. In a university that breathes in Christian identity, everyone sees the need not only to grow in their financial standing but also to respond to the call of fostering a work ethic marked by, among others, diligence, teamwork,
statement of the units to see what their actual performance is in reference to the budget allocated to their unit. All constituent units are fully aware and observant of strict financial discipline. Although UA&P thrives in an atmosphere of freedom, the members of the university community know that the institution will be able to fulfill its role best, and thus promote sustainability in all areas, only when its people are capable of making free and morally upright choices. Hence, the University puts a premium in organizing itself in a manner conducive to internal efficiency and effective coordination, while keeping enough flexibility, to enable all members of UA&P to contribute freely and responsibly to the fulfillment of their common tasks.
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that is human in the person impels us to seek ways and means to create and spread a culture that strengthens the dignity of the human person and promotes a climate of goodwill conducive to a robust ecosystem, a productive economic activity, a harmonious social structure, and an active academic community. Thus, even in areas where monetary concerns take the lions share, we always affirm our fidelity to the common good of the people. From generating funds to safekeeping, from guarding against complacency to making careful decisions and actions that can impact the economic systems outside the University, we always remain committed to fostering a greater understanding of how ones resolve to act in accordance with the truth can have profound repercussions for many years to come. Spurring this ideal on is the Universitys strategic plan, which ensures that funds are optimized, resources are made available to address defined needs, and people running the organization are made aware that they are stewards of its resources. As good stewards, they must not only be trustworthy; they must also be incapable of withholding the good that is due
to others a trait inherent in the concept of sustainability. As such, the University is working towards the completion of the master plan of the Ortigas Campus. By 2018, UA&P will be ready to expand to a two-campus university, with the main campus just outside Manila. With its growing selection of program offerings, UA&P will be the university of choice for many more bright students, enabling the institution to contribute to the integral human development of the peoples in the Asia-Pacific region.
THE PRACTICE
Financial Viability
The University, fully respecting the legitimate authorities and the laws of the state, operates in accord with existing rigorous global and local standards in accounting. As a rule, all operating units of the University are directed toward ensuring their financial viability, and it is the responsibility of their respective Operations Committee to ensure that this is attained. The University consolidates its finances with the aim of further improving financial control, financial efficiency, and financial allocation.
THE DRIVING FORCE

The University of Asia and the Pacific adheres to the belief that at the heart of sustainable development is the human person. Thus, imperative to everything we do is the integral formation of each individual who comes in contact with the institution. The commitment to fully develop all
Blazing a Trail
private corporations following the expanded withholding tax regulations under Revenue Regulations No. 17-2003. For School Year 2011-2012, the total amount of taxes paid or remitted by the University to the government is about 32 million pesos. The total revenue for 2012 was PHP 323 million, while total liabilities for the same year amounted to PHP118 million. Since we are a non-profit, nonstock institution, we do not have capitalization by equity. Instead, we have fund balances. Our total fund balances was PHP1.5 billion, with general funds amounting to PHP1.3 billion and restricted funds amounting to PHP159 million. UA&P has sufficient funds to maintain operations for the next several years. value generated. More than 50% account for employee wages and benefits, where a significant portion is spent for retirement costs. This practice of providing its employees with a competitive compensation and retirement package is, primarily, one of the Universitys concrete contributions to the persons welfare and development. Cognizant of the fact that without reasonably sustaining the peoples needs, no amount of productivity or efficiency would result in the work these people undertake, the University sees to it that what is due to its employees should be given to them accordingly, without undermining the primacy of man over material realities. In addition, providing a highly attractive compensation scheme would help the University invite and retain brilliant professionals in their fields, who make up our largest asset in our goal of carrying out research in diverse areas of human endeavor. The National Capital Regions current minimum daily wage (as of July 2012) is PHP446.00 while the lowest possible daily minimum wage in UA&P is PHP 460.00. The Universitys lowest possible daily minimum wage is 3% higher than the National Capital Regions minimum daily wage. The University has a defined retirement benefit plan, which is non-contributory on the part of the employees. The retirement plan is 100% contributed by the employer. Seventy-five percent comes from the fund held and maintained separately at Metrobank, one of the largest banks in the Philippines, while 25% comes from the Universitys general resources. Contributions to the fund are actuarially determined every May
To show forth transparency, monthly income statements are given to all schools or units. The University also has a manual of operations and the documents containing the accounting policies and procedures. Financial reports are delivered during the general assembly for employees. The University complies with tax laws and other government rules. We have been acknowledged by the Bureau of Internal Revenue as one of the top 10,000
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Employee Benefits
Economic value distributed account for at least 90% of the economic
Table 13. Economic Performance (Revenues and Expenses) School Year 2011-2012
Direct economic value generated Revenues Direct economic value distributed Operating costs Employee wages and benefits Payment to providers of capital (non-stock, nonprofit, no paid up capital); interest on loans Payments to government (taxes and licenses paid to the government) Community investments (student scholarship program and donations to communities) Economic value retailed (Economic value generated less Economic value distributed) 98,091,836.00 203,562,867.00 3,816,691.00 459,406.00 69,438,049.00 PHP 23,535,944.00 PHP 398,904,793.00

All information regarding the retirement plan followed by the University can be found at the UA&P Retirement Plan manual. board and lodging allowance if they are from the province. In addition, Filipino students who have a financial need as attested to by the familys finances and have met the minimum conditions are given financial grants that cover up to 100% of tuition fees plus stipend. Provincial grantees may also be given board and lodging allowance. All these are done to highlight the fact that being granted the opportunity to excel is not just a privilegeit is a right that applies to all. Last school year, 16% of the economic value distributed went to scholarships. The actual amount of financial assistance (stipend/ allowances) paid to scholars, which was PHP 16,916,162.00, was funded by donations. The revenues generated by the University are not subject to income tax or value added tax (being a non-stock, non-profit educational institution), so by providing one of the most robust scholarship programs in the country, the University is able to give back. The total number of individual scholars has increased over the years.
PHP 6,298,900.00
Normal cost for plan School Year 2011-2012
Fund Sources
PHP 8,685,463.00
Net fund assets as of May 31, 2012
PHP 83,088,100.00
Actuarial accrued liability as of June 1, 2011
The University has diverse sources of funds, which include internally generated funds of almost 80% from school operations, auxiliary services, and interest income. Externally generated funds from donations and research grants account for almost 20%.
Scholarship Program
31. Actuarial valuations are made annually in compliance with the standards set forth in PAS 19 (Philippine Accounting Standards followed for reporting Retirement Funds) and IAS (International Accounting Standard) 19. Pension liabilities are fully covered. The trust fund can cover pension liabilities for three years; additional funds are invested as the pension benefits are paid to employees. There is a separate account for retirement fund, and there is no diversion of funds. Funds are invested in the same bank that maintains the retirement trust fund. Payments for the retirement benefits are drawn from the trust fund. All contributions made to the retirement fund shall be held solely and exclusively for the benefit of the members or their beneficiaries, and no part of the said fund shall be used for, or diverted to, purposes other than for the exclusive benefit of the members or their beneficiaries. All employees who have reached 60 years and 65 years of age and have rendered at least five years of creditable service avail of the retirement benefits. True to its commitment to be ever attentive and responsive to the needs of the community that sustains it and to elevate the moral, cultural, and material level of the country, the University offers merit scholarships and financial aid to deserving students on the basis of the results of their entrance exam, their high school academic performance, and their financial status. Merit scholarships may cover up to 100% of tuition fees. The top applicants may also be awarded a stipend, book allowance, and
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Blazing a Trail
FOSTERING ENVIRONMENTAL CONSCIOUSNESS

The University of Asia and the Pacific believes that a safe, clean, healthy, and sustainable environment is vital to an authentic integral development that upholds the dignity of the human person. We therefore recognize our responsibility to protect and care for the environment for the benefit of all our students, employees, and other people involved in our activities, and those who live and work in our community.
The University aims to take all the steps necessary to ensure sustainable use of resources and prevent wasteful or damaging practices, and to minimize the environmental impacts of its activities. As an educational institution, it endeavors to make its stakeholders aware of environmental and development issues and encourage them to contribute to sustainable development. It is also committed to complying with the requirements of relevant legislation and to adopt metrics and targets for improving environmental performance. The environmental management of the University is under the lead supervision of the Assets and Facilities Management (AFM) Group, in coordination with a pollution control officer. The AFM has, through the years, put in place several improvements to manage the Universitys environmental impact. Efforts are especially targeted toward efficient and responsible use of our energy and water resources. We have taken steps to reduce energy consumption by converting our air-conditioning system from air-
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cooled to water-cooled and by ensuring the proper usage and maintenance of other energyconsuming equipment. In School Year 2011-2012, total indirect energy consumption was 2,102,137 KwH. The Universitys target is to reduce it by 5% to 2,061,603 KwH in School Year 2012-2013. We are also ensuring proper maintenance of water facilities and fixtures to prevent leakage. As a result, total water consumption for School Year 2011-2012 was 15,012 cu.m., which is 6.25% lower than the previous year. The target is to reduce this figure by 5% for School Year 2012-2013. Using recycled wastewater from our Sewage Treatment Plant, although minimal, will reduce our water consumption. Measurement tools will be put in place to gauge water consumption. Our plan is for green technology to be implemented in the three new buildings that will be constructed in the campus in the near future. This includes the use of renewable energy (solar power), rainwater catchment, and water recycling. Emissions are very minimal because pollutant equipment, such as generators, is used only during power interruptions. Also, because we partly compost the leaves from our plants and trees, biodegradable waste is minimal; non-biodegradable waste is likewise minimal because of nonusage of plastic products. The university effluents are well below the limit set by government agencies. Please see Table 14. We have put up a Sewerage Treatment Plant (STP) at a cost of Php 4.6 million, which treats our wastewater. We use a Sequencing
Table 14. Water Discharge Results School Year 2011-2012

Emissions, effluents, and waste Total water discharge by quality and destination Qualitative Quantitative Remarks
Yes
Our effluent is in below/ 12,009.6cu.m, 80 % accordance with DENR of consumed water as effluents standard. stated in EN8. Written Data below shows the below are the results of difference between water analysis which is below the DENR effluents the limit and the water analysis results. standards. 6.71 @23.0C 25@pH 6.71 6 28 22 <2.0 Lower by 2.5 Lower by 125 Lower by 44 Lower by 72 Lower by 48 Lower by <3
Hydrogen Ion (pH) Color, Apparent Cu Biochemical Oxygen Demand (BOD, mg/L) Chemical Oxygen Demand (COD, mg/L) Total Suspended Solids (TSS/ mg/L) Oil & Grease (mg/L)
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Batch Reactor, a type of STP that is efficient and low energyconsuming. We are currently implementing the segregation scheme in our University: we do not use plastic products and most of our waste is biodegradable. Our recyclable wastes are stored and sold every week to responsible waste collectors. The University maintains a fleet of three official vehicles for its personnel. Under the auspices of the Assets & Facilities Management Group, these vehicles strictly conform to the safety, health, and environmental standards set by government regulatory bodies. While the University recognizes the importance of biodiversity, we
were unable to adequately address this issue since our campus is currently situated within a central business district in Metro Manila. However, we are working with relevant government and private entities to ensure that this aspect of environmental sustainability is always considered whenever decisions with regard to the establishment of our physical facilities have to be made. In addition, the University is committed to include biodiversity as one of the parameters for planning and decision-making in our search for an expansion campus outside of Metro Manila. Currently, we do not have targets in place for every area in this report. We are working to address this need as we gather more accurate baseline data.
Blazing a Trail
COMPLIANCE WITH ENVIRONMENTAL STANDARDS
The University sees to it that all the applicable environmental laws, regulations, and ordinances issued by the national and local governments are properly observed. These include the Philippine Clean Water Act of 2004 (Republic Act No. 9275), which ordains that wastewater not be discharged beyond the parameters set by the Department of Environmental and Natural Resources (DENR). We also abide by the Philippine Clean Air Act of 1999 (Republic Act No. 8749) by monitoring the emission and proper maintenance of our air-polluting equipment. Regarding hazardous waste products, we make sure that their storage and disposal are vigilantly and properly managed and that these are hauled by an accredited contractor. A pollution control officer is now working to secure all permits and clearances required by the local and national government. Our application for the Permit to Operate Pollutant Equipment is in process. All reports such as Compliance Monitoring Reports and Self Monitoring Reports are submitted on time to the government agencies concerned in accordance with the conditions of our Environmental Compliance Certificate. With our compliance with the environmental laws, we are confident that our emissions, effluents, and waste are within the standard limits set by regulatory agencies. We have not been charged any penalty or sanction by environmental authorities for School Year 2011-2012.
Table 15. Breakdown of Waste Disposed School Year 2011-2012

Emissions, effluents, and waste Liquid Used Oil Solid Used Batteries Qualitative Quantitative Remarks
Total weight of waste by type and disposal method (Hazardous) 9.33 gals 155.62 kgs Details are as follows: 8D 2 pcs @152 kgs 9v @ 48 pcs or 2.2 kgs (for lapel mics) AA size batt - 36 pcs or 0.8 kgs. AAA size batt - 48 pcs or 0.62 kgs 108.64 kgs details are as follows: 36 watts - 288 pcs or 80.64 kgs 18 watts - 200 pcs or 28 kgs. Sludge was hauled on April 2011 by Manila Water Company, Inc. free of charge because they are the local supplier of water. No recorded data Sludge disposal is done every two years.
Fluorescent Lamps
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Sludge
Total weight of waste by type and disposal method (Non-hazardous) Biodegradable Hauled 81,768 kgs Details are as follows: by local government 10,200 pcs xx large trash bag per year @ 7 kgs/pc =71400.00 kgs. 2,592 pcs medium trash bag per year x 4 kgs/pc = 10,368.00 kgs Non biodegradable usually hauled free of charge by the buyer of recyclable items We do not have any generated plastic/cellophane products due to local laws. 178,156.50 Stored and sold quarterly
Non-biodegradable
Recyclable
ASSURANCE STATEMENT Triple Bottom Line

Overview
A team of External Review Committee was convened on September 27, 2012 to undertake a quality assurance check through a veracity review of the data-information mix support of the University of Asia and the Pacifics (UA&P) Sustainability Reporting for 2011-2012. The Committee spent one month to accomplish the objectives. The assurance team agreed to use the Global Reporting Initiatives (GRI) principles as overall framework for the review, both in its report content and quality, alongside the quality checkers of the data with regard to its compilation, sufficiency, appropriateness and materiality, sustainability baseline; and the economic, social, and environment impact on the community and stakeholders. Excluded from this report is the assessment of the universitys academic operations performance indicators.
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Assurance Framework
Arriving at the Assurers conclusions on the quality of the report and the data-information mix support for the UA&Ps 2011-2012 SR (Sustainability Report) involved an analysis of the degree of adherence to the predetermined quality-checkers as per the GRI Guidelines and on grounds of sufficiency and appropriateness, materiality, sustainability baseline, sustainability enablers, and economic contribution to the community and stakeholders served by the institution. Subsequently, these were rationalized in terms of their relevance, reliability, and appropriateness to the purposes of the SR. The analytical veracity-based review process framework (AVRPF) builds from the UA&Ps 2011-2012 SR on economic, social, and environment performance. The AVRPF proceeded with an analysis and veracity-review of the data-information mix support for the SR using a horizontal-vertical structure. The review process included scheduled interviews of people and the review results were based on internally and externally generated data and information.
Findings
On Data-Mix Support for the UA&P Sustainability Reporting
Quality of Data Compilation The sustainability report (SR) presented a three-year trend of information without a future target. In presenting and in analyzing the indicators, it utilized as guides the Economic (EC) Indicator Protocols (IP) as well as performance indicators on Social Impact on Society covering labor practices and decent workforce, particularly employment, occupational health and safety, and training and education, product responsibility, particularly customer satisfaction and customer privacy, human rights in the area of non-discrimination and freedom of association and collective bargaining; society, particularly on community and compliance, and environmental practices and compliance. On the other hand, data analysis,
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which is presented in tables or other appropriate data presentation formats, used a combination of ratios and absolute values. It also adopted an appropriate aggregation level of information to disclose performance. Sufficiency and Appropriateness The sustainability report is supported by a sufficient quantity of evidence that is appropriate, relevant, and reliable for the analysis of the data-information mix and is therefore a credible basis for drawing findings and conclusive statements. Materiality The sustainability report is significant both from the point of view of UA&P and its stakeholders. UA&P used 24 key performance indicators in the Indicator Protocols in conducting material analysis of economic, environmental, and social sustainability indicators which in turn created a certain level of confidence that the data support/evidence presented is reliable and not misstated. The data support for these three indicators is credible because there is consistency of information obtained from two or more sources.
On Sustainability Enablers / Baselines

a. Grounding of Sustainability and Sustainability Enablers In collecting data-information mix support for the SR, the basic attributes and enablers of sustainability were the key determinants in understanding the organizations nature of services and practices as anchors of sustainability. It was disclosed that the process of sustainability has been clearly designed in the UA&Ps enabling charter as a non-stock, non-profit institution. The EC performance indicators for EC1 that includes Economic Value Generated (EVG), Economic Value Distributed (EVD), and Economic Value Retained (EVR) are major sustainability measures that contributed to the Universitys revenue-generation processes and the benefits gained by the community and stakeholders from the UA&Ps wealth distribution to the community where it operates. It is observed that the UA&P SR indicated the Universitys commitment to integral human development, which is a springboard for its strategic goal of being worldclass and of being internationally recognized as one of the top 100 academic institutions in the Asia-Pacific region. By the UA&P design, a key institutional sustainability factor of UA&P is its utmost concern in synchronizing its programs with its EC resources through enhanced client relations such as business partners, donors, students, alumni, parents, and other stakeholders. Furthermore, a commendable effort has been the establishment of the University Sewerage Plant that has contributed to environmental sustainability and balance. Among others, the facility can normalize the water content in the rivers within its premises, liveable enough for freshwater fish and other green vegetation to flourish within the vicinity.
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b. Credibility Power Credibility power is a sustainability performance outcome that is established through a continuing track record of recognized exemplary achievements of UA&Ps leadership and the delivery of its programs. It is also an outcome of faithful and excellent compliance with relevant government, non-government institutions, and quality-oriented
ASSURANCE STATEMENT
accrediting bodies. Credibility power is also the anchor of the Universitys partnerships with its stakeholders. Other impacts created include continuity of internally and externally generated funds, expanding campus domain, and support for further university developmental programs by government and non-government entities such as the Commission on Higher Education (CHED), Philippine Association of Colleges and Universities Committee on Accreditation (PACUCOA), support from alumni, local community and parents, etc.1 The UA&Ps credibility power is indeed an asset for its sustainability. c. Governance and Sustainability By design, the UA&Ps legal framework and governance configuration (as a non-stock, non-profit business entity) are observed to be sustainability enablers. All its EVG in the pursuance of its programs are plowed back for the welfare of the community and the stakeholders it serves after netting out its tax obligations. The value of shared responsibility is a key element in moving the University program-service to excellence and economic sustainability, (e.g., students tuition fees, participation in community programs and projects, scholarship programs, etc.) Shared responsibility is evident in the UA&Ps culture of fiduciary responsibility being exercised by management decision-makers, operations personnel, and support-to-operations workforce. d. Financial Accounts and Statements These are the communication tools of the UA&Ps economic sustainability: the Audited Financial Statements (AFS) and Tax Compliance Reports, which serve as checkers of EC sustainability, (e.g., internal controls). The explanatory supports contained in the SR are attestations of financial and resource management performance. The AFS is likewise a major sustainability checker as indicated in the GRI/SR. Completeness of the data from the AFS attested to the reasonableness of data support of the SR. e. Continuous Quality Improvement through Performance Measurement The UA&P SR is also supported by sustainability indicators on institutional performance improvement through business management partnerships and participation in developmental and sustainability endeavours in the community. These collective efforts reveal that the UA&P has been objective, candid, and open to continuous development and performance measurement by integrating human, financial/economic, and environmental performance results. Aside from its regular monitoring and evaluation of programs and services provided to its beneficiaries, a yearly program and resource performance assessment (e.g., budget performance and budget allocation reviews) are mechanisms adopted to check on its gains and confront problems using its budget as a tool of performance, planning, implementation, and accountability reporting. It contributes its resources to community human development programs (e.g., community outreach programs, participation in the NSTP activities, disaster relief operations, environmental management, involvement in research and consultancy work, etc.). Aside from complying with financial accounts reporting in accordance with the PFRS/PAS that virtually conform to International
1
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These include Government Recognition No.C-04, s. 1991; CHED GR / Permit No. C-024, s. 2002; GR No. 057, s. 2011; GR No. 056, s. 2001; etc
Blazing a Trail
Accounting Standards (IAS), the University actively engages itself in standardized institutional performance reviews conducted by accrediting bodies and organizations as well as regulatory, standards-compliance checks, and sustainability-oriented institutions, such as the Philippine Council for NGO Certification (PCNC), CHED, and PACUCOA, etc., whom it virtually considers as its performance facilitators and performance qualityand-sustainability enablers through feedback provided. f. On Sustainability Indicators - The culture of fiduciary responsibility is significantly inculcated and observed not only as an indicator for EC sustainability, but also in ably managing the UA&Ps total EC resources, which are likewise valued by external stakeholders in their involvement with the Universitys program and resource management services. The Universitys business model as non-stock, non-profit has posed both as a challenge and as an opportunity for sustainability and served as a major asset in finding opportunities for continuous excellence in the various aspects of its internal operational systems and processes. In 2011, the University adopted strengthened measures and continuing efforts in sourcing out for development funds by building strong partnerships with local and international donors. There is an increasing awareness of the importance of enhancing research and consultancy services, among others, in addition to ongoing measures and activities to strengthen its financial and economic position, as well as operational system processes and procedures that improve its EVG capabilities. UA&P, being non-stock, non-profit, allowed adequate EVD to the community it served. Its commitment for its program and services delivery performance to thrive in excellence as an academic institution in the Asia-Pacific Region, and its recognition as B+ SR level will inevitably result in increased quality service. In 2011, UA&P adopted a competitive salary level in order to attract the best talents and maintain its total workforce that is compensated at a salary scale higher than regulations on minimum wage. Effective June 1, 2012, the University has designed a salary structure for both managerial and non-managerial levels that are higher than and/or are within the national wage market in order to attract and maintain a stable and competent workforce who can support the UA&Ps long-term financial and strategic program planning. The University provided in 2011 a retirement plan, among other employee benefits allowed. The retirement plan structure is a defined benefit plan because the employer shoulders total obligations for retirement benefit plans. A Retirement Trust Fund (RTF) is maintained by the UA&P.
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g. Environmental Sustainability - For the environment indicators, University of Asia and the Pacific is compliant with the standards of performance and disclosure set by the GRI in the area of environmental protection. Said university has an outstanding performance
ASSURANCE STATEMENT
in the Philippines when it comes to the installation of sewage treatment plant which is a mandatory requirement of Clean Water Act and wastewater ordinance of Pasig City. h. Sustainability Impact on Society - On the whole, UA&P is found to be compliant with the standards of performance and disclosure set by the GRI in the areas of labor practices, human rights, society, and product responsibility. UA&P is taking the lead in terms of competitive compensation and employee relations, as well as in the areas of community service/outreach, respect for human rights, and compliance with regulatory requirements. UA&P ensures that it selects and retains the right people in achieving its goals. Policies and systems are in place to hire the right people for the right job as evidenced by the strong participation of the Management Committee prior to the hiring of its faculty. Training programs which are reflected in the Universitys Integral Development Program (IDP) is are a manifestation of the Universitys commitment to the total and continuous development of its employees. Healthy labor-management relations are cultivated within the University. The University gathers information on what its stakeholders think and feel are the priority areas which it can focus on to achieve its mission. Furthermore, the Universitys policies on hiring and student admissions do not discriminate people based on ones creed, gender, and age, provided that they meet the professional standards and organizational fit established by the University, as well as adhere and contribute to its mission and vision. UA&P shows its commitment to creating a sustainable community through its programs that allow the entire community to participate and share resources.
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The Way Forward

The Assurers offer the following suggestions in pursuance of sustainability initiatives in the future: In order to maintain financial sustainability, the University should continue its initiatives in building partnerships for fund generation and in improving faculty capabilities in resource generation by nurturing their capabilities in research and consultancy services. This way, the faculty and the University are both benefited by the incentive packages obtained. Likewise, strengthening capabilities on financial planning and expenditure management should be part of the ongoing improvement and developmental actions. The Operations Committees, school accountants, and all financial and economic resource-processing personnel should benefit from such strengthening measures. The University can enhance its people productivity measures and controls to lend to financial sustainability. The University should also implement its plans for additional program offerings, tuition fees being one of its major revenue sources. Alongside continuous improvement and assessment of existing programs and services, including fund generation and expenditure management through
Blazing a Trail
enhanced monitoring and evaluation, the University would benefit from continuing its initiatives to go through quality-oriented improvement accreditations from national and international accrediting entities. Projects which demonstrate corporate social responsibility and environmental concern would be enhanced further with expected outcomes spelled out. Towards any succeeding SR efforts, the University should adopt a more compatible data generation mechanism, with systematically regular updating, using the GRI EC guideposts and experiences from its first time RAL for B+, which should be monitored on a monthly basis. It should, however, systematic allyallow any changes or developments for improvement that the GRI and the UA&P may adopt in order to appropriately measure its economic, social, and environmental performance for sustainability.
Dr. Manuel R. Morga Consultant Public Sector and Development
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Racquel C. Austria-Naciongayo Head, City Environment and Natural Resources Office Pasig City, Philippines
Dr. Genevieve V. Ledesma-Tan Chief Executive Mentor Southville International School and Colleges Philippines
ASSURANCE STATEMENT Academic Performance

Academic Performance is a measure of the ability of the University to achieve its main mission as an educational institution, i.e., to produce quality graduates who meet the standards set by both local and international bodies as well as standards set by the Institution itself. Academic Performance speaks of the quality of the products of the institution and how they are able to meet the needs of the Universitys stakeholder base. Although the GRI Sustainability Reporting does not include this aspect in its required report, the University felt the importance of considering this area in its assessment mainly because of the following: 1. UA&P is an educational institution. As such, all activities, programs, and policies are crafted and developed to contribute towards the Universitys Academic Performance. Taking this fact under consideration, it was felt that a thorough assessment of the Universitys Academic Performance would allow for a more comprehensive assessment of the impact of UA&P on society.
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2. The three main areas under investigation by the GRI Sustainability Report are Social, Economic, and Environmental Impact. As in any other businesses, these three areas are considered vital in the ability of the organization to maintain the quality and viability of its product. In the case of an educational institution, Academic Performance becomes the primary area to determine its sustainability; hence, there is a need to give this area a closer assessment and review. An assessment of the various data of Academic Performance of the University of Asia and the Pacific saw the impressive level of quality which the institution has been able to build around its program offerings and resources that contribute to the development of quality graduates. Specifically, the Assurer was able to determine the following: 1. The various programs of the University of Asia and the Pacific are periodically reviewed, updated, and have maintained compliance with the needs of its stakeholder base and in accordance with the standards set by the Commission on Higher Education of the Republic of the Philippines. Through the voluntary accreditation process under PACUCOA, the quality of the University as a purveyor of education in the country is kept on constant peer review and monitoring. 2. The faculty remains a critical resource of the ability of the University to deliver a high level of Academic Performance. Through the use of a strict selection procedure, a competitive salary rate, and an extensive faculty development program, the quality of instructors is kept at par with the best that other universities and institutions of learning can offer. 3. Student development remains at a high level of performance at the University of Asia and the Pacific. Through a combination of the four vital functions of education, i.e., Instruction, Mentoring, Research, and Outreach, students are moulded in both mind and body to be true Christian men and women able to rise up to the challenges of an ever changing social environment.
Blazing a Trail
Based on his assessment, the assurer puts forward the following recommendations: 1. In the formulation of plans, programs and initiatives, the University should always consider its Philosophy, Vision-Mission, Goals, and Objectives its guiding principles. This will enable the University to remain ever mindful and centered on its true nature and reason for existence. 2. Considering the trend of the current educational system of the country to move towards Outcomes Based Teaching and Learning, it is recommended that curriculum objectives be slowly transformed from the traditional Process-based approach to the Outcomes-based approach. This means that the main focus of education now would be not on what the student would eventually know (Output), but rather on what the students would eventually be able to do (Outcome). 3. The University must give strong consideration on the development of a strong and supportive Alumni base. Many schools in the country and the world have attested to the tremendous value and worth that the Alumni can give to their academic development. The experience and knowledge of an Alumnus or Alumna can act as a model for students to emulate as they prepare for their own future.
67
Dr. Victor C. Manabat Dean, School of Business Administration Saint Michaels College of Laguna Philippines
External Review Committee

The University of Asia and the Pacific has invited an External Review Committee to assess the content of its sustainability report.
Dr. Victor C. Manabat has spent a major part of his life in the fields
of business education, marketing, and corporate planning. He acquired his first baccalaureate degree, AB Communication Arts, from San Beda College and thereafter worked for 13 years in the field of marketing and advertising. In the early 80s, Dr. Manabat began his career as an educator by teaching marketing and marketing research in St. Pauls College, Manila and the University of the Philippines Diliman and Los Baos. He enrolled at the Pamantasan ng Lungsod ng Maynila to earn a bachelors degree in Business Management. From there, he finished his masters degree and doctorate degree in Business Administration. He is currently the Dean of the School of Business Administration of Saint Michaels College of Laguna. However, he continues to go beyond the boundaries of the campus to offer his services to schools and companies as trainor, lecturer, and business consultant. He organized the Council of Deans and Educators in Business in Region 4 (CODEB4A) and served as charter president in 2003. He also served as National President of the Philippine Council of Deans and Educators in Business (PCDEB) in 2008 and sat as Director of the Philippine Association of Colleges and Schools in Business (PACSB). He sits as a member of the Committee on Education and Training of the Philippine Chamber of Commerce and Industry (PCCI). He is an accreditor of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) since the year 2000 and has participated in the accreditation of more than 50 schools all over the country. He is a member of the Regional Quality Assessment Team of the Commission of Higher Education (CHED) Region IV, which is tasked to evaluate schools, colleges, and universities in the region who apply for permission to offer courses in Business Administration.
VICTOR C. MANABAT, DBA 68
Blazing a Trail
Dr. Manuel Morga holds a PhD in Commerce, major in Management
(UST, 1985 / Summa Cum Laude) and a Master of Arts in Public Administration (MPA) degree. He is an educationist and independent development management consultant with multi-specialization in public administration and governance, human resource capital, capacity building, and public financial management systems. He has over 34 years of professional work experience in various capacities on these fields. As a development professional, he practices a unique approach that is anchored on resource management involving both quantitative and qualitative methods of analyzing, reviewing, and advising on performance management systems and processes. He has worked in Indonesia, Nepal, Philippines, East Timor, Lao PDR, Afghanistan, Azerbaijan, Mongolia, Liberia, and Kenya. His expertise encompasses the following areas: Public Finance & Financial Management Systems fiscal reform, public expenditure management, budget formulation, budget execution, budget accountability and finance systems reforms, medium-term expenditures framework, linking budgets to public sector poverty reduction strategies, analysis of expenditure policies, sector budget and finance reforms (health, education, tourism, agriculture and rural development, etc.), procurement rationalization, and results-based management; Capacity-building human resource development, training, improvement of work systems and methods and organizational productivity; Local Government Administration Reform local economic development and fiscal planning, strategic planning, administrative and human resource management systems, local/municipal finance and budgeting, and revenue generation; Institutional Strengthening educational management systems reform, restructuring and rationalization, decentralization, devolution, transparency and accountability, and anti-corruption reforms; Inter-Governmental Relations policy studies, organizational development and reforms; Project Management strategic planning, systems and processes reviews and reforms, manuals and procedural guides development; Monitoring and Evaluation systems public investments program accountability reforms; Short-, medium-, and long-term budgeting; and Expenditure management and performance-based budgeting.
MANUEL R. MORGA, PhD
69
Raquel Austria-Naciongayo currently heads the City Environment and Natural Resources Office (CENRO) of Pasig City. Her profound interest in the conservation of natural resources led her to focus thoroughly on issues concerning air, water, and land pollution. She graduated with an AB in Political Science degree from the University of the Philippines in 1994. While still in college, she served as public relations officer/community organizer of the SPCMBY Fisherfolk Organization in Laguna, thereby getting a good look at the concerns of the fishing community. She then took on employment a few months after graduation as public relations officer of the Laguna Lake Development Authority (LLDA), one of the agencies responsible for the preservation, development and sustainability of theLaguna de Bayand its 21 major tributary rivers. She only relinquished her post to take on her immediate job at the Pasig City ENRO. At present, she also serves, among other positions, as Director for Environment Sector of the Rotary Club of Ortigas Center; member of the Board of Trustees of Philippine Water Partnership, a non-stock, non-profit corporation geared towards promoting and implementing Integrated Water Resources Management (IWRM) in the Philippines; President of Metro Manila Anti-Smoke Belching Association (MMSBA); trustee of Partnership for Clean Air, a non-stock, non-profit corporation that aims to promote air quality management as a multi-stakeholder effort in the Philippines; Vice President for Clean Air of the Association of Metro Manila Environment Offices; Chairperson of the Public Monitoring Group of LLDA; and Vice President for Solid Waste of the League of Local Governmental and Natural Resources Officers of the Philippines. Her fields of specialization include enforcement of pollution laws; planning and development of public information campaigns; conducting environmental projects for the youth sector of the community; implementation of basic sectoral consultation programs; political analysis and strategy for campaigns; and formulation, development, and coordination of solid waste management plans, measures, and activities.
RAQUEL C. AUSTRIA-NACIONGAYO 70
Blazing a Trail
Genevieve Ledesma-Tan has carved a significant niche in the academe and in the business industry. She is the Chief Executive Mentor of Southville International School and Colleges (SISC) and Director of Southville Global Education Network (SGEN), which consists of seven schools, including Southville Foreign University, the pioneer and leader in transnational university in the Philippines. She was honored with an Outstanding Alumna Award by Silliman University where she graduated cum laude, with a degree of Bachelor of Arts in Literature. She holds a diploma in Industrial Relations from the University of the Philippines, a Master of Science degree in Counseling Psychology, and a doctorate degree in Philosophy, major in Psychology. Exhibiting a keen interest in the field of training and education, she attended special studies in prestigious universities abroad, such as the University Associates, California; Azusa Pacific University, California; National Training Laboratories, Colorado; and Harvard University, Cambridge. As a practitioner, she has rendered consulting services, conducted training programs, and presented papers in various schools and top business organizations in the Philippines and in other countries. Her astute observations of the needs of the organization and an engaged workforce are well expressed in the books she wrote and published, notable of which are the following: Focused Interview Selection Technology for School Administrators, Officers, Faculty and Staff; Six (6) Qualities of High Achievers; Job Ranking and Salary Schemes for Schools and Colleges; WPS: An Effective Tool for Organizational Efficiency; Institutional Productivity and School Quality Through Key Result Areas and Rubrics; An Education Culture Manual; Human Resources Management: Local and Global Prospectives; and Outstanding Achievers of the Philippines. She is a recipient of the Filipina Starpreneur Award (Large Enterprises Category) given by the Philippine Center for Entrepreneurship Foundation Inc. (GoNegosyo) on March 4, 2011. She was also chosen as a Finalist in the prestigious Entrepreneurship Award 2011, a year-long nationwide competition conducted by Ernst & Young SGV Foundation.
GENEVIEVE V. LEDESMA-TAN, PhD
71
GRI Content Index

G3 Content Index - GRI Application Level B+
Application Level B+ Assured by
STANDARD DISCLOSURES PART I: Profile Disclosures REPORT FULLY ON THE BELOW SELECTION OF PROFILE DISCLOSURES OR PROVIDE A REASON FOR OMISSION
1. Strategy and Analysis Profile Disclosure 1.1 1.2 Profile Disclosure 2.1 2.2 Disclosure Statement from the most senior decision-maker of the organization. Description of key impacts, risks, and opportunities. Level of reporting Fully Fully 2. Organizational Profile Location of Disclosure Reason for omission Explanation for the reason for omission
page 1 page 2

Reason for omission

Explanation for the reason for omission
72
Disclosure Name of the organization. Primary brands, products, and/or services. Operational structure of the organization, including main divisions, operating companies, subsidiaries, and joint ventures. Location of organizations headquarters. Number of countries where the organization operates, and names of countries with either major operations or that are specifically relevant to the sustainability issues covered in the report. Nature of ownership and legal form. Markets served (including geographic breakdown, sectors served, and types of customers/beneficiaries). Scale of the reporting organization.
Level of reporting Fully Fully
Location of Disclosure Front cover page 6
Fully Fully
page 5 page 3
2.3 2.4
Fully
page 3
2.5 2.6
Fully Fully
page 3 pages 26 and 45 page 3 and page 55 that states The total revenue for 2012 No significant changes during the reporting period No awards received during the reporting period
2.7
Fully
2.8 Significant changes during the reporting period regarding size, structure, or ownership. Awards received in the reporting period. Fully
2.9 2.10
Fully
Blazing a Trail
3. Report Parameters Profile Disclosure 3.1 3.2 3.3 3.4 3.5 Disclosure Reporting period (e.g., fiscal/calendar year) for information provided. Date of most recent previous report (if any). Reporting cycle (annual, biennial, etc.) Contact point for questions regarding the report or its contents. Process for defining report content. Level of reporting Fully Fully Fully Fully Fully Location of Disclosure page 9 page 9 Annual page 9 pages 6 and 9 The boundary of the report is the reporting organization. The reporting organization operates solely and has no subsidiaries, leased facilities, or joint ventures. The boundary of the report is the reporting organization. The reporting organization operates solely and has no subsidiaries, leased facilities, or joint ventures. The boundary of the report is the reporting organization. The reporting organization operates solely and has no subsidiaries, leased facilities, or joint ventures. Reason for omission Explanation for the reason for omission
Boundary of the report (e.g., countries, divisions, subsidiaries, leased facilities, joint ventures, suppliers). See GRI Boundary Protocol for further guidance. 3.6
Fully
State any specific limitations on the scope or boundary of the report (see completeness principle for explanation of scope). 3.7 Basis for reporting on joint ventures, subsidiaries, leased facilities, outsourced operations, and other entities that can significantly affect comparability from period to period and/or between organizations. Data measurement techniques and the bases of calculations, including assumptions and techniques underlying estimations applied to the compilation of the Indicators and other information in the report. Explain any decisions not to apply, or to substantially diverge from, the GRI Indicator Protocols. Explanation of the effect of any re-statements of information provided in earlier reports, and the reasons for such restatement (e.g., mergers/acquisitions, change of base years/periods, nature of business, measurement methods). Significant changes from previous reporting periods in the scope, boundary, or measurement methods applied in the report.
Fully
73

Fully
3.8
Fully
We followed the formula for calculations prescribed by GRI.
3.9
This is the organizations first report.
Fully
3.10
Fully Not available. First report.
3.11
3.12
Table identifying the location of the Standard Disclosures in the report. Policy and current practice with regard to seeking external assurance for the report.
Fully
page 72 We invited experts in the economic, social, environmental, and academic aspects. External assurance report is on pages 68-71.
Fully
3.13 Profile Disclosure
Reason for omission
Explanation for the reason for omission
4. Governance, Commitments, and Engagement Disclosure Governance structure of the organization, including committees under the highest governance body responsible for specific tasks, such as setting strategy or organizational oversight. Indicate whether the Chair of the highest governance body is also an executive officer. For organizations that have a unitary board structure, state the number of members of the highest governance body that are independent and/or nonexecutive members. Mechanisms for shareholders and employees to provide recommendations or direction to the highest governance body. Linkage between compensation for members of the highest governance body, senior managers, and executives (including departure arrangements), and the organizations performance (including social and environmental performance). Processes in place for the highest governance body to ensure conflicts of interest are avoided. Process for determining the qualifications and expertise of the members of the highest governance body for guiding the organizations strategy on economic, environmental, and social topics. Level of reporting Location of Disclosure
Fully
pages 4-5
4.1
Fully page 4
4.2
Fully
page 4
4.3
Fully page 6
74
4.4
Fully
page 5
4.5
Fully There is an internal policy on conflict of interest being implemented.
4.6
Fully
page 5
4.7
page 8, (Mission Statement of UA&P), page 10 (2nd paragraph), page 50 (first paragraph under the sub-heading Fight Against Corruption), page 53 (paragraphs under the sub-heading The Principle), and page 57
Internally developed statements of mission or values, codes of conduct, and principles relevant to economic, environmental, and social performance and the status of their implementation. 4.8
Fully
Blazing a Trail
Procedures of the highest governance body for overseeing the organizations identification and management of economic, environmental, and social performance, including relevant risks and opportunities, and adherence or compliance with internationally agreed standards, codes of conduct, and principles. Processes for evaluating the highest governance bodys own performance, particularly with respect to economic, environmental, and social performance. Explanation of whether and how the precautionary approach or principle is addressed by the organization.
Fully
pages 4-5
4.9
Fully pages 4-6
4.10
Fully page 57 page 13 (paragraph that talks about accreditation with PACUCOA), page 38 (statement on the University following the stipulations of the Labor Code of the Philippines, and CHED rulings), page 55 (statement that UA&P complies with tax laws and other government rulings), page 59 (first three paragraphs under the heading Compliance with Environmental Standards)
4.11
Externally developed economic, environmental, and social charters, principles, or other initiatives to which the organization subscribes or endorses.
Fully
75

4.12 Memberships in associations (such as industry associations) and/or national/ international advocacy organizations in which the organization: * Has positions in governance bodies; * Participates in projects or committees; * Provides substantive funding beyond routine membership dues; or * Views membership as strategic. List of stakeholder groups engaged by the organization. Basis for identification and selection of stakeholders with whom to engage. Approaches to stakeholder engagement, including frequency of engagement by type and by stakeholder group. Key topics and concerns that have been raised through stakeholder engagement, and how the organization has responded to those key topics and concerns, including through its reporting.
Fully
page 15
4.13 4.14 4.15
Fully Fully Fully page 6 page 6 page 6
4.16
Fully
pages 6-7
4.17
STANDARD DISCLOSURES PART II: Disclosures on Management Approach (DMAs)

REPORT ON THE DISCLOSURES ON MANAGEMENT APPROACH FOR EACH CATEGORY. YOU SHOULD BE ABLE TO DISCLOSE THIS INFORMATION ON THE ASPECT LEVEL FOR EACH PERFORMANCE INDICATOR THAT YOU HAVE REPORTED FULLY ON.
G3 DMA DMA EC Aspects Disclosure Level of reporting Location of Disclosure Further comments
Disclosure on Management Approach EC Economic performance Market presence Indirect economic impacts Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully Fully page 54 page 54 page 56 page 59 pages 57-58 page 58 page 58 page 58 page 58 page 59 page 58 page 59 page 37 page 39 page 40 page 41 page 42 page 42 page 42 page 45 page 45 page 46 page 46 page 46 page 46 page 50 page 50 page 50 page 50
DMA EN Aspects
Disclosure on Management Approach EN Materials Energy Water Biodiversity Emissions, effluents and waste Products and services Compliance Transport
76
Overall DMA LA Aspects Disclosure on Management Approach LA Employment Labor/management relations Occupational health and safety Training and education Diversity and equal opportunity DMA HR Aspects Disclosure on Management Approach HR Investment and procurement practices Non-discrimination Freedom of association and collective bargaining Child labor Forced and compulsory labor Security practices Indigenous rights DMA SO Aspects Disclosure on Management Approach SO Community Corruption Public policy Anti-competitive behavior Compliance
Blazing a Trail
DMA PR Aspects Disclosure on Management Approach PR Customer health and safety Product and service labelling Marketing communications Customer privacy Compliance Fully Fully Fully Fully Fully page 51 page 51 page 52 page 52 page 52
STANDARD DISCLOSURES PART III: Performance Indicators REPORT FULLY ON AT LEAST 20 CORE OR ADDITIONAL PERFORMANCE INDICATORS - AT LEAST 1 FROM EACH CATEGORY (ECONOMIC, ENVIRONMENT, LABOR PRACTICES & DECENT WORK, HUMAN RIGHTS, SOCIETY, PRODUCT RESPONSIBILITY)
Economic Indicator Economic performance EC1 Direct economic value generated and distributed, including revenues, operating costs, employee compensation, donations and other community investments, retained earnings, and payments to capital providers and governments. Financial implications and other risks and opportunities for the organizations activities due to climate change. Coverage of the organizations defined benefit plan obligations. Significant financial assistance received from government. Range of ratios of standard entry level wage compared to local minimum wage at significant locations of operation. Policy, practices, and proportion of spending on locally-based suppliers at significant locations of operation. Procedures for local hiring and proportion of senior management hired from the local community at significant locations of operation. Development and impact of infrastructure investments and services provided primarily for public benefit through commercial, in-kind, or pro bono engagement. Understanding and describing significant indirect economic impacts, including the extent of impacts. Disclosure Level of reporting Location of Disclosure
Fully
page 55
EC2
Not Fully Fully
Though the institution recognizes the impact and is not averse to the issue of climate change, we have not made a quantification of its impact to the University finances. page 55 None
77
EC3 EC4
Market presence EC5 Fully page 55
EC6
Fully
page 42
EC7
Not
None
Indirect economic impacts EC8
Fully
page 56
EC9
Not
None
Environmental Indicator Materials EN1 EN2 Energy EN3 EN4 EN5 Direct energy consumption by primary energy source. Indirect energy consumption by primary source. Energy saved due to conservation and efficiency improvements. Initiatives to provide energy-efficient or renewable energy based products and services, and reductions in energy requirements as a result of these initiatives. Initiatives to reduce indirect energy consumption and reductions achieved. Total water withdrawal by source. Water sources significantly affected by withdrawal of water. Percentage and total volume of water recycled and reused. Location and size of land owned, leased, managed in, or adjacent to, protected areas and areas of high biodiversity value outside protected areas. Description of significant impacts of activities, products, and services on biodiversity in protected areas and areas of high biodiversity value outside protected areas. Habitats protected or restored. Strategies, current actions, and future plans for managing impacts on biodiversity. Number of IUCN Red List species and national conservation list species with habitats in areas affected by operations, by level of extinction risk. Total direct and indirect greenhouse gas emissions by weight. Not Fully Fully This topic is deemed not material because our energy comes from secondary sources. page 58 page 58 Materials used by weight or volume. Percentage of materials used that are recycled input materials. Fully Not page 59 None Disclosure Level of reporting Location of Disclosure
Fully
page 58
EN6 EN7 Water EN8 EN9 EN10
Fully
page 58
78
Fully Not Fully
page 58 None page 58
Biodiversity Not The topic of this disclosure is not material to us because the University is in the heart of a highly urbanized city.
EN11
Not
The topic of this disclosure is not material to us because the University is in the heart of a highly urbanized city.
EN12 EN13
Not
The topic of this disclosure is not material to us because the University is in the heart of a highly urbanized city. The topic of this disclosure is not material to us because the University is in the heart of a highly urbanized city. The topic of this disclosure is not material to us because the University is in the heart of a highly urbanized city.
EN14
Not
Not
EN15
Emissions, effluents and waste EN16 Fully page 58
Blazing a Trail
EN17 EN18 EN19 EN20 EN21 EN22 EN23 Other relevant indirect greenhouse gas emissions by weight. Initiatives to reduce greenhouse gas emissions and reductions achieved. Emissions of ozone-depleting substances by weight. NOx, SOx, and other significant air emissions by type and weight. Total water discharge by quality and destination. Total weight of waste by type and disposal method. Total number and volume of significant spills. Weight of transported, imported, exported, or treated waste deemed hazardous under the terms of the Basel Convention Annex I, II, III, and VIII, and percentage of transported waste shipped internationally. Identity, size, protected status, and biodiversity value of water bodies and related habitats significantly affected by the reporting organizations discharges of water and runoff. Initiatives to mitigate environmental impacts of products and services, and extent of impact mitigation. Percentage of products sold and their packaging materials that are reclaimed by category. Monetary value of significant fines and total number of non-monetary sanctions for non-compliance with environmental laws and regulations. Significant environmental impacts of transporting products and other goods and materials used for the organizations operations, and transporting members of the workforce. Total environmental protection expenditures and investments by type. Not Fully Not Not Fully Fully Not Deemed not relevant in the organization page 58 None None page 58 page 59 None
Not
None
EN24
Not
None
EN25
Products and services Fully page 59
79
EN26
EN27
Not
None
Compliance Fully page 59
EN28 Transport
Not
None
EN29 Overall EN30
Fully
pages 57-58
Social: Labor Practices and Decent Work Indicator Employment LA1 Total workforce by employment type, employment contract, and region. Total number and rate of employee turnover by age group, gender, and region. Benefits provided to full-time employees that are not provided to temporary or part-time employees, by major operations. Percentage of employees covered by collective bargaining agreements. Minimum notice period(s) regarding significant operational changes, including whether it is specified in collective agreements. Percentage of total workforce represented in formal joint managementworker health and safety committees that help monitor and advise on occupational health and safety programs. Rates of injury, occupational diseases, lost days, and absenteeism, and number of work-related fatalities by region. Education, training, counseling, prevention, and risk-control programs in place to assist workforce members, their families, or community members regarding serious diseases. Health and safety topics covered in formal agreements with trade unions. Fully Fully page 38 page 39 Disclosure Level of reporting Location of Disclosure
LA2
Fully
page 38
LA3
Labor/management relations LA4 Fully pages 39-40
Fully
page 40
LA5
Occupational health and safety
80
Fully
page 40
LA6
LA7
Not
Not reported
Fully
pages 40-41
LA8 LA9
Not
None
Training and education Average hours of training per year per employee by employee category. Programs for skills management and lifelong learning that support the continued employability of employees and assist them in managing career endings. Percentage of employees receiving regular performance and career development reviews. Composition of governance bodies and breakdown of employees per category according to gender, age group, minority group membership, and other indicators of diversity. Not We do not have the complete information yet. The data is not yet centralized to one unit and has to be requested from the schools and administrative units. We will disclose this information in the next report. page 41
LA10
Fully
LA11
LA12
Fully
page 42
Diversity and equal opportunity
Not
None
LA13
Blazing a Trail
LA14 Ratio of basic salary of men to women by employee category. Not Social: Human Rights Indicator Disclosure Level of reporting Location of Disclosure None
Investment and procurement practices Percentage and total number of significant investment agreements that include human rights clauses or that have undergone human rights screening. Percentage of significant suppliers and contractors that have undergone screening on human rights and actions taken. Total hours of employee training on policies and procedures concerning aspects of human rights that are relevant to operations, including the percentage of employees trained. Total number of incidents of discrimination and actions taken. Operations identified in which the right to exercise freedom of association and collective bargaining may be at significant risk, and actions taken to support these rights. Operations identified as having significant risk for incidents of child labor, and measures taken to contribute to the elimination of child labor. Operations identified as having significant risk for incidents of forced or compulsory labor, and measures to contribute to the elimination of forced or compulsory labor. Percentage of security personnel trained in the organizations policies or procedures concerning aspects of human rights that are relevant to operations. Total number of incidents of violations involving rights of indigenous people and actions taken. Fully page 42
HR1
Fully
page 42
HR2
Fully
page 42
HR3
Non-discrimination HR4 Fully page 45
Freedom of association and collective bargaining
Fully
page 45
81
HR5
Child labor Fully pages 45-46
HR6
Forced and compulsory labor
Fully
page 46
HR7
Security practices
Fully
page 46
HR8
Indigenous rights Fully None
HR9
Social: Society Indicator Community Nature, scope, and effectiveness of any programs and practices that assess and manage the impacts of operations on communities, including entering, operating, and exiting. Percentage and total number of business units analyzed for risks related to corruption. Percentage of employees trained in organizations anti-corruption policies and procedures. Actions taken in response to incidents of corruption. Public policy positions and participation in public policy development and lobbying. Total value of financial and in-kind contributions to political parties, politicians, and related institutions by country. Total number of legal actions for anticompetitive behavior, anti-trust, and monopoly practices and their outcomes. Monetary value of significant fines and total number of non-monetary sanctions for non-compliance with laws and regulations. Disclosure Level of reporting Location of Disclosure
Fully
page 50
SO1
Corruption Fully page 50
SO2
SO3 SO4
Fully Fully
page 50 page 50
Public policy Fully page 50
SO5
82
SO6
Not
None
Anti-competitive behavior Not None
SO7
Compliance Not page 51
SO8
Social: Product Responsibility Indicator Disclosure Level of reporting Location of Disclosure
Customer health and safety Life cycle stages in which health and safety impacts of products and services are assessed for improvement, and percentage of significant products and services categories subject to such procedures. Total number of incidents of non-compliance with regulations and voluntary codes concerning health and safety impacts of products and services during their life cycle, by type of outcomes.
Not
None
PR1
Not
None
PR2
Blazing a Trail
Product and service labelling Type of product and service information required by procedures, and percentage of significant products and services subject to such information requirements. Total number of incidents of non-compliance with regulations and voluntary codes concerning product and service information and labeling, by type of outcomes. Practices related to customer satisfaction, including results of surveys measuring customer satisfaction. Programs for adherence to laws, standards, and voluntary codes related to marketing communications, including advertising, promotion, and sponsorship. Total number of incidents of noncompliance with regulations and voluntary codes concerning marketing communications, including advertising, promotion, and sponsorship by type of outcomes. Total number of substantiated complaints regarding breaches of customer privacy and losses of customer data. Monetary value of significant fines for non-compliance with laws and regulations concerning the provision and use of products and services.
Not
None
PR3
Not
None
PR4
PR5
Fully
page 51
Marketing communications
Not
Not reported
PR6
Not
None
PR7
Customer privacy Fully page 52
83
PR8
Compliance Fully None
PR9
Academic Content Index
Content Index for Academic Category

Disclosures on Management Approach (DMAs)
Location of Disclosure page 12 page 14 page 15 page 17 page 20 page 20 page 20 page 21 page 20 page 21 page 22 page 22 page 23 page 55 page 26 page 27 page 27 pages 27-28 page 30 page 31 page 32 page 33 page 34
DMA DMA AC Aspects
Disclosure Disclosure on Management Approach on Curriculum Undergraduate Programs Core and Specialization Curriculum Control and Accreditation
Level of reporting
Further comments
Full Full Full Full Full Full Full Full Full Full Full Full Full Full Full Full Full Full Full Full Full Full Full
DMA AF
Disclosure on Management Approach on Personal and Professional Prestige of Faculty Faculty Classification Faculty Appointments Teaching Research Extension Teaching Load Compensation Development Evaluation Retention Retirement
84
Aspects
DMA AS Aspects
Disclosure on Management Approach on Professional Preparedness of Students Admission and Enrolment Student Load Instruction Co-curricular Hidden Curriculum Guidance and Mentoring Other means of Personal Formation Scholarships Other student services
Blazing a Trail
DMA AA Aspects
Disclosure on Management Approach on Alumni Monitoring Continuing Education Continuing Communications Performance Indicators Curriculum Level of reporting Full Full Full page 35 page 35 page 35
Indicator AC1 AC2
Disclosure Undergraduate and Graduate Programs Correspondence between undergraduate programs and graduate programs Content linkage between undergraduate program and graduate program Standards differentiation between undergraduate and graduate program Recognition and accreditation stages of undergraduate and graduate programs Criteria for passing and other evaluation marks Researches assigned to students Preparation stages for comprehensive examination and thesis Criteria and standards for comprehensive examination and thesis evaluation Core and Specialization Curriculum Academic units assigned to core and specialization curriculum Placement of core curriculum courses across the specialization programs Contribution of core curriculum subjects to undergraduate specialization Integration of courses within the core curriculum Criteria for competence determination for core curriculum courses Content of specialization vis-a-vis industry competency demands Demand-supply relations of specialization course graduates
Location of Disclosure
Full Full Full Full Full Full Full Full
page 12 page 12 page 12 page 13 page 13 page 13 page 13 page 13
85
Full Full Full Full Full Full Full
page 14 page 14 page 14 page 14 page 14 page 14 page 14
AC3
Control and Accreditation Permission-Recognition status of different programs Accreditation status of different programs Projected accreditation schedule of different programs Status of and plan towards internationalization Personal and Professional Prestige of Faculty Full Full Full Full pages 15-16 page 15 page 15 page 16
Indicator AF1 Faculty Classification
Disclosure
Level of reporting Full Full Full Full
Location of Disclosure
Criteria for classification system: probation to permanent Criteria for classification system: permanent to tenure Minimum qualifications for hiring Criteria for promotion intra and inter ranks: Instructor, Assistant Professor, Associate Professor, Professor AF2 Faculty Appointments Procedure for hiring faculty Qualifications for faculty appointments AF3 Teaching Evaluation ratings of faculty Student feedback mechanism for faculty Supervision mechanism of teaching for new, experienced, and senior teachers Supervision procedures for faculty AF4 Research Institutional researches of faculty Roster of lectures and unpublished and published research of faculty, all types AF5 Load Load of faculty by ranking and by employment status Balance between teaching-research-extension-administrative load AF6 Compensation Basis and criteria for salary structure scheme AF7 Development Internal development program for faculty, with statistics of utility AF8 Evaluation Evaluation system and procedure for faculty with corresponding rubrics Awareness of evaluation criteria Corresponding awards and compensation for good or sterling performance AF9 Retention Criteria for retention/separation AF10 Retirement Retirement package, with statistics Professional Preparedness of Students
page 18 page 18 pages 37-38 page 19
Full Full
pages 37-38 pages 37-38
Full Full Full Full
page 23 page 23 page 23 page 23
86
Full Full
pages 20-21 page 21
Full Full
page 17 page 20
Full
pages 21and 55
Full
page 22, 41, and 44
Full Full Full
page 23 page 23 page 25
Full
page 24 page 25
Full
Blazing a Trail
Indicator AS1 Admission and Enrolment Criteria for admission Procedure for enrolment Profile of admitted students Growth in enrolment in each undergraduate and graduate program AS2 Load Efficiency of policy implementation regarding loading Academic load of students AS3 Instruction Clarity of evaluation criteria AS4 Co-curricular Profile of co-curricular and extra-curricular clubs Membership in and activities of university clubs Provision of appropriate supervision for clubs AS5 Hidden Curriculum Efficiency of security measures Provision for optimum security and safety measures and facilities AS6 Guidance and Mentoring Guidance services Mentoring statistics by sector AS7 Other means of Personal Formation Provision of means for ascetical-doctrinal-sacramental-moral formation AS8 AS9 Scholarships Other Student Services Social Responsibility of Alumni Indicator AA1 Monitoring Efficiency of monitoring mechanism fior alumni AA2 Continuing Education Provision for continuing education opportunities via short courses AA3 Continuing Communications Provision of means to sustain e-communication with alumni Provision of regular, periodic activities for alumni Provision of information dissemination on the univesity to alumni Provision of official alumni privileges in and out of campus Full Full Full Full page 35 page 35 page 35 page 35 Full page 35 Full page 35 Disclosure Level of reporting Location of Disclosure Full Full Full Full Full Full Full Full Full Full Full Full Full Disclosure Level of reporting Full Full Full Full Location of Disclosure
page 25 page 26
pages 26 and 45 page 26
page 27 page 27
page 28
pages 28-30 pages 29-30 page 28
page 46 page 46
87
page 31 page 32
page 32
pages 33 and 56 page 34
GRI Application Level Check Statement
88
UA&P
University of Asia and the Pacific

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Sustainability in Academe: Blazing A Trail (UA&P Sustainability Report 2011-2012)

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Sustainability in Academe: Blazing A Trail (UA&P Sustainability Report 2011-2012)

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UA&P

University of Asia and the Pacific

Fostering Environmental Consciousness

ASSURANCE STATEMENTS FOR TRIPLE BOTTOM LINE

GRI APPLICATION LEVEL CHECK STATEMENT

Photos by Erwin Canlas, Cecilia Forbes, and CCO Archive

JOSE MARIA G. MARIANO, PhD President

UA&P Sustainability Report 2011-2012

UA&P Sustainability Report 2011-2012

UA&PFI Board of Trustees

Placido L. Mapa, Jr., PhD Chairman

Javier J. Calero Vice Chairman

Jose Maria G. Mariano, PhD President

Bernardo M. Villegas, PhD Vice President

Judy Rosario G. Cam Treasurer

Arwin M. Vibar, PhD Secretary

Board of Trustees Members

Center For Student Affairs (CSA) opcom

Center for Research and Communication (CRC)

Corporate Social Responsibility (CSR) opcom

Institute of Political Economy (IPE)

Integrated Marketing Communications MA in Communication

Engineering Information Science and Technology Mathematics Natural Sciences

Office of Alumni Affairs (OAA)

Corporate Communications Office (CCO)

Development Office (DEV)

Admissions Office (ADM)

UA&P Sustainability Report 2011-2012

Other Graduate Programs

Center for Social Responsibility

Center for Research and Communication

Center for Student Affairs

UA&P Sustainability Report 2011-2012

Mission Statement of UA&P

About the Report

UA&P Sustainability Report 2011-2012