Addressing Concerns on Administration of Double Degree Programs

Angeline B. Buenaventura (11293756)

An action research proposal submitted to

Dr. Benito L. Teehankee

as a partial requirement for

Management Action Research (BUS530M)

Master of Business Administration Program

Management and Organization Department

Ramon V. del Rosario College of Business

De La Salle University

2nd Term, AY 2015-16

Purpose and Rationale of the Research

The purpose of this research is to address on-going concerns regarding the

administration of double-degree programs with each program being offered by a

different school. In particular, logistical issues such as use of classrooms, dissemination

of announcements of class suspensions, enrolment and enlistment concerns are the

main problems that the organization is now facing.

The researcher is currently a student of the De La Salle University-Far Eastern

University Consortium, which offers the first and only Master of Business Administration

and Juris Doctor double degree program in the Philippines. De La Salle University

(DLSU) offers the Master of Business Administration program while Far Eastern

University (FEU) offers the Juris Doctor degree. Separately, the total number of years to

complete both programs is six (6) years. In the double degree program, it only takes five

(5) years to complete.

The Juris Doctor curriculum includes all law subjects required in the Philippine

Bar Examinations (i.e., Constitutional Law, Labor Law, Criminal Law, Civil Law,

Commercial Law, Taxation Law, Remedial Law, and Legal Ethics) and electives relating

to corporate legal practice.

The Master of Business Administration curriculum includes preparatory MBA

courses (i.e. Lasallian Business Ethics and CSR, Quantitative Methods, Management

Action Research, and Management Accounting), core MBA courses (i.e., Financial

Management, Marketing Management, Production and Operations Management,

Organizational Behavior, Information Management etc.), elective MBA courses (i.e.,

International Business, Sports & Recreation Management, Culture & Arts Management,

Property Management, Agribusiness, Entrepreneurship, etc.), and integrating MBA

courses (i.e., Research Methods and Strategic Management).

Currently, the double degree program is at its twilight years, the program having

been dissolved due to issues undisclosed by both schools. Although it has been

rumoured that the closure of the said program is attributed to De La Salle University and

the introduction of their own Juris Doctor program, such rumor has not been proven by

any of the administrators of either institution. As such, problems regarding

communication dissemination and the like are hounding the current program which

adversely affects the stakeholders.

The main issue that the researcher would like to address is the enlistment and

enrolment process. The schedule of De La Salle University is trimestral, while that of

Far Eastern University generally follows the semestral system. However, since the

inception of the program, the DLSU trimestral system has been followed which

compresses the regular JD subjects into 14 weeks—quite a short time to fully

understand the legal concepts needed for the Philippine bar exams. Initially, there have

been no problems with the enrolment system, for both school release the schedule early

enough for the student to easily plot their desired schedules for classes. Recently,

DLSU still follows the protocol for the release of schedule for the next school term, but

FEU has been lagging in the release of its schedule—the height of which was it being

released at the start of the term itself which caused many students to drop MBA classes

to accommodate JD subjects that are seasonally offered. Another factor to consider as

to why it was becoming a problem to get the JD schedules ahead of time was due to the

lack of classrooms. Under the agreement of the consortium, the JD classes would be

held at the DLSU Makati Extension Campus in RCBC Plaza, Ayala Ave., Makati City.

However, DLSU Makati took in more MBA classes than their usual capacity due to the

closure of the Ortigas Extension Campus located at Wynsum Corporate Plaza along

Ortigas Ave. Thus, DLSU prioritizes the schedule of the MBA classes first before giving

the remaining classrooms to the JD subjects. This resulted in problems regarding the

assignment of classrooms and the further displacement of some JD classes which are

now being held at the FEU Makati Campus which houses the FEU Institute of Law JD

program.

Ancillary issues to be tackled involve dissemination of messages regarding class

suspensions and which protocol the MBA-JD student must follow when it comes to

class suspension. Initially, the DLSU protocol is being followed because the JD classes

were all held in the Makati Extension Campus. But in recent years, the consent of both

schools must be acquired in order to announce class suspensions most especially for

those with JD subjects. It has caused widespread confusion many times which resulted

to arguments and questions regarding the policies of both schools and whether

compromises can be made in order to achieve faster information dissemination.

Context

Double degree (also called joint or combined degrees)—programs of study which

combines two bachelor or masters degrees are becoming increasingly popular in

Western society and is gaining popularity in most modern-day societies. These double-

degree programs are studied over approximately five (for three-year degrees) or six

years (for four-year degrees). These programs generally require higher entrance

examination scores than the corresponding single degree programs. Students of such

programs often enjoy a ‘discount’ in terms of credit and time compared to taking the two

degree programs separately.

As an example, many schools of international affairs offer joint degrees with law

and business schools. In fact, the Juris Doctor-Master of Business Administration

double degree program is one of the most popular double degree programs in

existence. Double-degree programs in public health, energy, and environmental science

are increasingly popular. Most programs usually partner with a Master in Business

Administration because MBA programs focus on management, marketing, and finance.

Double degrees, in covering more than one disciplinary area, seem ideally suited

to provide the kind of education that graduates, employers and society need in a

complex, changing, knowledge-intensive world. (Russell, et al., 2007) Two degrees

provide options to graduates unlikely to remain on a single, stable career path. New

opportunities exist for graduates with a mix of knowledge and skills, such examples are

biologists with law to work in biotechnology companies, historians with management to

work in public agencies, IT specialists with creative arts to work in web design.

Moreover, there is an increasing emphasis on transferable skills and literacies, reflected

in government policy and initiatives within universities. Studies have suggested that

many such skills and literacies are developed in discipline-specific contexts and are not

in fact easily transferable. (Russell, et al., 2007) In developing skills in at least two

disciplines, and in learning to switch between, double degree students may emerge

more able to adapt their skills and knowledge to new contexts in flexible and responsive

ways.

Some prospective employers see this program as a welcome change, however

some assert that there is no real need to it. The opinion of employers matter because a

double or joint degree program process is a relation among some sides with the

university as supplier, student as a client and employers as a market. (Bilevičienė and

Paražinskaitė, 2013)

The emergence of double degree programs demonstrates that they have a clear-

cut role in the current landscape of higher education. It also helps that there is an

increasing interest with these double degree programs. (Knight, 2011) However, there

also underlying challenges as to the feasibility of these programs including the

administration of such. One such question is on the quality of the program. In other

nations, the rise of graduate double degree programs are seen as putting profit-making

ahead of program quality, which then resulted to the failure of some. (Yefanova, 2011)

Different regulatory systems, academic calendars, credit systems, tuition and

scholarship schemes, teaching approaches and examination requirements are only a

few of the more technical challenges that need to be acknowledged. (Knight, 2011) For

the purpose of this action research, administration and the logistical issues will be

discussed.

Methodology and Methods of Inquiry

This research will make use of the action research process by Coghlan and

Brannick (2014) and Schein’s (1999) Intra-Psychic process referred to as ORJI

(Observation, Reaction, Judgement, and Intervention) as guides to further expound on

the processes I undergo as a stakeholder of the organization.

I. Action Research Process

The above figure depicts the meta-cycle of action research.

In the Context and Purpose stage, the researcher presented the context upon which

this action research is hinged on as to further educate the reader on how the issues are

brought about. In the Constructing stage, the issues that affect the researcher as a

student of the MBA-JD program are articulated and specified. In this stage, the

researcher constructed the issues by collaborating with other students to ascertain the

basis for which the action will be planned and taken. Careful and thorough sifting

through the issues in order to ascertain the main reason for the birth of these issues

was done by the researcher as to eliminate other matters that do not affect this research

in whatever manner. In the Planning Action stage, the possible scenarios in which the

researcher may be able to contribute to the solution are identified and the factors

surrounding each weighed scenario. Here, the intended action for the solution is

planned carefully in order for all the stakeholders to benefit from it, at the same time

where compromises are made as to not undermine the current administration as well.

The Taking Action stage, is the part where the proposed solution is applied to the

current situation by the researcher.

II. Intra-psychic Process

Through the use of the Intra-psychic process, the researcher made full use of this

process by keeping a journal. In this journal, the researcher recalled the observations

from past incidents in which the issues at hand became evident. The researcher also

took note of the initial reaction and attitude of the collaborators towards the confusing

policies. After taking note of all the reactions of the researcher and the collaborators,

judgement followed suit. The judgement part is where the researcher used logic and

reason in order to come up with a final assessment as to why such confusion as to the

policies are taking place. Lastly, the Intervention stage is where the researcher takes all

the factors and incidents and by using very rational means, the solutions which the

researcher can possibly contribute to alleviate the confusion as to the policies.

As a result of the application of all these frameworks, the proposed solution as of

now is to put up a student government composed of people who are competent enough

to discuss with the current administration. To give a brief background, there used to be

a student government made up solely of MBA-JD students occupying five (5) positions:

President, Vice President for Internals, Vice President for Externals, Secretary, and

Treasurer. The researcher was once the Student Council Secretary for the school year

2013-2014. The last Student Council was elected during the school year 2014-2015 and

was then discontinued because it was not feasible to maintain a student council

anymore due to the dwindling number of enrolees. The researcher proposes, as a form

of intervention, to maintain a student council which will continue as the bridge to and

from the administration of the partner schools and the student body.

Meta-learning

In going through all the factors and situations surrounding the main and ancillary

issues at hand, I was able to deeply reflect on my journey as an MBA-JD student. I am

currently in fourth year—a year to go before I graduate. That gives me a year to fully

implement my very simple solution which is at this point the only feasible way to make

communication between the stakeholders (partner schools and students) possible.

As the person who will conduct the intervention, the careful implementation of

such intervention causes anxiety on the part of the researcher. The possibility of being

turned down once the proposal is submitted is very high because to maintain a student

council costs time and money. Another factor is that time is of the essence—the double

degree program is closing down in 2 years, which will make the institution of a student

council irrational. However, above all these anxieties the researcher is confident that the

administration will open its eyes to the current issues which the students face outside

their academic requirements. These issues take up a lot of time and effort on the part of

the students which affects their academic performance as well.

As a student of the MBA-JD program, the researcher honestly feel sad about the

cessation of the double degree program. It is one thing to be blessed with having been

part of an elite group of business and corporate lawyers and another to be a student of

two esteemed institutions who have made their niches in both business and legal

studies. In the mind of the researcher, the benefits of having a double graduate degree

outweighs the consequences by a long shot. The researcher takes pride in being honed

by two elite institutions, in fields that they are a master of. Such pride prompted the

researcher to find a solution to the increasing worries regarding matters that are non-

academic related but weighs heavily on the part of the student.

This action research is a continuing process which the researcher feels must be

improved after every step or every milestone in the implementation. Even after the end

of the MBA-JD program, such action research will come in useful for those also involved

in double degree programs or the consortium setup. The fact that action research is a

never-ending process, the researcher takes that fact as the greatest learning in this

activity. Secondary to that learning is the idea that any person who is a part of an

organization no matter how low in degree is a stakeholder. It is not always up to the

management (or for the purpose of this research, the administration) to make up

policies without the consent of all the stakeholders. In fact, the consent and opinion of

everyone who is affected must be acquired in order to successfully and optimally

implement new policies. This will raise of the morale of everyone and make them feel of

their importance and role in the organization. Action research paves the two-way road to

effective communication between the bosses and the subordinates. Such

communication guarantees that work is efficiently done and mistakes are avoided at the

onset.

Bibliography

Bilevičienė, T., Paražinskaitė, G. (2013). Joint Degree Program: The Perspective of

Employers. Socialines Technologijos. Vol. 3, No. 1, p. 159-176. Retrieved from the

World Wide Web: https://www.mruni.eu/upload/iblock/454/011_Parazinskaite.pdf

Coghlan, D., Brannick, T. (2014). Doing Action Research in Your Own Organization.

London, England: Sage Publications Ltd.

Knight, J. (2011). Doubts and Dilemmas with Double Degree Programs”. In:

“Globalisation and Internationalisation of Higher Education. Revista de Universidad y

Sociedad del Conocimiento (RUSC). Vol. 8, No 2, pp. 297-312. UOC. Retrieved from

the World Wide Web:

http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v8n2-knight/v8n2-knight-eng

Russell, W., Dolnicar, S., Ayoub, M. (2008) Double Degrees: Double the Trouble or

Twice the Return? Higher Education, Vol. 55, No. 5, pp 575-591. Retrieved from the

World Wide Web: http://www.jstor.org/stable/29735205

Yefanova, D. (2011). Stakeholder View Congruence on Corss-Border Graduate Double

Degree Program Implementation in Japan, Australia and the United States. Michigan,

United States; UMI Dissertation Publishing.