A Phenomenological Inquiry of Student Leaders' Experiences to Develop the Student Development Evaluation Tool of Bacolod City College
DOI:
https://doi.org/10.31098/ijmesh.v9i2.3872Keywords:
Student Development, Phenomenology, Student Leaders, Local Universities and Colleges (LUC), Student Affairs and ServicesAbstract
This phenomenological inquiry described the universal essence of the student development experience at Bacolod City College (BCC), a Local University and College (LUC), to develop a context-specific, valid Student Development Evaluation Tool. The study addressed a critical gap: existing generic evaluation frameworks are inadequate for the unique, resource-constrained environment of Philippine community colleges. Adopting a phenomenology design, the research captured the subjective realities of twelve (12) purposively selected student leaders from BCC. Data were collected through in-depth, semi-structured interviews and rigorously analyzed using Colaizzi’s Method. The inquiry yielded seven interconnected thematic horizons defining the core phenomenon: the student development experience is characterized by a constant tension between student aspirations and profound institutional limitations. The themes identified were: 1) Operational Exhaustion on Leadership (due to lack of formal training); 2) Organizational Invisibility for Student Engagement (caused by physical and communicative barriers); 3) Mandatory Obligation on Activities (engagement driven by attendance requirements); 4) Unmet Expectations and Support for Arts and Sports (deficient facilities/funding); 5) Personal Subsidy for Resources (leaders absorbing operational costs); 6) Horizon of Bureaucratic Delay (inefficient administrative processes); and 7) Environmental Constraints (inadequate physical facilities). The findings confirm a profound disparity where student efficacy is consistently hampered by systemic infrastructural and organizational deficiencies. This reality fosters a cycle of leader liability and operational exhaustion, relegating student development to a mandatory obligation. The resulting seven-section Student Development Evaluation Tool is directly rooted in these empirical narratives, providing BCC with a context-specific framework to quantifiably measure and address these structural deficiencies, offering a model for evidence-based decision-making for other LUCs.
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Copyright (c) 2025 Adnan Balisi, Menchie Cuenca , Angelica Apawan , Reyan Ballaso
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