TABLE OF CONTENTS

Page

List of Figures
Glossary of Terms
Accomplished Eligibility Information Form (EIF)
Organizational Structure

Organizational Profile . . . . . . . . . . i
P.1. Organizational Description . . . . . . . . i
P.2. Organization Environment . . . . . . . . iv

Category 1: Leadership . . . . . . . . . 1
1.1 Senior Leadership . . . . . . . . . 1
1.2 Governance and Societal Contributions . . . . . . 3

Category 2: Strategy . . . . . . . . . . 6
2.1 Strategy Development . . . . . . . . 6
2.2 Strategy Implementation . . . . . . . . 9

Category 3: Customers . . . . . . . . . 13
3.1 Customer Expectations . . . . . . . . 13
3.2 Customer Engagement . . . . . . . . 15

Category 4: Measurement, Analysis, and Knowledge Management . . . . 18

4.1 Measurement, Analysis, and Improvement of Organizational Performance . . 18
4.2 Knowledge Management, Information, and Information Technology . . . 23

Category 5: Workforce . . . . . . . . . 25
5.1 Workforce Environment . . . . . . . . 25
5.2 Workforce Engagement . . . . . . . . 28

Category 6: Operation . . . . . . . . . . 31
6.1 Work Processes . . . . . . . . . 31
6.2 Operational Effectiveness . . . . . . . . 34

Category 7: Results . . . . . . . . . . 37
7.1 Student Learning and Process Results . . . . . . 37
7.2 Customer Results . . . . . . . . . 41
7.3 Workforce Results . . . . . . . . . 42
7.4 Leadership and Governance Results . . . . . . . 44
7.5 Financial, Market, and Strategy Results . . . . . . 47
 LIST OF FIGURES

Organizational Profile
Figure P.1-1 - Budget Allocation of Service Offerings . . . . i
Figure P.1-2 - DMMMSU Vision, Mission, and Core Values . . . ii
Figure P.1-3 - Workforce Profile ii
Figure P.1-4 - Postgraduate Educational Attainment of Faculty and Non-Teaching
Personnel . . . . . . . ii
Figure P.1-5 - Assets . . . . . . . . iii
Figure P.1-6 - Statutory and Regulatory Requirements . . . . iii
Figure P.1-7 - Organizational Structure of DMMMSU Top Management . iii
Figure P.1-8 - Students, other customers, and stakeholders . . . iv
Figure P.1-9 - Suppliers, Partners, and Collaborators . . . . iv
Figure P.2-1 - DMMMSU’s Awards, Recognitions, Accreditations, and
Certifications. . . . . . . . iv
Figure P.2-2 - DMMMSU Strategic Advantages and Challenges . . v

Category 1: Leadership
Figure 1.1-1 - SLs’ Demonstration of Core Values . . . . 1
Figure 1.1-2 - Demonstration of Legal and Ethical Practices . . . 2
Figure 1.1-3 - SLs’ Communication Mechanisms . . . . 2
Figure 1.1-4 - SLs’ Roles in Motivating DMMMSU Personnel . . . 2
Figure 1.1-5 - SLs’ Mechanisms in Creating and Reinforcing Organizational
Culture . . . . . . . . 3
Figure 1.1-6 - SLs’ Actions in Building Agility, Innovation, and Leadership . 3
Figure 1.1-7 - SLs’ Mechanisms in Creating a Focus on Action . . . 3
Figure 1.2-1 - DMMMSU Governance System . . . . . 4
Figure 1.2-2 - Performance Evaluation . . . . . . 4
Figure 1.2-3 - Key Compliance Processes and Measures . . . 4
Figure 1.2-4 - Key Ethical Processes . . . . . . 5
Figure 1.2-5 - Measures of and Goals for Ethical Behavior . . . 5
Figure 1.2-6 - Social Well-Being Initiatives . . . . . 5
Figure 1.2-7 - Community Programs . . . . . . 5
Figure 1.2-8 - Roles of the SLs and Stakeholders . . . . 6

Category 2: Strategy
Figure 2.1-1 - DMMMSU Strategic Planning Cycle. . . . . 6
Figure 2.1-2 - DMMMSU’s Strategic Opportunities . . . . 7
Figure 2.1-3 - Data Collection, Analysis, and Relevant Data used for SPP . 8
Figure 2.1-4 - Determination of Persons Responsible for Performing Key
Processes . . . . . . . 8
Figure 2.1-5 - DMMMSU’s Key Planned Changes . . . . 9
Figure 2.2-1 - Deployment of Action Plans . . . . . 12

Category 3: Customers
Figure 3.1-1 - Listening to Student and Other Customer Groups . . . 13
Figure 3.1-2 - Listening Approaches According to Customer Type. . . 14
Figure 3.2-1 - DMMMSU’s Relationship Management Practices. . . 15
Figure 3.2-2 - Student and Other Customer Access and Support. . . 16
Figure 3.2-3 - Complaint Management Process . . . . . 17
 LIST OF FIGURES

Category 4: Measurement, Analysis, and Knowledge Management

Figure 4.1-1 - DMMMSU SPMS Cycle . . . . . . 18
Figure 4.1-2 - DMMMSU’s Operation Cycle . . . . . 19
Figure 4.1-3 - DMMMSU’s Tracking Systems . . . . . 19
Figure 4.1-4 - Benchmarking Process . . . . . . 20
Figure 4.1-5 - Comparative Analysis Processes . . . . . 20
Figure 4.1-6 - DMMMSU Measurement Agility . . . . 21
Figure 4.2-1 - Key Process in Data Management . . . . 23

Category 5: Workforce
Figure 5.1-1 - Mechanisms in Assessing Workforce Needs. . . . 25
Figure 5.1-2 - DMMMSU Recruitment Process. . . . . 26
Figure 5.1-3 - Annual Performance Awards . . . . . 27
Figure 5.1-4 - Workplace Environmental Factors . . . . 28
Figure 5.2-1 - Mechanisms for Assessment of Workforce Satisfaction and
Engagement . . . . . . . 29
Figure 5.2-2 - Organizational Culture Descriptor . . . . 29
Figure 5.2-3 - DMMMSU PRAISE Awards and Recognition . . . 29
Figure 5.2-4 - DMMMSU’s Multi-L&D Evaluation Framework . . 30
Figure 5.2-5 - DMMMSU Succession Planning . . . . 30
Figure 5.2-6 - DMMMSU’s Framework for Promoting Equity and Inclusion . 31

Category 6: Operation
Figure 6.1-1 - Key and Support Processes and their Requirements . . 31
Figure 6.1-2 - Process Design Considerations . . . . . 32
Figure 6.1-3 - DMMMSU Supply Network Management . . . 34
Figure 6.2-1 - Process Efficiency & Effectiveness . . . . 35
Figure 6.2-2 - DMMMSU Safety System . . . . . 36
Figure 6.2-3 - DMMMSU DRRM Services Framework. . . . 36

Category 7: Results
Figure 7.1-1 - Licensure Examination Results . . . . . 37
Figure 7.1-2 - Comparison of Licensure Examination Performance with Other HEIs 37
Figure 7.1-3 - Secondary Ed Licensure Exam Trend. . . . 38
Figure 7.1-4 - Criminology Licensure Exam Trend. . . . . 38
Figure 7.1-5 - Nursing Licensure Exam Trend . . . . . 38
Figure 7.1-6 - EEng Licensure Examination Trend . . . . 38
Figure 7.1-7 - Agriculture Licensure Exam Trend . . . . 38
Figure 7.1-8 - Employment Rate Trend . . . . . 38
Figure 7.1-9 - Accreditation Status Comparison . . . . 38
Figure 7.1-10 - COD Status Comparison . . . . . 38
Figure 7.1-11 - Student Population by Socio-Demographic Priority Sectors . 39
Figure 7.1-12 Trends in Outbound and Inbound International Student Mobility . 39
Figure 7.1-13 - DMMMSU WURI Ranking . . . . . 39
Figure 7.1-14 - Citation Trend . . . . . . . 39
Figure 7.1-15 - Publication Trend, 2022-2024 . . . . . 39
3
LIST OF FIGURES

Figure 7.1-16 - Presentation/Exhibition Trend . . . . . 39

Figure 7.1-17 - IP Filing Trend . . . . . . . 39
Figure 7.1-18 - DMMMSU Innovations. . . . . . 40
Figure 7.1-19 Number of Maintained/Functional Facilities . . . . 40
Figure 7.1-20 - Enrollment and Credential Processing Time . . . 40
Figure 7.1-21 - DRRM/Emergency Preparedness Activities . . . 40
Figure 7.1-22 - Accredited Suppliers Trend. . . . . . 40
Figure 7.1-23 - Supplier Evaluation Trend . . . . . 41
Figure 7.2-1 - Client Satisfaction Rating . . . . . 41
Figure 7.2-2 - SQD Trend . . . . . . . 41
Figure 7.2-3 - Client Dissatisfaction Rating . . . . . 41
Figure 7.2-4 - 8888 Complaints Resolution Rate . . . . 41
Figure 7.2-5 - No. of Filed 8888 Complaints . . . . . 41
Figure 7.2-6 - Page Growth Statistics, 2020-2025 . . . . 41
Figure 7.2-7 - Page Posting Statistics . . . . . . 42
Figure 7.2-8 - Page Reach Statistics . . . . . . 42
Figure 7.2-9 - Page Engagement Statistics . . . . . 42
Figure 7.2-10 - Page Visit Statistics . . . . . . 42
Figure 7.3-1 - Educational Attainment Demographic (Faculty) . . . 42
Figure 7.3-2 - Educational Attainment Demographic (Non-Teaching) . . 42
Figure 7.3-3 - Employment Status (Faculty) . . . . . 42
Figure 7.3-4 - Employment Status (Non-Academic Personnel) . . . 43
Figure 7.3-5 - Employee Awards and Recognition . . . . 43
Figure 7.3-6 Plantilla Position Trend . . . . . . 43
Figure 7.3-7 - Data on Promoted Employees . . . . . 43
Figure 7.3-8 - Performance (IPCR) Evaluation . . . . . 43
Figure 7.3-9 - Personnel’s Medical and Dental Consultations . . . 44
Figure 7.3-10 - Health Professional and Workforce: Population Ratio . . 44
Figure 7.3-11 - Participation Rate of DMMMSU Personnel in University Activities 44
Figure 7.3-12 - Percentage of Tardiness . . . . . . 44
Figure 7.3-13 - Trend of Scholarship Grants . . . . . 44
Figure 7.4-1 - SL’s Communication and Engagement with Workforce . . 45
Figure 7.4-2 - SL’s Communication and Engagement with Students . . 45
Figure 7.4-3 - SL’s Communication and Engagement with Stakeholders . 45
Figure 7.4-4 - Research Output Comparison . . . . . 45
Figure 7.4-5 - COA Audit Findings . . . . . . 45
Figure 7.4-6 - ISO External Audit Results . . . . . 45
Figure 7.4-7 - Requirements Compliance . . . . . 46
Figure 7.4-8 - REC Approval Comparison . . . . . 46
Figure 7.4-9 - Resolution Rate of Administrative Cases. . . . 46
Figure 7.4-10 - Timeliness of Disposition of Administrative Cases . . 46
Figure 7.4-11 - Research Utilization Comparison and Trend . . . 46
Figure 7.4-12 - Technology Adoption/Utilization Trend . . . . 47
Figure 7.4-13 - Extension Partnerships Trend . . . . . 47
Figure 7.4-14 - ESCE Benefits Trend, 2022-2024 . . . . 47
 LIST OF FIGURES

Figure 7.4-15 - Extension Training Trend . . . . . 47

Figure 7.5-1 - BUR (Obligation vs Allotment) Comparison, 2022-2024 . . 47
Figure 7.5-2 - BUR (Disbursement vs Obligation) Comparison . . . 48
Figure 7.5-3 - Completed Infrastructure Projects . . . . 48
Figure 7.5-4 - Enrolment Trend, 2022-2025 . . . . . 48
Figure 7.5-5 - Scholarship Recipients Trend . . . . . 49
Figure 7.5-6 - Research % Creative Work Funding . . . . 49
Figure 7.5-7 - Business Incubatees Trend . . . . . 49
Figure 7.5-8 - DMMMSU Results Strategy Implementation . . . 49
Figure 7.5-9 - Key Parameter and Results . . . . . 50
Figure 7.5-10 - Intelligent Risks Taken . . . . . . 50
 GLOSSARY OF TERMS
A CNA Collective Negotiation
AACCUP Accrediting Agency for Agreement
Chartered Colleges and COA Commission on Audit
Universities in the COD Center of Development
Philippines CODI Committee on Decorum and
AI Artificial Intelligence Investigation
AIHR Annual In-House Review CoPs Communities of Practice
AOM Audit Observation COS Contract of Service
Memorandum COVID-19 Coronavirus disease
AOP Annual Operational Plan CPD Continuing Professional
Development
APP Annual Procurement Plan CSC Civil Service Commission
ARTA Anti-Red Tape Authority CSM Client Satisfaction
ASEAN Association of Southeast Measurement
Asian Nations CV Core Values
B D
BAC Bids and Awards DAP Development Academy of the
Committee Philippines
BAR1 Budget Accountability DBM Department of Budget and
Report – Physical Report of Management
Operations DENR Department of Environment
BFP Bureau of Fire Protection and Natural Resources
BOR Board of Regents DICT Department of Information and
BSABE Bachelor of Science in Communications Technology
Agricultural and Biosystems DIIS DMMMSU Integrated
Engineering Information System
BSEE Bachelor of Science in DOST Department of Science and
Electrical Engineering DOST - Technology
PCIEERD Department of Science and
BUR Budget Utilization Rate Technology-Philippine
C Council for Industry, Energy
CA Central Administration and Emerging Technology
CAPA Corrective and Preventive Research and Development
Actions DPCR Department Commitment
CART Committee on Anti-Red Performance Review
Tape
CBDRRM Community-based Disaster DRMS DMMMSU Records
Risk Reduction and Management System
Management DRRM Disaster Risk Reduction and
CCs Core Competencies Management
CCTV Closed-Circuit Television DTR Daily Time Record
CHED Commission on Higher
Education
 GLOSSARY OF TERMS
E I
EODB Ease of Doing Business ICT Information and Communication
ETEEAP Expanded Tertiary Technology
Education, Equivalency, IDP Individual Development Plan
and Accreditation Program IGP Income Generated Program
F IHRs In-House Reviews
FAD Faculty Association of IMS Information Management System
DMMMSU IP Internet Protocol
FGDs Focus Group Discussions IPCR Individual Performance and
FIS Financial Information Commitment Form
System IPFT Institutional Planning and Futures
FOI Freedom of Information Thinking
FRTI Fisheries Research & IQA Internal Quality Audit
Training Institute IQMS Integrated Quality Management
FSDP Faculty and Staff System
Development Program IRECEEA International Research and
G Innovation Conference on
GAA General Appropriations Act Education, Engineering, and
Agriculture
GAD Gender and Development ISO International Organization for
GAS General Administration and Standardization
Support Services IT Information Technology
GIDA Geographically -Isolated & ITR Income Tax Return
Disadvantaged Areas J
GSIS Government Service JC3 DBM-CHED Joint Circular No. 3,
Insurance System s. 2022
H JMC Joint Memorandum Circular
HDMF Home Development Mutual JOs Job Orders
Fund K
HEDS Higher Education Data KPI Key Performance Indicator
System L
HEI Higher Education Institution L&D Learning and Development
HEMIS Higher Education LCP Learning Continuity Plan
Management Information LGU Local Government Unit
System LMS Learning Management System
HNRDA Harmonized National LUDIP Land Use Development and
Research and Development Infrastructure Plan
Agenda LDAMS Library Digital Attendance
HR Human Resource Monitoring System
HRD Human Resource M
Development ManCom Management Committee
HRIS Human Resource MIS Management Information System
Information System MLUC Mid La Union Campus
HRMO Human Resource MMSU Mariano Marcos State University
Management Officer MOA Memoranda of Agreement
 GLOSSARY OF TERMS
MOU Memoranda of PASUC Philippine Association of State
Understanding Universities and Colleges
MR Management Review PaVE Participatory Visioning Exercise
MSF Merit System for Faculty PBB Performance-Based Bonus
MSP Merit Selection and PD Presidential Decree
Promotion PDCA Plan-Do-Check-Act
N PDF Position Description Form
NARTDI National Apiculture PDP Philippine Development Plan
Research, Training and PDS Personal Data Sheet
Development Institute PEI Performance Enhancement
Incentive
NCR Non-Conformity Reports PESTLE Political, Economic, Social,
Technological, Legal and
Environmental
NCs Non-Conformities PhilGEPS Philippine Government
NEDA National Economic and Electronic Procurement System
Development Authority PhilHealth Philippine Health Corporation
NDRRMC National Disaster Risk PMDP Public Management
Reduction and Management Development Program
Council PMT Performance Management Team
NGAs National Government PPMP Project Procurement
Agencies Management Plan
NGOs Non-Governmental PRAISE Program on Awards and
Organizations Incentives for Service
NLUC North La Union Campus Excellence
NPR National Passing Rates PRC Professional Regulation
NTA Non-Teaching Association Commission
O PRIME- Program to Institutionalize
OBE Outcomes-Based Education HRM Meritocracy and Excellence in
OCD Office of the Civil Defense Human Resource Management
OFI Opportunities for PROC Procurement
Improvement
O-KPIs Operational Key Project Project Sheltered, Adaptive, &
Performance Indicators SAFE Flexible Education
OPAC Online Public Access PSG Program Standards and
Catalog Guidelines
OPCR Office Performance PTA Parent-Teacher Association
Commitment and Review PVMG Philosophy, Vision, Mission, and
OPLAN Operational Plan Goals,
OUs Operating Units PVMGO Philosophy, Vision, Mission,
OUS Open University System Goals, and Objectives
P PWD Persons with Disability
Pag-IBIG Pagtutulungan sa Q
Kinabukasan: Ikaw, QA Quality Assurance
Bangko, Industriya at QMS Quality Management System
Gobyerno
 GLOSSARY OF TERMS
QO Quality Objectives SPECIAL Service, Productivity,
QPS Quality Policy Statement Excellence, Commitment,
QR Quick Response Innovativeness, Advocacy,
QS Quacquarelli Symonds Leadership
R SPMS Strategic Performance and
R&D Research and Development Management System
RA Republic Act SPP Strategic Planning Process
RACS Risk Assessment and SQD Service Quality Dimension
Control Sheet SRDI Sericulture Research and
RBAC Role-Based Access Control Development Institute
RCA Root Cause Analysis SRI Service Recognition Incentive
RDE Research, Development, SRIS Student Registration Information
and Extension System
RDI Research, Development, STO Support to Operations
and Innovation StratCom Strategic Communications
REC Research Ethics Committee SUC State Universities and Colleges
RMTS Records Management SUP Supply
Tracking System SWOT Strengths, Weaknesses,
ROSSS Revised Organizational and Opportunities, Threats
Staffing Standards for SUCs T
S THE Times Higher Education
SAAFOG Situations Assessment and TiMEK Tinig ng Mag-aaral, Empleyado
Formulation of Goals at Komunidad
SALN Statement of Assets, TM Top Management
Liabilities and Net Worth TOR Term of Reference
SAR Student Admission Records TRIP Three-Year Rolling
SAs Strategic Advantages Infrastructure Program
SAS Student Affairs and Services TSU Tarlac State University
SC Senior Citizen U
SCs Strategic Challenges UN United Nations
SDGs Sustainable Development UniBoss University Board Secretary
Goals UNTA University Non-Teaching
SEARCA Southeast Asian Regional Association
Center for Graduate Study UBS University Board Secretary
and Research in Agriculture UPO University Personnel Olympics
SLs Senior Leaders USC University Student Council
SLUC South La Union Campus USDO University’s Systems
Development Office
SME Small and Medium-sized V
Enterprises VMCV Vision, Mission, and Core
SMS Short Message Service Values
SOP Standard Operating VMG Vision, Mission, and Goals
Procedures VMGO Vision, Mission, Goals, and
SOs Special Orders Objectives
 GLOSSARY OF TERMS

VoC Voice of the Customer Y

W YES Young Earthsavers' Society
WFP Work and Financial Plan #
WURI World University Rankings 3R Reduce, Reuse, Recycle
for Innovation 7S Sort, Systemize, Sweep,
Standardize, Self-discipline,
Safety, and Sustain
 DMMMSU ORGANIZATIONAL STRUCTURE
BOR Resolution No. 2023-797
Board of Regents

DR. JAIME I. MANUEL, JR.

University President

Academic/Administrative Council
DR. HANNAH KIMBERLY O. GRINDULO
University and Board Secretary

DR. VICKY A. AGPASA DR. ANGELINA T. GONZALES PROF. LILITO D. GAVINA DR. PRISCILO P. FONTANILLA, JR.
Vice President Vice President Vice President Vice President
Academic and International Affairs Research, Development and Innovation Administration and Quality Assurance Planning and Development

DR. JESUS RAFAEL B. JARATA PROF. KENETH G. BAYANI ATTY. KATE C. POTINGAN-LICAY DR. MARY JANE B. DULAY
Director Director Director Director
International Affairs Research Quality Assurance and Concurrent Infrastructure Planning and Development
Director, Internal Audit
DR. LHER VERELL S. PALABAY DR. GREGORY B. VISTE MR. CHARLIE C. DE VERA
Director Director ATTY. ROZZANNE VICTORIA G. Director
Alumni Affairs Extension BUCCAT-VILLAMIN Institutional Planning and Futures Thinking
Director
PROF. LAIZA A. NIDUAZA PROF. VICTORIA N. MALAYA Legal Services DR. GEOFFREY M. BADUA
Director Director Director
Instruction Innovation and Technology ATTY. KRISTINE GAY B. BALANAG Business Affairs and Resource
Commercialization Director Development
DR. SHALIMAR L. NAVALTA Administrative Services and Concurrent
Director DR. JOMAR L. ABAN
Student Affairs and Services Director Director, Human Resource Management PROF. CELSO H. JUCUTAN
R&E Publication and IEC Materials Director
DR. PAULO JAN F. SAMSON MS. PLACIDA E. DE GUZMAN Environmental Concerns, Sustainability,
Development Director
Director and Development
Sports Finance Services
DR. FLORENDO Q. DAMASCO, JR. DR. MARICON C. VIDUYA
DR. RODELIO V. INDONG Director
Director
Director Strategic Communications
Cultural Affairs Auxiliary Services
DR. SHERLYN MARIE D. NITURA
DR. LOIDA FALLER MR. NAPOLEON VALERIANO M. Director
Director CAYABYAB Gender and Development
National Service Training Program Director
Security Services DR. EUSEBIO L. MIQUE
DR. VALOREE B. SALAMANCA Director
Director DR. MARIA CONSUELO W. Information and Communications
Student Admission and Records ALCANTARA Technology
Director
DR. SONIA B. SIAGO Health Services
Director
Library Services and Development MR. RANDULPH I. NAVASCA
Director
Disaster Risk Reduction and
Management Services

DR. CRISTETA F. GAPUZ

DR. JUNIFER REY E. TABAFUNDA DR. JOANNE C. RIVERA DR. BERNARDO D. LAMADRID Executive Director
Chancellor Chancellor Executive Director Sericulture Research and Development
North La Union Campus South La Union Campus Open University System Institute
DR. VICTORIO D. PALABAY **Not yet operational,
Currently functions as
ELUC DR. JOSEPH A. PANAS
Chancellor a satellite campus ofChancellor Executive Director
Mid La Union Campus MLUC East La Union Campus National Apiculture Research and
Development Institute

Admin Support Admin Support Admin Support

Tech Support Tech Support Tech Support

College Dean/Institute Director Program Directors Division Chiefs

Faculty Members and Non Teaching Personnel

Students
P. ORGANIZATIONAL PROFILE education programs support a seamless academic
P.1. Organizational Description: transition from secondary to higher education,
Don Mariano Marcos Memorial State University laying a foundation for lifelong learning and
(DMMMSU) was formally established as the sole academic progression. DMMMSU offers diploma
state university in the province of La Union on and certificate programs, including lifelong
January 15, 1981, pursuant to Presidential Decree learning initiatives such as the Expanded Tertiary
No. 1778. Established through the integration of Education Equivalency and Accreditation Program
five local educational institutions, DMMMSU is (ETEEAP). Concurrently, the University's
mandated to enhance the quality and accessibility research agenda is strategically aligned with
of education in the fields of arts and humanities, addressing the pressing challenges of Region I
agriculture, fisheries, engineering, and the natural while also contributing to broader national
sciences across its four major campuses, namely development goals. For extension, DMMMSU
the North La Union Campus (NLUC), the Mid La forges partnerships with local communities to
Union Campus (MLUC), the newly established implement research-based programs designed to
East La Union (ELUC), and the South La Union build capacities, facilitate knowledge
Campus (SLUC). In its commitment to inclusive dissemination, and foster inclusive socio-economic
and accessible education, DMMMSU operates an growth. The University’s resource allocation
Open University System (OUS), which extends reflects its strategic prioritization of key
educational opportunities to diverse learner groups, institutional areas (Figure P.1-1).
e.g., overseas Filipino workers (OFWs), working
Figure P.1-1 Budget Allocation of Service
professionals, single parents, and persons with
Offerings
disabilities. As a center of innovation and applied
Budget Allocation (in million pesos)
research, DMMMSU hosts nationally recognized Program/
Service
institutions such as the National Apiculture Offerings 2025 2024 2023 2022 2021
Research and Training Institute (NARTDI) and the Instruction As Per GAA
Sericulture Research and Development Institute
786.135 725.886 693.024 520.650 624.905
(SRDI), along with other specialized research Higher
Education
centers in agriculture, fisheries, and engineering. Program
As Per FAR2, as of March 31, 2025
47.979 65.335 57.393 62.640 55.571
P.1a(1) EDUCATIONAL PROGRAM and
TOTAL 834.114 791.221 750.417 583.290 680.476
SERVICE OFFERINGS Advanced As Per GAA
DMMMSU fulfills its mandate through three core Education
Program 1.519 1.492 1.466 1.414 1.414
functions: (1) instruction, (2) research, and (3)
TOTAL 1.519 1.492 1.466 1.414 1.414
extension services (Figure P.1-1). In terms of
As Per GAA
instruction, the University offers a total of 107
44.541 47.001 54.295 53.186 53.406
academic programs, comprising 6 short-term Research
As Per FAR2, as of March 31, 2025
courses, 58 undergraduate programs, and 43
750.201 1.486 1.083 1.507 2.402
postgraduate programs. These are delivered
TOTAL 45.291 48.487 55.378 54.693 55.808
through various modalities such as face-to-face,
Areas: agricultural innovation, climate change resilience, inclusive
online, and blended learning formats, ensuring education, and micro, small, and medium enterprise (MSME)
flexibility and wider access to quality education. development
As Per GAA
DMMMSU’s undergraduate programs serve as a
26.736 49.979 39.715 37.226 36.986
cornerstone of the University's academic success, Extension
contributing to student degree completion, As Per FAR2, as of March 31, 2025

licensure examination performance, and 758.829 1.486 1.083 1.795 2.472

employment outcomes. Its graduate programs are TOTAL 27.494 51.465 40.798 39.021 39.458
Types of extension programs: technical assistance; skills training;
designed to cultivate advanced research and income-generating activities
competencies, provide specialized training in GRAND
908.418 892.665 848.059 678.418 777.156
various disciplines, and facilitate professional TOTAL
networking within relevant industries. The basic
i
P.1a(2) VISION, MISSION, VALUES, and administrators, researchers, and extension staff are
Culture expected to hold advanced degrees. Entry-level
roles require a bachelor's degree, while more
Figure P.1-2 DMMMSU Vision, Mission, and specialized positions may need technical-vocational
Core Values certifications aligned with job requirements. Faculty
VISION A globally competitive university. and non-teaching staff are supported and
Provides high-quality instruction, research,
MISSION
and extension. encouraged to pursue advanced education to
CORE VALUES: SPECIAL strengthen their competencies in instruction,
SERVICE Service to our stakeholders
PRODUCTIVITY Productivity with a passion for work
research, and administrative functions (Figure P.1-
EXCELLENCE
Excellence in our programs through 4).
scholarly undertakings
COMMITMENT Commitment to delivering our mandates
Innovation towards attaining operative Figure P.1-3 Workforce Profile
INNOVATIVENESS
systems, breakthroughs, and milestones STATUS FACULTY NON-TEACHING
ADVOCACY Advocacy in transforming lives Permanent 465 497
Leadership for transformation, Temporary 84 0
LEADERSHIP empowerment, and sustainable Casual 0 22
development COS/JO 0 300
A strong culture of quality with a focus on Contractual 378 61
Total 927 880
continuous improvement is maintained at
DMMMSU, helping its mission by keeping its
Figure P.1-4 Postgraduate Educational
workforce trained, upskilling them, improving
Attainment of Faculty and Non-Teaching
internal systems, and raising the quality of services.
Personnel
In addition, DMMMSU’s core competencies EDUCATIONAL
TYPE NUMBER
include instruction, research and development, ATTAINMENT
extension services, and community engagement, all With Master’s Degree Units 240
With a Master’s Degree 278
of which show the University’s mission to improve Faculty
With Doctoral Degree Units 106
knowledge and help the community. With a Doctoral Degree 152
With Master’s Degree Units 35
P.1a(3) WORKFORCE Profile With a Master’s Degree 45
Non-Teaching
As of March 2025, DMMMSU employs a total of With Doctoral Degree Units 3
With a Doctoral Degree 22
1,807 personnel, comprising 927 faculty members
and 880 non-teaching staff (Figure P.1-3). Two (2) Key drivers of employee engagement at DMMMSU
recently issued administrative directives have include regular local and international training
significantly influenced the composition and opportunities, scholarships, exchange programs,
evolving needs of the University’s workforce: (1) competitive financial benefits, and recognition
the implementation of NBC No. 589 introduced a mechanisms. Employees are also represented by two
revised classification and compensation framework accredited unions: the Faculty Association of
for non-teaching personnel; and (2) Joint Circular DMMMSU (FAD) for faculty members and the
No. 3 (JC3) established updated guidelines for University Non-Teaching Association (UNTA) for
faculty promotion. These policy shifts have had non-teaching personnel. DMMMSU implements
direct implications on academic rank structuring comprehensive health and safety protocols, including
and performance expectations across the institution. occupancy limits per building, visible social
DMMMSU’s workforce is categorized into two (2) distancing markers, and widespread placement of
primary groups: faculty members and non-teaching hand sanitation stations. Key provisions include: (1)
personnel, comprising administrative, research, and mandatory medical certification for newly hired
extension staff who collectively support the core personnel; (2) the presence of trained medical staff in
operations of the University. Aligning educational each campus, with satellite units supervised by
qualifications with job roles ensures efficient and registered nurses; (3) strict adherence to safety
effective human resource deployment. CHED procedures such as regular emergency drills and
guidelines require faculty to hold at least a master’s capacity-building initiatives; and (4) staff
degree, with a doctorate necessary for the rank of involvement in land use and infrastructure planning
Associate Professor or higher. Senior to mitigate potential hazards.
ii
 P.1a(4) Assets ● CSC Guidelines
● Republic Act No. 9184 (Government
DMMMSU has a total land area of 1,120 Procurement Act) and its amendments, i.e., RA
12009 (New Government Procurement Act)
hectares, and maintains various assets vital for ● Republic Act No. 11032 (Ease of Doing
its operations (Figure P.1-5): Business and Efficient Government Service
Governance
Delivery Act)
● Republic Act No. 6713 (Code of Conduct and
Ethical Standards for Public Officials and
Figure P.1-5 Assets Employees)
MAJOR FACILITIES ● Republic Act No. 10173 (Data Privacy Act of
● Administration/School Buildings/ Laboratories/ Training Halls 2012)
across operating units
● Fisheries Research and Training Institute(FRTI)
● AgroMet Station
P.1b (1) Organizational Structure
● Philippine Carabao Center (PCC) The Board of Regents (BOR), chaired by the
● Animal Production, Assessment, Training, Research, and
Development Center CHED Chairperson with the University President
● Metals Engineering and Innovation Center (MEIC)
● Experimental Ponds/Farms
as Vice Chair, serves as DMMMSU’s highest
● DMMMSU Agri-Aqua Technology Business Incubator governing body, responsible for major policy
● Media Center
● Edu Media Hub decisions. The appointment, duties, and term of
● Lam-ang Institute
● Grainage/Silkworm Filature and Cocoon Processing and
the University President are defined under
Weaving Center Presidential Decree No. 1778. Referred to as the
● 4th Instar Larvae Production and Distribution Center
● Demonstration Apiary Top Management (TM), the University's senior
● Honeybee Product Processing Room
● Honeybee Product Development Rm
leadership includes the President, Vice Presidents
● Wood and Metal Workshop for Academic and International Affairs (VPAIA),
EQUIPMENT
● Instructional and Learning Equipment Administration and Quality Assurance (VPAQA),
●
●
Medical, Dental and Wellness Facilities
University-wide Wi-Fi and internet backbone
Planning and Development (VPPD), and
● Central servers and data storage units Research, Development, and Innovation
● Administrative and office equipment
Generator sets for power backup systems (VPRDI); as well as the Chancellors and
●
●
Service vehicles (e.g., buses, coasters, vans)
Security systems (CCTV, alarms, communication radios)
Executive Directors (Figure P.1-7).
TECHNOLOGIES
● Student Record and Information System (SRIS)
● Human Resource Information System (HRIS) Figure P.1-7 Organizational Structure of
●
●
DMMMSU Records Management System (DRMS)
Financial System
DMMMSU Top Management
● Library Digital Attendance Monitoring System (LDAMS) KOHA
Library System
● Asset Guard Inventory/Procurement
● UniBoss (University Board Secretary)
INTELLECTUAL PROPERTY
● Patents,Utility Models, Industrial Designs, Trademarks,
Copyrights

P.1a(5) Regulatory Requirements

DMMMSU ensures full compliance with all
applicable regulatory and statutory requirements
set by key regulatory bodies (Figure P.1-6).
Figure P.1-6 Statutory and Regulatory
Requirements
Requirement
Type
Regulatory Requirements DMMMSU adopts a governance structure that
Accreditation, combines centralized oversight by TM with
● CHED Memorandum Orders
Certification, decentralized operational responsibilities across its
● AACCUP
or Registration
Requirements units. In academic units, leadership is cascaded
Education
● Republic Act No. 10931 (Universal Access to from the college or institute level to the campus
Sector
Standards
Quality Tertiary Education Act) level, and ultimately integrated at the university
Environmental ● DENR Administrative Orders level. Leadership for SRDI and NARTDI is
Financial
● GSIS, Pag-IBIG, and PhilHealth Remittances
established first at the division, then at the institute,
Regulation and lastly at the university level. Implementation is
● Republic Act No. 8293 (Intellectual Property
Research and
Extension
Code of the Philippines) supported by established governance structures,
such as the Administrative and Academic Councils,
iii
which operate at both campus and university levels P.1b(3) Suppliers and PARTNERS and
to ensure participatory decision-making and COLLABORATORS
consistent policy enforcement. The University DMMMSU key suppliers, partners, and
President reports to the BOR and leads the TM, collaborators are shown in Figure P.1-9.
which oversees institutional operations. At the
operating units (OUs), Deans, Directors, and Unit Figure P.1-9 Suppliers, Partners, and
Heads report to their respective Chancellors or Collaborators
ROLE IN PRODUCING ROLE IN
Executive Directors. AND DELIVERING CONTRIBUTING AND
KEY
PRODUCTS AND/OR IMPLEMENTING
TYPE
CUSTOMER SUPPORT INNOVATION IN THE
P.1b(2) Students, Other CUSTOMERS, and SERVICES ORGANIZATION
SUPPLIERS
STAKEHOLDERS Material and Providing office supplies, Supplying quality resources
DMMMSU Students, other customers, and Service materials and equipment, and integrating new
Providers and IT equipment technologies
stakeholders are shown in Figure P.1-8 along with Providing infrastructure
Delivering state-of-the-art
Contractors infrastructure and adopting
their requirements and expectations and maintenance works
sustainable practices
Providing expert advice and
Providing technical
Consultants offering strategic insights
Figure P.1-8 Students, other customers, and assistance and expertise
and best practices
stakeholders LGUs and
PARTNERS
Providing funding,
SEGMENT REQUIREMENTS EXPECTATIONS Facilitating market
National Promoting community-
linkages, providing
KEY MARKET SEGMENTS Government based adoption of
logistical and financial
Quality instructional and Agencies DMMMSU-developed
Prompt and efficient assistance
support service (NGAs) technologies and services
Prospective delivery using multiple Providing access to
delivery; Provision for Offering internship
Students platforms (onsite, online, Industry production facilities, co-
educational access and opportunities to students
distance, digital, etc.) Partners developing market-ready
inclusion and, technical expertise
innovations
STUDENT SEGMENTS Educational
Supportive learning Offering faculty/student Sharing of best practices
Institutions
Quality instruction, exchange programs, joint that enhance instruction,
environment through an (local and
academic and career research knowledge sharingresearch, and extension
Degree and updated, industry- international)
support, digital access, COLLABORATORS
Non-Degree relevant curriculum,
financial aid, and Utilizing modern
seeking engaging instruction by Promoting university
responsive communication platforms,
students qualified faculty, and Media innovations as well as
administrative supporting digital content
responsive student research and extension
assistance creation, and enhancing
assistance outputs
public engagement
OTHER CUSTOMER SEGMENTS
High-quality education
and reputation for University culture that
P.2 Organization Environment
Parents academic excellence; supports their child’s P.2a(1) Competitive Position
Safety and well-being of overall well-being
students
DMMMSU currently serves 23,778 students, with
Transparent
Clear, fair, and bias-free enrollment increasing by an average of 5% annually
Suppliers/ procurement process; over the past three years. Its vision of becoming a
procurement process;
Service Processing of payments
efficient payment world-class university is reinforced by its notable
Providers without undue delays
processing
after delivery achievements and recognitions (Figure P.2-1).
Efficient and smooth
Provision of academic- process of claiming Figure P.2-1 DMMMSU’s Awards,
Alumni
related documents academic-related
documents Recognitions, Accreditations, and Certifications
STAKEHOLDER SEGMENTS Particulars Award Giving Body Year
Collaboration in Engagement in joint Awards and Recognitions
programs to improve the community projects and 198th place among the Global World University with 2024
Local Top 300 Innovative Universities, Real Impact (WURI)
quality of life and welfare outreach programs;
Government 16th in the Cultural/ Values
of constituents; Provision of evidence-
Units (LGUs) category, 18th in the Generative
Research support on based recommendations AI application category, and 20th
local issues and policy studies in the Leadership category
Commitment to 1st in Region 1 and 6th in the Times Higher 2024
Skilled graduates and
collaborative innovation Philippines for Sustainable Education (THE)
Industries research-driven
and impactful research Development Goal (SDG) 14 or SDG Impact
solutions Life Below Water; Gained Rankings
outcomes
To receive relevant, recognition for its contributions to
SDG 16 (Peace, Justice, and
Conduct of training for easy-to-understand Strong Institutions) and SDG 17
Beneficiaries knowledge, skills, and training that will help (Partnership for the Goals)
technology transfer improve productivity or Institutional Rating of 3 Stars Quacquarelli 2022
income. Symonds (QS)

iv
 PRIME-HRM Bronze Award Civil Service 2023 ● Engagement in OJT,
Commission (CSC) internships, and
Accreditations and Certifications
ISO 9001: 2015 QMS W3 Solutionz Training 2024- international exchange
Certification and Assessment 2027 programs (SA4)
Center Research
NLUC passed the Institutional Commission on ● Well-equipped research ● Insufficient modern research
Sustainability Assessment Higher Education
21 academic programs that Accrediting Agency of centers and strong research equipment (SC4);
have been reaccredited to Chartered Colleges policies (SA5); ● Underperformance in some
Level IV status and Universities of ● Stable government and income-generating projects tied
the Philippines industry-funded research to research outputs (SC5);
(AACCUP)
Five CHED Centers of Commission on projects (SA6); ● Economic downturns and
Development Higher Education ● Opportunities for competition with private
commercialization of institutions may impact funding
P.2a(2) Competitiveness Changes university-developed (SC6);
technologies (SA7); ● Changing regulatory frameworks
Key factors influencing competitiveness include ● Collaboration with other may affect academic freedom
the rising demand for industry-relevant skills, government agencies and and R&D incentives (SC7)
heightened emphasis on quality assurance, and an other national and
international partners (SA8)
increasing focus on globalization. As learner
Extension
profiles and student demographics evolve, the ● High extension engagement ● Demographic shifts and
University is prompted to respond more swiftly to for faculty and staff (SA9); stakeholder disengagement
shifts in enrollment and emerging educational ● Potential for collaborative could affect extension relevance
extension projects on (SC8)
needs. sustainability and climate
resilience (SA10)
P.2a(3) Comparative Data Governance and Management
Comparative and competitive data are sourced ● Responsive governance ● Climate change impacts (e.g.,
from the official websites and social media aligned with ISO certification typhoons and heat waves)
platforms of HEIs in Region I and nationwide, and and accreditation efforts (SC9);
(SA11); ● Limited fiscal space (SC10);
from government agencies such as the ● Institutional partnerships ● Cybersecurity threats and
Professional Regulation Commission (PRC), with DICT, CHED, and IT dependency on third-party
Freedom of Information (FOI) portal, and others, firms for AI and automation platforms in digital programs
(SA12) (SC11);
in full compliance with the Data Privacy Act. ● Legal and policy shifts that may
However, data privacy policies of some HEIs create compliance burdens or
limit access to updated and complete information, disrupt operations (SC12)
posing challenges to data accuracy and reliability. P.2c Performance Improvement System
P.2b Strategic Context DMMMSU’s performance improvement system
Figure P.2-2 shows the strategic advantages and is anchored on a comprehensive framework of
challenges of DMMMSU. internal and external mechanisms. These include
internal quality audits; external audits by
Figure P.2-2 DMMMSU Strategic certifying bodies and the Commission on Audit
Advantages and Challenges (COA); AACCUP-based internal evaluations of
Key Strategic Advantages Key Strategic Challenges academic programs; and biannual performance
Instruction reviews aligned with annual operational plans.
● Highly qualified faculty and ● Shortage of faculty in The Strategic Performance Management System
strong leadership provide specialized fields (SC1);
solid academic delivery (SPMS) links individual and unit performance to
(SA1);
institutional outcomes, while the Financial
● Government-funded ● Limited smart classrooms, and Management System ensures transparency and
scholarships and access to slow IT infrastructure upgrades
digital libraries support (SC2); accountability in budget utilization and financial
student success (SA2);
transactions. The Academic and Administrative
● Presence of digital learning ● Academic stress among Councils convene regularly to address academic,
platforms and flexible students and shifting learner
learning modalities are preferences (SC3) student, and operational matters. Additionally,
being adopted to suit
diverse learner needs SWOT analysis and environmental scanning are
(SA3); employed to anticipate risks and inform adaptive
planning and policy adjustments.
v
 CATEGORY 1: LEADERSHIP
1.1 Senior Leadership Figure 1.1-1 SLs’ Demonstration of Core Values
1.1a(1) Establishing Vision, Mission, and Values.
DMMMSU CV SLs’ PERSONAL ACTIONS
The DMMMSU Vision, Mission, and Core Values ● Initiate ISO Certification
(VMCV) were formally adopted through BOR ● Offer new academic programs
● Update FSDP to support faculty, staff, and
Resolution No. 2020-541 on January 15, 2020, Service
students
following a consultative process led by the Senior ● Offer academic programs to Filipinos abroad
through distance education
Leaders (SLs) that engaged key internal ● Secure internal and external funding and
stakeholders, e.g., faculty and staff, as well as Productivity
grants for programs, projects, and activities
● Send faculty and staff to relevant trainings,
external stakeholders, e.g., students, alumni, workshops, and seminars
industry partners, LGUs, and regional offices of ● Subject academic programs to accreditation
● Conduct Agency In-House Reviews for
national government agencies (NGAs). The Research Studies
formulation of VMCV is firmly anchored on Excellence ● Conduct of periodic curriculum enhancement
● Collaborate with international universities
DMMMSU’s mandate and guiding principles— through faculty and student exchange
service, excellence, and transformational programs
● Adherence to statutory and regulatory
leadership—reflecting the University's requirements
commitment to its strategic direction, ethical Commitment ● Ensure high passing rate on national licensure
examinations
governance, and stakeholder-driven decision- ● Ensure high employability of graduates
making. Once set, DMMMSU conducts a strategic ● Establishment of studios and multimedia hubs
for flexible learning modalities
planning every six (6) years to review the VMCV, Innovativeness
● Development of various information systems
ensuring its continued relevance and alignment to support operations
with institutional goals. ● Engagement in community extension activities
Advocacy ● Establishment of environmental policies and
programs
The SLs ensure the institutionalization and ● Engagement of faculty and staff in national
consistent deployment of its VMCV across all Leadership
and international leadership training
● Support the annual university student
operating units (OUs) of the University. Among leadership training
the workforce, the VMCV is deployed through
official written communications, orientations, and 1.1a(2) Promoting Legal and Ethical Behavior.
integration into performance appraisal systems. In SLs ensure that legal and ethical standards are
2020, the SLs directed all OUs to incorporate the reinforced through orientation sessions covering
recitation of VMCV, Quality Objectives (QOs), key regulations, including Civil Service
and Quality Policy Statement (QPS) during flag- Commission (CSC) guidelines, RA 6713, i.e.,
raising ceremonies as well as in opening of all Code of Conduct and Ethical Standards for Public
activities be it participated by DMMMSU Officials and Employees, and RA 11032, i.e., Ease
personnel or external stakeholders, to strengthen of Doing Business (EODB) Law. They promote
awareness and support the internalization of these compliance through the issuance of special orders
guiding principles as aligned with ISO 9001:2015 (SOs), office memoranda, and regular reminders
requirements. For key suppliers and partners, during meetings. Ethical commitment is further
students, and other stakeholders, the deployment of cultivated by SLs through a collective recitation of
the VMCV is through prominent displays thereof the government employee pledge during flag
across buildings and offices, forming a core ceremonies and institutional gatherings.
component of the University’s Quality Employees and officials are also required by SLs
Management System (QMS) documentation. The to submit mandated documents such as the
VMCV are integrated into teaching materials, Statement of Assets, Liabilities, and Net Worth
course modules, flyers, bulletin boards, and official (SALN), Personal Data Sheet (PDS), Individual
university publications. Information dissemination and Office Performance Commitment and Review
is further enhanced through the University’s (IPCR/OPCR), and Income Tax Return (ITR),
official website and social media platforms to ensuring transparency and accountability. For
ensure broad stakeholder reach. monitoring purposes, SLs ensure compliance with
the legal and ethical practices listed in Figure 1.1-
Recognizing that DMMMSU personnel regard the 2 through internal quality audits (IQAs), annual
SLs as role models that set the University’s performance reviews, and an established grievance
direction, Figure 1.1-1 presents the personal mechanism to address ethical concerns or
actions of the SLs exemplifying their commitment misconduct.
to DMMMSU’s Core Values (CV).

1
 Figure 1.1-4 outlines the direct role of the SLs in
Figure 1.1-2 Demonstration of Legal and Ethical
Practices motivating the workforce toward high
performance and a focus on students, other
LEGAL AND ETHICAL PRACTICES FREQUENCY customers, and student learning. Specifically, as
Orientation and Observance of: to focus on students, the SLs facilitated the BOR’s
ANTI-RED TAPE AUTHORITY (RA 11032: Ease
of Doing Business Law) Continuing approval of more inclusive, gender-sensitive, and
Civil Service Commission (CSC) rules and anti-discriminatory rules on hairstyle and dress
regulations Continuing
code in 2024. Through BOR Resolution No. 2024-
RA 6713: Code of Conduct and Ethical
Standards for Public Officials and Employees Continuing 889, the previous rules prohibiting students to
Recitation of Panunumpa ng Kawani ng Gobyerno Monthly cross-dress and restricting male students from
Submission of: sporting long hair were made obsolete.
Statement of Assets, Liabilities, and Net Worth Annually
Income Tax Return (ITR) Annually
Figure 1.1-4. SLs’ Roles in Motivating DMMMSU
Personnel
Issuance of:
HIGH PERFORMANCE
Office Memoranda As needed ● Setting clear, time-bound, and measurable goals through a
Special Orders As needed strategic plan communicated to DMMMSU personnel;
● Leading by example in complying with institutional policies and
Reminders and Advisories As needed statutory/regulatory requirements;
● Commending achievements of DMMMSU personnel via various
1.1.b Communication. SLs ensure effective means, e.g, during flag-raising ceremonies, meetings, and
institutional communication through a blend of posting the same on the University’s official website and social
media platforms
formal and informal channels as shown in Figure FOCUS ON STUDENTS
1.1-3. In 2020, the SLs began leading the annual ● Facilitating the implementation of University Student Council
(USC)-led projects and initiatives
conduct of Management Review (MR) to FOCUS ON OTHER CUSTOMERS
collectively address nonconformities (NCs) ● Deliberately seeking for inputs of customers, e.g., alumni,
partners, and collaborators in the University’s strategic planning
flagged during IQAs, and determine the necessary process through consultative sessions;
resources for their resolution. The introduction of ● Inviting customers to participate in the University’s activities
FOCUS ON STUDENT LEARNING
MR marked the implementation of a solutions- ● Empowering DMMMSU personnel through trainings, seminars,
oriented, consultative process within the and further studies or capacity-building;
University—distinct from the Performance ● Institutionalizing rewards and incentives for board topnotchers
and best board programs through BOR-approved policies
Review, which primarily monitors
accomplishments against annual targets. 1.1c(1) Creating an Environment for Success.
In creating an environment for success now and in
Figure 1.1-3 SLs’ Communication Mechanisms the future, SLs strictly implement the University’s
METHOD AUDIENCE FREQUENCY Strategic Performance Management System
Vice Presidents, Chancellors, (SPMS) that translates strategic goals into
Administrative Executive Directors, Function
Council ** Directors, College Deans,
Quarterly actionable plans and measurable indicators across
Institute Directors all organizational levels. Regular performance
Professors
Academic
Council ** Associate Professors Annual reviews and planning sessions ensure alignment
Assistant Professors
Vice Presidents, Chancellors,
between individual and collective efforts and the
Management
Review**
Executive Directors, Function
Directors, Quality Assurance Annual University’s institutional goals. This results-
personnel driven approach, supported by the alignment of
Vice Presidents, Chancellors,
Performance Executive Directors, Function Semi-Annual
operational plans with the IPCR and the
Review** Directors, College
Deans/Institute Directors Individual Development Plan (IDP), cultivates
Chancellors, Executive
Directors, Function Directors, ownership, accountability, and continuous
Reports* As Needed
Heads of Campus Operating
Units
improvement thereby ultimately setting the tone
E-Mails* All Personnel As Needed for success.
Dialogues** Concerned Stakeholders As Needed
Feedback Form* Students, other Stakeholders As Needed
Social media* Students, other Stakeholders As Needed Figure 1.1-5 enumerates the mechanisms by
Note: * - One-Way Communication | ** - Two-Way Communication which the SLs create and reinforce DMMMSU’s
organizational culture, and a culture that fosters
DMMMSU fosters two-way communication student, other customer, and workforce
through open dialogues, regular team meetings, engagement, equity, and inclusion. Specifically,
consultations, and accessible platforms, enabling for workforce engagement, the SLs facilitated the
stakeholders to voice concerns, share ideas, and BOR’s approval of the Merit System for Faculty
participate in decision-making. Meanwhile, (MSF) in 2024, thus providing deserving faculty
2
members an alternative opportunity to rise to the personnel with publications, copyrights, patents, and/or utility
models
ranks other than through the DBM-CHED Joint INTELLIGENT RISK-TAKING
Circular No. 03, s. 2022 (JC3). As to equity and ● Subjecting the University to local and international assessments
(e.g., QS, ISO, PQA, WURI)
inclusion, in 2023, the SLs led the introduction of SUCCESSION PLANNING
a provision in the University’s Collective ● Setting well-defined criteria for selection of DMMMSU Officials
DEVELOPMENT OF FUTURE LEADERS
Negotiation Agreement (CNA) extending ● Sending potential leaders to leadership trainings
lactating mothers a one-hour break every day for
six months - hence, showing SLs’ commitment to
recognizing and supporting women’s rights while 1.1c(2) Creating a Focus on Action. SLs at
emphasizing the special care for mothers within DMMMSU create a focus on action by aligning
DMMMSU. strategic initiatives, performance metrics, and
Figure 1.1-5. SLs’ Mechanisms in Creating and
Reinforcing Organizational Culture resource allocation with the University’s mission
ORGANIZATIONAL CULTURE of providing quality instruction, research, and
● Facilitating the internalization of DMMMSU CVs among
DMMMSU students and employees; extension. Figure 1.1-7 shows the strong focus of
● Leading by example in wearing IDs and uniforms SLs in the integration of actions to the
STUDENT ENGAGEMENT
● Encouraging students to participate in University and Campus University’s VMCV and strategic goals into
activities; operational planning and daily performance.
● Sending students to local and international competitions and
shouldering all of their expenses Figure 1.1-7. SLs’ Mechanisms in Creating a
OTHER CUSTOMERS’ ENGAGEMENT Focus on Action
● Engaging alumni, partners, and collaborators in strategic CREATING A FOCUS ON PERFORMANCE IMPROVEMENT
planning through consultative sessions; ● Aligning institutional goals with measurable actions using
● Involving stakeholders in University or any of its OUs’ events SPMS and the annual Work and Financial Plan (WFP);
WORKFORCE ENGAGEMENT ● Conducting Management Committee (ManCom) monitors and
● Institutionalizing rewards and incentives to high-performing sets targets;
personnel and honoring their achievements during the ● Complying with ISO 9001:2015 QMS standards;
University’s Foundation Anniversary Celebration; ● Supporting innovation through ongoing capacity development
● Formulating the Merit System for Faculty (MSF) for the IDENTIFYING NEEDED ACTIONS
promotion of faculty members; ● Conducting comprehensive strategic planning and visioning;
● Implementing health and wellness initiatives, e.g., Regta Health ● Managing regular performance reviews and target setting;
and Wellness Campaign, fumigation, and availability of flu ● Implementing strong QMS and utilize data-driven decision-
vaccines making;
EQUITY AND INCLUSION ● Implementing the FSDP
● Implementing more inclusive, gender sensitive, and anti- BALANCING VALUE FOR STUDENTS, CUSTOMERS, AND
discriminatory policies attuned to the demands of the STAKEHOLDERS
contemporary times ● Conducting participatory visioning and consultation with various
stakeholders;
To cultivate organizational agility and resilience, ● Aligning performance metrics with the diverse priorities and
accountability, organizational and individual expectations from internal and external stakeholders;
● Complying with the EODB Law to achieve and sustain high
learning, innovation, and intelligent risk-taking in clientele satisfaction;
DMMMSU, the SLs undertake the actions listed ● Increasing organizational productivity by providing opportunities
for holistic growth and personal development and needs
in Figure 1.1-6. DEMONSTRATING PERSONAL ACCOUNTABILITY
● Transparent performance reporting;
Figure 1.1-6. SLs’ Actions in Building Agility, ● Adhering to government - mandated compliance measures
Innovation, and Leadership ensures integrity in operations

ORGANIZATIONAL AGILITY AND RESILIENCE 1.2. Governance and Societal Contributions

● Facilitating the BOR’s approval of Learning Continuity Plan 1.2a(1) Governance System. As shown in Figure
(LCP) to avoid disruption of classes, and flexible work
arrangement for employees to avoid disruption of operations 1.2-1, DMMMSU upholds transparency, ethical
ACCOUNTABILITY conduct, and sound financial management
● Designing the operations of the University in accordance with
the BOR-approved organizational structure with officials’ defined through a structured governance system. Guided
duties and responsibilities; by CHED policies and legal mandates, the BOR
● Strictly implementing service delivery time as indicated in the
University’s Citizen’s Charter; exercises oversight through regular reporting by
● Responding timely and promptly to complaints lodged before the the University President. Ethical standards are
8888 Citizens’ Complaint Hotline
ORGANIZATIONAL AND INDIVIDUAL LEARNING maintained through continuous ethics training,
● Organizing sharing of best practices/innovations within OUs and and strict adherence to civil service and regulatory
the University at large to facilitate organizational learning;
● Strictly implementing the FSDP to boost individual learning; requirements.
● Sending DMMMSU personnel to benchmarking activities with
local and international HEIs

INNOVATION
● Encouraging submission of research proposals and
collaboration among faculty members within the University and
with external stakeholders;
● Institutionalizing the giving of monetary incentives to DMMMSU

3
Figure 1.2-1 DMMMSU Governance System PROTECTION OF STAKEHOLDER INTERESTS
● Institutional policies are transparently shared to ensure clarity
and accountability.
ACCOUNTABILITY FOR SENIOR LEADERS’ ACTIONS ● Active engagement in decision-making strengthens inclusivity
and responsiveness.
● BOR ensures institutional accountability by closely monitoring ● Partnerships with government agencies align institutional
the performance of SLs, evaluating strategic directions, and operations with stakeholder needs.
overseeing policy implementation. SUCCESSION PLANNING FOR SENIOR LEADERS
● The performance of the University President is evaluated ● BOR reviews candidates for critical positions to be vacated by
using the OPCR, while that of the Chancellors, and Executive retiring officials.
Directors are evaluated using their respective Department ● SLs sent to leadership development programs in external
Commitment Performance Review (DPCR). agencies, e.g., Development Academy of the Philippines
● SLs are expected to demonstrate responsible stewardship by (DAP) and Southeast Asian Regional Center for Graduate
balancing present operational needs with long-term Study and Research in Agriculture (SEARCA) to strengthen
institutional sustainability. institutional sustainability.

ACCOUNTABILITY FOR STRATEGY

● The SLs present updates on Key Performance Indicators 1.2a(2) Performance Evaluation. DMMMSU’s
(KPIs) and major initiatives during BOR meetings President is evaluated based on the OPCR and by
the BOR based on the President’s Report during
FISCAL ACCOUNTABILITY
Board meetings. Vice Presidents, Chancellors,
The University:
and Executive Directors are assessed using their
● follows established financial regulations, including the General
Appropriations Act. respective DPCRs and IPCRs. The mechanisms
● conducts internal and external audits, ensuring financial for evaluating SLs’ performance are further
accountability. discussed in Figure 1.2-2.
● audit results are transparently shared to promote
accountability.
Figure 1.2-2 Performance Evaluation
LINKING PERFORMANCE EVALUATIONS TO EXECUTIVE
● implements ISO 9001:2015-certified financial controls for
COMPENSATION
operational integrity. ● SLs adopt CSC policies, e.g., PRAISE, in granting executive
compensation.
TRANSPARENCY IN OPERATIONS
USING PERFORMANCE EVALUATIONS FOR LEADERSHIP
● The University implements its operations in accordance with
DEVELOPMENT AND EFFECTIVENESS
standard operating procedures (SOPs) and manuals, e.g., ● SLs enhance their leadership skills by attending national and
Administrative Manual and Faculty Manual. international conferences, forums, seminars, and training.
● DMMMSU strictly complies with the requirements of ● SLs develop new initiatives, partnerships, and organizational
Transparency Seal, Freedom of Information (FOI), and RA improvements.
11032 e.g., Citizen’s Charter, Zero Backlog Policy, and ● SLs engage in Philippine Quality Award (PQA) programs and
creating a Committee on Anti-Red Tape (CART) in the ISO Certification to elevate institutional standards.
ADVANCING GOVERNANCE AND LEADERSHIP SYSTEM
University.
EFFECTIVENESS
● Leaders conduct comprehensive performance reviews to
SELECTION OF GOVERNANCE BOARD MEMBERS AND assess accomplishments and refine institutional strategies.
DISCLOSURE POLICIES FOR THEM ● The university integrates ISO 9001:2015-certified quality
management practices to ensure operational efficiency and
● Members of the Board of Regents are appointed in
accountability.
accordance with national regulations to ensure balanced ● Leaders foster collaborative decision-making by involving
representation. Each member is required to disclose any faculty, students, and external partners in governance
potential conflicts of interest to uphold integrity and impartiality discussions.
in decision-making. ● Capacity-building & leadership development programs are
conducted to equip future leaders with ethical and
transformational leadership skills.
INDEPENDENCE AND EFFECTIVENESS OF INTERNAL AND ● DMMMSU actively pursues international assessments to
EXTERNAL AUDITS maintain global standards in education and governance.
● Internal and external audits are conducted separately for
operations and financial accountability.
1.2b(1) Legal, Regulatory, and Accreditation
● For operations, the University conducts IQAs through trained Compliance. To address current and anticipate
auditors from various OUs, ensuring independence by future legal, regulatory, and community concerns,
assigning auditors to units other than their own. Further, SLs implement a compliance system aligned with
external audits are carried out by certifying bodies with no statutory/regulatory requirements (see Figure
consultancy ties to the University within the past five (5) years, 1.2-3). SLs foster a proactive culture by
maintaining impartiality. incorporating stakeholder engagement, needs
● For financial audits, designated internal auditors perform a assessments, and public consultations into
pre-audit of all disbursement vouchers to ensure the planning processes, while utilizing ISO
completeness of supporting documents before processing for 9001:2015-aligned risk management practices.
payment. In addition, external audits are undertaken by the
assigned Audit Team from the Commission on Audit (COA),
Figure 1.2-3 Key Compliance Processes and
which operates independently and impartially, to ensure
Measures
transparency and accountability in the use of public funds.
● Audit observations are tackled during Management Reviews KEY COMPLIANCE PROCESS MEASURES GOALS
and follow-up audits are conducted to monitor identified action INSTRUCTION
plans addressing the same. CHED Certificate of Program % Compliance 100%

4
 Compliance (All Degree (Figure 7.4-7) extension with national priorities and community
Programs)
Accreditation needs. The University is committed to holistic
AACCUP Program Accreditation Level Level IV human development, environmental
(Figure 7.1-9)
RESEARCH AND EXTENSION sustainability, and fostering positive social
Ethics Review of Researches
% Compliance
100% transformation. Social well-being is considered
(Figure 7.4-8)
GOVERNANCE AND ADMINISTRATION during the conduct of strategic planning and
Responses from 8888 Customer % Resolution Rate
100% annual operational planning. Figure 1.2-6
Feedback (Hotline #8888) (Figure 7.2-4)
% of Compliance
outlines DMMMSU’s initiatives on the
Actions Taken from Audit with COA-issued
100%
environmental, social, and economic systems.
Observations (COA) Audit Findings
(Figure 7.4-5)
Results for societal well-being and support of key
communities are presented in Figures 7.4-11 to
1.2b(2) Ethical Behavior. DMMMSU promotes 7.4-15.
a culture of integrity by implementing a
comprehensive set of policies, programs, and Figure 1.2-6 Social Well-Being Initiatives
monitoring mechanisms designed to uphold the
ENVIRONMENTAL
highest ethical standards across all facets of ● Leading efforts in marine resource management, coastal
institutional operations (see Figure 1.2-4). The protection, and pollution reduction as evidenced by the University
ranking 1st in Region 1 for SDG 14: Life Below Water in the Times
measures and goals for promoting and ensuring Higher Education (THE).
ethical behavior are shown in Figure 1.2-5. In ● Planting mangroves to combat coastal erosion and enhance
biodiversity;
2023, the University created the Committee on ● Adopting the 3R initiative (Reduce, Reuse, Recycle).
Decorum and Investigation (CODI) to streamline SOCIAL
● Conducting outreach efforts focus on health awareness
the process in handling sexual harassment campaigns, disaster resilience training, and emergency response
complaints filed, if any, against students and/or coordination;
● Fostering partnerships with local organizations and government
employees of the University. For other possible agencies to strengthen community leadership and governance.
ethical breaches, a Complaint Management ECONOMIC
● Promoting waste reduction and sustainable business practices,
Process is in place (see Figure 3.2-3). showcased in regional ecological exhibits;
● Working with NGAs, LGUs, and NGOs to address industry-
related challenges;
Figure 1.2-4 Key Ethical Processes ● Implementing livelihood training, micro-enterprise support, and
economic development projects
STAKEHOLDER PROCESS FREQUENCY
Adherence to the Code of
Administrators,
Conduct for Public Officials All the time
Faculty, Staff,
and Employees
1.2c(2) Community Support. DMMMSU
Adherence to Student collaborates with local communities, NGAs,
Handbook provisions as LGUs, NGOs, business sectors, and vulnerable
Students All the time
well as the Student Code of
Discipline groups in La Union and surrounding areas as
Faculty, Student
Researchers
Adherence to Ethics
Review Recommendations
As Needed identified in Figure 1.2-7.
CODI Committee Adherence to the
Members, provisions of the
As Needed Figure 1.2-7. Community Programs
Complainants, Committee on Decorum
Respondents and Investigation
COMMUNITY INTERVENTION YEAR
Students, other
Client Feedback All the time Parolees and
Stakeholders
Adherence to Procurement Probationers of
Suppliers All the time Region 1
Policies ● Project Tanglaw Rehabilitation
(Collaborating
Program Intervention: Community- 2019-
Agency:
Figure 1.2-5. Measures of and Goals for Ethical Department of
based Rehabilitation Program 2024
Behavior Justice, Parole
and Probation
SCOPE MEASURES GOALS Administration)
% of Compliance with COA- ● Apiculture technologies
Governance
issued Audit Findings 100% ● Sericulture technologies
Structure
(Figure 7.4-5) ● Mushroom technologies
Workforce 0 ● Vegetable production
Organization-wide 0 technologies
No. of complaints lodged
Students and other ● Rice Production Technology and
before Hotline 8888 0 2022 -
customers Dispersal
(Figure 7.2-4) Farmers and present
Partners, suppliers, ● Organic Agriculture
0 Fisherfolks
and stakeholders ● Tissue Cultured Banana
Production
● Bio-N Based Technology
1.2c(1) Societal Well-Being. DMMMSU aligns ● Farm Machinery and Equipment
Technologies
its core functions in instruction, research, and ● Soil and Water Conservation
Management
5
 ● Salt technologies government, industry, and the community.
● Seaweed and fish processing
technologies DMMMSU adopts a dual planning horizon: (1)
long-term, as embodied in the six-year Strategic
Development Plan; and (2) short-term, as
reflected in the combination of annual plans to
ensure tactical alignment and execution, e.g.,
● Trendy knowledge, attitudes, and
Annual Operational Plans (AOPs), Work and
Teachers/ practices 2022 - Financial Plans (WFPs), Annual Procurement
Students ● Literacy Education Program present
● Competency Training
Plan (APP), and Project Procurement
Associations/
● Food Processing and Safety
Management Plan (PPMP). Strategic directions
Cooperatives/ 2022 - are harmonized with national and international
Technologies
Barangay present
● Solid Waste Management development frameworks, such as the Philippine
Officials
Out of School
● Professor in the Community
2022 - Development Plan (PDP), Sustainable
Youths present
● Silk Weaving Enterprise
Development Goals (SDGs), ASEAN Integration,
● Health and Wellness 2022 - Harmonized National Research and Development
Women's group/ ● Enterprise Development and present
Elderly Livelihood Technologies 2022 -
Agenda (HNRDA), RA 11396 (Land Use
● Technology for Community and present Development and Infrastructure Plan (LUDIP)
Home Economics
Act), and Three-year Rolling Infrastructure
LGUs/
NGOs/NGAs, ● Information and Communication Program (TRIP), alongside internal thrusts
2022 -
Armed Forces Technologies
present including Research, Development, and Extension
and Professional ● Human Resource Development
Groups (RDE) agenda, K–12 reforms,
Community selection is guided by local priorities, internationalization, and Performance-Based
expert input, and institutional needs assessments. Bonus (PBB) compliance. Planning inputs are
Programs are co-developed with community data-driven and derived from SWOT analyses,
leaders and partners to address real-world stakeholder consultations. Implementation
challenges and remain adaptable over time. progress is monitored through quarterly reviews,
Figure 1.2-7 shows how SLs, in concert with IQAs, and evaluation mechanisms to ensure
DMMMSU personnel, collectively contribute to agility and strategic alignment.
the advancement of community development.
Figure 2.1-1 DMMMSU Strategic Planning Cycle
Figure 1.2-8. Roles of the SLs and Stakeholders
GROUP ROLE
President Strategic Leadership
Vice Presidents Resource Allocation
Chancellors Governance and Oversight
Executive Directors Institutional Representation
College Deans Program Implementation
Program Chairpersons Community Engagement
Head of Extension Services Capacity-Building and Education
Faculty and Staff Monitoring and Evaluation

CATEGORY 2: STRATEGY
2.1 Strategy Development
2.1a(1) Strategic Planning Process. The The entire planning cycle is integrated within the
University’s Strategic Planning Process (SPP) as University’s ISO 9001:2015-certified QMS and
shown in Figure 2.1-1 is anchored on its aligned with national quality assurance standards,
institutional Situational Assessment and reinforcing the institution’s commitment to
Formulation of Goals (SAAFOG) model, a responsive, inclusive, and evidence-based
participatory framework that integrates bottom-up planning aligned with its VMCV.
inputs from operational units with top-down Its strategic planning process is structured to
strategic direction from leadership. This inclusive address the full cycle of strategic
process involves a broad spectrum of responsiveness—from anticipating change to
stakeholders, including the BOR, SLs, and sustaining institutional resilience. To identify the
members of the Administrative Council, faculty, potential need for change, the University collects
staff, students, alumni, and external partners from data and performs organizational assessments and

6
gap analyses as shown in Figure 2.1-1 through that innovation is embedded throughout the
various avenues, e.g., Performance Reviews, planning process. Validated innovations are
IQAs, and Academic and Administrative Council institutionalized through updated policies,
meetings where evidence-based insights are standard operating procedures (SOPs), manuals,
gathered to guide strategic direction-setting. As to and curricula—ensuring that innovation becomes
prioritization of change initiatives, the Risk a core, sustained component of its strategic
Assessment and Control Sheet (RACS) is used to direction.
list down risks, then evaluate such risks based on
the likelihood of happening and its potential The University identifies strategic opportunities
consequences on customer, compliance through environmental scanning, SWOT analysis,
obligation, finances, achievement of performance internal performance audits, benchmarking with
targets, environment, and health and safety. local and international HEIs, and stakeholder
Thereafter, those considered as significant risks consultations, while actively monitoring national
warrant the creation of a risk treatment plan to and global trends. It collaborates with policy and
address the same. To foster organizational agility, academic networks, e.g., CHED, NEDA, and
the University conducts annual evaluations within international consortia and incorporates feedback
each strategic cycle, allowing it to “Track Status” from accrediting bodies to guide areas for growth.
through the conduct of performance review as To decide which opportunities are intelligent
specified in Figure 2.1-1. These evaluations risks, it follows an SOP titled “Risk and
facilitate timely adjustments in priorities, resource Opportunity Management” which evaluates
allocation, and operations in response to emerging potential impact, feasibility, resource
internal and external developments. For example, requirements, and stakeholder support. Its
the swift development and implementation of the strategic opportunities based on the DMMMSU
LCP during the COVID-19 pandemic in 2020 Strategic Plan 2019-2024 are listed in Figure 2.1-
exemplifies the capacity of the University to adapt 2.
rapidly. For resilience and sustainability, it
embeds long-term thinking and institutional Figure 2.1-2. DMMMSU’s Strategic Opportunities
safeguards throughout its SPP. Further, it ensures STRATEGIC OPPORTUNITIES
continuity and responsiveness through regular ● Enhancing faculty and staff development through available
curriculum reviews, performance assessments, scholarships (SOp1);
● Expanding international internship programs and employment
and stakeholder feedback loops. In 2024, it opportunities for graduates (SOp2);
innovated its process of formulating the ● Maximizing government support and plantilla positions for
faculty(SOp3);
DMMMSU Strategic Plan 2025–2030 by ● Strengthening external linkages and funding access (SOp4);
incorporating futures thinking strategies to Increasing technology commercialization (SOp5);
● Establishing research centers (SOp6);
enhance resilience, by proactively addressing ● Expanding capability building programs (SOp7);
uncertainties and preparing for multiple scenarios, ● Tapping support from sponsoring agencies for extension
activities (SOp8);
thereby ensuring that decisions remain relevant, ● Forging partnerships with government and private entities for
sustainable, and future-ready. student support (SOp9);
● Implementing an integrated library system with external aid
2.1a(2) Innovation. The strategy development (SOp10);
● Collaborating with boarding house operators (SOp11);
process of DMMMSU stimulates and ● Aligning academic programs with ASEAN integration (SOp12);
incorporates innovation through a participatory, Securing more funding and scholarship grants (SOp13);
Responding to increasing enrolment trends through quality
evidence-based approach aligned with its VMCV assurance and institutional development (SOp14).
and strategic goals. It begins with stakeholder
consultations, environmental scanning, and 2.1a(3) Strategic Considerations. DMMMSU
SWOT analysis to identify opportunities and employs an inclusive and evidence-based
challenges, which are assessed by SLs and approach in formulating its strategic directions as
members of the Administrative Council. outlined in Figure 2.1-3. This integrates
Innovation is driven by integrating insights from stakeholder inputs, performance data,
research, extension programs, and technology environmental scanning, and alignment with
transfer into planning workshops in which national and global development frameworks.
creative, evidence-based ideas are introduced and
evaluated. Strategic priorities such as digital
transformation, sustainability, and
interdisciplinary program development ensure
7
Figure 2.1-3. Data Collection, Analysis, and Workforce,
Strong institutional
Partners
Relevant Data used for SPP Research, Innovation,
(External
support (CC4),
and Publication Qualified and
Funding
policies, ethics research-
Agencies,
PROCESS OF Research guidelines, incentive engaged faculty
other SUCs,
COLLECTION ANALYSIS/ systems, infrastructure (CC5), Established
KEY ELEMENTS Industry
METHODOLOGY DEVELOPMENT OF (labs, farms) research
Partners),
INFORMATION (G2.O1) infrastructure and
Collaborator
policies (CC6)
s (LGUs)
Internal and External
Identified and prioritized
Review (SWOT), Stakeholder- Workforce,
through SWOT analysis
OPCR/IPCR reviews, responsive programs; Partners
and planning workshops Strong institutional
stakeholder consultations community needs (LGUs,
by functional units (All support (CC4),
(e.g., SAAFOG, TiMEK, assessment; NGOs,
Units, Students, Qualified and
PaVE), graduate tracer Extension monitoring and NGAs),
Strategic Extension partner, and experienced
studies evaluation; alignment Collaborator
Challenges and other stakeholders) extension
Advantages with SDGs and s
Quality audit results (ISO personnel (CC7)
Assessed against current institutional mission (Beneficiarie
9001:2015), external (G4.O1, G4.O2) s)
and future demands to
recognitions (e.g., QS
identify institutional
Stars,THE, GreenUI, Support Services
strengths and leverage
WURI Rankings), funding
points for transformation
reports, digital initiatives
Strong institutional
Accessible student Workforce,
support (CC4),
Potential Environmental scanning, Interpreted by Top services (scholarships, External
Robust student
changes and national policy issuances Management through health, counseling); Suppliers(Se
support systems
disruptions in (e.g., PDP, RA 11396, Management Review, safe environment; curity
Student (CC8), Secure and
regulatory and JMC 2016-01), Academic and student organization Agency),
Support supportive learning
external consultations with CHED, Administrative Council support; regular Partners
environment (CC9),
environment DBM, COA, and LGUs Meeting feedback and (NGAs, LGU,
Integrated
evaluation systems Industry
information
Collaboration with Evaluated for relevance (G6.O1) Partners).
systems (CC10)
Technological CHED, DOST, and DICT, and feasibility; integrated
changes and technology trend reports, into curriculum,
Transparent
innovations institutional IT pedagogy, and
procurement process
assessments operational systems
per RA 9184 as
Strong institutional
amended by RA Workforce,
Conduct of IQA, Reviewed through Procureme support (CC4),
Potential blind 12009; prequalification External
identification of the internal quality reviews nt Strong governance
spots in strategic and performance Suppliers
risk/blindspot as part of and analysis following (CC11)
planning process standards; ISO
the Context of the the Risk and Opportunity
and information 9001:2015
Organization Exercise Management SOP
(G3.O2)
Monitoring of
OPCR/IPCR Recruitment and
Workforce,
implementation, internal promotion processes
External
audit and performance based on CSC rules; Strong institutional
Assessed based on Suppliers
Ability to execute reviews, quarterly performance support (CC4),
measurable outcomes Human (Learning
strategic plan submission of Quarterly management; Highly qualified
and resource sufficiency Resource Training
Physical and Financial capacity-building administrative
Providers),
Report submission, programs personnel (CC12),
Partners(CS
Agency Performance (G3.O3,G3.O4,
C, NGAs)
Review (DBM) G3.O5, G3.O6)

2.1a(4) Work Systems and Core Competencies

Budget planning and
The University determines which key processes execution; fund
disbursement; Strong institutional
are handled by its workforce or by external compliance with DBM, Workforce, support (CC4),
suppliers, partners, and collaborators based on Finance COA, and GAA Partners Highly qualified
guidelines; internal (DBM, COA) administrative
strategic importance, institutional capacity, and and external financial personnel (CC12)
compliance with national policies (see Figure 2.1- audits
(G3.O1)
4).
Figure 2.1-4. Determination of Persons
Responsible for Performing Key Processes 2.1b (1) Key Strategic Objectives. The strategic
PERSONS
goals of the University and its most important
KEY KEY CORE
PROCESS REQUIREMENTS
RESPONSI
COMPETENCIES related objectives are shown in Figure 2.1-6, the
BLE
DMMMSU Strategic Matrix. It is anchored on
CHED-compliant eight (8) strategic goals: (1) institutional quality;
curriculum; alignment Competitive
of Program Objectives
Workforce,
Partner
academic programs (2) scientific research; (3) governance; (4)
with Strategic Goals, (CC1),Highly
PDP, SDG ; process
(CHED,
qualified faculty
extension; (5) linkages; (6) student development;
AACCUP,
Instruction maps and SOPs;
Industry
(CC2), International (7) resource generation; and (8) alumni support.
regular accreditation student mobility
and evaluations
Partners,
(CC3), Strong The key strategic objectives are designed to
and other
(G1.O1., G1.O2,
SUC)
institutional support address the University’s strategic challenges
G1.O3., G8.O1, (CC4)
G8.O2) while building on its core competencies (CCs) and
8
strategic advantages (SAs). These objectives are Other
Increase engagement
through consultations
clearly outlined in Figure 2.1-6 and focus on Stakeholders
and collaborative
Institutional decision-
(Industry making framework;
providing quality education, conducting relevant Partners,
initiatives;
Good governance and
Realign resources and
research, delivering impactful extension services, NGAs, Local
priorities to strengthen
planning practices
Communities)
and promoting good governance across all levels. partnerships
These goals guide the institution in fulfilling its
vision and strengthening its role in national 2.1b(2) Strategic Objective Considerations.
development. The strategic objectives of the University address
its strategic challenges (SCs) and leverages its
To achieve these objectives, DMMMSU follows a core competencies (CCs), strategic advantages
six-year planning cycle. This cycle includes the (SAs), and strategic opportunities (SOps) as
setting of clear targets for each year, and the shown in the DMMMSU Strategy Matrix (Figure
monitoring and reviewing of progress annually. 2.1-6). The strategic objectives balance short- and
Annually, it conducts a comprehensive longer-term planning horizons as shown in Figure
assessment of gains and gaps, revisits its SWOT 2.1-6 that shows the short- and longer-term action
analysis, and adjusts its strategies based on results plans for each strategic objective. The strategic
and new developments. This process helps the objectives, on the other hand, consider and
University continuously learn from experience, balance the needs of all key stakeholders by
remain flexible and responsive, and stay on track conducting and stakeholder engagements and
with its goals while adapting to emerging consultations where their needs and requirements
challenges and opportunities. In support of these are taken into account prior to the crafting of the
strategic directions, DMMMSU is implementing strategic objectives.
key changes across its educational programs and
services, its customers, and other stakeholders. 2.2. Strategy Implementation
2.2a(1) Action Plans. DMMMSU develops its
Figure 2.1-5 shows the key changes planned with annual operational plans, i.e., the term used by the
respect to DMMMSU’s educational programs and University to refer to action plans, in accordance
services, customers, and other stakeholders. In with its SOP titled “Institutional Planning and
addition to those specified in the table, the Futures Thinking” which outlines processes,
University is continuously working to enhance its roles, and timelines to ensure alignment with the
Citizen’s Charter as the same is a key tool in University’s strategic goals, strategic objectives,
ensuring that all services meet the evolving and strategic initiatives (see Figure 2.1-6). The
expectations of those it serves, making planning cycle begins with the Year-End
interactions more transparent, efficient, and Performance and MR, in which SLs assess
student-centered. Further, as part of its change institutional performance, identify gaps, and set
management efforts, it will conduct risk strategic targets for the upcoming year. These
assessments and use the findings to guide targets are cascaded to academic, technical, and
decision-making and innovation. support units in all OUs, which in turn formulate
their respective action plans aligned with
Figure 2.1-5. DMMMSU’s Key Planned Changes institutional priorities. The short- and long-term
action plans are designed to operationalize its
AREA
KEY PLANNED
BASIS
strategic objectives and ensure sustained
CHANGES
institutional growth. While short-term action
Results of feasibility
studies;
plans prioritize enhancements in academic
Introduce innovative
teaching methods;
Market analysis; program quality, faculty development, research
Educational Stakeholder
Programs and
Use more educational
consultations;
productivity, extension, international linkages,
technology; Expand
Services
access to learning
Annual program initiatives to improve student access to services,
reviews;
resources
Monthly client
feedback
Provide more flexible
learning options (e.g.,
Identified through
modular, online/hybrid
Customers feedback mechanisms
modes); Improve
(Students and Demand for more
student support
other Clients) accessible education
services (e.g.,
modalities
guidance, help desks,
advisories)

9
Figure 2.1-6. DMMMSU Strategy Matrix
SA, SC,
STRATEGIC
SOp, and ACTION PLAN 2024 2025 2026
GOALS & KEY PERFORMANCE INDICATORS
CC (L=Long-term, S=Short-term) ACCOMP TARGET PROJECTION
OBJECTIVES
Alignment
GOAL 1: Enhance Institutional Quality, Program Excellence, and Responsive Academic Offerings
G1.O1: Strengthen SA1,SA4:S Conduct workshops on pedagogy % of undergraduate programs with
88.14% 79.00% 79.66%
academic programs C1:SOp1, (S) accreditation (Available on Site (AOS))
to develop SOp3; CC1,
expertise across CC2, CC4 External assessment/audit of
diverse fields. DMMMSU’s Internal Quality
Assurance System (S)
% of accredited graduate program (AOS) 78.05% 65.00% 68.29%
Support of external program
accreditation/ assessment
including int'l program
accreditation (L)
G1.O2: Elevate SA1,SA2, [Link] faculty members with PhD/Doctorate
174 260 286
faculty SA4:SC1, Degrees (Fig. 7.3-1)
qualifications and SC2: SOp1, [Link] faculty members with Master's
354 406 427
profiles to meet SOp3: CC2, Degrees (Fig. 7.3-1)
international CC4 Strengthen professional foreign [Link] faculty members with Bachelor's
standards of 285 147 100
and local PhD/ MS program (L) Degrees (Fig. 7.3-1)
excellence. [Link] non-degree holder non-teaching staff
141 141 141
Enhance graduate faculty (Fig. 7.3-2)
recruitment and development [Link] non-teaching staff with PhD/Doctorate
26 27 28
program (L) Degrees (Fig. 7.3-2)
[Link] non-teaching staff with Master's
60 61 62
Degrees (Fig. 7.3-2)
[Link] non-teaching staff with Bachelor's
293 291 289
Degrees (Fig. 7.3-2)
G1.O3: Improve the SA1,
Enhance review classes (S)
board examination SA3:SC1,
% of first-time licensure exam takers that
passing rates of SC3: SOp1, 80.18% 60.05% 60.10%
Strict Implementation of Course pass the licensure exams (Fig. 7.1-1)
licensure programs. SOp3: CC1,
Audit (L)
CC2, CC4
GOAL 2: Uphold Operational and Scientific Research Excellence
G2.O1: Position SA5, SA6, [Link] research outputs in the last three
DMMMSU as a SA7, SA8, Strengthen research years utilized by the industry or by other 22 26 30
leading research SA12: SC4, dissemination program beneficiaries (Fig. 7.4-11)
university and a SC5, SC6, (research/creative work [Link] research outputs completed within the
hub for innovation SC7, presentation in international 80 81 90
year (Fig. 7.4-4)
and creative work. SC9;SOp4, conference) (L) % of research outputs published in
SOp5, internationally-refereed or CHED 29.50% 28.00% 30.00%
SOp6: CC4, Expand and enhance recognition, recognized journal within the year (AOS)
CC5, CC6 incentive and award system (L) [Link] Citations per year (Fig.1-14) 130 163 204
[Link] publication (Fig.1-15) 90 113 142
Assess and rationalize/improve
[Link] Patent applied (Fig. 7.1-17) 2 3 4
existing research units/programs
Intensify intellectual property (IP) [Link] Utility Model applied (Fig.7.1-17) 29 37 47
protection and commercialization [Link] Trademark applied (Fig. 7.1-17) 5 7 9
(L) [Link] Industrial Design applied (Fig. 7.1-17) 7 9 12
[Link] Copyright applied (Fig. 7.1-17) 37 47 59
GOAL 3: Promote Responsive Management and Governance
G3.O1: Secure SA11: Improve preparation of Budget Total budget (GAA) (AOS) 1.497B 1.50B 1.51B
long-term SC10:SOp9 Proposal (S) Budget Utilization rate (O vs A) (Fig. 7.5-1) 98.82% 85.00% 85.00%
government funding , SOp13;
and strengthen CC4, CC11, Improve BUR (S)
Budget Utilization rate (D vs O) (Fig. 7.5-2) 92.60% 85.00% 85.00%
institutional support CC12
mechanisms. Secure External Funding (L)
G3.O2: Deliver SA11, Client Satisfaction Rating (Fig. 7.2-1) 99.73% 85.00% 85.00%
prompt, accurate, SA12:SC11, SQD 1 (Responsiveness) (Fig. 7.2-2) 99.69% 85.00% 85.00%
and efficient SC9:SOp10 SQD 2 (Reliability) (Fig. 7.2-2) 99.82% 85.00% 85.00%
services to : CC4, Implementation of Citizens SQD 3 (Communication) (Fig. 7.2-2) 99.73% 85.00% 85.00%
DMMMSU CC11, Charter (L) SQD 4 (Access and Facilities) (Fig. 7.2-2) 99.44% 85.00% 85.00%
constituents and CC12 SQD 5 (Costs) (Fig. 7.2-2) 99.23% 85.00% 85.00%
stakeholders. Compliance with ARTA SQD 6 (Integrity) (Fig. 7.2-2) 99.82% 85.00% 85.00%
requirements (L) SQD 7 (Assurance) (Fig. 7.2-2) 99.89% 85.00% 85.00%
SQD 8 (Outcome) (Fig. 7.2-2) 99.85% 85.00% 85.00%
ISO 9001:2015 Certification (L) Complaints resolution rate (8888)
100% 100.00% 100.00%
(Fig. 7.2-4)
% of services successfully passing the ISO
100% 100% 100%
9001:2015 Certification Audit (AOS)
Increase the pool of accredited [Link] Accredited Contractors, for
49 54 59
contractors, suppliers, and Infrastructure (Fig. 7.1-22)
service providers (S, L) [Link] Accredited Suppliers of Goods (Fig.
500 505 510
7.1-22)
Monitor and Evaluate supplier [Link] Accredited Service Providers (Fig.
performance ratings (S) 86 91 96
7.1-22)
[Link] Supplier with VS Rating (Fig. 7.1-23) 484 489 494
Ensure compliance with
procurement and quality [Link] supplier with S Rating (Fig. 7.1-23) 17 12 7
assurance standards. (L)
G3.O3: Cultivate a SA11, No. of Trainings and Seminars Conducted
Compliance to OSH Standards 2 4 4
work environment SA12: (AOS)
that prioritizes and SC11, SC9: (L) No. of Drills and Simulations Conducted
protects employee CC4, CC11, 6 4 4
(Figure 7.1-21)
welfare. CC12 DRRM/Emergency preparedness No. of Community Engagements (AOS) 5 5 5
program (L) No. of Participation to Policy Development
1 1 1
(AOS)
No. of Relief Operation (AOS) 1 2 2
No. of employees who availed Medical
863 949 1,044
Employee Health and Wellness Consultation (Fig. 7.3-9)
Access Program (L) No. of employees who availed Dental
551 606 667
Consultation (Fig. 7.3-9)
Sustainable Facility Maintenance [Link] maintained/functional facilities (Fig. 28 35 37

10
 and Optimization Program (L) 7.1-19)
G3.O4: Implement SA11, [Link] permanent faculty (Fig. 7.3-3) 469 519 559
effective and SA12: [Link] temporary faculty (Fig. 7.3-3) 76 226 226
equitable promotion SC11;SOp1 [Link] contractual faculty (Fig. 7.3-3) 406 206 156
policies and , SOp3: Implementation of Recruitment, [Link] permanent staff (Fig. 7.3-4) 505 520 550
procedures. CC4, CC11, Selection, Placement, and [Link] temporary staff (Fig. 7.3-4) 1
CC12 Promotion (DMMMSU-HR-SOP- [Link] contractual staff (Fig. 7.3-4) 53 53 53
001) (L)Implementation of DBM- [Link] casual staff (Fig. 7.3-4) 21 21 21
CHED JC 3 s. 2022 [Link] faculty promoted (Fig. 7.3-7) 269 274 369
(L)Implementation of NBM 589 s. [Link] staff promoted (Fig. 7.3-7) 97 107 127
2022 (ROSS Phase I) (L) [Link] filled plantilla faculty (Fig. 7.3-6) 545 745 795
[Link] filled plantilla staff (Fig. 7.3-6) 506 556 576
% of employees who report late for work
4.48% 4.00% 3.00%
(Fig.7.3-12)
G3.O5: Provide SA11, [Link] faculty with service award/recognition
43 50 65
appropriate SA12: (Fig. 7.3-5)
recognition, SC11: CC4, Rewards and Recognition
rewards, & non- CC11, Program for Faculty and Staff (L) [Link] staff with service award/recognition
15 30 45
monetary benefits CC12 (Fig. 7.3-5)
to employees.
G3.O6: Enhance SA11,
the technical, SA12:
managerial, and SC11;
Implementation of IDP (S) % of academic and non-academic
leadership SOp1,
personnel who participated in capacity- 100% 100% 100%
capabilities of SOp7: CC4,
Implementation of the FSDP (L) building programs annually (AOS)
academic and non- CC11,
academic CC12
personnel.
GOAL 4: Support Vibrant Extension and Community Engagement Programs
G4.O1: Deliver SA9:SC9; Regular forums with various
institutionalized and SOp4, partners and other stakeholders [Link] active partnership with LGUs,
system-coordinated SOp7, (S) industries, NGOs, NGAs, SMEs, and other
extension services SOp8: CC4, 105 100 105
stakeholders as a result of extension
that intensify CC7 Coordinate all extension service activities (Fig. 7.4-13)
community initiatives for publication and
involvement. dissemination and/or possible
G4.O2: Broaden SA10:SC8: replication (L) [Link] trainees weighted by the length of
11,394.25 10,550.00 10,550.00
DMMMSU’s reach SOp7, training (Fig. 7.4-15)
by disseminating SOp8: CC4, Mobilize expertise and channel of [Link] extension programs organized and
relevant research CC7 extension service to government spported consistent with the SUCs
129 120 125
outputs through agencies and other stakeholders mandated and priority programs (Fig. 7.4-
various information (S) 12)
media. % of beneficiaries who rate the training
Develop procedures and other course/s and advisory services as
mechanisms to channel extension 100% 100% 100%
satisfactory or higher in terms of quality and
services to stakeholders (L) relevance (Fig. 7.4-14)
GOAL 5: Sustain Dynamic Linkages and Collaborations
G5.O1: Strengthen SA8:SC7:S Expand DMMMSU's online [Link] posts (AOS) 1,872 1,947 2,025
DMMMSU’s Op4: CC4 visibility (L) [Link] reach (AOS) 12,412,080 12,908,563 13,424,906
international [Link] engagement (AOS) 1,759,788 1,830,180 1,903,387
visibility through Ensure consistency in quality of [Link] visits (AOS) 3,425,410 3,562,426 3,704,923
strategic promotional and informational No. of DMMMSU Annual Reports produced
information materials (S) 1 1 1
(AOS)
dissemination.
Produce a comprehensive and
visually engaging annual report Frequency of updates made to the
(S) Institutional Video to accommodate major 1 1 1
accomplishments of the University (AOS)
Develop the official Institutional
Video and update its content (S)
G5.O2: Enhance SA8:SC7:S Student Mobility (Inbound) (Fig. 7.1-12) 15 30 45
DMMMSU’s global Op4: CC4
reputation as a Strengthening of student, faculty
competitive higher and staff exchange programs (L) Student Mobility (Outbound) (Fig. 7.1-12) 42 60 80
education
institution.
GOAL 6: Nurture Holistic Student Services and Development
G6.O1: Ensure SA2: SC2: [Link] students awarded scholarships (Fig.
23,012
equitable access to SOp9, 7.3-13)
education for SOp10, Comprehensive review of the % of undergraduate students population
students across all SOp10, DMMMSU Admission policy (L) enrolled in CHED-identified and RDC- 67.15% 45.00% 46.00%
economic SOp11, identified priority programs (AOS)
backgrounds. SOp13, Expand student support programs Enrollment and Credential Processing Time
SOp14: 27 minutes 25 minutes 25 minutes
(L) (AOS)
CC4, CC8, Average [Link] days for processing of
CC9, CC10 6 minutes 6 minutes 6 minutes
request of credentials (AOS)
GOAL 7: Boost Efficient and Effective Resource Generation
G7.O1: Accelerate SA6, SA7: Update and enforce income Total amount of internally generated income
334.21M 347.77M 365.16M
the development SC5;SOp5, policies and schedules (L) (AOS)
and implementation SOp13:
of income- CC4, CC10, Strengthen billing and collection
generating projects. CC11, systems (S)
CC12
Improve collection monitoring & Amount of External Fund generated (AOS) 81.15M 88M 96.8M
reporting (S)

Identify and map external funding

opportunities (S)
GOAL 8: Foster Strong and Supportive Alumni Relations
G8.O1: Develop S11:SC8;S
mechanisms for Op4; CC4
Encourage alumni to extend
mutual support and
support to the University through % of graduates (2 years prior) that are
collaboration 57.31% 50.75% 50.75%
scholarship grants/ donations/ employed (Fig. 7.1-8)
between the
speakerships/ mentoring/ job
University and its
referrals among others; and
alumni.
Recognize alumni for their salient
G8.O2: Recognize SA11:AC8
contributions as partners of the No. of outstanding and deserving alumni
and honor
University (L) recognized for their contributions to the 10 12 15
outstanding and
University (AOS)
deserving alumni.
11
and effective income-generating projects to DMMMSU integrates high-performing initiatives
support operational needs, long term action plans into its AOPs, secures continuing resource
focus on deepening knowledge generation, support, and embeds best practices into its IQMS.
advancing the welfare of its stakeholders, Regular reviews, stakeholder consultations, and
institutionalizing community engagement, and improvement cycles ensure that action plan
strengthening global collaboration. All action implementation remains responsive, adaptive, and
plans are directly linked to DMMMSU’s Strategic outcome-driven.
Development Plan and serve as concrete
2.2a(3) Resource Allocation. To ensure that
mechanisms for translating institutional goals into
financial and other resources are strategically
measurable outcomes.
allocated to support the effective implementation
2.2a(2) Action Plan Implementation. The of its action plans, DMMMSU’s budgeting
University implements its action plans through a processes are aligned with institutional priorities
participatory deployment framework shown in and guided by national directives, with allocations
Figure 2.2-1 that ensures alignment with its drawn primarily from the General Appropriations
strategic objectives. Act (GAA). Funds are distributed across key
Figure 2.2-1. Deployment of Action Plans functional areas, e.g., Higher and Advanced
DEPLOYMENT DEPLOYMENT MECHANISMS AND Education, Research Services, Extension
GROUP APPROACH TOOLS USED Services, General Administration and Support
Services (GAS), and Support to Operations
Cascading of Annual SPMS; Capacity-
(STO). Internally generated income—from tuition
Operational Plans building programs; fees and other school charges—supplements
(AOPs) to all OUs; Defined roles and government funding to support instructional
Translation of AOPs deliverables; Incentive
into OPCR and IPCR and recognition delivery and sustain daily operations. To expand
Workforce targets using SPMS mechanisms its resource base and institutional capacity, the
University actively pursues external funding
Monitoring and
through grants, research partnerships, and
Progress monitoring
evaluation of
tools; Coaching and
income-generating projects. Financial viability is
performance against
targets
feedback sessions maintained through systematic monitoring and
robust internal controls. Regular audits, variance
analyses, and compliance reviews ensure fiscal
Deployment of action
Pre-bid and accountability and provide data for timely
plans aligned with the
Annual Procurement
procurement corrective action.
conferences; Detailed
Plan (APP) and legal
contracts outlining 2.2a(4) Workforce Plans. The University
mandates (RA 9184 as
deliverables, timelines,
amended by RA proactively addresses workforce impacts by
Key Suppliers and quality standards
12009)
assessing capacity needs, managing
organizational changes, and supporting
Contract review and employees through clear communication,
Regular supplier
compliance checks;
performance wellness initiatives, and professional
Performance evaluation
monitoring
reports development. Workforce planning is aligned with
Co-development of MOAs/MOUs; institutional goals through FSDP and
action plans in joint Joint planning and implementation of IDPs to ensure targeted skills
Partners planning sessions coordination meetings
(e.g., LGUs,
enhancement and competency alignment (see
SUCs, Industry) Clear articulation of Planning Figure 2.1-6). To meet short-term strategic
documentation; joint
roles, timelines, and
implementation and objectives and action plans, it prioritizes the
shared outcomes
tracking mechanisms recruitment of qualified personnel, workload
Communication balancing, and targeted training, particularly for
Engagement through
Collaborators continuous
protocols; faculty and staff engaged in instruction, research,
Review and reflection
(e.g., communication
sessions and extension. For long-term sustainability, it
community-
based
invests in continuous learning, succession
Monitoring of Periodic reporting
organizations) implementation systems; Feedback planning, and leadership development to build a
progress via reports mechanisms; high-performing, future-ready workforce.
and feedback Evaluation tools
Workforce plans addressing potential changes in
To sustain gains and institutionalize success, workforce capability and capacity needs are

12
discussed in detail in 5.1a(3). cascaded to the concerned officials/personnel in
the University to be taken into consideration in
2.2a(5) Performance Measures. DMMMSU’s modifying action plans, as necessary. Meanwhile,
overall action plan measurement system is in responding when circumstance requires a shift
designed to ensure strategic alignment, in action plans and rapid execution of new plans,
institutional accountability, and continuous emergency meetings are called for and facilitated
improvement of the University. Performance by SLs, and task forces or committees are
indicators listed in Figure 2.1-6 are directly subsequently created who are tasked to
linked to its strategic goals and are cascaded immediately draft a report containing
systematically—from institutional targets to recommended actions, resources needed, funding
college, unit, and individual performance using contingency financial resources, and
commitments—thereby reinforcing alignment approval by the SLs. Through these integrated
across all levels of the organization. mechanisms, DMMMSU maintains a stable yet
flexible operational posture, enabling it to realign
2.2a(6) Performance Projections. The
priorities, develop responsive action steps, and
performance projections as shown in Figure 2.1-
adapt swiftly to internal and external shifts
6 are used to drive continuous improvement,
without compromising institutional coherence or
competitiveness, and strategic responsiveness.
long-term objectives.
When gaps are identified between projected
outcomes and actual results, or in comparison CATEGORY 3: CUSTOMERS
with peer institutions, gap analyses are conducted 3.1. Customer Expectations
to determine specific areas for intervention. These 3.1a(1) Current Students and Other
analyses inform the refinement of Action Plans, Customers. DMMMSU actively listens to and
engages with students and other customers
which may include benchmarking best practices, through structured, inclusive, and timely
investing in capacity building, adopting enabling mechanisms embedded across the student and
technologies, and improving service quality. stakeholder life cycle (see Figure 3.1-1).
2.2b Action Plan Modification. The University Figure 3.1-1 Listening to Student and Other
ensures agility in its strategic and operational Customer Groups
Customer Responsib Frequenc
execution through monitoring, feedback, and Approaches
Groups le Unit y
Use

adaptive response mechanisms embedded in its BOR Representation S, A, IP BoR Q IS

QMS. Action plan modifications are informed by Clientele Satisfaction IC, EC AO AN IS
performance reviews, IQAs, risk assessments, Student and Faculty
IC, EC CO, CA, U AN IS, GI, D
Dialogues
council deliberations, and stakeholder feedback.
Graduate Tracer AO, CO,
Quarterly and annual evaluations serve as Studies
IC, EC
CA, U
Q IS, GI, D
checkpoints to track deviations, identify emerging Faculty Evaluation S CO S IS
risks, and respond to dynamic factors such as QA and Accreditation
S, A, IP AO Q IS, GI, D
Processes
policy changes, funding shifts, and disruptive Reports from 8888 IC,EC U AN IS,GI,D
events. To anticipate and respond to evolving Social Media IC,EC AO AN IS,GI,D
Telephone/ Mobile IC,EC AO AN IS,GI,D
conditions, it employs environmental scanning Customer Groups: S-Students; A-Alumni; IP-Industry Partners; IC-Internal Client; EC-
External Client
tools such as PESTLE analysis and trend Responsible Unit: BoR-Board of Regents; AO-All Offices; CO-Colleges; CA-Campus, U-
University
monitoring. When adjustments are necessary, a Frequency: QM-Quarterly, S-Semestral/ Semi-Annual, SP-Special Meeting, OH-Office
Hours; A-Anytime, An-Annual, AN-As Needed
structured institutional response is activated. This Use: IS-Improve Service, GI-Gather Information, D-Dissemination

includes recalibrated planning, resource

In 2022, the University improved its Client
reallocation, and coordinated implementation
Feedback Form by adopting ARTA’s prescribed
across units, facilitated through official directives.
form which included three (3) questions related to
The University’s Risk and Opportunity
Citizen’s Charter and eight (8) service quality
Management SOP provides a formal framework
dimensions (SQDs). These are deployed
for risk-informed decision-making and response.
consistently across academic and support units—
Further, as to informal means, when SLs and other
from admission and enrollment to instruction,
key officials from the IPFT, Finance, and
student services, graduation, and alumni
Infrastructure Planning and Development offices
relations—to ensure relevance and responsiveness
learn about rapidly changing circumstances from
at each stage.
attending meetings with NGAs and other
For students, satisfaction surveys, focus group
stakeholders, these information are immediately
discussions, peer mentoring feedback, QR-
13
enabled evaluations which began in 2022, and digital tools, such as QR-coded evaluations,
social media interactions provide structured and Google Forms, and satisfaction surveys, into daily
real-time insights into their academic and campus operations, replacing physical suggestion boxes.
experiences. The Strategic Communications These tools are deployed during institutional
Office (StratComm) leverages official social events, admissions, orientation, job fairs, and
media platforms to engage students directly, extension activities to ensure timely feedback
respond to concerns, and inform of service collection.
adjustments, such as offering special admissions
in response to online feedback. For parents, 3.1b(1) Student and Other CUSTOMER
alumni, and employers, the University conducts Segmentation. DMMMSU determines its
stakeholder forums, alumni tracer studies, and customer segments through stakeholder analysis
employer satisfaction surveys. Prospective and data-driven methods, e.g., enrollment trends,
students, industry partners, and international surveys, tracer studies, and consultations. Key
collaborators are engaged through market customer groups include undergraduate and
research, and digital analytics. Innovations such graduate students, faculty and staff, industry
as digital kiosks stationed at strategic locations in partners, farmers, government agencies, and local
the Central Administration Complex beginning in communities. The University employs targeted
2024 and QR code-based forms deployed for use strategies—such as career guidance programs,
in 2022, informed by benchmarking, have secondary school information drives, and social
increased feedback accessibility and timeliness. media campaigns—to engage potential students,
Feedback mechanisms are regularly contributing to rising enrollment trends (Figure
communicated during flag ceremonies and via 7.1-10).
internal memoranda to ensure transparency and DMMMSU analyzes job market trends, national
stakeholder awareness. development priorities, and stakeholder feedback
3.1a(2) Potential Students and Other to anticipate emerging segments. These insights
Customers. DMMMSU actively listens to inform decisions on academic program offerings,
potential students and other customer groups to research directions, and extension initiatives. For
anticipate educational needs, identify emerging instance, agri-entrepreneurship programs and
expectations, and remain competitive by customized extension projects have been
gathering feedback through multiple channels developed in response to the identified needs of
listed in Figure 3.1-2. farmers and LGUs. Segmentation is integrated
Figure 3.1-2. Listening Approaches According to
Customer Type into the University’s Strategic Development Plan,
Organizational Profile, and ISO 9001:2015-
CUSTOMER TYPE LISTENING APPROACH
aligned QMS. This approach enables the
University to prioritize underserved communities,
Former Customers (1)Graduate Tracer Studies; (2) Alumni
(Alumni, Surveys; (3) Alumni Homecoming Events; potential growth sectors, and innovation
Transferees from (4) Exit Interviews; (5) Interview/ Survey for opportunities strategically. For current student
DMMMSU to other Transferees; (6) Social Media (Comments/
HEIs) Reactions/ Client Feedback) mechanisms segments, the degree programs in which they are
enrolled as well as trends in enrollment numbers
offer valuable insights into which areas the
(1) Admission and Enrolment Feedback
Customers of
Survey; (2) Orientation Sessions; (3) university should prioritize and develop for
competitors
(Transferees from
Student Affairs and Services Consultations growth. Similarly, understanding the degree
and Academic Advising; (4) Interview; (5)
other HEIs to
Social Media (Comments/ Reactions/ Client program preferences of potential or incoming
DMMMSU)
Feedback) mechanisms students can help identify which academic
offerings or student segments warrant greater
Potential
(1) Pre-Admission Survey and emphasis and strategic investment.
Consultations (Email/ Phone); (2) Online
Customers
(Freshmen
Inquiry and Application; (3) Engagement
during Career Talks; (4) Analysis of
3.1b(2) Program and Service Offerings. At
students)
Enrolment Trends and Preference DMMMSU, educational program and service
offerings are determined based on feasibility
These listening mechanisms are administered by studies, stakeholder consultations, and alignment
key offices such as the Guidance and Admissions with CHED priorities, labor market demands, and
Office, StratCom, and the Alumni Affairs. To student aspirations. New academic programs are
enhance accessibility and real-time reviewed by academic councils and approved by
responsiveness, the University has integrated the BOR to ensure quality and relevance. Student
14
and other customer needs are gathered through approaches.
surveys and focus group discussions (FGDs),
while market needs are determined by means of Figure 3.2-1 DMMMSU’s Relationship
alumni engagements and employer feedback. Management Practices
ACQUIRE RETAIN ENGAGE
The University identifies and adapts program and STUDENTS
service offerings based on CHED directives, Academic advising;
School visits and Alumni mentoring;
regional development priorities, and emerging digital marketing;
Health and wellness
Career advising;
programs; Student
industry demands, student satisfaction surveys Entrance
organizations and
Lifelong learning
scholarships; opportunities;
and feedback mechanisms. Academic programs Campus Events
leadership
Advisory Board
development
are also tailored to support continuous learning,
flexible learning modalities and EMPLOYERS

internationalization through scholarships, student Business and

Internship programs;
Advisory Board;
Industry Fairs; Collaborative
exchange and virtual immersion programs. Internship/
On-campus
research; Upskilling
recruitment; Tailored
Practicum programs; Co-hosting
To reach and engage potential students and enter graduate profiles
Opportunities conferences
new markets, the University conducts targeted COMMUNITY
information drives in-person and social media Outreach and social Community-based Joint programs
campaigns highlighting institutional media awareness; learning; Public (health, environment,
Local school service initiatives; literacy); Feedback;
achievements, board topnotchers, and partnerships Inclusion in events Advocacy roles
international rankings. Strategic partnerships with OTHER HEIs
industry, LGUs, and international institutions
MOUs/MOAs for
complement these efforts, formalized through research and Faculty exchange;
Consortiums;
Benchmarking visits;
MOAs, to enhance employability through exchange; Academic Joint workshops/
Academic
symposium conferences
internships and practical training. Commencing in participation
Collaborations

2022, post-pandemic, exchange programs have ALUMNI

expanded to include cultural and virtual Alumni Affairs
Advisory Board;
immersion, preparing students for global Highlight success services; Alumni
Career mentoring;
stories; social media recognition;
engagement. Insights from consultations and and web pages Graduate Tracer
Leadership roles in
alumni events;
digital feedback tools are integrated into academic Studies
planning and service development, ensuring that
Student profiles and market data inform support
offerings remain responsive, student-centered,
services, including housing, financial aid,
and globally competitive, consistent with
academic advising, health and psychosocial
DMMMSU’s commitment to quality and
services, and co-curricular opportunities. Student
excellence.
feedback—gathered through forums, surveys, and
3.2: Customer Engagement
digital platforms—is regularly analyzed and used
3.2a(1) Relationship Management. DMMMSU
to enhance services, including personalized
builds and maintains strong relationships with
interventions such as rechanneling based on
students and other customers through strategic
aptitude.
recruitment, comprehensive support services, and
effective brand management. Recruitment To strengthen its institutional image, DMMMSU
strategies include targeted campaigns in employs a coordinated communication strategy
secondary schools, scholarship programs for led by StratCom. Achievements in accreditation
various learner groups, and flexible offerings such and rankings (e.g., ISO, QS Stars, WURI, THE
as hybrid learning and the OUS for working Impact Rankings, Green Metrics, Prime HR) are
professionals and non-traditional students. Global promoted via social media, official websites, and
partnerships enable exchange programs, while printed materials. University branding—through
word-of-mouth and alumni advocacy enhance logos, seals, and digital content—is consistently
reach. These efforts are synchronized with applied across platforms to reinforce its identity as
academic calendars and partner timelines for a globally competitive, world-class university.
maximum impact. Figure 3.2.1 shows how 3.2a(2) Student and Other Customer Access
DMMMSU builds and manages student and other and Support. DMMMSU provides a
customer relationships across each stage of the comprehensive range of support services to ensure
customer life cycle and how their expectations are students and other customers can easily access
exceeded by engaging them through various information, assistance, and developmental

15
opportunities (see Figure 3.2-2). academic, technological, and emotional
challenges. These include distributing free SIM
Figure 3.2-2 Student and Other Customer Access cards to improve digital access in 2020, launching
and Support
STUDENT SERVICES TO BE MEANS OF
virtual programs like eOpenU iScool in the same
TYPE OBTAINED SUPPORT year during the pandemic for student engagement,
(1) Registration Dates and
(1) Student Affairs providing mental health support through the
and Services; (2)
Payment Deadlines; (2)
Advising and Counselor’s Line and enhancing online library
Course Offerings; (3)
Flexible modalities: (4)
counseling; (3) services. To effectively deploy these supports, the
Current Faculty Office hours;
Students
Campus events; (5)
(4) Email, phone; (5) university trains its faculty and staff through
Transcripts; (6) Financial
Aids; (7) Scholarships; (8)
social media; (6) programs like Project Sheltered, Adaptive, and
webpages; (7)
Major Examinations; (9)
extended service Flexible Environment (SAFE), which is an
Internships/ Practicum
hours innovation in 2021 to ensure seamless
(1) Student Affairs communication via digital platforms, offers career
(1) Transcript; (2) Transfer and Services; (2)
and Retention agreements; Alumni Affairs; (3)
assistance through the Job Placement Services and
Former
Students
(3) Campus events; (4) Email, phone; (4) foster community involvement through Outreach
Outreach programs; (5) webpages; (5) social
Alumni support media; (6) extended
programs enable DMMMSU to respond
service hours effectively to the evolving needs of its students
(1) General Admission
and stakeholders.
(1) Student Affairs
Process; (2) Course
offerings; (3) Flexible
and Services; (2) 3.2a(3) Complaint Management. DMMMSU
College Connections;
Potential
modalities; (4) Registration
(3) Email, Phone; (4)
manages student and other customer complaints
Dates and Payment
Students
Deadlines; (5) Campus
Webpages; (5) social through accessible, structured, and multi-channel
media; (6) Campus
Tours; (6) Financial aid; (7)
Tours; (7) Extended
mechanisms designed for timely and effective
Tuition/Fees; (8)
Scholarships
Service hours. resolution. Key platforms include the 8888
Citizens’ Complaint Hotline, CSC Contact Center
(1) Recruitment Meetings;
(2) MOUs: Scholarships; (3) (1) Webpages; (2) ng Bayan, Client Feedback Form, and formal
Feeder
Students
Campus Events; (4) social media; (3) investigation procedures. The Student Code of
Registration Dates and College Connections.
Payment Deadlines Discipline, distributed via the Student Handbook
at enrollment, guides student-related concerns.
Services include academic advising, health care, For other customer complaints, the process is
housing, psycho-social support, and financial aid expressly outlined in the DMMMSU Citizen’s
through scholarships and grants. These are Charter. Complaints may be submitted online, via
complemented by the recognition and active SMS, landline, or in person through designated
engagement of student organizations and peer offices across all campuses. Formal complaints
support networks, fostering a strong sense of are handled by appropriate bodies such as CODI
community and belonging. Access to support is and Formal Investigation Committee. In 2024,
further enhanced through co-curricular and extra- following the recommendations of ARTA, the
curricular activities, as well as industry immersion Client Feedback Form was simplified and
programs that address both personal and improved for ease of use, and the Student Code of
professional development. Dedicated centers and Discipline was updated to reflect current policies.
hubs facilitate regular student forums, serving as A committee composed of the University and
listening posts for student concerns and Campus Legal Officers, manages complaints
suggestions. Feedback is systematically gathered lodged before the 8888 Citizens’ Complaint
through surveys and consultations, scheduled Hotline and CSC Contact Center ng Bayan to
regularly throughout the academic year. These ensure that the same are timely and promptly
insights inform service enhancements such as responded to within the reglementary period, i.e.,
student rechanneling based on aptitude and the seventy-two (72) hours. All complaints are
continuous refinement of support mechanisms. monitored and resolved through institutional
All efforts are aligned with DMMMSU’s protocols, with resolutions escalated to the
philosophy of total human development and its University President when necessary.
commitment to equipping students with the
competencies required for academic and career
success.
In DMMMSU, student support needs are
identified through initiatives that address
16
Figure 3.2-3 Complaint Management Process special attention to the needs of marginalized
groups, working professionals, and non-
traditional learners. Tailored programs and
outreach initiatives provide additional academic
and socio-emotional support to underserved
segments. Additionally, feedback systems, like
surveys and consultations, are used to address the
unique needs of each segment, ensuring that all
customers receive fair and equitable treatment
throughout their academic journey.
3.2b(1) Satisfaction, Dissatisfaction, and
Engagement. Student and customer satisfaction,
dissatisfaction, and engagement are regularly
assessed through structured feedback mechanisms
tailored to various stakeholder groups, e.g.,
institutional surveys, Client Feedback Forms
(Figure 7.2-1 and Figure 7.2-3), Teaching
Effectiveness Surveys, and IPCR assessments
(Figure 7.3-8). Feedback is collected consistently
across all offices, ensuring reliable and
representative data for action planning.
Satisfaction is gauged via regular student
satisfaction surveys and specific studies on
services like scholarships and student affairs.
Dissatisfaction is identified through three (3)
methods: (1) low survey ratings; (2) customer
With DMMMSU’s transparent and responsive,
complaints including social media feedback, and
complaint management process shown in Figure
(3) independent surveys asking direct questions
3.2-3, student and stakeholder confidence are
about dissatisfaction to capture concerns beyond
restored, their satisfaction are enhanced, and
standard surveys. Engagement is fostered through
similar issues are prevented to occur in the future.
active student affairs programs, cultural groups,
Apart from the complaints being promptly
alumni events like the Alumni World Expo in
acknowledged, evaluated, and resolved by
December 2021, and various community
designated units, root cause analysis is conducted
partnerships that provide real-world experiences.
to identify and address systemic issues, with
By combining these strategies, the University
corrective measures implemented to avoid
effectively monitors and enhances stakeholder
recurrence. Outcomes are communicated back to
experiences, ensuring it not only meets but
complainants, reinforcing transparency and trust.
exceeds expectations across the student and
Complaint data is also reviewed and integrated
customer lifecycle. The University’s participation
into the University’s QA and institutional
in the QS Stars Rating system since 2022 has
planning processes, contributing to continuous
enhanced its external benchmarking and provided
service improvement. This proactive approach not
a broader perspective on student experience and
only resolves individual concerns but also
institutional performance. Compliance reviews by
strengthens DMMMSU’s commitment to student-
CSC, DBM, ARTA and COA further validate
centered service and engagement, ultimately
service delivery and satisfaction outcomes.
promoting a culture of responsiveness and
continuous improvement across the university.
3.2b(2) Satisfaction Relative to Other
Organizations. DMMMSU monitors student and
3.2a(4) Fair Treatment. DMMMSU ensures fair
customer satisfaction relative to other institutions
treatment of students and other customers through
through a structured QA system aligned with
inclusive, transparent, and consistently applied
national and international standards, including
policies and processes. Support services including
AACCUP, ISO 9001:2015, CHED policies, and
academic advising, scholarships, financial aid,
global accreditation bodies. Key tools include
and health care are equitably accessible to all, with
Graduate Tracer Studies, Employer Satisfaction
17
Surveys, Exit Interviews, Teaching Effectiveness mechanisms, anchored in its SPMS and QA
Surveys, and Client Feedback Forms. These frameworks, to track daily operations and
instruments gather data from students, alumni, institutional performance. Data on key
employers, parents, and partners to assess performance indicators (KPIs) listed in Figure
comparative performance. Additional inputs are 2.1-6 are tracked across academic, technical, or
collected through student-faculty dialogues, PTA support units, and are consolidated across all
meetings, and alumni engagements, which help organizational levels by the IPFT Office. In 2022,
contextualize satisfaction in relation to peer improvements included aligning KPIs with SDG
institutions. Alumni success stories and employer indicators and automating faculty tracking,
feedback are particularly valuable in assessing linking performance to budget allocations and
program relevance and graduate employability external partnerships. The SPMS, shown in
against industry expectations. The QA Office Figure 4.1-1, operationalizes performance
leads the analysis of feedback through digital tracking at both individual and office levels,
platforms, ensuring timely use of data for linking operational targets to the University’s
curriculum improvement, service enhancement, strategic goals.
and strategic planning. Results are benchmarked
against accreditation criteria and institutional Figure 4.1-1 DMMMSU SPMS Cycle
targets, such as the 80% client satisfaction
threshold. The presence of Parents-Teacher
Association in various colleges, representation of
the students and alumni as well as industry
partners in the Board helps DMMMSU identify its
strengths and gaps against other institutions from
a trusted stakeholder’s viewpoint.
3.2c Use of Voice-of-the-Customer (VoC) and
Market Data. DMMMSU integrates the VoC and
market intelligence into its strategic and
operational processes to cultivate a stakeholder-
focused culture and guide data-driven decision-
making. Feedback from students, alumni, industry Strategic goals guide selection of KPIs and
partners, internal and external clients (Figure 3.1- involve standardized data collection methods for
1) is systematically collected through various integration and validation. Progress is monitored
mechanisms such as satisfaction surveys, student- through regular performance reviews, MR, and
faculty dialogues, alumni tracer studies, employer discussions during Administrative and Academic
surveys, and formal student representation in Councils, reflected in the University President’s
governance. These insights directly inform the Annual Report and Operating Unit’s
enhancement of academic programs, support Accomplishment Reports assessed against AOPs,
services, and the overall student experience. DPCR, and OPCR. Advancements in data
Additionally, labor market trends, benchmarking tracking and management represent a significant
data, and enrollment analytics are analyzed to ongoing improvement and innovation. Data
support curriculum development, align program tracking and management advancements (see
offerings with industry demands, and guide Figure 4.1-2) have been significant since 2021,
effective resource allocation. By integrating when there is an innovation, the University-wide
stakeholder feedback and market data, MIS, is launched. By 2022, automated data
DMMMSU ensures that its services remain collection replaced paper-based reporting. In
relevant, responsive, and aligned with industry 2023, performance data forms were streamlined
needs, societal priorities, and national for better efficiency, and staff training on
development goals. performance monitoring increased.
CATEGORY 4: MEASUREMENT, ANALYSIS,
AND KNOWLEDGE MANAGEMENT
4.1 Measurement, Analysis, and Improvement
of Organizational Performance
4.1a(1) Performance Measures. DMMMSU
utilizes structured monitoring and evaluation
18
Figure 4.1-2 DMMMSU’s Operation Cycle

The University enhanced its digital

To support data-driven decision-making and transformation, focusing on ICT infrastructure
enhance quality, the institution has implemented a and adopting Learning Management Systems
structured process for monitoring its KPIs. (LMS) in 2022. By 2023, workshops like the
Quarterly evaluations of research proposals and Productivity Challenge with the Development
community outreach impact help align the Academy of the Philippines spurred innovation. In
research agenda, while bi-annually tracking 2024, the university institutionalized operational
enrollment figures informs resource allocation. plans (OPLANs) to align budgets with strategic
Monthly client satisfaction data ensures services goals and secured funding for 10 GBPS internet.
meet stakeholder needs, and daily attendance and
service logs support compliance and personnel Figure 4.1-3 DMMMSU Tracking Systems
management. This monitoring framework reflects SYSTEM DESCRIPTION RELATIONSHIP
the University’s commitment to excellence and SRIS (Student
Sends student info to:
Manages all student Financial (billing),
continuous improvement from 2020 to 2025. Record
data, enrollment, LDAMS (library
Information
grades, ID attendance), RMTS
System)
Using systems listed and described in Figure 4.1- (record requests)
3, DMMMSU tracks progress on achieving Manages employee
Connects with: Financial
HRIS (Human (payroll processing),
strategic objectives and action plans based on the Resources)
records,
RMTS (document
recruitment, payroll
factors presented in Figure 7.5-8 DMMMSU tracking),
Results Strategy Implementation. RMTS (Records Tracks internal Interacts with all systems
Management document for archiving/transferring
Tracking System) movement official documents
Integrates with: SRIS
Handles accounting,
(student billing), HRIS
Financial System billing, payroll, and
(payroll), Asset Guard
budgeting
(procurement)

19
LDAMS (Library
Linked to: SRIS which improved instructional design, research
(students), HRIS (staff),
Digital
Manages student ensures secure access, collaboration, and extension practices. Relative to
Attendance
Monitoring
library attendance, LDAMS (library this, the University institutionalized a structured
attendance), Koha
System)
(online resources access) process for identifying, acquiring, analyzing, and
Manages resources utilizing comparative data to inform evidence-
Koha Library Koha (online resources
System
bibliographic
access) based decisions and benchmarking across all units
information
(see Figure 4.1-4).
Manages repository
of DMMMSU Figure 4.1-4 Benchmarking Process
intellectual and Process Responsible
Description
academic resources Preserve, organize, and Activity Unit(s)
(scholarly showcase academic Identify priority areas for
Lakasa ti Sirib IPFT Office,
publications, theses research and intellectual 1. Determine comparison based on
QA Office,
and dissertations, outputs of the University Benchmarking strategic goals, CHED
Academic
research reports, Needs requirements, and SUC
Units
and administrative leveling indicators.
documents Choose credible sources
Integration of all library 2. Select and (CHED, PRC, ISO, AACCUP, ICT Office, QA
Manages library systems (e.g., OPAC, Validate Data Scopus, EduRank, etc.) and Office, IPFT
MapMyAccess Sources validate data relevance and Office
digital resources Lakasa ti Sirib, Online
Database etc.) comparability.
Use statistical and qualitative
Manages Works with Financial 3. Analyze tools to assess performance IPFT Office,
Asset Guard
procurement, (budgets/payments), Comparative gaps, trends, and relative Research
(Inventory/
inventory, and RMTS (record of Data standing among peer Office
Procurement)
assets purchases) institutions.
Interfaces with RMTS ManCom,
UniBoss Facilitates university 4. Integrate Apply insights in SPMS,
(document tracking), Administrative
(University Board governance, into Planning operational plans, program
provides top-down policy Council, QA
Secretary) approvals, minutes & Decision reviews, budget decisions,
updates to all systems Office, IPFT
Making and strategic realignment.
Office
Regularly update benchmarks
5. Monitor,
and data sets, incorporate ICT Office, QA
Review, and
4.1a(2) Comparative Data. DMMMSU adopts a Update
new indicators, and refine the Office, IPFT
comparative framework Office
structured method for identifying and utilizing Benchmarks
annually.
key comparative data from both internal and
external sources to support fact-based decision- As part of the annual planning cycle, each office
making. External sources include reports from identifies key benchmarking areas, including
CHED, PRC, DBM, QS Stars Ratings, THE licensure examination passing rates and
Impact Ranking, and results from peer operational efficiency, to align with the University
institutions, while internal comparisons involve Strategic Plan and regulatory requirements (see
year-on-year performance data across all units. Figure 4.1-5).
This data aligns with the University’s Strategic
Figure 4.1-5 Comparative Analysis Processes
Plan, AOPs, and QMS. Comparative data is
utilized in performance reviews, strategic
planning workshops, and MRs, enabling leaders
and staff to analyze gaps, validate progress, and
set benchmarks for improved service delivery.
The University has continuously refined how
comparative data are used. In 2020, during the
4.1a(3) Measurement Agility
shift to flexible learning due to the COVID-19
DMMMSU ensures measurement agility by
pandemic, the institution began benchmarking
maintaining a responsive and adaptive
with SUCs and private HEIs on remote learning
performance measurement system that aligns
effectiveness and access. In 2021, faculty load,
swiftly with institutional changes, stakeholder
student performance, and research productivity
needs, policy shifts, and emerging challenges (see
metrics were calibrated against national SUC
Figure 4.1-7).
averages to identify areas for support. In 2023,
DMMMSU adopted automated data visualization
tools (e.g., LDAMS, HRIS, SRIS, Koha) to
streamline comparative analysis and foster real-
time data-based decision-making.
Cross-institutional benchmarking became a norm
through participation in regional innovation hubs,
20
4.1a(3) Measurement Agility. The University’s Institutional database is updated regularly to
agile measurement framework illustrated by reflect changing strategic priorities and external
Figure 4.1-6 includes built-in flexibility that demands.
allows for mid-cycle adjustments to performance
The University significantly enhanced the agility
metrics in response to directives issued by
of its measurement system through continuous
regulatory bodies, internal evaluations, and
improvement and innovation. The pandemic
stakeholder feedback. These updates are
catalyzed digital transformation, pushing
coordinated by the QA and IPFT Offices to ensure
DMMMSU to expedite the development of
consistency and strategic alignment.
Figure 4.1-6 DMMMSU Measurement Agility
tracking systems. Strategic planning, risk
SPECIFIC PROCESS/ management, and budgeting utilize flexible
KEY AREA PURPOSE/ BENEFIT
PRACTICE AT DMMMSU performance-tracking tools to maintain alignment
Metrics allow adjustments
Ensures timely amid uncertainty. Agility protocols are embedded
Built-in mid- cycle based on CHED
Flexibility in directives, risk
relevance of in policies and reinforced through training,
performance
Metrics assessments, or emerging
indicators preparing the organization to respond quickly to
stakeholder needs
change, contributing to a resilient performance
Real-Time Use of dashboards, SPMS,
Monitoring & enrollment or research
Enables early measurement system
detection and quick
Early Warning tracking systems to detect
response
Systems underperformance or risks 4.1b Performance Analysis and Review.
Maintains DMMMSU’s SPMS governs its approach to
Conduct ad-hoc or mid- measurement
Responsive
year reviews; recalibrate relevance during performance analysis and review, aligning
Review &
Recalibration
KPIs via ExCom or unit- unexpected changes institutional efforts with the University’s VMGO
level discussions (e.g., flexible learning
shifts) and strategic priorities. Regular reviews are
Use digital platforms conducted quarterly and annually via
Rapid Data
(Google Forms, MIS
Supports timely Management Committee, Academic, and
dashboards) to
Collection &
collect/report data quickly,
decisions and Administrative Council meetings, where KPIs
Dissemination responsiveness
especially during audits or from instruction, research, extension, and support
crises
Training on emerging Promotes
services are evaluated. These reviews utilize
Institutional
Learning &
metrics, benchmarking, organizational agility OPCR/IPCR forms, IQA audit findings, ISO
Capacity
internationalization; units
encouraged to refine
and continuous
improvement in
external audits and CHED-aligned success
Building
indicators measurement systems indicators to assess performance and guide
leadership decision-making. Performance results
Comprehensive institutional data on KPIs are consolidated by the IPFT Office, validated by
maintained by the IPFT Office support early the Performance Management Team (PMT), and
warning systems that identify risks, such as used for strategic planning, budget allocation, and
declining licensure pass rates. This enables the resource management. This system is
University to respond proactively to institutional institutionalized through a defined SPMS calendar
performance changes. During disruptions, and continuously enhanced through learning
DMMMSU conducts performance reviews and mechanisms such as benchmarking, analytics
adjusts targets through management planning training, and leadership forums. Performance
sessions, ensuring resilience and focus. Digital reviews are fully integrated with HR, financial,
tools like those listed in Figure 4.1-3 enhance and strategic planning processes, ensuring
rapid data collection and analysis, especially alignment across campuses, units, and external
during audits and crises. Regular training on partners.
metrics and data management, benchmarking SLs analyze findings from performance analysis
among DMMMSU OUs and with other HEIs, and and review through quantitative and qualitative
capacity-building activities promotes a culture of analyses in council meetings to evaluate strategic
agility and continuous improvement. Further, the objectives and make action plans like resource
University adapts its QA protocols and SOPs to realignment or faculty development
address emerging needs and disruptions, such as enhancements. Financial health is monitored
changes in educational policies and the COVID- through analysis of budget utilization rates and
19 pandemic. By using digital tools for data entry audit reports. Meanwhile, the BOR, reviews
and analysis, key units like the IPFT Office and performance on strategic objectives annually, and
HRMO efficiently adjust KPIs and reporting on action plans quarterly, ensuring accountability
timelines while ensuring data integrity. and alignment with institutional goals while
21
adapting to emerging needs like changes in CHED methodologies. In 2023, the University initiated
directives. Also, the BOR links review results to pilot programs using LMS analytics and tracer
risk management, compliance, and long-term studies to improve long-term performance
viability. estimates, particularly in learning outcomes and
employability.
Continuous improvement and innovation have
characterized DMMMSU’s performance review 4.1c(2) Continuous Improvement and
process. In 2020, reviews were manual and often Innovation. DMMMSU is committed to
reactive. By 2021, digitization efforts accelerated, continuous improvement, regularly monitoring
and performance data collection became performance metrics, and collecting stakeholder
automated through the MIS platform. Also, the feedback. The University refines processes when
use of a uniform template of presentations during performance gaps are minimal, focusing on
performance reviews beginning in 2021 ensured streamlining workflows and adjusting
that essential data on KPIs are captured, allowing instructional methods based on student
the SLs and the BOR to make data-driven evaluations. Improvements are guided by internal
decisions. assessments, IQA audit findings, and SOPs,
ensuring alignment with institutional goals and
4.1c PERFORMANCE IMPROVEMENT
compliance with regulations. These changes are
4.1c(1) Future Performance. DMMMSU
implemented through capacity-building initiatives
assesses its future performance through an
and performance audits, with their effectiveness
analysis of multi-year trends and internal
evaluated via internal assessments.
performance reviews. Regular evaluations of
KPIs listed in Figure 2.1-5 help establish realistic Improvement priorities target performance gaps
and strategic targets. These performance reviews like outdated materials or low student
identify areas that need improvement, guiding performance, while innovation priorities address
adjustments to programs, resource allocation, and emerging needs, such as digital transformation
capacity-building efforts. The projections derived and remote learning. From 2021 to 2023,
from these analyses are incorporated into the deployed innovation areas included integrating AI
strategic operational, and action plans of colleges in teaching platforms, developing virtual library
and units, ensuring alignment with institutional tours, and creating automated performance
goals and stakeholder expectations monitoring tools, all driven by stakeholder
To create meaningful projections, DMMMSU feedback.
uses key comparative data, including national
Identified priorities and innovations are
averages, CHED benchmarks, and performance
communicated systematically. For faculty, these
metrics from top higher education institutions
are shared in assemblies and training programs;
(HEIs) in similar fields. These external references
for staff, via performance planning sessions and
serve as a foundation for setting ambitious yet
workshops. Operational updates institutionalize
attainable targets. The University analyzes
improvements, such as revised SOPs and
historical and current licensure exam outcomes,
integrated systems. For feeder or receiving
benchmarking against regional and national
schools, DMMMSU deploys and communicates
standards. This data-driven approach aids in
identified priorities and innovations by
strategic planning and decision-making, guiding
strategically using the University’s social media
performance projections and improvement
platforms, official website, and by highlighting
initiatives. By combining internal reviews with
the same in in-person information drives, boosting
external data, DMMMSU identifies gaps, sets
the reputation and attractiveness of DMMMSU as
strategic targets, and focuses on areas for
an HEI. Efforts to align with stakeholders include
enhancement. For example, projected licensure
curriculum workshops and well-defined and
exam passing rates are compared against national
streamlined procurement guidelines in accordance
and top HEI rates to maintain competitiveness and
with statutory requirements for suppliers.
relevance (see Figures 7.1-2 to 7.1-7). From 2021
Coordinated programs and activities with
to 2023, the University focused on aligning
partners, collaborators, and industry networks
strategic forecasts with actual performance. In
enhance employability and ensure innovations
2022, a feedback mechanism was implemented to
align with real-world standards.
identify discrepancies between actual results and
forecasts, allowing for continuous refinement of The University recognizes performance gaps as

22
opportunities for significant innovation, CURRENCY
transitioning to digital platforms that improve Conducts regular updates, archival, or deletion of outdated
information by ICT. This prevents the use of obsolete data in
efficiency and accessibility. This shift aligns with reporting and planning. Regular training and awareness sessions,
the Philippine Quality Award framework, including onboarding and refresher courses, ensure that staff are
updated with current protocols, tools, and evolving data standards,
distinguishing between continuous improvement fostering a culture of continuous improvement.
and innovation based on gap severity.
4.2 Knowledge Management, Information, 4.2a(2) Availability. DMMMSU ensures the
and Information Technology availability of organizational data through a
4.2.a. Data and Information combination of tracking systems as identified in
4.2a(1)Quality. The University employs a multi- Figure 4.1-3. Utilizing cloud-based and LAN-
faceted approach to ensure the quality, integrity, supported platforms like the DMMMSU Records
and security of its data and information, grounded Management System (DRMS) , SRIS, HRIS, and
in the principles of accountability, LMS, the University provides access to data in
standardization, and continuous improvement user-friendly formats. Additionally, key offices
(see Figure 4.2-1). A culture of accountability is such as Instruction, IPFT, QA, International
reinforced through clearly defined roles and Affairs, and Infrastructure Planning and
responsibilities, supported by a system of checks Development maintain a repository of information
and balances that promotes transparency and on academic-related data, data on performance
reliability in data handling processes. vis-a-vis strategic goals and objectives, data on
client feedback and IQA findings, and
The University has made significant institutional data used for international
improvements to its data quality processes over assessments, and status of infrastructure projects
the years. In 2020, manual data handling led to in the University, respectively.
inconsistencies. By 2021, validation templates
and version controls were implemented. In 2022, Stakeholders can easily access timely information
automated validation scripts and restricted editing through customized portals. Faculty and staff use
access were added to ICT systems. In 2023, SRIS and HRIS dashboards for real-time
training for data custodians was institutionalized. academic and administrative data, while suppliers
Figure 4.2-1 Key Processes in Data Management benefit from transparency via procurement
information on the PhilGEPS platform. Partners
ACCURACY
access research outputs and agreements on the
Achieves through structured data collection using the tracing
systems identified in Figure 4.1-3. These systems enforce
University website, and customers, including
consistency through online forms and data validation routines. students and parents, utilize SRIS and LMS for
Periodic system updates are conducted to identify discrepancies
and correct errors. Implementing quality assurance procedures
grades and schedules. The University enhanced its
ensures that the data reflects real-world conditions and institutional digital infrastructure during the pandemic by
performance.
upgrading servers and implementing cloud
VALIDITY storage. In 2021, user feedback improved the
Ensures by integrating role-based permissions and access
protocols that prevent unauthorized data manipulation. Validity is
SRIS and LMS interfaces—the introduction of
further reinforced through automated validation within systems like chatbots (AskDorla) and Helpdesk ticketing in
SRIS, LDAMS, Koha, Lakasa ti Sirib, MyMapAccess, etc., ensuring
entries meet required formats and values. Training workshops
2022 improved response times for information
provide users the skills to input and process data accurately and by requests.
document classification.
INTEGRITY 4.2b Organizational Knowledge
Ensures data integrity through centralized cloud-based storage
4.2b(1) Knowledge Management. At
(Google Workspace, DMMMSU Web Services) governed by strong DMMMSU, organizational knowledge is being
encryption standards and backup protocols. Using cloud-based built and managed through systems listed in
storage and access control mechanisms such as RBAC (Role-
Based Access Control) preserves critical records' integrity and Figure 4.1-3 and policies aligned with the
prevents unauthorized alterations. Version control policies University’s QMS and SPMS. Key knowledge
implemented through shared drives and RMS maintain consistency
across document revisions. assets include strategic plans, operational
RELIABILITY
guidelines, performance reports, and research
outputs. Workforce knowledge is captured
Achieves through eliminating redundant storage, routine internal
audits, and compliance with established ISO standards. This through documentation such as IPCR/OPCR,
ensures that the data is consistent over time and dependable for project reports, and Re-Entry Plans. Knowledge
decision-making. Using reliable communication and collaboration
tools, such as institutional email systems and Google Workspace, transfer occurs via intra- and inter-OU
further strengthens the trustworthiness of shared institutional benchmarking, onboarding programs, and
knowledge.
23
academic dialogues. 4.2b(2) Best Practices. Sharing and
To blend and correlate data from different sources institutionalizing of best practices is fostered in
to build knowledge, DMMMSU connects internal DMMMSU through Annual In-House Reviews
data extracted from systems listed in Figure 4.1- (AIHR), intra- and inter-OU conferences, and
3 and from repositories maintained by key offices benchmarking reports. Recognized practices from
and external data (e.g. CHED, PASUC, and accreditation processes and performance
various industry norms) to its operations. assessments are documented and shared via
Licensure examinations and graduate digital platforms and cloud-based institutional
employment rates are tracked and are tied to repositories. High-performing units are identified
changes in employment trends to ensure curricula using performance indicators aligned with the
and students’ needs are met. This strategy is SPMS, QA findings, and stakeholder surveys,
applied in instruction, research, extension, and which help recognize replicable practices that
administrative areas aided by platforms like LMS align with strategic objectives. DMMMSU
and offices for career placement and procurement benchmarks against exemplary institutions
that allow easier knowledge sharing and identified in CHED and PRC reports and
utilization. Joint actions, MOAs/MOUs and international rankings/assessments. Best practices
integrated databases provide stakeholders a selected for internal adoption demonstrate
chance to share information which supports measurable outcomes and alignment with the
innovation, adoption, and improvement. University's mission. Before full deployment,
The University has enhanced data availability these practices undergo validation through peer
through digital transformation as part of its smart consultations and small-scale pilots, which are
campus initiative as evidenced by the continuous monitored and refined based on feedback to
development of systems such as those identified ensure effectiveness across campuses. A
in Figure 4.1-3. centralized repository of validated best practices,
maintained by the QA Office, provides accessible
Relevant knowledge is transferred to external
references for all units and is regularly updated
stakeholders, e.g., students, other customers,
with feedback and lessons learned.
suppliers, partners, and collaborators through
public webinars, consultation meetings, extension From 2021–2024, the University discovered that
programs, and collaborative research outputs with best practice sharing is most effective with clear
industry and community partners. Strategic documentation, leadership support, and peer
planning workshops integrate these learnings by motivation. The COVID-19 pandemic spurred
referencing internal performance data, market innovations like remote student support systems
trends, and stakeholder feedback. In 2022, a gap and cloud-based document management, often
in cross-unit knowledge transfer prompted the initiated by internal champions. These
creation of a university-wide knowledge-sharing innovations were institutionalized through various
forum. In 2023, collaboration with DAP during activities in the blended learning model. The
the Productivity Challenge inspired the use of experience underscored the need for agile systems
knowledge-based innovation matrices for to track and replicate high-performing
planning. These learnings resulted in more innovations, leading to the piloting of a "Lakasa ti
intentional and data-informed decision-making Sirib: The DMMMSU Institutional Repository" in
processes. 2024 to centralize and share scalable innovations
across the institution. It was unveiled by the
Knowledge management is integrated into
DMMMSU Library Services and Development on
DMMMSU’s strategic and operational processes,
January 16, 2025 as an effective means for storing
with HR, Research, and ICT coordinating for
and retrieving information. In 2025,
effective documentation and use of institutional
MapMyAccess, an application that integrates all
knowledge. This knowledge supports internal
of the library systems and serves as a gateway for
quality assurance, accreditation, and policy
library digital resources for effective and efficient
development. Insights from operations influence
library services.
strategic planning, while faculty development and
student services align with current trends. The 4.2b(3) Organizational Learning. DMMMSU
integration of KM processes with digital integrates organizational learning into its
transformation and continuous improvement operations by cultivating a culture that
highlights strong institutional synergy. emphasizes knowledge acquisition, sharing, and

24
applicag and mentoring from supervisors, team- Revised Organizational and Staffing Standards for
based collaboration, and codified institutional SUCs (ROSSS)-Phase I, the University through
knowledge accessible via the University’s QMS. its Human Resource Management Office
The University recognized that embedding (HRMO) mapped the number of personnel needed
learning should be intentional, inclusive, and to fill positions created by ROSSS as well as their
aligned with strategic goals. The pandemic competencies and qualifications to the newly-
accelerated the use of digital platforms, created offices, e.g., Internal Audit, IPFT,
highlighting the importance of adaptive systems. StratComm, and Infrastructure Planning and
Investments in e-libraries, online training, digital Development. To assess the various parameters
archives, and automated services ensured of workforce needs, DMMMSU employs a
continuity, increased efficiency, and expanded combination of mechanisms as outlined in Figure
access. By 2023, feedback indicated that 5.1-1.
departments with proactive learning mechanisms Figure 5.1-1. Mechanisms in Assessing Workforce
achieved better outcomes, compliance, and client Needs
satisfaction. As a result, a L&D Framework was MECHANISMS
PARAMETER
created to align organizational learning with SHORT TERM LONG TERM
operational and strategic objectives. Multimedia Strategic workforce
resources, such as orientation videos and e- Analyzing feedback planning to include
learning modules, enhance both formal and from students, demand and supply
Skills
peers, and analysis, gap analysis
informal training. For new personnel, structured supervisors and succession
work immersion and on-demand mentorship are planning
Institutionalize
provided to ensure effective knowledge transfer. Conduct of Competency-Based
By embedding learning into its operations and competency-based
assessments to
Performance
Management by
monitoring its effectiveness, the University Competencies identify expertise integrating
enhances institutional resilience, adapts to levels and
professional
assessments into
annual performance
changes, and integrates best practices into its development needs reviews and
knowledge management system. development planning.
Review of minimum qualification standards set
CATEGORY 5 - WORKFORCE Eligibilities forth by regulatory bodies, e.g., CHED and
CSC
5.1 Workforce Environment Selection of
5.1a(1) Capability and Capacity Needs. workforce should Review of educational
Educational match or align with qualifications against
DMMMSU assesses workforce capability and Requirements the educational evolving institutional
capacity needs as against the demands for its requirements of needs
vacant positions
services as well as changing regulatory Maintain a database Implement
frameworks. For instruction, whereas capability of certifications/ organizational support
licenses or conduct system for renewal of
needs assessment depends on minimum Certifications/
a periodic licenses, and
Licenses
qualification standards set by CHED, capacity compliance audits to continuing
ensure all licenses professional education
needs assessment involves analyzing faculty- are current and valid programs.
student ratios, workload distribution, enrollment Regular review of Institutionalize
current staffing succession planning to
rate, and future projections. Similarly, for research Staffing Levels
levels versus ensure staffing
and extension, capability and capacity needs are operational needs readiness
dictated by the University’s research,
development, and innovation (RDI) agenda; thus, 5.1a(2) New Workforce Members. The process
both the number and qualifications of research for recruitment and selection is guided by
and extension personnel depend on the nature and HRMO’s SOP illustrated in Figure 5.1-2.
subject matter of research to be conducted and
extension works for deployment on a given In 2022, DMMMSU was conferred PRIME-HRM
period. For administration and governance, recognition by the CSC, authorizing the
capability and capacity needs are assessed against University President to sign appointments—
the current organizational structure of the thereby streamlining the recruitment process and
University as well as administrative issuances by reducing processing time. Upon the approval of
NGAs, e.g., DBM. In 2022, following the
implementation of the revised DMMMSU
organizational structure which coincided with the
issuance of National Budget Circular No. 589, i.e.,
25
Figure 5.1-2 DMMMSU Recruitment Process

26
their appointment, new hires undergo a structured and technologies, DMMMSU conducts
onboarding process under the guidance of the orientation sessions, capability enhancement
HRMO that includes an orientation on University programs, and technical upskilling. Hands-on
policies and SOPs, as well as a guided tour of their training, pilot testing, and support mechanisms are
assigned units to ensure operational familiarity. provided to ensure smooth transitions.
Stakeholder consultations and clear
The University also ensures that new hires
communication promote readiness, transparency,
represent diversity of ideas, cultures, and thinking
and ownership across all units. This integrated
by integrating PRIME-HRM standards into the
approach ensures that DMMMSU’s workforce is
recruitment and selection process. Specifically,
future-ready and capable of supporting innovation
the University embeds learning and development
and institutional transformation.
(L&D) indicators into its hiring process such that
selection criteria emphasize both credentials and 5.1a(4) Work Accomplishment
growth potential, ensuring that new employees DMMMSU organizes its workforce through the
align with institutional values and the University’s use of a BOR-approved organizational structure
culture of quality and continuous improvement. with well-defined duties and responsibilities of
This refined approach promotes objective, personnel, creation of committees or task forces
competency-based recruitment while fostering for cross-functional tasks, and membership in
diversity and institutional fit, strengthening employee associations, i.e., FAD for faculty
DMMMSU’s capacity to attract and retain high- members and UNTA for non-teaching personnel.
performing talent. An inventory of fields of specialization is
maintained through the annual submission of the
5.1a(3) Workforce Change. DMMMSU
PDS, PDF, and IDP, serving as the basis for
prepares its workforce for evolving capability and
designations, workload distribution, and career
capacity needs through workforce planning,
development planning. Workforce management is
regular training needs assessments, and
governed by the SPMS, IPCR, DPCR, OPCR ,
continuous professional development (CPD). The
FSDP, Merit Selection for Faculty (MSF),and
University aligns its Human Resource
other institutional policies.
Development (HRD) Plan and FSDP with
institutional priorities, technological trends, and To encourage DMMMSU personnel to exceed
national education standards. Capacity-building performance expectations, recognition and
initiatives include further studies, specialized incentive schemes, e.g., those listed in Figure 5.1-
training, skills upgrading, and leadership 3 are institutionalized to reward performance
development. Since 2021, the use of Individual excellence by creating committees and designing
Development Plans (IDPs) has enabled a selection criteria to reduce bias. Further,
personalized growth pathways for employees, employees are rewarded Php 2,000.00 for every
ensuring development efforts are role-specific and Php 1,000,000.00 in externally generated project
forward-looking. These initiatives help the funds brought into the University, with the
workforce remain competent, adaptive, and original cap of Php 50,000.00 cap by the BOR in
responsive to internal and external changes. 2025 to further boost motivation.
Figure 5.1-3 Annual Performance Awards
Recognizing the critical role of Contract of
UNIVERSITY
Service (COS) personnel in delivering essential AWARDS CONFERRED CAMPUS LEVEL
LEVEL
services and supporting the University’s
Faculty Member of the Year Php 3,000.00 Php 5,000.00
operations, DMMMSU actively includes them in
relevant capability-building programs. Their Researcher of the Year Php 3,000.00 Php 5,000.00
involvement helps ensure that all segments of the Extension Worker of the Year Php 3,000.00 Php 5,000.00
Office Worker of the Year Php 3,000.00 Php 5,000.00
workforce—regardless of employment status— General Services Worker of
remain competent, adaptive, and responsive to the Year
Php 3,000.00 Php 5,000.00

internal and external changes. By enhancing the

5.1b(1) Workplace Environment. DMMMSU
skills and capacities of COS personnel, the
recognizes its workforce as its most valuable asset
University strengthens organizational resilience
and continuity, particularly in high-demand and and is committed to providing a safe, healthy, and
inclusive work environment. The University
rapidly evolving functions of the organization.
proactively addresses occupational risks by
In preparation for changes in structure, systems, conducting regular health and safety assessments,

27
complying with national labor and safety aligned with CSC and DBM guidelines and its
regulations, and continuously improving Administrative Manual, aimed at promoting
workplace conditions across all campuses. These employee well-being, engagement, and retention
efforts are coordinated through key units, across all OUs. These benefits are designed and
including the HRMO, the Health Services Unit, administered by the HRMOs, in coordination with
and the University/Campus Disaster Risk other support offices and guided by national
Reduction and Management (DRRM) Office. policies, institutional frameworks such as the
These offices work in collaboration to ensure a FSDP, and inputs from employee consultations.
safe, compliant, and supportive working Deployment spans all OUs and includes: (1)
environment for all employees and mandatory coverage under GSIS, PhilHealth, and
[Link] safety and wellness are Pag-IBIG; (2) leave privileges and year-round
promoted through structured programs, e.g., access to the FSDP; (3) weekly wellness programs
Regta Health and Wellness Campaign, training and medical-dental services (as needed); (4)
on occupational health, access to medical and financial assistance through employee
psychological services, vaccination drives, and associations like FAD and UNTA; and (5)
safety drills. Accessibility is ensured for all grievance mechanisms to ensure fairness and
employees, including those with disabilities, harmony. Plantilla personnel receive financial
through barrier-free facilities and assistive support incentives such as the Collective Negotiation
systems. These efforts are reinforced by regular Agreement (CNA) Incentive, Performance
feedback mechanisms, employee consultations, Enhancement Incentive (PEI), Service
and well-being assessments, which help guide Recognition Incentive (SRI), and, if qualified, the
enhancements to workplace policies and Performance-Based Bonus (PBB), while health
infrastructure. Key units involved in these personnel—such as doctors, dentists, nurses,
initiatives include the HRMO, Health Services midwives, and dental aides—receive hazard pay.
Unit, and Gender and Development (GAD) Unit. Contract of Service (COS) personnel are granted
These units collaborate to promote inclusivity, year-end gratuity pay. The system is periodically
ensure compliance with accessibility standards, reviewed during HRMO planning and
and uphold employee welfare. In 2024, the Administrative Council sessions, allowing for
University President designated a Focal Person continuous learning and policy enhancement, thus
for senior citizens (SCs) and persons with reflecting DMMMSU’s commitment to equitable,
disability (PWD) affairs to advocate for the rights policy-compliant, and supportive workforce
and needs of SCs and PWDs in DMMMSU, practices.
representing them in policy discussions and
5.2 Workforce Engagement
ensuring access to services.
5.2a(1) Drivers of Engagement. The key drivers
DMMMSU’s holistic approach fosters a of workforce engagement are identified through a
productive, secure, and supportive environment combination of focus group discussions,
that promotes employee satisfaction, engagement, performance evaluations, and feedback
and sustained performance. The performance mechanisms. These tools capture employee
measures and improvement goals for workplace perceptions related to job satisfaction,
environmental factors adopted by DMMMSU are recognition, professional development, work-life
listed in Figure 5.1-4. balance, and communication effectiveness.
Figure 5.1-4 Workplace Environmental Segment-specific approaches are employed—for
Factors instance, faculty surveys focus on teaching
FACTOR PERFORMANCE MEASURE
IMPROVEMENT support, research opportunities, and academic
GOAL
% of Employees who availed autonomy, while administrative staff assessments
Health
Medical and Dental
100% prioritize workload management, career
Consultation
(Figure 7.3-10) development, and organizational communication.
Security
Number of DRRM Activities
0 Ongoing engagement is monitored through
(Figure 7.1-21)
% Compliance with PWD and regular performance reviews and supervisor
Accessibility Senior Citizen Requirements 100% check-ins, allowing the University to respond
(Figure 7.4-7)
proactively to evolving employee needs and
5.1b(2) Workforce Benefits and Policies expectations.
Beyond basic remuneration, DMMMSU provides
a comprehensive range of workforce benefits
28
5.2a(2) Assessment of Engagement. Workforce Figure 5.2-2 Organizational Culture Descriptor
ORGANIZATIONAL
engagement is assessed using the following CULTURE DMMMSU PRACTICES
indicators: (1) attendance rates in University-wide DESCRIPTOR
activities, e.g., University Personnel Olympics Structured Feedback Mechanisms
(UPO) and Foundation Anniversary Celebration Open Active workforce engagement in key
Communication decision-making bodies, e.g., Academic
(see Figure 7.3-12); and (2) tardiness rates of and Administrative Councils
employees (see Figure 7.3-13). For faculty Adherence to institutional and national
members, their engagement is measured by their standards
High Performance Institutionalization of rewards and
attendance rates in FAD activities, while that of incentives, e.g., bonuses, service
the non-teaching personnel, including COS and awards, and sabbatical leaves
JOs, is assessed by their attendance rates in UNTA Engaged
Active workforce engagement in key
activities (see Figure 7.3-12). decision-making bodies, e.g., Academic
Workforce
and Administrative Councils
To determine workforce satisfaction and Empowered
Availability of leadership training,
academic scholarships, and research
engagement, DMMMSU employs a combination Workforce
grants
of formal and informal assessment methods and
measures outlined in Figure 5.2-1. 5.2c(1) Performance Management.
DMMMSU’s L&D System, anchored on FSDP
Figure 5.2-1. Mechanisms for Assessment of and IDPs, supports personal growth and
Workforce Satisfaction and Engagement institutional capability-building. It offers
Parameter
Formal
Measure
Informal
Measure
continuous training, mentoring, and capacity
Methods Methods
development aligned with strategic goals. The
Exit No. of
Workforce
interviews suggestions for One-on-one
SPMS drives performance by linking individual
Satisfaction
(for retirees) improvement conversatio and organizational objectives through the OPCR,
Teaching Performance ns or unit
effectiveness evaluation huddles to
DPCR, and IPCR tools. These evaluations help
(for faculty) rating determine if
No. of
identify learning needs, inform targeted
Research No. of faculty there is
productivity involved in something
issues interventions, and guide personalized
Workforce raised
engagement
(for faculty) research to improve development plans, fostering a culture of
or if there is
Access to
development No. of a
continuous improvement, innovation, and
opportunities Scholarship commendati accountability.
(for faculty Grants on
and staff) To strengthen a high-performance and values-
driven environment, DMMMSU promotes
Collected data is analyzed to identify patterns and lifelong learning and ethical behavior through
gaps, with results informing policy refinements, regular training on professionalism and good
development programs, and employee support governance. Further, the Program on Awards and
initiatives, ensuring that engagement strategies Incentives for Service Excellence (PRAISE), as
remain relevant, inclusive, and responsive to detailed in the Administrative Manual, recognizes
evolving workforce needs. outstanding contributions in instruction, research,
extension, innovation, and support services (see
5.2b Organizational Culture. DMMMSU Figure 5.2-3).
cultivates an organizational culture anchored in
open communication, high performance, engaged Figure 5.2-3 DMMMSU PRAISE Awards and
workforce, and empowered workforce through the Recognition
mechanisms listed in Figure 5.2-2. Program on Awards and Incentives for Service Excellence
(PRAISE) Awards and Recognition
Organizational culture is further institutionalized INDIVIDUAL AWARDS:
GROUP AWARDS: Faculty Member of the Year
through onboarding programs, CPD training, International Publication Researcher of the Year
IQAs, SOPs, all guided by the University’s core Award Extension Worker of the Year
Best Paper Award Office Worker of the Year
values, represented by the acronym SPECIAL. Patent Award General Services Worker of the Year
These values inform strategic planning, HRMO Service Award
Past Administrator Award
processes, and institutional behavior. Integration Retiree Award
of cultural practices with the Vision, Mission, INCENTIVES:
Goals, and Objectives (VMGO), SPMS, QA, SUC (1) Monetary; and (2) Non-monetary (plaque, certificate, lei, token
of appreciation, words of affirmations during convocations)
leveling, and accreditation benchmarks ensures
sustainability, diversity, and strategic alignment.
29
Importantly, PRAISE highlights how employee to identify areas for enhancement. When gaps in
contributions advance the University’s PVMG, engagement or skills are identified, training
QOs, and Strategic Goals—motivating the programs are adjusted, introducing more
workforce to take intelligent risks, maintain personalized learning paths, flexible delivery
student- and customer-centered service delivery, formats, or targeted interventions to better meet
and consistently meet or exceed performance evolving workforce needs.
targets set in action plans. By aligning PRAISE
5.2c(4) Career Development. Career
with the SPMS, DMMMSU ensures that rewards
development is managed through a merit-based
are objective, transparent, and strategically linked
system that enables employees to move up the
to institutional excellence.
career ladder. Faculty advancement follows the
5.2c(2) Performance Development. DBM-CHED Joint Circular No. 03, s. 2022 (JC3),
DMMMSU’s L&D System is anchored on the which provides guidelines on the evaluation of
FSDP and IDPs, supporting both personal growth faculty members across four (4) areas: (1)
and institutional capability-building. The system instruction; (2) research and creative work; (3)
provides continuous training, mentoring, and extension services; and (4) professional
capacity development to enhance employee skills, development. To inform new faculty of this
knowledge, and well-being while aligning with promotion scheme, the HRMO and Instruction
strategic and operational goals. Structured Office co-host an orientation prior to the start of
learning opportunities promote a culture of every academic year to explain the criteria under
continuous improvement, intelligent risk-taking, JC3. For non-teaching staff, career development
and innovation. Employees are encouraged to aligns with the CSC’s qualification standards and
pursue lifelong learning, explore new ideas, and position classification system, and is supported
contribute to institutional advancement within a through training, scholarships, and leadership
supportive and enabling environment. The programs, e.g., Public Management Development
University also reinforces ethical behavior Program (PMDP) offered by the Development
through regular training on professionalism, good Academy of the Philippines (DAP). Salary
governance, and accountability, underscoring its increases of personnel follow the provisions of the
commitment to integrity, service excellence, and Salary Standardization Law and relevant DBM
responsible leadership. circulars.
5.2c(3) Learning and Development Succession planning is structured into three (3)
Effectiveness. DMMMSU monitors the tiers as illustrated by Figure 5.2-5. To further
effectiveness of its L&D initiatives through a enhance clarity, transparency, and efficiency in
multi-level approach shown in Figure 5.2-4. leadership appointments, the BOR formally
approved the revised criteria and guidelines for
Figure 5.2-4. DMMMSU’s Multi-L&D Evaluation the selection of university and campus officials on
Framework March 17, 2025.
Evaluation
Method Purpose
Level Figure 5.2-5. DMMMSU Succession Planning
Training evaluation Leadership Positions Succession Development
surveys completed, To gauge participant Tier Covered Strategy Interventions
or Re-Entry Plans satisfaction,
Level 1: Executive
submitted, as engagement, and
Reaction Identification of mentoring,
applicable, perceived relevance of
immediately after the training high-potential strategic
sessions leaders based on assignments,
To measure knowledge President administrative national
Level 2: Conduct of pre- and and skills gained and Vice track record and programs, e.g.,
Learning post-training tests ensure training Presidents, institutional PMDP and
Management
objectives are met Chancellors, contribution in Senior
Review of work To assess actual Executive accordance with Executives
Level 3: outputs and application of skills Directors policies set forth Class at DAP,
Quality of performance metrics through measurable by regulatory CSC Executive
Output within 6 months after improvements in work bodies, e.g., Courses)
training results CHED, CSC
Tracking To assess impact on
Level 4: organizational DMMMSU’s strategic Function Selection based
Competency-
Results outcomes within a goals and quality Directors on performance,
based training,
year objectives Leadership College Deans leadership
mentoring by
Institute aptitude, and
senior officials
Correlations between L&D results, employee Directors competencies
Heads of Selection based Performance
Key Positions
performance, and institutional outcomes are used Technical and on demonstrated evaluations,

30
 Support Units technical targeted virtual stakeholder engagement initiative for
expertise, service training
records, and strategic planning in contrast to traditional, in-
leadership person consultations done in the past. Through
potential
TiMEK, the data were coded and analyzed into
5.2c(5) Equity and Inclusion. DMMMSU themes that informed DMMMSU’s vision, goals,
ensures that its performance management, and objectives.
performance development, and career
6.1a(2) Key Work Processes. Key work
development processes actively promote equity
processes are mapped and categorized based on
and inclusion across all workforce segments by
their alignment with the University’s three-fold
strictly complying with relevant laws and policies
mandate as shown in Figure 6.1-1.
outlined in Figure 5.2-6. Figure 6.1-1 Key and Support Processes and Their
Figure 5.2-6. DMMMSU’s Framework for Requirements
Process
Promoting Equity and Inclusion Category
Key Processes Requirements
Applicable Curriculum Development, CHED Policies,
Aspect DMMMSU Strategy
Law/Policy Instruction Teaching & Learning, Student OBE Framework,
Transparent, Assessment Industry Standards
unbiased RA 8371: Indigenous Proposal Development, Research Research Agenda,
Performance performance Peoples’ Rights Act, Research Implementation, Publication & Funding Agency
Management evaluation Equal Opportunity Dissemination Guidelines
respecting diversity Policy Community
and individual needs Community Needs Assessment,
Engagement
Gender and Extension Program Implementation, Impact
Tailored FSDP Policies, LGU
Performance Development (GAD) Evaluation
available to all Partnerships
Development guidelines, Magna
workforce segments ISO 9001:2015
Carta of Women Administrative Services, Financial
Support Standards,
Fair access to Management, Human Resource
Gender and Services Government
promotions, Development, ICT Support
Career Development (GAD) Regulations
trainings, and
Development guidelines, Magna
scholarships without
discrimination
Carta of Women 6.1a(3) Design Concepts. Core quality
RA 7877: Anti-Sexual management principles are integrated in the
Safe, respectful, Harassment Act,
Work
harassment-free RA 11313: Safe design of academic and administrative processes
Environment
workplace culture Spaces Act, Equal to ensure stakeholder responsiveness, value co-
Opportunity Policy
creation, operational efficiency, and
organizational agility. The University applies the
CATEGORY 6 : OPERATIONS Plan–Do–Check–Act (PDCA) cycle as a
6.1: Work Processes foundational framework to embed continuous
6.1a(1) Determination of Program, Service, improvement across all functional areas. Process
and Process Requirements. Program, service, designs are aligned with national standards and
and process requirements are determined through regulatory requirements, such as the CHED
a stakeholder-driven planning process grounded guidelines, DBM rules, and ISO 9001:2015 QMS.
in its founding mandate under PD 1778 to advance DMMMSU utilizes the ISO-registered SOPs
regional human development. These titled “Curriculum Development”, to
requirements align with CHED's outcomes-based systematically guide the design, “Curriculum
education framework, SUC Levelling, and quality Revision”, for the revision of its key academic
standards, e.g. AACCUP, ISO 9001:2015. Inputs processes and documented SOPs for support
from students, faculty, industry, and key processes. All process designs are further
stakeholders are consolidated through strategic anchored on DMMMSU’s PVMG to ensure
and operational planning workshops across the strategic alignment and purposeful contribution to
seven (7) OUs. Requirements are reviewed and instruction, research, extension, and support
validated during University Strategic Planning Services. To ensure the processes remain dynamic
conducted every six (6) years, Year-End and future-ready, DMMMSU considers key
Performance Reviews, and those aligned with design elements during the conceptualization or
Figure 6.1-1 are implemented across enhancement of processes as shown in Figure
DMMMSU’s three (3) mandated functions, i.e., 6.1-2.
instruction, research, and extension, ensuring
alignment with institutional goals and stakeholder
expectations. In 2024, DMMMSU launched
“Tinig ng mga Mag-aaral, Empleyado, at
Komunidad ng ka-Don Mariano” (TiMEK), a

31
Figure 6.1-2 Process Design Considerations 6.1b(2) Support Processes. Support processes of
NEW TECHNOLOGY
Integration of ICT tools such as SRIS, and document
the university (see Figure 6.1-1) are
management systems in process design to enhance efficiency systematically aligned with the requirements
and accessibility.
identified during program and process design.
ORGANIZATIONAL KNOWLEDGE Inputs such as human resources, funding,
Institutional knowledge repositories, benchmarking results, and
internal audit findings inform process enhancements and
materials, equipment, facilities, and learning
knowledge transfer. support services inform what specific support
PROGRAM AND SERVICE EXCELLENCE
functions are required to ensure smooth and
Use of quality standards (e.g., CHED PSGs, accreditation criteria) effective operations. For example, when an
to define service benchmarks and guide curricular and support academic program requires laboratory materials,
process design.
procurement and supply management are
STUDENT AND OTHER CUSTOMER VALUE activated as support processes. If the delivery of a
Regular consultations, surveys, and feedback loops are
incorporated to ensure stakeholder needs and preferences are course requires specialized equipment, Supply,
embedded in process planning. Auxiliary Services and IPFT Offices are engaged
RISK accordingly.
Application of risk-based thinking (as outlined in DMMMSU-TM-
SOP-001: Risk and Opportunity Management) to anticipate, Core support areas include finance, procurement,
assess, and mitigate potential process failures. human resources, information and
AGILITY
communication technology, facilities, safety,
Processes are designed to be modular and scalable to allow quick student services, and institutional planning. These
response to changes. The University uses DMMMSU-TM-SOP-
003: Change Management, an ISO-registered procedure, to
are governed by defined service standards, many
ensure all changes are assessed, approved, and implemented in of which are documented in SOPs and/or
a controlled and timely manner.
DMMMSU Citizen’s Charter. Integration of these
processes into university operations is supported
6.1b(1) Process Implementation. Consistent and
by centralized systems such as the Human
effective implementation of key processes is
Resource Information System (HRIS), currently
ensured through adherence to documented SOPs,
in pilot implementation at DMMMSU-MLUC,
quality manuals, and established workflows.
with future expansion to other campuses planned
These documents are disseminated across all OUs
under the University’s Digital Transformation
via official memoranda, the ISO portal on the
Roadmap. The Procurement System complies
University website and orientation programs, led
with RA 9184, as amended by RA 12009 and is
by process owners in coordination with the QA
fully integrated with the PhilGEPS platform,
Office. To maintain consistency and control, the
promoting transparency, compliance, and
University operates a university-wide Document
efficiency in sourcing. The procedure for the
Control System, handled by a Document Control
Procurement System is outlined in its SOP titled
Custodian, for version management and conducts
“Procurement Procedure”. Other support
regular internal quality audits and compliance
functions are also being digitized progressively,
checks in line with its ISO 9001:2015
ensuring accessibility, timeliness, and accuracy of
certification.
services. Support process quality is assured
Process performance is measured through KPIs, through regular process reviews, internal quality
as outlined in Figure 2.1-6. These indicators are audits, and client satisfaction surveys. Non-
reviewed quarterly by the Process Owners and conformities are documented using the Non-
Heads of OUs, and results are discussed during Conformity Report (NCR) mechanism, while
scheduled year-end Performance Reviews. areas for enhancement are flagged through
Process owners analyze trends and variances to Opportunities for Improvement (OFIs), both
identify inefficiencies, root causes, and areas for monitored by the QA Office.
improvement, which serve as benchmarks for
developing AOPs for the succeeding year and for
To sustain and enhance capability, capacity
establishing performance targets in the
development programs are implemented
IPCR/OPCR for the succeeding period. When
regularly, covering priority areas such as data
corrective actions require strategic or policy-level
privacy, financial management, QA, and digital
intervention, issues are escalated to the SLs and,
system adoption. These initiatives ensure
when necessary, to the BOR for resolution and
continued alignment with ISO 9001:2015,
institutional alignment.
institutional goals, and evolving compliance
requirements.
32
6.1b(3) Program, Service, and Process alignment with the University’s VMG, as well as
Improvement. Continuous improvement is consideration of resource availability, policy
ensured through a multi-tiered QMS anchored in alignment, and long-term sustainability.
the PDCA cycle, and supported by structured
tools such as Root Cause Analysis (RCA), 6.1c Supply-Network Management. Supply
Corrective and Preventive Actions (CAPA), and network is managed through a transparent,
NCRs. Improvements are driven by both proactive performance-based procurement system aligned
innovation and reactive problem-solving, with RA 9184 as amended by RA 12009 and the
following ISO 9001:2015 procedures, including University's own Procurement Procedure,
DMMMSU-TM-SOP-003: Change Management. ensuring compliance, cost-efficiency, and
Improvement needs are identified through strategic alignment.
multiple channels: (1) Stakeholder feedback from
students, alumni, faculty, and external partners;
(2) IQAs; (3) CHED and AACCUP assessments; The supplier selection process, detailed in
(4) Tracer studies and Program Performance DMMMSU-SUP-SOP-001 Section 5.1 Control of
Profiles; (5) Benchmarking with high-performing Externally Provided Services, ensures that only
institutions; (6) Annual Performance Reviews led qualified, reliable, and performance-oriented
by the IPFT Office; and (7) MR Meetings chaired suppliers are accredited. These suppliers are
by the University President, with input from the evaluated for their ability to support DMMMSU’s
QA Office. Academic and support units use these strategic objectives, including academic
inputs to continuously enhance DMMMSU’s core continuity, research support, and responsive
competencies in instruction, research, and student services. All supplier engagements are
extension. Notable examples include: (1) Rollout formalized through contracts or MOAs, which
of an Online Enrollment and Grade Inquiry undergo periodic review to assess compliance,
System (piloted in SY 2024–2025), which strategic alignment, and mutual value.
streamlined administrative processes and Alignment and collaboration within the supply
improved access to services; (2) University-wide network is promoted through regular pre-
institutional training on Outcomes-Based procurement conferences, post-award briefings,
Education (OBE) and Instructional Design, which and structured feedback mechanisms, as outlined
enhanced faculty capability and curricular in RA 9184 and DMMMSU-SUP-SOP-001
alignment; and (3) Expansion of Green Campus Section 5.1. Collaboration between procurement
Initiatives, aligning operational processes with officers and end-user units ensures that technical
sustainability and environmental stewardship specifications and service quality criteria are
goals. At the process level, data from client aligned with educational standards, research
satisfaction surveys, audits, and NCR/OFI reports objectives, and stakeholder expectations.
are analyzed using RCA tools such as the 5 Whys To ensure supply-network agility and resilience,
Technique. Results are validated during MR DMMMSU maintains a pre-qualified pool of
Meetings and acted upon by process owners, with suppliers capable of responding to urgent or
support from the QA Office. To promote emerging needs, also governed under DMMMSU-
efficiency, DMMMSU implements productivity SUP-SOP-001 Section 5.1. Early procurement
programs such as the 7 Standards of Good planning and multi-year framework agreements
Housekeeping (7S), adopted across academic and help minimize lead times and ensure timely
administrative units. These help reduce waste, resource availability, even during shifts in
optimize workspace functionality, and improve academic calendars, infrastructure requirements,
staff productivity. Implementation, monitoring or regulatory mandates. Furthermore, the
and evaluation of 7S is outlined in the documented University’s Digital Transformation Roadmap
procedure titled “Implementation of the 7S of includes provisions for automated procurement
Good Housekeeping”. Larger innovations and tracking and inventory systems, enhancing real-
institutional improvements are often incubated time visibility, forecasting, and campus-wide
through projects under the Research and responsiveness.
Extension Offices, and are supported by
partnerships with CHED, DOST-PCIEERD, and Supplier performance is systematically measured
other agencies. All major program and process using clearly defined criteria, including
changes are reviewed by the IPFT Office to ensure product/service quality, cost-efficiency, delivery
33
timeliness, and responsiveness. These metrics grassroots initiatives from faculty, staff, and
feed into a continuous feedback loop (as provided students. Platforms such as i-Hub La Union and
in DMMMSU-PROC-SOP-001) that informs Techno-Business Incubators serve as dynamic
future procurement decisions and supports spaces for ideation, prototyping, and incubation,
supplier development. The University clearly supporting innovation in instruction, research,
communicates performance expectations during extension, and governance.
bidding and contracting, and non-performing
suppliers are subject to corrective action, To institutionalize innovation, the University
including re-bidding, performance improvement deploys internal grants, seed funding for pilot
plans, or disqualification, in compliance with initiatives, and performance-based recognition to
internal policy and national procurement law. In incentivize creative problem-solving and
support of regional development and inclusive interdisciplinary collaboration. These
economic growth, DMMMSU gives priority to mechanisms encourage intelligent risk-taking and
local sourcing where feasible, thereby ensure that innovation efforts are aligned with
strengthening community resilience and strategic priorities and stakeholder needs.
reinforcing its role as a catalyst for regional DMMMSU applies design thinking and agile
innovation and sustainability. Figure 6.1-3 methodologies to guide the innovation lifecycle—
illustrates DMMMSU’s end-to-end supply from need identification and rapid prototyping to
network management process—from supplier pilot testing and scaled implementation. All pilot
selection and accreditation to performance initiatives are subjected to structured evaluation to
evaluation, feedback, and continuous determine value creation, stakeholder impact, and
improvement — ensuring a responsive, resilient, strategic fit.
and value-adding supply chain that meets
evolving institutional and stakeholder Successful innovations are transitioned into
requirements. mainstream operations through DMMMSU-TM-
SOP-003: Change Management, which
Figure 6.1-3 DMMMSU Supply Network guarantees the systematic adoption and
Management institutionalization of approved procedures and
process changes. This SOP provides a formal
structure for implementing innovations across the
University’s processes, ensuring alignment,
accountability, and sustainability. It also provides
a mechanism to discontinue or sunset strategic
opportunities that do not demonstrate sufficient
viability, impact, or alignment, thereby protecting
institutional resources and promoting continuous
learning. Through this structured and disciplined
approach to innovation, DMMMSU continuously
improves its programs, services, and processes to
remain responsive to emerging trends,
6.1d Management of Opportunities for technological shifts, and stakeholder expectations.
Innovation. Opportunities for innovation are
systematically managed by leveraging insights 6.2 Operational Effectiveness
and strategic opportunities identified through its 6.2a Process Efficiency and Effectiveness.
strategic planning process and regular DMMMSU integrates its performance
performance reviews. These two mechanisms management systems to drive cost-efficiency,
serve as primary sources of intelligent risks and optimize resource utilization, and maintain high-
guide the prioritization of innovation initiatives quality service delivery across instruction,
across the University. research, and extension. The University’s QA
mechanisms and financial review cycles are used
to monitor budget utilization, identify variances,
A culture of innovation is promoted by and track key outcome indicators. Furthermore,
systematically identifying opportunities through the Citizen’s Charter, as required by ARTA, is
academic R&D outputs, benchmarking with being implemented to ensure that service delivery
leading institutions, stakeholder feedback, and processes are streamlined and that prescribed
34
processing time, number of steps, requirements, ON MINIMIZING CUSTOMERS’ PRODUCTIVITY LOSSES
DMMMSU minimizes customers’ productivity losses by reducing
service standards, and transparency measures are processing times (e.g., certification of grades requests processed
observed. Budget performance is regularly from 3–5 days to 1 day processing), streamlined online service
portals (for student grade inquiry), and reduced need for follow-
evaluated by the Administrative Council to ensure ups minimize disruption to students' academic activities through
that allocations align with strategic priorities and real-time online grade inquiry.
institutional mandates. To balance cost control ON MINIMIZING THE COSTS OF INSPECTIONS, TESTS,
with service quality, DMMMSU triangulates data AND PROCESS OR PERFORMANCE AUDITS
The University integrates IQA with performance-based
from student satisfaction surveys, performance budgeting, reducing redundant audits. Fewer repeat findings and
reviews, and management evaluations. These NCs in recent years have led to reduced audit-related costs and
less time spent on rework.
insights inform budget planning and guide the
prioritization of resources. Operational efficiency ON BALANCING THE NEED FOR COST CONTROL AND
EFFICIENCY WITH THE NEEDS OF YOUR STUDENTS AND
is further improved through targeted process OTHER CUSTOMERS
enhancements, including the ongoing digitization DMMMSU ensures prudent use of financial resources while
of enrollment and procurement systems. The meeting stakeholder needs through participatory budgeting,
where academic and st7yudent units (Student Regent / Student
University also monitors efficiency indicators, Body Organization) propose prioritized needs during planning.
e.g., student-faculty ratios, class sizes, and Cost control measures, such as bulk procurement and
digitization of services (e.g., online enrolment), reduce operating
workload distribution, to ensure optimal expenses.
deployment of resources. This integrated, data-
driven approach allows the University to maintain 6.2b Security and Cybersecurity. Security and
financial discipline while remaining responsive to cybersecurity of sensitive data, information, and
stakeholder needs and committed to continuous key assets are ensured through a comprehensive
institutional improvement. Figure 6.2-1 presents framework aligned with the Data Privacy Act,
DMMMSU’s strategies for enhancing process DICT standards, and CHED guidelines. This
efficiency and effectiveness, focusing on cycle framework covers both physical and digital
time reduction, error prevention, cost control, and security to guarantee confidentiality and
responsiveness to stakeholder needs. controlled access.
In 2023, the DMMMSU Records Management As to management of physical and digital data and
System (DRMS) was implemented. This operational systems, access to critical systems
innovation digitized document routing, such as the Student Registration Information
significantly reducing processing time and System (SRIS), Human Resource Information
enhancing transparency in administrative System (HRIS), Document Management System,
workflows. Further, the University's adoption of and Financial Information System (FIS) is tightly
the e-Learning Management System, i.e., Google controlled using multi-factor authentication,
Classroom, since the pandemic period in 2021, encrypted backups, and ID-based physical access
represents a strategic innovation that has systems. Access controls are reviewed quarterly to
improved instructional delivery efficiency while uphold the principle of least privilege.
reducing operational costs associated with
traditional classroom-only instruction. Moreover, To maintain awareness of emerging security and
the implementation of the QMS and subsequent cybersecurity threats, the ICT Office maintains a
ISO 9001:2015 certification, from 2020 to dynamic risk register, updated monthly or as
present, established standardized processes that needed upon receiving advisories from the DICT.
measurably improved service delivery efficiency It also monitors threat intelligence feeds, enabling
across all operating units. proactive mitigation of 95% of identified
vulnerabilities within 30 days.
Figure 6.2-1 Process Efficiency & Effectiveness
ON INCORPORATING CYCLE TIME, PRODUCTIVITY, AND
OTHER FACTORS To ensure that the workforce, students, customers,
DMMMSU improves efficiency by streamlining processes, guided partners, and suppliers understand and fulfill their
by the Citizen’s Charter and IQA systems. For example,
enrollment processing was cut from four to two weeks through roles, cybersecurity awareness training is
digitalization, with cycle time and productivity regularly monitored regularly conducted by ICT units across the
for better service delivery.
University, primarily targeting faculty and staff
ON PREVENTING NON-CONFORMITIES, SERVICE involved in critical system operations. These
ERRORS, AND REWORK
DMMMSU prevents non-conformities, service errors, and rework sessions cover phishing prevention, password
through regular Internal Quality Audits (IQA), corrective action hygiene, and responsible data handling to
implementation, and continuous process improvement.
reinforce accountability. For students, customers,
35
and external stakeholders such as partners and Figure 6.2-2 DMMMSU Safety System
ACCIDENT PREVENTION
suppliers, basic cybersecurity responsibilities are
communicated through official advisories, Proactive risk mitigation is achieved via regular safety
onboarding materials, and system use agreements, inspections and occupational safety training. Faculty, staff, and
students undergo onboarding and periodic refresher training on
most especially when there are urgent or relevant emergency response protocols. The University customizes
guidelines from oversight agencies such as the safety measures for high-risk environments such as
laboratories, workshops, and fieldwork, ensuring hazard-
DICT. These mechanisms ensure a baseline specific controls are applied. Safety culture is reinforced by
understanding of each stakeholder’s role in implementing the “7S of Good Housekeeping,” promoting
discipline and hazard reduction in all academic and
safeguarding institutional information and administrative spaces.
systems.
INSPECTION

Scheduled safety inspections are conducted systematically to

To identify and prioritize key IT and operational identify potential hazards. These inspections are supplemented
systems, DMMMSU conducts regular risk by collaborative audits with external partners, including the
Bureau of Fire Protection (BFP) and local DRRM offices,
assessments to evaluate the criticality and impact enhancing compliance and readiness.
of each system on core functions. Systems with
ROOT-CAUSE ANALYSIS
the highest operational importance—such as the
Student Records Information System (SRIS), Incident investigations include thorough root-cause analyses to
identify underlying factors. Findings guide corrective actions and
Human Resource Information System (HRIS), process improvements, reducing recurrence risks. The DRRM
and Financial Information System (FIS)—are Unit tracks and analyzes incident trends to refine preventive
strategies continually.
classified as critical and prioritized for enhanced
protection, continuity planning, and resource RECOVERY
Emergency preparedness is institutionalized with quarterly fire
allocation. This ensures that high-impact systems and earthquake drills, carried out in partnership with BFP and
receive focused attention for operational local DRRM agencies. Recovery processes are strengthened by
community safety campaigns involving local government units
effectiveness and service continuity. (LGUs) and partner organizations, extending resilience beyond
campus boundaries.

To protect these systems, detect cybersecurity

events, and respond to and recover from 6.2c(2) Organizational Continuity, and
cybersecurity incidents, DMMMSU employs Resilience. Organizational continuity and
multi-layered security controls including resilience is ensured by anticipating, preparing
firewalls, intrusion detection systems, and for, absorbing, and recovering from disasters,
encrypted backups. Incident response plans were emergencies, and other disruptions through the
tested twice in the past year through simulated National Disaster Risk Reduction and
cyberattack drills. Continuous monitoring and Management Council (NDRRMC) Framework
vulnerability assessments ensure swift detection which the University adopted. It is based on four
and recovery from cybersecurity events. pillars, namely: (1) Prevention and Mitigation; (2)
Rehabilitation and Recovery; (3) Preparedness;
and (4) Response (see Figure 6.2-3).
These comprehensive security and cybersecurity
measures enhance DMMMSU’s institutional Figure 6.2-3. NDRRMC Framework
resilience, ensure compliance with relevant
regulations, and maintain the trust of all
stakeholders.

6.2c(1). Safety. A safe and resilient learning and

working environment is ensured through a robust
safety management system, outlined in the
documented procedure DMMMSU-DRRM-
SOP-001, led by the DRRM Unit which drives
comprehensive safety programs across all OUs,
(see Figure 6.2-2).

36
Specifically, DMMMSU actively prepares for and internet connectivity, emergency procurement
mitigates potential impacts through quarterly procedures for emergency supplies, and staff
nationwide scenario-based drills, including redeployment plans, e.g. work from home
earthquakes, fires, tsunamis, and active shooter arrangements.
simulations, conducted in collaboration with the
Bureau of Fire Protection (BFP), local DRRM Student, customer, workforce, supply network,
offices, Office of Civil Defense (OCD), partner, and information technology system needs
Philippine Red Cross, and other partners. are carefully incorporated into continuity
Recovery and resilience are supported by after- planning. This ensures that services remain
action reviews, benchmarking with peer accessible and effective, while supporting the
institutions, and scenario-based planning availability and safety of personnel, supply chain
exercises. reliability, and IT infrastructure resilience.

The University integrates disaster preparedness

into its operations through campus-level CATEGORY 7: RESULTS
Emergency Response Plans, DRRM training and 7.1 Student Learning and Process Results.
simulations, infrastructure audits, and Performance results are presented for
coordination with national and local DRRM DMMMSU’s key measures covering a 3-year
councils. In response to the challenges posed by period (2022–2024). Other key results are
the COVID-19 pandemic, the Academic Affairs available on site.
Office updated the Learning Continuity Plan 7.1a Student Learning and Customer-Focused
(LCP) in August 2021. The revised plan included Service Results. DMMMSU provides high
guidelines on flexible learning implementation, quality education as evidenced by the percentage
COVID-19 response protocols, and health and of first-time licensure examination passers
safety measures in accordance with advisories (Figure 7.1-1) showing higher passing rates that
from relevant authorities. This process innovation exceed targets. This reflects sustained
ensured the uninterrupted delivery of quality enhancements in academic preparation compared
education while prioritizing the safety of the to other HEIs (i.e., MMSU, TSU) (see Figure 7.1-
university community. Further, in February 2022, 2). The positive trend aligns with DMMMSU’s
25 DMMMSU personnel participated in a four- strategic goal of academic excellence and
day Community-based Disaster Risk Reduction continuous quality improvement in board program
and Management (CBDRRM) training conducted outcomes.
by the Office of Civil Defense Region 1. The
training focused on community risk assessment Figure 7.1-1 Licensure Examination Results
and DRRM action planning, enabling participants
to identify significant DRRM activities and
integrate them into a comprehensive DRRM plan
for the university. This continuous improvement
effort aimed to mainstream disaster risk reduction
and climate change adaptation within the
institution.

To consider risk, prevention, protection,

continuity of operations, and recovery, the
University conducts regular risk assessments Figure 7.1-2 Comparison of Licensure
addressing vulnerabilities in ICT systems, Examination Performance with Other HEIs
facilities and supply chains. Continuity strategies
include deploying cloud-based academic systems
with the use of Google Suite, implementing
flexible work arrangements, and offering
asynchronous learning modalities, i.e., use of
Google Classroom, to maintain educational access
and operational functionality during emergencies.
Additional mitigation measures comprise backup
37
Figures 7.1-3 to 7.1-7 present the licensure
performance of several flagship academic Figure 7.1-7 Agriculture Licensure Exam Trend
programs consistently exceeding the National
Passing Rates (NPR), reflecting the University’s
effective implementation of its OBE framework
and competency-based preparatory mechanisms.
Figure 7.1-3 Secondary Ed Licensure Exam
Trend

DMMMSU’s graduate employability data show

strong results (see Figure 7.1-8).
Figure 7.1-4 Criminology Licensure Exam Trend
Figure 7.1-8 Employment Rate Trend

Figure 7.1-5 Nursing Licensure Exam Trend DMMMSU’s accreditation results and CHED
recognitions demonstrate high levels of quality
across academic programs as exhibited in Figure
7.1-9 and Figure 7.1-10, respectively.
Figure. 7.1-9 Accreditation Status Comparison

Figure 7.1-6 EEng Licensure Examination Trend

Figure 7.1-10 COD Status Comparison

38
Figure 7.1-11 reflects the University’s sustained In 2024, DMMMSU debuted in the Times Higher
commitment to inclusive education and equitable Education (THE) Impact Rankings, aligning with
access, particularly for marginalized groups, in the UN SDGs. All these affirm DMMMSU’s
alignment with national development and higher progress toward its strategic goals and reflect
education goals. growth across multiple academic performance
metrics (see Figures 7.1-14 to 17).
Figure. 7.1-11 Student Population by Socio-
Demographic Priority Sectors Figure 7.1-14 Citation Trend
Percentage
(based on
Profile Population
18,410
population)
Geographically-Isolated &
Disadvantaged Areas 9,847 53.49%
(GIDA)
Child of
7,018 38.12%
Farmer/Fisherfolk
1st Generation Students 5,358 29.10%
PWD 4,999 27.15%
4Ps 3,694 20.07%
Child of Solo Parent 3,563 19.35%
Listahanan 2,569 13.95%
Indigenous Peoples 2,179 11.84%
Figure 7.1-15 Publication Trend
Rebel or belongs to a
1,067 5.80%
rebel family
Solo Parent 488 2.65%
Orphan 238 1.29%

In the international scene, the University saw a

steady increase in outbound international students
reflecting strengthened global partnerships and
mobility opportunities (see Figure 7.1-12).
Figure 7.1-12 Trends in Outbound and Inbound
International Student Mobility Figure 7.1-16 Presentation/Exhibition Trend

Figure 7.1-17 IP Filing Trend

7.1b(1) Process Effectiveness and Efficiency
DMMMSU is committed to becoming a globally
competitive university, as shown by its active
participation in international rankings and forums.
(Figure 7.1-13)

Figure 7.1-13 DMMMSU WURI Ranking

For efficient service delivery, the University has

progressively enhanced its digital operations
through various information technology and
operative systems (see Figure 7.1-18).

39
Figure 7.1-18 DMMMSU Innovations Figure 7.1-20 Enrollment and Credential
Name of System Year End-User Processing Time
Faculty, students,
SRIS (Student Record
2002 SAR, SAS,
Information System)
Deans/Chairs
Financial System 2005 Accounting Office
Library
LDAMS (Library Digital
users/clients (e.g.
Attendance Monitoring
2017 students, faculty,
System) Koha Library
staff, external
System
clients)
RMTS (Records
Records Office,
Management Tracking 2020
Colleges
System)
7.1b(2) Safety and Emergency Preparedness
ISO 9001:2015 PDCA Internal
Cycle Framework
2020
stakeholders
DMMMSU shows high levels of activity in
QS Benchmarking emergency drills and community engagements,
2022 All Stakeholders
Innovation Framework while policy development remains the least active
WURI Innovation
2023 All Stakeholders
area (see Figure 7-1-21).
Integration Framework
HRIS (Human
2024 Faculty, staff, HR
Figure 7.1-21 DRRM/Emergency Preparedness
Resources) Activities
Asset Guard
2024 Supply
(Inventory/Procurement)
UniBoss (University University Board
2024
Board Secretary) Secretary
Faculty, staff,
PQA Framework 2024
administrators
T.H.E. Impact Alignment
2024 All Stakeholders
Initiative

To further ensure operational efficiency, the

number of maintained and functional facilities
increased steadily by 367% in 2024 (see Figure
7.1-19). 7.1c Supply-Network Management Results. For
its supply chain, DMMMSU saw steady growth in
Figure 7.1-19 Number of Maintained/ Functional
Facilities accredited suppliers across
Contractors/Infrastructures (see Figure 7-1-22).

Figure. 7.1-22 Accredited Suppliers Trend

In terms of service delivery to DMMMSU’s main

clientele, the students, the average processing
time for enrollment remained at 2 hours and 13
minutes, and 17 minutes for credential requests. In The evaluation results of DMMMSU’s accredited
2024, both significantly improved—dropping to suppliers reflect a strong and improving
27 minutes for enrollment and 6 minutes for performance in the procurement process (see
credentials (see Figure 7.1-20). Figure 7-1-23).

40
Figure 7.1-23 Supplier Evaluation Trend Figure 7.2-4 8888 Complaints Resolution Rate

7.2 Customer Results

7.2a(1) Student and Other Customer Figure 7.2-5 No. of Filed 8888 Complaints
Satisfaction. Data presented in this section cover
2022-2024 in sync with the implementation of the
Client Satisfaction Measurement (CSM) required
by ARTA. Glossing Figures 7.2-1 and 7.2-2, the
overall Client Satisfaction Rating and Service
Quality Dimension (SQD) Ratings are above the
set target of 80% client satisfaction and an
improving trend from 2022 to 2024.

Figure 7.2-1 Client Satisfaction Rating

Figure 7.2-5 shows a sharp increase in complaints

in 2024. While the number of complaints varied
significantly, the resolution rate remained
consistently at 100% across all years (see Figure
7.2-4). This consistency in resolution rate
indicates the actions done on the agency's
responsiveness as part of the complaints
management system to address public concerns.
Figure 7.2-2 SQD Trend 7.2a(2) Student and Other Customer
Engagement. DMMMSU’s social media page
demonstrates high levels of engagement (see
Figure 7.2-6 to Figure 7.2-10). The effective
integration of targeted content releases, campaign
timing, and promotional strategies that
successfully drove higher user visits across
platforms.

Figure 7.2-6 Page Growth Statistics, 2020-2025

Figure 7.2-3 Client Dissatisfaction Rating

41
Figure 7.2-7 Page Posting Statistics Figure 7.3-1 Educational Attainment
Demographic (Faculty)

Figure 7.2-8 Page Reach Statistics On the one hand, Figure 7.3-2 shows a positive
trend in workforce qualification among non-
teaching personnel, highlighted by an increase in
bachelor's degree holders and significant number
of master's and doctorate degree holders while
there is an observed reduction in non-degree
holders.

Figure 7.3-2 Educational Attainment

Demographic (Non-Teaching)

Figure 7.2-9 Page Engagement Statistics

Figure 7.2-10 Page Visit Statistics

In terms of employment status, the number of
permanent and temporary faculty remained
relatively stable with the slight movements
suggesting adaptive staffing strategies in response
to academic demands (i.e., student population)
(see Figure 7.3-3).

Figure 7.3-3 Employment Status (Faculty)

7.3 Workforce Results

7.3a(1) Workforce Capability and Capacity.
DMMMSU has a strong workforce running its
operations. Figure 7.3-1 shows that faculty with
Master's degrees consistently represent the largest
group. Generally, there is a general increase in all
qualification levels, with noticeable growth in
Doctorate degree holders.
The number of contractual faculty saw a
significant rise in 2023 before decreasing in 2024.
42
This trend indicates a growing reliance on non- Figure 7.3-6 Plantilla Position Trend
permanent positions to meet instructional needs
driven by enrollment shifts brought by the
attractiveness of SUCs with its free higher
education but with limited government plantilla
items. Among the non-academic personnel,
permanent staff constituted the majority resulting
in a steady decline of the contractual and casual
appointments (see Figure 7.3-4). The trend points
toward reducing dependency on non-regular
employment towards a more permanent, secure,
In terms of promotion, the low statistics in 2023
and long-term workforce stability.
can be traced to the gap year between the
implementation of JC3 in SUCs and the
Figure 7.3-4. Employment Status (Non-Academic transitioning of non-teaching plantilla in
Personnel)
compliance with the ROSSS (see Figure 7.3-7).
Figure 7.3-7. Data on Promoted Employees

The fluctuating trend in employee awards and

recognition, as shown by Figure 7.3-5, suggests As a result of the workforce capability and
varying institutional focus and recognition efforts capacity, the IPCR analysis of DMMMSU
across different years. Comparatively, the personnel demonstrated a consistent and
increase in faculty awards in 2024 reflects improving trend (see Figure 7.3-8).
renewed emphasis on academic contributions, Figure 7.3-8. Performance (IPCR) Evaluation
while the consistent presence of staff recognitions
demonstrates sustained appreciation for support
roles.
Figure 7.3-5 Employee Awards and Recognition

7.3a(2) Workplace Climate. Figure 7.3-9

illustrates statistics pertaining to medical and
dental consultations availed by DMMMSU
In terms of the number of filled plantilla positions, personnel; thus, showing a health-responsive
faculty positions outnumber staff positions given workplace environment.
its mandate as an academic institution (see Figure
7.3-6).

43
Figure 7.3-9 Personnel’s Medical and Dental In terms of employee tardiness, Figure. 7.3-12
Consultations reveals a decreasing pattern reflecting improving
employee punctuality, which is essential to
operational efficiency and service delivery.

Figure 7.3-12 Percentage of Tardiness

To further support employee health and wellness,

DMMMSU assigns dedicated health professionals
to each major campus (see Figure 7.3-10).

Figure 7.3-10 Health Professional and Workforce

Population Ratio 7.3a(4) Workforce Development.
In terms of FSDP scholarship grantees in
HEALTH
NLUC/CA/
MLUC/
DMMMSU, the highest number of grants was in
SRDI/ SLUC 2019–2020 with 41 recipients, while the lowest
PROFESSIONAL OUS
NARTDI
was in 2020–2021 (see Figure 7.3-13). In terms
of trends, there was a sharp decline after 2019–
Medical Doctor 1:716 1:558 1:540 2020 due to the pandemic that affected program
implementation but eventually increased in the
Doctor of Dental post-pandemic, reaching 26 grants in 2022–2023.
1:716 1:558 1:540
Medicine
Figure 7.3-13. Trend of Scholarship Grants
Registered Nurse 2:716 3:558 3:540
Dental Aide 1:716 1:558 1:540
Ambulance Driver - - 1:540

7.3a(3) Workforce Engagement.

Based on the IPCR analysis, DMMMSU
personnel demonstrated a consistent and
improving trend (see Figure 7.3-8). Meanwhile,
Figure 7.3-11 shows the participation rate of
DMMMSU personnel in University-sanctioned
activities per workforce segment.

Figure 7.3-11. Participation Rate of DMMMSU

Personnel in University Activities 7.4 Leadership and Governance Results
7.4a(1) Leadership. The data presented in
Figures 7.4-1 to 7.4-3 illustrates DMMMSU's
% of Attendance
ACTIVITIES
WORKFORCE strong commitment to quality senior leadership
SEGMENT and participative governance. This systematic and
2022 2023 2024
sustained engagement across all internal and
University
Personnel
Faculty, Non-
100% 100% 100%
external groups underscores a leadership culture
Olympics
Teaching that values strategic alignment, inclusivity, and
Faculty, Non- transparency in its operations and decision-
Foundation Day 100% 100% 100%
Teaching making processes.
FAD Day Faculty 100% 100% 100%
UNTA Day Non-Teaching 100% 100% 100%

44
Figure 7.4-1 SLs’ Communication and high client satisfaction (Figures 7.2-1 and 7.2-2)
Engagement with Workforce emphasize continuous improvement and
% of SL Attendance engagement, forming a cohesive blueprint
SL Meetings advancing DMMMSU’s mission and credibility.
2022 2023 2024
Figure 7.4-4 Research Output Comparison
Administrative Council 100% 100% 100%

Academic Council 100% 100% 100%

Management Review 100% 100% 100%

Performance Review 100% 100% 100%

Dialogues 100% 100% 100%

Task Force Meetings 100% 100% 100%

7.4a(2) Governance. For three (3) years,

Figure 7.4-2 SLs’ Communication and
DMMMSU has demonstrated unwavering
Engagement with Students
compliance with COA audit findings—an
% of SL Attendance
SL Meetings achievement that reflects disciplined financial
2022 2023 2024 management and a strong commitment to
accountability (see Figure 7.4-5). Furthermore,
Student Council Meeting 100% 100% 100%
effective management and monitoring of ethical
Board of Regents
100% 100% 100% conduct and grievance complaints is manifest as
Meeting seen in Figures 7.2-6, 7.2-7, and 7.4.9
Dialogues 100% 100% 100%
Figure 7.4-5 COA Audit Findings Compliance
2022 2023 2024
COA Audit Findings
Figure 7.4-3 SLs’ Communication and
100% 100% 100%
Engagement with Stakeholders
% of SL Attendance
SL Meetings In addition, the ISO external audit results
2022 2023 2024 demonstrate DMMMSU’s strong governance,
Consultations 100% 100% 100% with zero Non-Conformities (NCs) in both 2022
and 2024, reflecting consistent compliance with
Dialogues 100% 100% 100%
quality standards (see Figure 7.4-6). While NCs
Correspondence 100% 100% 100% remained at zero, Opportunities for Improvement
(OFIs) rose from 4 to 13, indicating a shift from
Board of Regents Meeting 100% 100% 100%
corrective actions to enhancement-focused
feedback which is part of the continuous
Through continual communication with the improvement reflective of the PDCA approach
workforce, students, and stakeholders, implemented in the university.
DMMMSU’s quality objectives align with
effective leadership. This further manifests in the Figure 7.4-6 ISO External Audit Results
upward trends in licensure performance (see
Number of 2022 2023 2024
Figures 7.1-1 to 7.1-7) and graduate employment
(see Figure 7.1-8), focusing on competent, NCs 0 - 0
industry-ready graduates. Improvements in OFIs 4 - 13
research outputs (Figure 7.4-4) and extension
service coverage (Figure 7.4-13) highlight 7.4a(3) Law, Regulation, and Accreditation.
academic relevance and innovation. Compliance DMMMSU’s unwavering compliance from 2022
with regulations (Figure 7.4-7), better budget to 2024 across key governance and accountability
management (Figures 7.5-1, 7.5-2), and resource indicators reflects a strong institutional
use reflect sound governance. The Faculty and commitment to integrity, service excellence, and
Staff Development (Figures 7.3-1 and 7.3-2) and regulatory adherence (see Figure 7.4-7).

45
Figure 7.4-7 Requirements Compliance Figure 7.4-9 Resolution Rate of Administrative
Cases
Requirements 2022 2023 2024
RA 11032 100% 100% 100%
CSC Guidelines 100% 100% 100% Investigating Body 2022 2023 2024
RA 9184 as amended by RA
100% 100% 100%
12009 Formal Investigation Committee 100% 100% 100%
CHED Memorandum Orders 100% 100% 100%
RA 10173 100% 100% 100% Committee on Decorum and
100% 100% 100%
PWD and SC Requirements 100% 100% 100% Investigation
GSIS Remittances 100% 100% 100%
Pag-IBIG Remittances 100% 100% 100%
PhilHealth Remittances 100% 100% 100% Figure 7.4-10 Timeliness of Disposition of
RA 10931 100% 100% 100% Administrative Cases
DENR Administrative Orders 100% 100% 100%
RA 6713 100% 100% 100%
Investigating Body 2022 2023 2024

7.4a(4) Ethics. DMMMSU’s trajectory in ethics Within Within Within

Formal Investigation
prescribed prescribed prescribed
review-subjected research reveals a dynamic and Committee
period period period
maturing research culture. The steady rise—from
just under 300 in 2022 to nearly 1,200 by 2024— Committee on Within Within Within
Decorum and prescribed prescribed prescribed
demonstrates not only increased research Investigation period period period
productivity but also a clear institutional
commitment to upholding ethical standards (see
Figure 7.4-8). 7.4a(5) Society. Figure 7.4-11 reflects
DMMMSU’s strong and improving performance
Figure 7.4-8 REC Approval Comparison in utilizing research outputs over the past five
years, highlighting its commitment to academic
excellence and societal relevance.
Figure 7.4-11 Research Utilization Comparison
and Trend

The growing number of studies approved by the

Research Ethics Committee underscores the
university’s strengthened systems for ethical
oversight. More importantly, it reflects a scholarly
community that values responsible conduct in
research.
In each of these years, the number of research
Also, a 100% timely resolution rate for ethics- outputs utilized consistently exceeded the set
related complaints over three consecutive years targets, demonstrating not only effective research
reflects a culture of integrity and accountability. It production but also successful application and
signals decisive leadership, consistent dissemination which reinforces its role as a
enforcement of ethical standards, and a deep contributor to innovation and community
commitment to stakeholder trust. This track development. The number of technologies
record not only strengthens organizational adopted remained steady indicating increased
credibility but also sets a clear benchmark for relevance and usability of interventions. In
ethical excellence (see Figure 7.4-9 and 7.4-10). comparison to previous years, 2024 reflects
growth in reach but a strategic shift in delivery
(see Figure 7-4-12).

46
Figure 7.4-12 Technology Adoption/ Utilization Figure 7.4-14 ESCE Beneficiaries Trend, 2022-
Trend 2024

The trend in trained stakeholders (weighted by

These outcomes are the result of strong integration training duration), however, shows a decline from
of community needs assessment, stakeholder 38,916.55 in 2022 to 11,393.75 in 2024 (see
collaboration, and research-based extension Figure 7.4-15) due to longer deployment and
models across campuses thereby affirming comprehensive training to selected beneficiaries
DMMMSU's standing as a quality-driven to make a better impact.
institution responsive to real-world needs.
Figure 7.4-15 Extension Training Trend

Meanwhile, the data on active extension

partnerships (LGUs, industries, NGOs, NGAs,
SMEs, and other stakeholders) from 2022 to 2024
demonstrates DMMMSU’s efforts in fostering
community engagement and collaboration. Over
this three-year span, the number of partnerships
steadily increased, reaching its peak in 2023 (see
Figure 7.4-13).

Figure 7.4-13 Extension Partnerships Trend

7.5 Financial, Market, and Strategy Results
7.5a(1) Financial Performance. From 2022 to
2024, DMMMSU consistently exceeded its
annual budget utilization, reflecting strong fiscal
management and alignment of resources with its
core programs in instruction, research, and
extension and institutional priorities (see Figure
7.5-1).

Figure 7.5-1 BUR (Obligation vs Allotment)

Comparison, 2022-2024

Beneficiaries expressed their satisfaction with the

quality and relevance of training courses and
service advisories with a rating of 100%. This
pattern reflects the university’s proactive
approach to establishing meaningful and
sustainable partnerships that enhance its extension
programs. The overperformance underscores
DMMMSU’s institutional strength in community
linkage, signaling a strong commitment to
DMMMSU showed an upward trend in budget
inclusive development and responsiveness to
obligation efficiency well above the 95% and 85%
stakeholder needs. Also, DMMMSU
national benchmark set by DBM and CHED. This
demonstrates high levels of outreach, serving
reflects improved fiscal controls, timely
6,132 beneficiaries in 2024—its highest in three
procurement, and effective fund disbursement. It
years (see Figure 7.4-14).
can be noted that the BUR targets for 2023 and
47
2024 were lower vis-a-vis 2022. It is worth Figure 7.5-3 Completed Infrastructure Projects
noting that the BUR target for 2022 was set in
2017 and DBM only allowed the University to
recalibrate the same in 2023 to 85% in accordance
with PBB guidelines and to address the issue of
delay in the release of government funds, which is
beyond the University’s control.

Compared to SUCs like Pangasinan State

University (96.2% in 2023) and the University of
Mindanao (94.5%.), DMMMSU’s sustained
performance above 98% highlights its position as
one of the more fiscally efficient SUCs in the 7.5a(2) Market Performance. DMMMSU
country. This efficiency is driven by coordinated maintains high levels of enrollment (Fig. 7.5-4).
planning, timely fund releases, and alignment of
procurement with operational plans.
Figure 7.5-4 Enrolment Trend, 2022-2025
Furthermore, DMMMSU demonstrated
significant strides in improving its disbursement
efficiency, reflecting its commitment to timely
fund utilization and effective program
implementation. While the 2022 disbursement
rate was below the 90% target set by CHED and
DBM, reforms in 2023 exceeded national
standards. In 2024, the university sustained this
improvement, demonstrating strengthened
financial processes and consistent alignment with
fiscal goals. (see Figure 7.5-2).
The trend reflects steady growth over 8
Figure 7.5-2 BUR (Disbursement vs Obligation)
consecutive semesters demonstrating its growing
Comparison
attractiveness and capacity. This is the result of
the effective integration of student-centered
policies, academic program expansion, and
accessible support services, positioning
DMMMSU as a preferred choice among SUCs in
the region.

Likewise, DMMMSU consistently provided high

levels of scholarship support, with beneficiaries
increasing from 19,854 in 2022 to 20,541 in 2024
(see Figure 7.5-5). The trend shows steady
growth, reflecting enhanced access to financial
aid. Comparison across years highlights
DMMMSU consistently upheld sound financial DMMMSU’s commitment to expanding
stewardship in support of academic growth, scholarship coverage. This effort is well
research, and public service. As a result of the integrated into the university’s strategic goals of
good fiscal management, the number of access, equity, and student success.
completed infrastructure projects increased as
evidenced in Figure 7.5-3.

48
Figure 7.5-5 Scholarship Recipients Trend 7.5b Results Strategy Implementation. From
2022 to 2024, DMMMSU implemented a
comprehensive strategy considered as intelligent
risks that yielded measurable improvements
across academic performance, research and
innovation, stakeholder satisfaction, and
institutional capacity-building (Figure 7.5-8).

Figure 7.5-8 DMMMSU Results Strategy

Implementation

Strategic Alignment and Planning

DMMMSU’s strategic planning processes were

grounded in clear institutional priorities. In 2021, internal

Moreover, DMMMSU demonstrates increasing quality assurance mechanisms were enhanced, and

levels of productivity and impact in research and capability-building sessions on outcomes-based

creative works. The total of externally generated education (OBE) and institutional accreditation were
funds rose from ₱35.39M in 2022 to ₱41.34M in conducted.
2024, reflecting improved institutional capacity to
Digital Transformation and Infrastructure
attract grants and endowments (see Figure 7.5-
6). In 2022, the university invested in upgrading its
Figure 7.5-6 Research % Creative Work Funding information and communications technology (ICT)
infrastructure. This included the adoption and expansion
of Learning Management Systems (LMS) across
campuses, facilitating more effective remote and
blended learning environments. The digital shift also
supported administrative efficiency and academic
delivery.
In 2024, Continuous investment for 10 Gbps Internet
Connectivity amounting to 150 million

Productivity and Innovation Initiatives

The number of active business incubates also In 2023, DMMMSU engaged in the Productivity
increased from 11 in 2022 to 16 in 2024. This
Challenge Workshop in partnership with the
rapid rise indicates a maturing research culture
Development Academy of the Philippines (DAP),
and growing visibility in national and
international platforms (see Figure 7.5-7). empowering work units to design and implement
innovative solutions in public sector performance.
Figure 7.5-7 Business Incubatees Trend
Operationalization and Integration

By 2024, DMMMSU institutionalized the use of

operational plans (OPLANs) aligned with fiscal year
budgeting and strategic targets. This planning structure
fostered accountability and performance tracking across
all levels of operation.

Moreover, the results indicated in Figure 7.5-9

confirm the effectiveness of DMMMSU’s
integrated and data-driven strategy. The
alignment between strategic goals,
implementation mechanisms, and performance
49
evaluation processes underscores a responsive Cultural Values, 18th in Generative AI application, and
institutional culture that continuously adapts to 20th in Leadership. This marks a significant rise from
stakeholder needs, policy environments, and its 201–300 debut in 2023, placing DMMMSU 3rd in
national development priorities. Region 1, 29th nationally, and 198th worldwide.

2023
Figure 7.5-9 Key Parameter and Results
● DMMMSU launched its first International Research

KEY PARAMETER RESULTS and Innovation Conference on Education,

Engineering, and Agriculture (IRECEEA) (and
Academic Licensure exam passing rates rose
Excellence from 65.34% to 80.18%. currently continuing) to put DMMMSU in the global
map and promote research engagement and
Increased from 12,865 in 2021 to
Enrollment collaboration with an international scope
24,781 in 2024—nearly doubling.
● Establishment of the East La Union Campus
Graduate employment reached
Employability (Naguilian, La Union) to expand program offerings
59.29%.
especially new niche programs such as the
Assurance and Outcome ratings
Client Satisfaction reached 99.89% and 99.85%, establishment and relocation of the Institute of
respectively. Criminal Justice Education from Mid La Union
Campus
External funding grew from ₱35.39M to
Research and ₱41.34M; published research from 54 ● In its World Universities Rankings for Innovation
Innovation to 90; citations from 21 to 130; and (WURI), DMMMSU ranked 42nd in the Fourth
utility models from 6 to 29.
Industrial Revolution category and placed 51-100 in
Outreach beneficiaries increased to both Crisis Management and Industrial Application,
Public Service
6,132 in 2024.
landing in the 201- 300 bracket overall.

Lastly, DMMMSU is aggressively pursuing

some intelligent risks in fulfilling its vision and 2022
mission (see Figure 7.5-10). ● Adoption of the Framework of ISO 9001:2015 and
CSC Prime HRM for more effective and efficient
Figure 7.5-10 Intelligent Risks Taken
institutional operative systems
2024 ● Investing in Salt Production/Innovation Research to

● Establishment of the College of Medicine to produce produce salt-production technology and adopters to

the needed health-related manpower in the country respond to the dearth of salt in the country

● DMMMSU joined the UI GreenMetric which assesses ● DMMMSU applied for the QS Stars assessment and

universities’ sustainability efforts in areas like earned an overall three-star rating, highlighting its

infrastructure, energy, waste, water, transportation, commitment to global education standards in areas

and education reflecting its commitment to addressing such as teaching, employability, internationalization,

global environmental challenges. and facilities.

● DMMMSU debuted in the Times Higher Education

(THE) Impact Rankings, placing 1501+ out of 1,963
global institutions; and was recognized for its strong
performance in SDG 1 (No Poverty), SDG 14 (Life
Below Water), SDG 16 (Peace, Justice and Strong
Institutions), and SDG 17 (Partnerships for the Goals)
which reflects the University’s growing global impact
and commitment to sustainability.
● DMMMSU climbed to the 151–200 bracket in the 2024
World University Rankings for Innovation (WURI)
Global Top 300, with standout placements: 16th in

50