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Philippine Christian University

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Graduate Programs

Graduate School of Business Management
Graduate School of Information Technology
Graduate School of Education
Graduate School of Nursing
College of Law
Juris Doctor
Institute of Philosophy and Religious Studies

For more Graduate Programs visit  PCU’s University Academic Extension Programs (UAEP).

PHILIPPINE CHRISTIAN UNIVERSITY

Doctor of Philosophy Programs

The PhD can take on something of a mythic status. Are they only for geniuses? Do you have to discover something incredible? Does the qualification make you an academic? And are higher research degrees just for people who want to be academics?

PhD stands for Doctor of Philosophy. This is the highest level academic degrees that can be awarded. PhD is an abbreviation of the Latin term (Ph)ilosophiae (D)octor. Traditionally the term ‘philosophy’ does not refer to the subject but its original Greek meaning which roughly translates to ‘lover of wisdom’.

A typical PhD involves:

  • Carrying out a literature review (a survey of current scholarship in your field).
  • Conducting original research and collecting your results.
  • Producing a thesis that presents your conclusions.
  • Writing up your thesis and submitting it as a dissertation. Defending your thesis in an oral viva voce exam.
 

Your PhD can take you much further afield though. You may find yourself visiting archives or facilities to examine their data or look at rare source materials. You could even have the opportunity to spend an extended period ‘in residence’ at a research center or other institutions beyond your university.

Working with your supervisor.  All PhD projects are completed with the guidance of at least one academic supervisor. They will be your main point of contact and support throughout the PhD.

Your supervisor will be an expert in your general area of research, but they won’t have researched on your exact topic before (if they had, your project wouldn’t be original enough for a PhD).

As a PhD student you are now an independent and original scholar, pushing the boundaries of your field beyond what is currently known (and taught) about it. You are doing all of these for the first time;

The modern PhD is also viewed as a more flexible qualification. Not all doctorate graduates end up working in higher education. Many follow alternative careers that are either related to their subject of specialism or draw upon the advanced research skills their PhD has developed.

PhD programs have begun to reflect on this. Many now emphasize transferrable skills or include specific training units designed to help students communicate and apply their research beyond the university.

What all of this means is that very few PhD experiences are just about researching and writing up a thesis.

Doing this is very worthwhile, whatever your career plans. You will develop transferrable skills in public speaking and presenting, gain feedback on your results and begin to be recognized as an expert in your area. Conferences are also great places to network with other students and academics.

Publication.  As well as presenting your research, you may also have the opportunity to publish work in academic journals, books, or other media.

This can be a challenging process. Your work will be judged according to the same high standards as any other scholar’s and will normally go through extensive peer review processes.

But it is also highly rewarding. Seeing your work ‘in print’ is an incredible validation of your PhD research and a definite boost to your academic CV.

Public engagement and communication.  Academic work may be associated with the myth of the ‘ivory tower’ – an insular community of experts focusing on obscure topics of little interest outside the university. But this is far from the case.

Thankfully, there are plenty of opportunities to try your hand at public engagement as a PhD student. Universities are often involved in local events and initiatives to communicate the benefits of their research, ranging from workshops in local or international forums to public lectures and presentations.

Our PhD programs include structured training in order to help you with activities such as the above.

Your supervisor may also be able to help by identifying suitable conferences and public engagement opportunities, or by involving you in appropriate university events and public engagement initiatives.

In a nutshell, a doctorate degree:

Provides you with comprehensive research principles and methodologies.

Offers both theoretical and practical principles.

Advances your discipline knowledge.

Increases your specialized and/or cross-discipline skills.

Aligns your professional interests and goals.

Our Mission

We embrace diversity, equity and inclusion by:

  • Seeking actively bold and innovative ideas;
  • Developing an inclusive learning environment and curricula;
  • Measuring continuously our relevance from meaningful feedback from our academic, business and development communities; and
  • Creating dynamic policies and initiatives appropriate to our global clienteles.
 

Our Goals and Objectives

Our goals and objectives are twofold: 

  • We are committed to educating and developing global leaders, and builders of enterprises to creating value for their stakeholders and society at large.
  • We are committed to developing students to creating breakthrough knowledge, frameworks, and models of management through researches.

 

Our objective is to deliver exceptional education, training and support for our students to flourish in a changing world and improve life chances.

This curriculum strategy recognizes the future context and considers national and global management in business, education and development. We recognize that this strategy is not exhaustive but our curricula adapt and reflect emerging priorities over the next five years.

This is our commitment for SY 2022-2027.

Our five strategic priorities are:

  • A Purposeful Curriculum
    • A curriculum that is creative, flexible and responsive which is delivered by industry experts, is specially designed to meet current and future market demands.
    • A curriculum design that is relevant in life and employment and creating entrepreneurship innovations developed in partnership with experts in industry.
    • Curriculum that is delivered by expert practitioners.
  • Global-Based Teaching, Learning and Outcomes
    • Our global teaching inspires, builds confidence and inquisitiveness to our students.
    • Our learning methodologies provides individualized support to addressing industry requirements.
    • Learning outcomes ensure that students achieve results and outcomes that are competitive at par or even above par with their peers.
  • Learning Environments
    • Our learning environments makes us different: inspiring, output-based oriented, meeting industry global standards.
    • Diverse, Inclusive, Supportive.
    • Our faculty are industry experts and models of leadership, innovation.
  • Finance and Resources
    • Our sound finances allow us to offer top-of-the-line technologies to deliver efficient hybrid programs on a 24/7 anytime, anywhere, on real time scheme.
    • Our borderless and multiversity programs and faculty get excellent reviews from our internationally-based students.

 

  • Reputation As “Why enroll in our PhD programs”
    • Our programs enjoy Autonomy Status, Level IV Accredited, ISO Certification, and National Education Board Accredited in the various countries that the programs are delivered.
    • We have influence in key regional and national agendas as most of our graduates occupy high level positions in government and multinational firms.

This curriculum strategy document will provide the framework to ensure we meet our strategic mission, goals and objectives and deliver our vision.

Our curriculum as a progression model. The content of the curriculum is understood to be academically and professionally driven that empowers our students to become successful in their fields of specialization.

Corresponding, our highly qualified faculty in their field of expertise, will mold our students into their own field of specialization and become entrepreneurial in their workplaces.

Stage 1 Our students will have a clear understanding of the theoretical foundations models and frameworks in their field of specialization to support them build their knowledge and apply that knowledge.

Stage 2.  Our students, with the learned guidance of our faculty, will review constantly the framework of our curriculum to ensure that the curriculum within their subject area address fully industry workplace environment requirements.

Stage 3.  Our faculty and staff ensure that our students have a clear picture of what a highly successful student and professional looks like by the time he/she is done with the program.

Curriculum Strategic Drivers

There are a number of strategic drivers that impact on the curriculum long term implications.

Strategic Driver 1: Labor Market Conditions

The recent pandemic created significant disruptions within the labor market notably in management in retail, manufacturing tourism among others. Our programs cut across all disciplines which make them flexible and dynamic.

Strategic Driver 2: The 4th Industrial Revolution

We are currently in a 4th industrial revolution driven by technology. Thus, we will continuously upgrade our technologies to thrive in a technology-engaging environment of constant change.

Strategic Driver 3: Higher Education

The Autonomy Status and Accreditation dictate constant review our programs focus to ensure that we maintain our accreditation status. We are actually competing against ourselves one just one goal:  keeping on everyday in all aspects of academic standards:  faculty, students, curriculum, technology, global standards.

Strategic Driver 4: National and Regional Policy

The Autonomy Status and Accreditation dictate constant review our programs focus. Parallel  to this is our national policy and regional policies. Since we have quite a number of graduates in high level positions in government and private enterprises, our curricula are attuned to policies on business, education and governance.

Strategic Driver 5:  Global Presence

Our programs are recognized worldwide specifically in Asia, the Middle East, Africa, and some parts of the US. The excellent reviews of our faculty and program we receive from our international students is a major driver to continuously keep on improving to keep better.

Strategic Driver 6:  Consultancy

Our programs will continue to heightened the consultancy competency levels of our students who are mostly occupying high level positions through their practicum and on-site training programs. We will continue to strengthen our linkages with multinational firms and the government.

Strategic Driver 7:  Data Analytics

We are committed to move digital skills of our students to high competency levels specifically on data analytics. High end presentations, like simulations, projections and up-to-date use of big data usually will bring about high probabilities of proposed project acceptance.

Our Doctorate Programs include:

  • Doctor of Philosophy in Education
    • Adult Education
    • Arts Education
    • Biology
    • Chemistry
    • Curriculum Design, Instruction and Development
    • Early Childhood
    • Education
    • Educational Management and Leadership
    • English Language and Literature
    • Guidance and Counseling
    • Mathematics Education
    • Music Education
    • Physics Education
    • Technology Education   
  • Other Doctor of Philosophy Programs
    • Church Administration
    • Religious Studies
    • Theology
    • Nursing
    • Nutrition
    • Criminal Justice
    • International Law
    • Strategic Management and Leadership
  • Doctor of Philosophy in Business Management with majors in:
    • Engineering Management
    • Human Capital and Labor Relations
    • Information Technology
    • International Accountancy
    • International Business
    • International Finance
    • International Health
    • International Health-System
    • International Logistics-Supply-Chain
    • International Marketing
    • International Tourism Hospitality
    • International Trade and Business
    • Labor Relations
    • Real Estate Management
    • Research and Evaluation
    • Special Education
    • Strategy Management
  • Doctor of Philosophy in Public Health with majors in:
    • Nursing
    • Public Health
    • Environment
  •  Doctor of Philosophy Development Administration with majors in:
    • Security Development Administration
    • Education Governance
    • Environment Management
    • Environmental Planning and Development
    • Legal Studies
    • Leadership
    • Political Economy and Governance
    • Project Management
    • Public Governance
    • Social Development
  •  Doctor of Education Programs with majors in:
    • Art Education
    • Physical Education

       

  • Post Doctorate Programs
    • Advanced Strategy Management
    • Advanced International Accountancy
    • Advanced International Finance
    • Total Quality Management

Our Doctorate Program Curriculum are designed to address both local and global requirements.

Herewith is an example of our curriculum.

PhD in Public Health Nursing Concentration
Effective School Year 2021-2022

CODE

COURSE DESCRIPTION

CREDITS

Core Courses

 

18

1ST Trimester Courses

 

PHDPHNC 711

Philosophical Perspective in Health

3

PHDPHNC 712

Principles of Epidemiology in Public Health

3

PHDPHNC 713

Scientific Perspective in Nursing

3

2nd Trimester

PHDPHNC 721

Psychological, Behavioral, and Social Issues in Public Health

3

PHDPHNC 722

Advanced Research Design I: Quantitative Methods in Nursing Research

3

PHDPHNC 723

Advanced Research Design II: Qualitative Methods in Nursing Research

3

 

3rd Trimester

 

Major Courses

 

18

PHDPHNC 731

Evidence-Based Nursing Practice: Evaluating Evidence

3

PHDPHNC 732

Advanced Nursing Health Policy

3

PHDPHNC 733

Nursing and the Social Parameters of Health

3

 

4th Trimester

 

PHDPHNC 741

Transforming Nursing and Healthcare Through Technology

3

PHDPHNC 742

Advanced Theoretical and Scientific Perspectives in Nursing

3

PHDPHNC 743

Global Health Care Professional: Theory and Practice

3

 

5th Trimester

 

Comprehensive Examination

 

 

6th Trimester

 

Dissertation Writing

12

DW 1

Dissertation Writing 1

6

DW 2

Dissertation Writing 2

6

 

TOTAL

48 UNITS

Philosophical Perspective in Health

Public health services are part of the social fabric of nations. The values and beliefs of public health professional workers are as important as their scientific education and technical skills. Public health professionals should be able to make ethical decisions, and should have moral and philosophical insights that inform and justify their decisions and actions.

This course presents some philosophical and moral perspectives and considers some ethical issues and problems that can arise in the course of decision making in public health with Illustrations using examples of situations where values and beliefs can complicate decision making.

Principles of Epidemiology in Public Health

In this introductory course, students will learn and apply basic concepts of epidemiology to multiple domains of public health. We will illustrate and practice using epidemiology to better understand, characterize, and promote health at a population level. The class will engage the students in active and collaborative learning through team activities, individual projects, case studies, group discussion, and individual projects.

Scientific Perspective in Nursing

This course socializes beginning PhD students to the role of Nurse Scholar and Scientist. Students will explore the state of the science in a phenomenon of interest and to conceptualize gaps in scientific knowledge specific to their research topic.

Intellectual enrichment activities will be underscored to facilitate:

  • identification and critical evaluation of gaps in existing knowledge in a specific scientific domain;
  • systematic exploration, critique, and synthesis of existing scientific literature;
  • participation in scholarly dialog and constructive evaluation of a scientific body of knowledge.

 

Published theoretical and empirical literature will be examined to facilitate the development of the student’s unique ideas regarding how to fill existing gaps in current knowledge for their specific scientific area.

Transforming Nursing and Healthcare Through Technology

Nursing informatics is essential to the provision of effective and efficient care. This course examines nursing informatics as a nursing competency and a nursing specialty. Students examine the role of the nurse informaticist in current practices related to the collection, access, and use of health information and knowledge, as well as the implementation of clinical systems. Through this course, students gain an understanding of how informatics is used to improve advanced nursing practice and healthcare outcomes across organizations, public health, and consumer health settings.

Information technologies.

In this course, students examine the critical appraisal and use of information technology in advanced nursing practice. Students work to gain the skills and knowledge needed to research, develop, process, integrate, and manage data, communication and information systems, and programs through technology resources in consumer, clinical, and public health settings. Students engage in a variety of discussions and assignments designed to provide practical application of content on topics including retrieval and critical analysis of digital data and emerging technology to support healthcare quality improvement; electronic health records integration and evaluation; and web-based learning and intervention tools to support and improve patient care. They also explore ethical, regulatory, and legal issues as well as the healthcare standards and principles for selecting and evaluating information systems and patient care technology that effects positive social change.

Transforming Nursing and Healthcare Through Technology

When used effectively, information technology can support generation of new knowledge and emerging information technologies. In this course, students examine the critical appraisal and use of information technology in advanced nursing practice. Students work to gain the skills and knowledge needed to research, develop, process, integrate, and manage data, communication and information systems, and programs through technology resources in consumer, clinical, and public health settings. Students engage in a variety of discussions and assignments designed to provide practical application of content on topics including retrieval and critical analysis of digital data and emerging technology to support healthcare quality improvement; electronic health records integration and evaluation; and web-based learning and intervention tools to support and improve patient care

Advanced Theoretical and Scientific Perspectives in Nursing

This course focuses on the philosophical and theoretical bases underlying concepts and operations inherent to nursing. Synthesis of theories from behavioral, natural, social, and applied sciences is emphasized as it relates to nursing and practice. There is an investigation of the intersections between system science and organizational science. Nursing, ethical, and scientific theories are used in the analysis of clinical problems, illness prevention, and health promotion.

Global Health Care Professional: Theory and Practice

This course outlines and examines global health issues, using both theories and practices to analyse the new challenges, actors and governance of health. Key stakeholders in global health and their roles, including the World Health Organization, World Bank, the World Trade Organization, philanthropic and private actors, and public/private partnerships are identified and discussed. Major global health policy and development initiatives – in particular, the Sustainable Development Goals – and the translation of these goals and policies into practice are outlined and critically examined.

Transcultural Nursing Practice and Research

This course will provide a transcultural nursing experience through pre and post-immersion classroom instruction and an immersion field experience. Prior to the immersion field experience, students will study PCU history, economics, governance structures, political, environmental influences, cultural beliefs, and practices and their impact on health.

During the immersion field experience, students will focus on both the epidemiology of non-communicable diseases and the impact of health disparities and limited resources on human health and well-being. Students will work at PCU Hospital and Clinics delivering care to adult patients.

Health Disparities of Underserved Populations Research

This course examines theories of health care disparities and the impact on health care. A variety of theoretical models will be examined for their value in understanding health behavior change. Their relevance for changing particular behaviors in various ethnic populations will be challenged. New theories related to diversity of racial and ethnic communities and selected nursing theories that attempt to understand the inequities in healthcare practice and health status will be explored

The Evolving Roles of the Nurse in Education, Practice and Research

The course focus on the evolving role of professional nurses that is intertwined with technology. Even though technology is integral to nursing, nurses provide the human touch and are still at the forefront of patient care. No matter what type of healthcare setting they work in, they have the most interaction with patients. Nurses assess and monitor patients and relay information to other care providers. With the advent and spread of mobile technology and telemedicine, nurses are no longer confined to practicing in physical buildings. They are able to assist patients in their communities and homes, in person or with the use of mobile technology.

Research Theory, Design, and Methods

In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.

Advanced Theoretical and Scientific Perspectives in Nursing

Students in this course focus on the sufficient formal and informal learning experiences to build scientific depth in an identified area of study. Students gain the competencies to critique, utilize, and integrate different theoretical and scientific perspectives for the conduct of research, including team science, to generate new ideas based on a critical evaluation of existing knowledge. Attention is given to integration of the components of scholarship, research, teaching, mentoring, and service to the profession gained from understanding the theoretical/scientific underpinnings of nursing and other disciplines.

FACULTY

Researches

 

 

Garcia, Revelino

Graduate Education Tourism and Development of Dasmarinas City

Publisher, International Journal of Innovation and Research in Education Sciences, January 31, 2022

Presented paper in Singapore, 2022

Philippine Mutual Funds Performance 2008-2019

Publisher, Academia, 2018

Presented paper at Bercu Buana University Indonesia, 2018

Understanding Of Accounting Students About Earning Management to Preparation of Financial Statements and Code of Ethics (Co-Author:  Eddy Winarso)

Publisher, Academia:  Proceedings Jurnal of Interdisciplinary Research

Presented paper at Widyatama University, Bandung Indonesia, 2018

ANNOUNCEMENT

Fostering Educational Excellence: Philippine Christian University and CREATE-UCCP
Forge Alliance through MOU Signing

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