Academic Career Progression Pathways in Philippine Higher Education Institutions: A Secondary Data Analysis of Faculty Qualification Development
Description
Research Hypothesis The study is guided by the assumption that faculty qualification development, institutional support mechanisms, and professional development opportunities influence academic career progression pathways in Philippine Higher Education Institutions (HEIs). Specifically, the study assumes that progression from master's qualification toward doctoral advancement and academic leadership is shaped not only by individual faculty commitment but also by institutional policies, resources, and higher education quality expectations.
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Data Production and Research Workflow The study utilized a qualitative secondary data analysis design using document analysis and thematic analysis. Data were gathered from four sources: (1) higher education policies and CHED documents, (2) institutional faculty qualification and promotion guidelines, (3) accreditation and quality assurance reports, and (4) academic literature published from 2015–2026. Documents were selected based on relevance to faculty qualifications, academic career progression, professional development, and higher education quality assurance. The collected documents were organized, reviewed, and coded to identify recurring concepts related to faculty development, doctoral advancement, institutional support, and career challenges. The analysis followed Braun and Clarke’s (2021) thematic analysis process, including document familiarization, initial coding, identification of patterns, theme development, and interpretation. A document analysis matrix and coding framework were used as research tools, while Microsoft Excel and qualitative analysis software (e.g., NVivo/ATLAS.ti) may be used for data organization and coding. The workflow produced four major themes: (1) master's qualification as the foundation of faculty entry, (2) doctoral advancement as a pathway for academic upgrading, (3) institutional support as a driver of faculty development, and (4) challenges affecting sustainable academic career progression. The process can be replicated by applying the same document selection criteria, coding procedures, and thematic analysis approach.