Exploring The Essence And Sustainability Of Community Extension Programs In Philippine Heis: A Grounded Theory Approach

Abstract

This study examines the implementation of community extension programs in selected State Universities and Colleges (SUCs) and private Higher Education Institutions (HEIs) in Bukidnon, Philippines. Using a qualitative-descriptive design, the research integrates Interpretative Phenomenology and Grounded Theory to explore the lived experiences of six key informants—extension program heads, coordinators, and designated personnel—selected through data saturation. Grounded Theory procedures, including open, axial, and selective coding, guided the analysis of transcribed interview data. The study identified five major themes: the purpose of community extension, challenges in implementation, strategies for overcoming these challenges, best practices, and the essence of participants’ experiences. Findings emphasize the importance of extension programs in advancing public service, fostering academic-community partnerships, supporting sustainable development, and enhancing educational engagement. The research also highlights the interconnected roles of policymakers, educators, and communities in ensuring program effectiveness. A key outcome of the study is the development of an Extension Sustainability Theory, which reflects the influence of social, economic, and political factors on the continuity and impact of community extension initiatives. This framework contributes to the ongoing discourse on education-driven community development and offers practical insights for institutions aiming to strengthen their extension practices.