An Exploratory Factor Analysis On Sustainability Governance Of Higher Education Institutions (HEIS) In Sulu

Abstract

The study was conducted to develop valid and reliable instruments through exploratory factor analysis (EFA) on sustainability governance of Higher Education Institutions (HEIs) in Sulu. It utilized a quantitative, descriptive method with cross-sectional survey design. A total of 120 respondents from six different HEIs in Sulu were taken through purposive sampling utilizing a modified questionnaire. EFA and reliability analysis were performed in deriving underlying factors for the constructs of peace dimensions for HEIs sustainability (PDS); cultural dimensions for HEIs sustainability governance (CDSG); and institutional sustainability governance dimensions (ISG). On the status of sustainability governance implementation of HEIs in Sulu, the percentage scores, and range were utilized. The ANOVA at p-value <0.05 in determining significant difference in the status of their implementation in terms of institutional characteristics and the Pearson Product Moment Correlation at p-value <0.01 and <0.05 in determining the strength of association between the derived factor scores and the status of sustainability governance implementation were utilized. EFA findings provided valid and reliable evidence for the three constructs with underlying factors on sustainability governance of HEIs such as PDS; CDSG; and ISG. Furthermore, it was found that among HEIs in Sulu, only NDJC had implemented and integrated into its operation all the dimensions of sustainability governance such as a) sustainability mechanisms (sustainability committee, office and sustainability officer), and b) sustainability integration principles (environmental sustainability, waste reduction policies, recycling policies, food sustainability, water sustainability, declaration of green building and biodiversity and ecological campus), however, there were HEIs who were yet to implement these, and also implemented only some dimensions that were doable given their organizational capacity. There was significant difference in the sustainability governance implementation of HEIs in Sulu in terms of their institutional characteristics. Moreover, there were dimensions of the derived factors that were positively and significantly associated to the dimensions of sustainability governance implementation of HEIs in Sulu, most significantly the attribution of responsibility for sustainable development (under CDSG) and the quality of teaching and learning (under ISG) can explain the variance specifically in the sustainability integration principles. The results have the implications that HEIs in Sulu may recalibrate and rationalize their structure, improve their budget allocation to ensure mobilization and cost-effectiveness of their overall sustainability governance implementation and performance, and may improve sustainability integration principles by prioritizing these key factors. Based from the results of the study, specific policies, program actions, and research agenda were recommended.