The purpose of this study was to establish the alignment between the Paulinian Graduate Outcomes and the standards of CMO 15 s. 2019. The result of the study was used as a basis for enriching the curriculum of the St. Paul University Dumaguete graduate education program and for proposing a curriculum for the Doctor of Philosophy in Education, aligning with the university's future direction to offer this course. The central phenomenon in this case study was the lived experiences of the students with the implemented curriculum of the St. Paul University Dumaguete Graduate Education program and how they embody the Paulinian Graduate Outcomes in their professional fields. Participants in the study included graduates from various programs under the Doctor of Education and master’s degree programs, such as the Master of Arts in Education with majors in Educational Management, English Language Teaching, Guidance and Counseling, Early Childhood Education, and Special Education. An in-depth analysis of the participants' lived experiences was conducted using the thematic analysis method by Caulfield (2022). Major findings revealed that the SPUD graduate school has somewhat achieved the standard and has successfully cultivated graduates according to the Paulinian Graduate Outcomes. However, there is a need to enhance the curriculum with experiential learning, allowing students to engage in hands-on activities related to school management, problem-solving, and school planning. It is recommended that practicum and immersion subjects be integrated into the curriculum to strengthen the research culture by allowing students to participate in local and international research conferences and collaborate in conducting interdisciplinary research. Additionally, a contextualized Paulinian Graduate Outcomes framework reflecting the graduates' perspectives should be developed.
Carale et al. (Wed,) studied this question.
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