Abstract:
This research aims to relate program curriculum and school environment to the development of academic program structures. A survey was conducted to sixty (60) graduating pol sci majors. In order to have a better understanding of how academic structures are formed, the researcher chose to examine two academic programs. Both are pol sci programs of UP, one in Manila (UPM) and another in Diliman (UPD). The primary reason for choosing two pol sci programs is to establish the thesis that rational choices are limited to certain contexts. Competencies of the polsci graduates were looked at. Biases prior to experiencing the academic program were also examined. An assessment of program curriculum and school environment is also included in the survey. In a nutshell, this research looked at initial and present interests of students; and future plans that go along with these interests. Based on the findings, it can be concluded that there is a difference among student interests between the two pol sci programs. Also, divergence between initial and present interests can also be observed across the sample particularly on respondents' career choices and curriculum content assessment. Some strong and weak points of the environment and program curriculum of each pol sci program were identified by relating it to the concept of shifting. Nonetheless, pol sci majors surveyed from UPM and UPD generally believe that they should be involved in the development of their curriculum. While the involvement of students in curriculum development is deemed important, it is not forgotten that education should also be context-based in a sense that the fruits of learning can be put into application in the society. Participatory curriculum development (PCD) gives importance to these two elements by involving the students in the process which will produce a context-based curriculum that will be an appropriate and effective guide to the course of their academic program.
