Faculty Perception on NSTP Implementation: The Experience

of a Private Philippine University

Alexander P. Gonzales
https://orcid.org/0000-0002-8225-5036
[email protected]
80 Shaw Blvd, Mandaluyong, 1552 Metro Manila

ABSTRACT

Jose Rizal University (JRU), a private Philippine university, has been implementing the
National Service Training Program – Civic Welfare Training Service (NSTP-CWTS) component
since 2002. This study attempts to identify the development, changes, challenges, and impact
of the program to the individuals and groups benefited by it as perceived by the faculty of
NSTP-CWTS in JRU using qualitative action research method with focus group discussion as the
primary data gathering technique. The study explored the attitudes of students, preparedness
of faculty, implementing practices, and community development. The students were
exhibiting considerate, responsible and curious behavior. The faculty showed integrity but
lacks training and technical support. Implementing practices were imbalance and restrictive.
Community development programs were a band-aid solution, and community members were
uninformed. Management should reorganize the program by enhancing faculty capability and
allowing students to serve the purpose of the law to maximize its impact on the community.

Keywords: nationalism and patriotism, community immersion, civic welfare, NSTP-CWTS, action
research, qualitative, Philippines

Article II, Section 13 of the 1987 Constitution of the Republic of the Philippines states
that "it (The State) shall inculcate in the youth patriotism and nationalism, and encourage
their involvement in public and civic affairs." In line with this, NSTP assures the students in
the tertiary education an avenue for public and civic affairs through community involvement
and civic activities.

On January 23, 2002, Republic Act No. 9163: An act establishing the National Service
Training Program (NSTP) for tertiary level students, amending for the purpose Republic Act
No. 7077 and Presidential Decree No. 1706, and for other purposes, was enacted into law.
Since then, the Higher Education Institution (HEI) offered optional ROTC program under the
NSTP.

Most HEIs offered Civic Welfare Training Service (CWTS), programs or activities
contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of its facilities, especially those devoted to improving
health, education, environment, entrepreneurship, safety, recreation and morals of the

1
citizenry (RA 9163). CWTS had already been a popular option even before the enactment of
RA 9163 because it was already included in Presidential Decree 1706 (The National Service
Law) which directs that military service will no longer be compulsory, but leaving the
national service or training to be in effect with the following options: Military Training
Service (MTS), Civic Welfare Service (CWS) and Law Enforcement Service (LES), but the CWS
and LES components were suspended, leaving only the MTS program, which is the ROTC
program (Floresta, M.L.P., Gonzales, A.P., Lappay, M., & Cruzat. L., 2005).

For more than ten years since the enactment of the NSTP Law, the implementation
of the CWTS component is still variable. The program’s efforts to promote the general
welfare and the betterment of life for the members of the community are still at the
minimal.

Today, the debate of reverting to the old system of compulsory military training is
gaining a lot of support because of the NSTP implementers' inability to live up to the
intention of the law.

In co-sponsoring Senate Bill No. 1824, Senator Ramon Magsaysay, Jr. delivered the
following statements in his speech on October 9, 2001, which I think rationalized the
optional ROTC policy:

Under the compulsory ROTC Program, we graduate roughly 250,000

basic ROTC cadets yearly. Realistically, and as the Department of National
Defense presented, we only need about 25,000 a year or 10% of the graduates
to maintain our ready reserves pool at 400,000. The figures, unfortunately, do
not necessarily account for a substantial civilian base to supplement the
professional military that we have.

Sadly, the present program has become a source of graft and

corruption. Some cadets readily pay off military officers to obtain passing
marks or get an exemption from the program. What is more distressing is the
fact that parents offer their children money to bribe their officers.

The quality of training the ROTC provides has tremendously diminished

due mainly to the large cadet population to the trainers’ ratio, lack of
resources and changing realities on the ground.

Military preparedness is essential, so too the other components that constitute the
NSTP. The lessons of history dictate that those who won the battle do not necessarily win
the war. A classic example was the war between the Romans and Greeks in the series of
Macedonian wars. It was the Romans who won the battles, but every time the Romans
came in contact with the Greeks, they assimilated their customs, knowledge, and
techniques. In the long run, Roman culture faded while Greek culture and ideas flourished.
The Greeks may have lost the battles, but in the end, they won the war. This story should

2
remind us that there are other ways to achieve victory other than military prowess and brute
force.

In a more contemporary application, the concept of human security has already

evolved from a mere freedom from war and other forms of violence (Human Security
Centre: 2005) to protection of people from critical life-threatening dangers, regardless of
whether the threat is rooted in anthropogenic activities or natural events, whether they lie
within or outside the states, and whether they are direct or structural (Collins, 2016). In
other words, security preparedness protects all community from any unexpected changes in
their way of life caused by human or natural events. Preparation requires planning,
organizing and mobilizing members of the community.

The most imminent danger the Philippines is facing today is not the invading forces
of foreign colonizer but the enslaving force of illiteracy and poverty. I believe that these are
the problems that the NSTP needs to address with utmost urgency.

An analysis of various articles on NSTP implementation has shown utilization of

quantitative methods (Ng, 2015; Quendangan & Laquesta, 2014) such as the use of statistical
calculations (Aceituno, Rimando, & Ceasar, 2015) and survey (Zapata, 2015; Losabia &
Gabriel, 2015; Balmeo, Falinchao, Biay, Ebes, Eclarino, & Lao-ang, 2015). However, the gap in
the literature shows that lived experiences of NSTP implementers have not been a subject of
any study. Hence, this study focused on conducting qualitative research by cataloging the
lived experiences of NSTP implementers.

This study is conducted to assess the perception of the NSTP-CWTS implementers in

Jose Rizal University (JRU) and the implication of such perception to students and
community development.

As educators and members of the JRU family, I believe that this study will help to
promote the vision of the university in developing its students to become citizens with a firm
sense of responsibility, consideration, courtesy, and integrity.

Also, it will serve as a tool in realizing the state’s principle of fostering patriotism and
nationalism, accelerate social progress, and promote total human liberation and
development as stated in Article II, Section 17 of the 1987 Constitution of the Republic of the
Philippines.

Putting it directly, to correctly implement the NSTP, it is essential to consider the

development of the students, the policies, programs and project of the university about
NSTP, and the needs of the community.

The conceptual framework, as presented in Figure 1, was an Input-Process-Output

(IPO) model that shows the primary role that JRU faculty plays in realizing the purpose of
NSTP. Their perception will influence the University’s policies, programs, projects and

3
practices involving NSTP, which is then geared towards community development as
envisioned by RA 9163.

Figure 1
Conceptual Framework

Research Objectives

The primary objective of the study is to determine the perception of the National
Service Training Program – Civic Welfare Training Service (NSTP-CWTS) of Jose Rizal
University (JRU) faculty. Specifically, the study aims to identify the following:

1. Value of the NSTP-CWTS to the students;

2. Preparedness of JRU faculty to handle NSTP-CWTS;

4
 3. Usual practices of implementing the NSTP-CWTS in JRU; and
4. Community’s benefit to the NSTP-CWTS of JRU.

METHOD

The study utilized a qualitative design, specifically an action research type. Action
research is a collaborative approach to research that provides people with the means to
take systematic action to resolve specific problems (Berg, 2004). This study probed on the
experiences and perceptions of the faculty of the NSTP-CWTS in JRU with focus on the
problems and opportunities of the program.

The key informants of the study provided the qualification of the participants. In this
sense, the researcher used the purposive sampling method to select participants for the
study. In developing purposive sample, researchers use their unique knowledge or expertise
about some group to select key informants who represent this population (Berg, 2009).
Purposive sampling method delimits the participants based on their purpose and
qualifications. In this study, participants should have taught NSTP-CWTS in JRU for at least
two semesters and that they are still with the institution. Five faculty qualified as key
informants. Four of the participants have taught NSTP-CWTS for two semesters, and one
had taught NSTP-CWTS for more than ten years in JRU. All of the participants are still
teaching in JRU.

The key informants filled-up a consent form to determine their willingness to

participate in this research. A focus group discussion (FGD) was scheduled and executed on
November 16, 2013. In a focus group, a researcher brings together a group of individuals who
are representative of the population whose ideas are of interest. He or she tosses out a few
questions, which the group discusses. The group members responded to each other’s
points, agreeing, disagreeing, or modifying in any way they choose (Rubin & Rubin, 2012).

Records of the FGD were transcribed. Coding method was employed to extract a
thematic data, which was then utilized in the presentation of results and discussion.

RESULTS

JRU has been implementing the NSTP-CWTS since the introduction of the program in
2002. This study attempts to identify the development, changes, challenges, and impact of
the program to the individuals and groups that are benefited by the program as perceived
by the faculty of NSTP-CWTS in JRU.

5
Value of the NSTP-CWTS to the students

The participants believe that the students of NSTP-CWTS were exhibiting

considerate, responsible and curious behavior.

There were instances where the students manifested considerate behavior, to which
one of them shared, “there were some students who joined the out-reach program for the fire
victims in San Juan and Cainta. Wherein, some of the [JRU] students from San Juan and Cainta
were also victims of the fire.” This activity eventually became a university-wide project called
“Reach-out Rizalian.”

The students were also responsible, as one of the participants said, "In fact, the
students were asking, Mam where shall we go? Where shall we do clean up drive? Where shall
we conduct feeding program? They were the ones asking. After the lectures, the students were
already excited to do something.” There was also one instance where some group of NSTP
students showed responsibility in caring for their environment more than what was required
of them by the course. A participant shared, “I was informed then that two weeks after the
said event, they went back to Angono to check on the trees that they’ve planted, whether the
trees survived or not. So, nobody asked them to do that.” During the height of the dengue
out-break, the JRU students answer to the call of Red Cross for blood donation, “We
responded to the call of Red Cross. JRU rank number 1 in the donations of blood.”

The students were also inquisitive. The participants shared the reaction of their
students with regards to issues on the implementation of the NSTP-CWTS, “funds were used
in the tree planting activity during the 1st semester. In the 2nd semester, no external activity was
conducted. So, the students were inquiring about the $6.20 co-curricular fund.”

Preparedness of JRU faculty to handle NSTP-CWTS.

Faculty of NSTP-CWTS in JRU exhibited the value of integrity in their work. However,
the participants perceived that some of the faculty lacks the necessary training to perform
their function and there were less technical support and coordination from management.

JRU faculty of NSTP-CWTS ensures that they are faithful to their profession and
exhibited integrity in their work. During the FGD, the participants were unanimous in this
statement, “Of course, we see to it that as teachers, we can explain to them the significance of
the contributed work to the community and their peer group. And of course, its relevance to
their family and their life as a whole.”

The participants also observed that the quick turnover of NSTP-CWTS faculty does
not work well with the program and that no training was provided for NSTP-CWTS faculty, to
which they shared, “how can we develop teachers for this particular activity, that will be able

6
to inculcate the depth of commitment that the students need to learn in terms of nationalism,
when every semester we replace them.” Also, “if the teacher is just pulled-out of nowhere for
the sake of filling in the vacant position, we will not accomplish the desired outcome.”

The participants also shared that community assessment was conducted to

determine the actual needs of the community, but the results were not shared or
coordinated to them, “but the problem is that the survey remains a survey. The
implementers were never provided with the result together with its interpretation. To sum
it up, before the end of the semester, we have to come up with the same outreach
program.”

Usual practices of implementing the NSTP-CWTS in JRU.

The participants viewed the implementation of NSTP-CWTS in JRU as imbalanced in

as far as the division of theoretical and practical aspect of the program is a concern. In the
previous management of the course, the participants also perceived it to be confusing to
determine which were NSTP-CWTS programs from Office of Student Affairs (OSA) programs
or outreach programs. They also find the policies of the University too restrictive to have an
experiential engagement of the students and the members of the community.

The participants viewed that implementation of the program to incline more on

lecture and less on actual community immersion. In fact, a lengthy discussion in the FGD
was focused on the issue that the NSTP-CWTS course is treated like a lecture class and that it
is purely academic in nature, to which they were unanimous in the statement, “from the way
I look at it, it seems that the curriculum is very congested with a lot of theories and lectures
with very few time for practice.”

In the previous management, the participants were confused about whether their
projects were under NSTP or OSA, “outreach program uses NSTP. The projects of NSTP is
being used for the outreach, and both the outreach program and NSTP were under the OSA.”
This confusion has been resolved already by the JRU management. The JRU management
created separate NSTP office to cater the needs and requirements of the program last year.

The participants also find that the NSTP-CWTS in JRU does not engage the student
experientially. The participants all agreed in the statement, “how can you teach NSTP with
community service component if students were restricted to conduct activities outside the
university. JRU does not want the students to go out. So, how can it serve the purpose of the
NSTP? That is our primary concern.”

Community’s benefit to the NSTP-CWTS of JRU

In the FGD a couple of adopted communities of JRU were mentioned, “Yes, we have
adopted-community, as we call it. Three community at the back of JRU. Daang Bakal (Rail-
Road) community, Harapin ang Bukas (Face Tomorrow) community and Bagong Silang (Newly-

7
born) community.” The aforementioned local government units were also the recipient of
NSTP activities and projects in the past. The participants find the NSTP projects to the
recipient community as a “band-aid solution,” and the community members were
uninformed of the program's goals and objectives.

The participants believe that no matter how small the NSTP-CWTS project help
maybe, the community benefited from it but it was not enough to enforce change. They
view such projects as a “band-aid solution” projects which were not something that could
have lasting effects; “Yes, of course, the community always benefited from our activities.
Nevertheless, the point is, it is shallow. One time shot. And that’s it.”

The participants also find the community uninformed of the programs and project of NSTP,
Not even the reason why such activity is being done. The participants shared, “I doubt,
maybe if the barangay is involved, maybe the barangay officials know about it. But the people
themselves, members of the community, were uninformed.” “No, because it is always a dole-
out activity. They are interested more in what they will receive. In fact, I heard that if it is a
livelihood activity, no one will participate. But if you will say that you are going to give
something, many will come.”

DISCUSSION

The JRU students, as change agents, are also benefited by the process. The NSTP
Program shall influence their attitude towards a sense of fulfillment as they contribute to
national development and brings joy to the members of the community. Fostering this
relationship benefits the students and the community at the same time. JRU will be praised
by the community as a training ground of future generation with a firm citizen's values of
‘pagkamakadiyos (Godliness), pagkamakatao (humane), pagkamakabayan (nationalism), at
pagkamakakalikasan (environmentalism).’ NSTP is a program created by the government for
the students to have an avenue for civic activities. It means that the students must be the
one to do it themselves as stipulated in Art. II, Sec. 4 of the constitution which states that
“the prime duty of the Government is to serve and protect the people. The Government may
call upon the people to defend the State and, in the fulfillment thereof, all citizens may be
required, under conditions provided by law, to render personal, military or civil service.”

The value of consideration and responsibility are critical in countering the sense of
apathy or lack of concern that is most prevalent in the youth today. In a study conducted by
Aboitiz Leaders of Excellence (ALEx), the youth organization of Ramon Aboitiz Foundation
Inc. (RUFI), they identified that apathy ranked first among the problems faced by the youth
today (Cebu Daily New, 2010). Apathy is one of the big five factors of poverty as studied by
Bertle (2010). Apathy is when people do not care, or when they feel so powerless that they
do not try to change things, to correct what was wrong, to fix a mistake, or to improve
conditions. Sometimes, some people feel so unable to achieve something; they are jealous

8
of their family relatives or fellow members of their community who attempt to do so. Then
they seek to bring the attempting achiever down to their level of poverty. Apathy breeds
apathy. The willingness to help other people in need and the spirit of volunteerism are
essential elements to implement the NSTP-CWTS to contribute to alleviating Filipinos from
poverty.

The curious behavior of the students means they are concerned. Curiosity may lead
one to actions that promote human welfare. Curiosity is especially vital in deepening one's
care and concern for another person. Even in a close relationship, much that one needs to
know and understand about another person to care genuinely will not be apparent without
active seeking, even for the person who is extremely attentive and interested (Baumgarten,
2001). In this study, the fees collected and the utilization of it triggered the curiosity of the
students. RA9163 provided a short but firm guidelines on this aspect. As stated by the law,
"higher and technical vocational institutions shall not collect any fee for any of the NSTP
components except basic tuition fees, which shall not be more than fifty percent (50%) of
what is currently charged by schools per unit."

The JRU Faculty must possess the necessary training and attitude to influence the
students in performing their civic responsibilities. The NSTP enhances the capabilities of the
Instructors to revive the sense of patriotism and nationalism of the students. Facilitating the
interaction of students and the members of the community in addressing the needs of their
depressed members with the support of the higher educational institution shall foster the
values of responsibility, consideration, and courtesy, and integrity. The instructors will enrich
camaraderie within the students to work hand in hand for a common good while addressing
the needs of the community. The program aims, through the effort of its implementers, to
contribute to civic welfare, specifically, the improvement of health, education, environment,
entrepreneurship, safety, recreation and morals of the citizenry.

Maintaining professional integrity is very important in community organizing and

mobilization. Gentry, et al. (2012) believe that integrity makes it easier for others to trust a
manager, which is likely necessary as middle-level managers fulfill their duties in networking,
consensus-building, and relationship management. Based on their findings, integrity is the
most crucial character strength for the performance of top-level executives but has less to
do with the performance of middle-level managers. The irony of this statement may provide
insight into why there are ethical failures at the top of organizations. Faculty members are
considered leaders as well as managers. NSTP-CWTS faculty of JRU exhibit integrity in
character at their management level which is a good start, because a student will not follow
a person of questionable character and moral authority.

Faculty training is essential in the effective implementation of NSTP-CWTS. There is

an adage that says, “You cannot give what you do not own” and “you cannot teach what
you do not know.” The subject scope of NSTP-CWTS cut across disciplines, which includes
the improvement of health, education, environment, entrepreneurship, safety, recreation
and morals of the citizenry. Faculty members cannot mobilize without proper training and

9
guidance because their specialization does not cover all of those areas. If left untrained and
unguided, they would not be giving the proper instructions to the student. As educators,
teachers have a big responsibility and contribution to nation building. On the other side, by
giving the wrong instructions through NSTP-CWTS, teachers might be doing more harm than
good to the community and the nation as a whole; the worst part was that students would
think that, what has been taught was the right course of action. That is when it becomes
cyclical because students will be doing and sharing what they learned to the community in
the same manner that it was taught.

The NSTP Director as stipulated by the Implementing Rules and Regulations (IRR) of
NSTP must guide the faculty. Part of the guidance is the provision of a coordinated action
plan that is anchored on the need of the partner community. Figure 2 presents the
management of NSTP and the flow of coordination. The recommendation is to follow the
unit structure in figure 3 to have an organized NSTP-CWTS unit.

JRU, as an HEI and a strategic channel for change, should plan for an efficient and
effective program that could bring about civic consciousness and welfare in the community.
JRU should be able to institutionalize its presence in the partner community and
continuously monitor their progress. Through community involvement of the students, JRU
will change the lives of the people in its partner communities; thus, the vision of the
institution of developing responsible citizens will be carried out.

The NSTP-CWTS requires the students to have community immersion. The restrictive
position of JRU in not allowing the students to conduct activities outside of the school as
viewed by the participants does not work well with the university’s objectives of teaching
the art of the utilization of knowledge and encouraging active participation in the process of
national development. By focusing more on lectures, a student would have less opportunity
to perform their task for national development. We cannot lock the NSTP students within
the walls of the school because the nature of the program requires the students to go out to
perform personal-civic-works. The law also recognizes the risks involved that are why they
included a provision which states, “The school authorities concerned, CHED and TESDA shall
ensure that group insurance for health and accident shall be provided for students
enrolled in any of the NSTP components.” Sending the students outside is inevitable for
NSTP-CWTS. What JRU can do is to minimize the risk involved in the performance of their
civic activities by establishing guidelines for community works and coordinating with the
local government and other groups or agencies in providing a measure for the safe conduct
of all the students’ activities outside the school.

10
 Commission on Higher Education (CHED)

Technical Education and Skills Development Authority (TESDA)

The CHED and TESDA shall oversee and monitor the implementation of
NSTP under their jurisdiction to determine if the trainings are being conducted in
consonance with the objectives of R.A. 9163. Periodic reports shall be submitted to
CHED/TESDA.

Higher Education Institution (HEI)

The school authorities shall exercise academic and administrative

supervision over the design, formulation, adoption and implementation of the
different components in their respective schools. Provided, That in case a CHED or
TESDA accredited nongovernmental organization (NGO) has been contracted to
formulate and administer a training module for any of the NSTP components, such
academic and administrative supervision shall be exercise jointly with that accredited
NGO. Provided, further, That such training module shall be accredited by the CHED
and TESDA.
Each HEI shall designate a NSTP Director.

National Service Training Program Office

NSTP Director will monitor the implementation of the NSTP in their respective
colleges/universities and shall render periodic reports as may be required by the HEI
or CHED.

Civic Welfare Training Service Unit

Basic unit of NSTP which shall execute the purpose of contributing to the general
welfare and the betterment of life for the members of the community or the
enhancement of its facilities, especially those devoted to improving health,
education, environment, entrepreneurship, safety, recreation and morals of the
citizenry. It shall periodically report to the National Service Program Office as
may be required.

Figure 2
Coordination Flow of NSTP

11
 Supervising Instructor
Responsible for monitoring the unit’s activities and assures
the safety of the group. Reports periodically to the NSTP
Director on the development of the program.

Unit Leader
Responsible for the general coordination of the units and
document its overall activities, submits reports to the
supervising instructors and perform any other function as
may be given by the supervising instructor.

Assistant Unit Leader Information Coordinator Operation Coordinator Provision Coordinator

Responsible for gathering Responsible in Responsible for the
Responsible for monitoring and disseminating designating the provision of necessary
group attendance, information, community necessary personnel in materials, venue, food and
activities and schedules, assessment and relation to the necessary other supplies and perform
record keeping and coordinating to local services the community any other function as may
perform any other function government units and needs, such as builders, be given by the unit leader.
as may be given by the perform any other function trainers, facilitators etc.
unit leader. as may be given by the and perform any other
unit leader. function as may be given
by the unit leader.

Figure 3
NSTP-CWTS Unit Structure

The community, as the recipient of the program, must be well informed and willing
to undergo a social change to address the specific needs of their members. The NSTP
program shall be a tool in addressing the needs of the less fortunate members of the
community through the intervention of the students with the guidance of the supervising
instructors. Partner communities of JRU shall be prepared for any unexpected change in
their way of life in term of human or natural caused calamities which is essential to in
establishing human security. Organizing the community is necessary to uplift the living
standard of each of their members through health, education, environment,
entrepreneurship, safety, recreation and value-formation programs and projects sponsored
by NSTP-CWTS of JRU.

Band-aid solution was never a cure for social problems. It only treats the most visible
symptoms of social problems and patches it up. This activity might bring joy and smile to
people, but for how long. Community organizing has a Golden Rule, and it states, “Never do
to others what they can do for themselves.” If you do so, you will be creating a culture of
dependency, which is the opposite of the goals of community organizing and social work,
such as sustainability and self-determination. NSTP-CWTS should aim for social
innovation. Social innovation is a complicated process of introducing new products,
processes or programs that profoundly change the basic routines, resource and authority

12
flows, or beliefs of the social system in which the innovation occurs. Such successful social
innovations have durability and broad impact (Westly, 2010).

Members of the community also suffer from apathy and dependency because they
are not informed of the importance of the programs and projects of NSTP-CWTS. One of the
reasons behind it is the fact that it is not anchored on their needs. NSTP-CWTS
implementers could not force the members of the community to accept something that
they do not need just for the sake of having community work. It must start with proper
mapping and assessment of the community. There must be parallelism of interests between
NSTP-CWTS, JRU, and the Community.

CONCLUSION

National Service Training Program is the means by which a student, through

collective action, could influence society. Confining the students within the university for
the duration of the course restricts the students from performing their functions required by
law. Conducting a study on the best practices of other HEIs to have a comparative analysis
on how JRU fair in its implementation of NSTP-CWTS is imperative. JRU faculty perceived
the students to have the right attitude and value to excel in civic activities. Maximize this
strength by exposing students more in civic activities. Training of faculty handling NSTP-
CWTS in JRU is required to perform their function in guiding the students in community
works. The high phase turnover of faculty in JRU hinders the formation of highly trained and
efficient NSTP-CWTS implementers, the cause of which should be a subject for further study.
Mobilizing more than 2000 freshmen students per school year in JRU is an excellent
challenge for the NSTP Director and faculty members. With such workforce since 2002, JRU
could have made a change in the community through the NSTP-CWTS program.
Institutionalizing JRU’s NSTP-CWTS programs and projects in the neighboring communities
will provide improved outcomes. In the course of this research, JRU were not able to
measure the extent of changes the NSTP-CWTS of JRU contribution to the community.
However, the perception is that the change is minimal and usually exhibited in a dole-out
and band-aid solution manner. Management should reorganize the program by enhancing
faculty capability and allowing students to serve the purpose of the law to maximize its
impact on the community.

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