Driving What’s Next


      Innovation Framework

      • Student development – engagement outside the classroom; education as a service to society; support for students already in 21st century
      •  Faculty Development – redefine the goals of the classroom; reduce lecture time but more student engagement in practical work
      • Program Development – Adjust curriculum to meet the needs of the 21st century learner; help students land relevant employment or create new industries and give jobs to community; Senior HS should prep students not only for the world of work but to also innovate for the future

      IT Infrastructure development as keystone leading to a D. Campus

      • Digital innovation in DLSL can be a spark for Lipa to be a digital community, e.g., Engineering students contribution to growth of mobile app development in the city of Lipa; App from enrollment to payment
      • Exchange and access to campus information is seamless
      • Reduction of carbon footprint
      • Digital can make a 4-day work week possible – innovation in classroom




      • Mindfulness in operations
      • Use resources well to meet current needs without compromising the ability of future generations to meet their own needs
      • Introduce platforms for review and conscious look at supply chain sustainability practices (their impact, footprint) that should approximate our efforts. DLSL will ask to be supplied with products that do not harm the chain cycle.
      • Fine tune standards of practices that will have long-term solutions to problems of the plant and require others dealing with DLSL to follow suit.
      • Adopt international standards on sustainability – green building index, social responsibility index
      • Target by 2022 that 40% of DLSL power requirements come from renewables
      • By 2030, target for DLSL is off the grid, self sustaining
      • If we choose to go paperless – 60% less paper – quantify impact of the cause to the community of Lipa and the environment


    – Impact of DLSL contribution to the community


      • In terms of scholarship as social investment: impact to immediate family and community
      • Review chosen involvement programs; identify causes where we are aggressive; Consolidate outreach efforts and determine impact, determine how much is spent to achieve said impact and how much is needed to achieve the impact that we aim for
      • Necessity of baseline data: what are the poorest communities in the city? What are their concerns and needs? Choice of DLSL to address.
      • Contractualization practices of the institution – uplift our partners’ lives

– Connecting like-minded institutions and individuals, CSB and DLSL, for shared services and collaboration on the Innovation Framework, Wellness Management, HRM and Vattel




  • Everybody is a partner.  There are no ‘employees’ in this school.
  • We have one shared mission – give human and Christian education – in the process we will empower people > contribute to society as a partner
  • Allow partners to get involved in the life of the school, avenues are Partnership with local government; Partnership internationally; and, Partnership with industries
  • LIPA IS OUR CITY and DLSL’s growth is tied to the city; we are part of its development and our social capital can be used as influence towards bettering lives
  • Offer College of Architecture emphasizing City Planning where DLSL is a resource for the city, e.g., Bus System, exploring alternative employment to affected transport groups
  • Calibrate our engagement process during planned changes, for transparency and inclusion (DLSL Coop)
  • Improvement of work happiness and satisfaction – measure regularly the Partners’ Happiness Index; Tweak work innovation to empower people to have a say on how things should be run better (crowd sourcing solutions) – contribute ideas to refine solutions.

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