USTP CDO faculty publishes research in prestigious Q1 journal
By Roque P. Bermudez, STRATCOMM, USTP System
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Dr. Renato L. Base, Chairperson of the Department of Educational Planning and Administration – College of Science and Technology Education (CSTE) of the University of Science and Technology of Southern Philippines in Cagayan de Oro (USTP CDO), has published a research article in a prestigious Q1 academic journal. Titled “Administrative Friction: A Conceptual Model for Understanding and Anticipating Policy Implementation Failure,” the study proposes the Administrative Friction Model, a unified meta-framework that explains policy implementation challenges through three key dimensions: informational friction, motivational friction, and operational friction.
The framework provides a holistic approach to diagnosing vulnerabilities in policy design and implementation, offering insights into how institutions can improve policy outcomes by reducing administrative barriers and inefficiencies.
The article also examines the concept of polycentric governance as a system designed to minimize these forms of friction, demonstrating the practical application of the proposed framework in understanding and addressing policy implementation failures. Through this contribution, the study advances discussions in public administration, governance, and policy analysis by offering a comprehensive lens for evaluating the effectiveness of public policies.
The research article is available through the journal’s website at: https://journals.sagepub.com/doi/10.1177/00953997261449759
Publishing in a Q1 journal signifies a high level of academic rigor, impact, and international recognition. Q1 journals belong to the top 25 percent of journals within their respective disciplines based on citation metrics and scholarly influence, making them among the most respected publication venues in the global academic community.
Dr. Base’s achievement reflects USTP’s continuing commitment to advancing research, innovation, and knowledge generation that contribute to the development of evidence-based policies and practices in education and governance
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