From Communication to Competence: A Case Study on How Faculty Communicative Competence Shapes Extension Function in Higher Education

Abstract

Extension is mandatory in higher education institutions in the Philippines aimed to contribute to knowledge transfer, community development, and inclusive social transformation.  However, faculty participation remains low and inconsistent across institutions.  One perceived potential determinant to this phenomenon is communicative competence which basically enables individuals to effectively facilitate collaborative learning and translate academic knowledge into relevant community-based solutions. The study investigated the relationship between communicative competence and extension functions. Specifically, it assessed the grammatical, socio-linguistic, discourse, and strategic competencies of faculty members and correlated them with their extension functions in pre-implementation, during implementation, and post-implementation stages. A descriptive-correlational research design utilizing descriptive statistics and Pearson correlation was employed in the analysis and interpretation of data. Findings revealed moderate to high levels of communicative competence, with strengths in grammatical and socio-linguistic competencies but lower in discourse and strategic competencies. On the other hand, extension function obtained a moderate score; indicating that although faculty members are engaged in community initiatives, broader engagement remains a challenge.  Statistically, positive relationship between communicative competence and faculty participation in extension suggest that faculty with stronger communication competencies are more likely to participate actively in community engagement initiatives.  Therefore, professional development on communicative competencies is recommended, particularly on participatory communication, community facilitation, and knowledge translation skills to enhance faculty members' ability to deliver sustainable and high-impact extension programs.