Navigating Academia: Lived Experiences of Graduate Students Under CMO 15, S. 2019

Abstract

This phenomenological study explored the lived experiences of graduate students navigating the challenges of research publication as mandated by the Commission on Higher Education (CHED) through CMO No. 15, Series of 2019. The study sought to understand how students perceived and respond to the requirement to publish prior to graduation. Data were gathered from in-depth interviews with seven graduate students and analyzed to extract significant statements, formulated meanings, clustered themes, and developed exhaustive descriptions. The analysis revealed six major themes: (1) emotional responses to the publication requirement, such as anxiety, fear, and self-doubt; (2) recognition of publication as a tool for academic and professional growth; (3) limited awareness and understanding of the CMO 15 policy; (4) multifaceted challenges, including financial cost, time constraints, and difficulty selecting legitimate journals; (5) varied levels of support from advisers and institutions; and (6) the crucial role of institutional support mechanisms such as research trainings, workshops, and personalized mentoring. These findings suggest that while graduate students perceive the publication requirement as both daunting and valuable, successful compliance is heavily influenced by institutional scaffolding, advisor guidance, and access to financial and academic resources. The study recommends stronger implementation of structured mentoring programs, regular training workshops, and transparent communication of academic policies. The insights gained provide a foundation for improving graduate education policies and support systems that uphold both academic rigor and student well-being.