Surfacing the Qualitative Mindset in Philippine Graduate Education: An Interpretivist and Constructivist Analysis of Commission on Higher Education (CHED) Memorandum Order No. 15, Series of 2019

This study examined CHED Memorandum Order (CMO) No. 15, Series of 2019, which establishes policies, standards, and guidelines for graduate education programs in the Philippines. The memorandum is analyzed through a qualitative lens to surface its embedded qualitative thinking, moving beyond measurable outcomes such as research productivity or program completion rates. Guided by interpretivist and constructivist perspectives, the study employs a case study approach, document analysis, and knowledge synthesis to identify provisions that emphasize ethics, social alignment, leadership, critical thinking, interdisciplinarity, and research-based learning. Analytical and synthetic matrices were developed to systematically code policy statements and derive indicators of a qualitative mindset. Findings reveal that CMO 15 positions graduate education as a transformative enterprise: it cultivates ethical, socially responsible leaders; promotes originality, innovation, and interdisciplinarity; and aligns education with national development while maintaining global relevance. The study demonstrates that qualitative thinking, as reflected in the memorandum, prioritizes meaning, societal impact, and innovation over mere compliance with quantitative metrics, offering insights for policy development, graduate education practice, and research innovation.