Quality of Higher Education: A New Paradigm

(S Chaturvedi, Director, Institute of Information Technology & Management, New Delhi)

(PV Gupta, Retd Professor, Thapar University & REC (NIT) Kurushetra)

Prelude The Unfolding

Quality of higher education is a matter of After the Second World War and in the
discussion at many forums, by many Indian context post independence, world has
commissions and committees, at many seen an enormous expansion of higher
seminars and conferences and has those education. Traditionally underrepresented
many perspectives. Quality is required to be groups gained access to higher education.
practised at the institutes. It is to be created The system of higher education expanded
and delivered at the institutes. Most horizontally and rapidly. This phase of
prescriptions, however, have typically ‘top- horizontal expansion is still continuing in
down’ approach. Most prescriptions are India as accessibility of higher education
confined to physical parameters such as remains low.
number of faculty and their qualification,
infrastructure, syllabi, examination system During this phase of horizontal expansion of
etc. We have been trying to bind the higher education the knowledge is not
outcome of an intangible teaching-learning created in India in major disciplines, viz.,
process with tangible/physical parameters engineering, technology, medicine,
and derive consonance. management, computer science, social
sciences, political science, economics etc.
We need to recognise that teaching and Rather it is transplanted from the western
learning processes are two different world. The concepts, tools and techniques
processes. Both the processes are human in different disciplines were developed in
intensive processes. Both the processes are the western world for the needs and the
intangible. Both the processes are delivered environment prevailing there. We in India
at the institutes. At the first instance, the grasped these concepts, tools and techniques
approach for providing quality higher of different disciplines and disseminated
education is to be ‘bottom-up’. Thus, the these quite effectively to the generations.
movement for quality of education is to But our potential to realise (ability to relate
begin and practised at the institutes. The the acquired knowledge with the society &
delivery of quality education is an exercise prevailing environment and converting it for
in ‘Organisation Development (OD)’. The financial gains) the benefits of knowledge
delivery of quality higher education requires on ground has been limited by the slow
‘structural intervention’ strategy at the economic progress and societal norms.
institutes. The quality of higher education is
to be treated as ‘design feature’. It is to be Teaching-learning process, thus, remained
designed into ‘logical structure’ of the theoretically oriented. Teaching fraternity
institutes, by the leadership at the institutes, acted as a channel for transfer of
to be delivered by the teachers, using the information rather than knowledge.
physical infrastructure and technology. Application orientation in teaching-learning
became casualty as neither the society &
environment demanded it nor could sustain

1
it economically. The concepts, tools and A Conceptual Framework for
techniques that were taught in the Analysis
classrooms hardly have environment to
practice, experiment and relate to society. Is poor quality of education a Problem? If it
This system of teaching-learning got is perceived to be so, before proceeding
perpetuated down the generations. First few further, we need to define the word
generations of teaching fraternity did ‘Problem’. A ‘Problem’ in systems
commendable job called experts but were perspective is “any condition, state or
not put to test. Poor general governance by situation that can produce an undesirable
governments also perpetuated to education result”. The ‘Opportunity’ is the reverse of
sector during this period and influenced the it, i.e., “any condition, state or situation that
administration of education. As the economy can produce a desirable result”. Using Set
expanded, information gaps bridged across Theory notations, the Problem-Opportunity
the world and technology spread, we find set is shown in the Figure-1.
our higher education system is not able to
provide right quality people demanded by
Problem Opportunity
the environment without realising that the
learning process is sequential in nature
typically linked bottom-up.
Any
During this phase, entry of private sector
Undesirable Condition, Desirable
aided horizontal expansion of higher State or Result
Result
education. Since the system of higher Situation
education was handed down by the
government sector and controlled by it
rigidly private sector had limited choices for
experimentation. Today a piquant situation
prevails wherein the creator (government Figure-1: Problem-Opportunity Set
sector) of higher education system being
itself in shambles uses the private sector as In this model, the centrality of argument is
‘whipping boy’ for poor quality and blames condition, state or situation. The
it for all ills. difference lies in the result (read quality
deliverables) that we want from the system
Lack of quality in India’s higher education and structure. This is the reason the
system, which is being debated, is embedded statement of ‘Problem’ and the consequent
in the complex web of systems, processes, approach to the solution differs from
affordability, accessibility, economic individual to individual. Depending on the
prosperity, societal value systems, socio- result that we desire from the system, we
political-economic environment etc. In this need to create conditions, states or situations
paper the problem of quality of higher in the system and structure to produce
education is analysed with some of these desirable result. If the existing result is not
perspectives. that we desire, we need to change the
underlying conditions, states or situations.
If underlying conditions, states or situations
cannot be changed due to any reason, the
desired result shall not be forthcoming. This

2
aspect becomes clear from the following problem must fit to the cultural settings, i.e.,
example: the value system obtaining in an
organisation, society or nation. The existing
The Teacher-Student Ratio (TSR) as subsystems - political, social, economical or
recommended by IITs to Moiley technological - and any change in them
Committee1 is 1:9 and IIMs 1:7 for impact the ‘resultant value system’. The
sustenance of excellence at these premier reason for high failure rate of acceptance of
institutions. AICTE has prescribed TSR as ideas and solutions at the implementation
1:15 for technical institutions. What is true stage is that many of us are not able to
for IITs/IIMs, should it not be true for other synthesise and gauge the “resultant value
technical institutions, if we wish to provide system” or the “cultural settings”, where the
the same quality. Do we assume that solution is intended to be implemented. It
AICTE is planning for poor quality of implies that for the same problem there may
education at technical institutions approved not be a single universally applicable and
by it? No, it is easy to observe that AICTE acceptable solution. Thus, policy
is balancing socio-political objectives to formulation and acceptance of solutions
cater for ‘accessibility vis-à-vis depend on the organisational/national
affordability’. The conditions, states or culture that is developed by an
situations so obtaining at the institutes organisation/nation. Many problems do not
approved by AICTE vis-à-vis IITs and IIMs resolve and many solutions are not
are starkly different; consequently the accepted not due to lack of our ability to
results, i.e., quality delivered. IITs/IIMs solve them but due to the culture with
strive for ‘excellence’ while institutes which we bound ourselves. We need to be
approved by AICTE tend to balance aware of these limitations of ourselves.
‘accessibility with affordability’. Thus, any rational analysis of ‘Problem &
Opportunity’ in managing higher education
This model of ‘Problem’ and ‘Opportunity’ vis-à-vis quality of education must cater to
can be universally applied for designing a these hard realities.
solution for a problem.
Third dimension of this framework
Second dimension of this framework entails premises “quality assurance costs money”.
“A problem once identified needs to be The argument is like this: Quality assurance
solved in a given cultural settings”. The requires reliability of the system through
culture can be defined as which we intend to deliver. The knowledge
of reliability engineering tells us that higher
“The ‘resultant value system’ that emerges the reliability of the system desired the more
from the interaction of contemporary the redundancy is required to be built into
Political, Social, Economical and the system. More redundancy means higher
Technological systems.” monetary cost of the system for its
sustenance. The example of IITs/IIMs vis-
This definition of culture can be applied à-vis other institutions given above is valid
both at organisation level and at national in terms of cost also.
level. The culture in this sense is treated as
a system; and political, social (including Thus, to translate a problem into an
religion), economy and technology its opportunity we need to combine all the three
subsystems. Any solution to a vexed

3
dimensions discussed above. This is shown qualifications. It is too simplistic a
in the Venn diagram, Figure-2: prescription for quality assurance. If that
was true, bureaucrats and other professionals
Systems & sitting in best of infrastructure would have
Cultural provided sustained good governance to this
Structure
Settings country. It has neither happened nor it is in
Condition, sight. USSR, once the super power, could
State or Value not have broken into many countries. Greek
Situation System Culture, once very developed, could not
have vanished.

The mandarins of higher education think

Cost that by providing faculty and infrastructure
as per their norms will ensure the quality.
No doubt, these two parameters play an
Quality important role in quality assurance. But,
Assurance these are the complimentary parameters.
The parameters that harness the potential of
Figure-2: A Conceptual Framework for these parameters (faculty and physical
Analysis infrastructure) are ‘Logical Structure’ of the
organisation and ‘Leadership’.
The solution of problem lies in the
confluence zone of the Venn diagram. The In terms of the framework suggested in
generic interpretation is Figure-2, the ‘Logical Structure’ of an
organisation/institute includes two
For delivering desired level of quality components, viz., systems and structure.
we need to
Systems include policies, procedures,
Create systems & structure and methods and processes. Structure2
required conditions/states/situations; encompasses:

Develop ‘Cultural Settings’ where ‘Vertical Linkages’ defines authority-

value is intended to be delivered; responsibility-delegation mechanism
between various levels and feedback-
Invest funds to sustain the Quality coordination-control loop; and ‘Horizontal
Assurance. Linkages’ defining relationships between
various entities/departments. Systems act
as the software and structure its hardware.
Faculty & Physical Infrastructure
as Measures of Quality Assurance The linkage between systems and structure
is provided by the leadership. Leadership
Regulatory bodies, accreditation agencies issues3 are vividly discussed in the
and universities have laid down certain referenced article. The relevant issue vis-à-
norms for physical infrastructure such as vis leadership and quality assurance is “A
land, built-up area, computer labs, library leader cannot be more effective than the
etc and number of faculty members & their logical structure through which he/she

4
delivers.” The way the condition of the wisdom by him/her and internalisation as
road determines the effectiveness of shown in Figure-3.
transportation in a car and not its quality
Efforts Application Internalis-
alone; logical structure and leadership Information by the of Wisdom ation by Knowledge
determine the quality of education delivered Learner by Learner Learner

by an institute. Logical structure of an

institute is the carrier and the leadership its Figure-3: Learning Process
engine. Logical structure constitutes the
body of an institute and leadership its soul. This is the reason why a group of students
A leader delivers through the logical having exposed to the same teacher, book or
structure developed by an institute. Logical repository of information do not acquire the
structure and leadership together determine same level of knowledge. The knowledge,
‘cultural settings’ or the value system of an in this sense, is a subset of information
institute and create conditions/states/ that a learner sifts through. Thus, the role
situations where quality is created and of a teacher is to compliment or facilitate a
sustained. Leadership and the logical learner in his/her learning process, which is
structure bind the faculty & infrastructure aptly described by Kabir in following verse:
to harness their potential and create and
sustain the quality. At the conceptual level
this linkage must be catered for if we wish
to deliver quality and accept the primacy of
leadership and logical structure. The
outcome of the above analysis is: A student, in this verse, expresses his
gratitude to his teacher for facilitating him to
Quality of education is a design know that he has to pay his obeisance first to
feature. Quality is to be designed by God than the teacher. As a starting point
every teacher must be aware of this role
the ‘Leadership’ into the ‘Logical of his/her. This role, then, is required to
Structure’ to be delivered by the be designed into his/her delivery system.

faculty using the infrastructure and To exhort a student to learn is the biggest
technology. challenge before a teacher. Learning puts
maximum demand on human mind. An
individual invariably has many attractive
Role of Teacher Redefined competitive activities that demand his/her
time. Every student in the class may not
Can a teacher impart knowledge? The have same level of motivation to learn.
answer is No. Can a book provide Students move up the ladder typically with
knowledge? The answer is No. Can the ‘previous learning deficiencies’ and
Internet and other repositories provide ‘background deficiencies’. The selection
knowledge? The answer is again No. A of a programme or a course of study may
teacher, book or Internet etc provide only not be well informed choice by all the
information and not the knowledge. The students in the class. In Indian
knowledge is learner centric. The learning circumstances, the selection of a
process through which information is programme of study invariably is out of the
converted into knowledge entails the available bouquet or market driven. These
efforts by the learner, application of

5
and such issues can be said to be known. In the process of converting information into
But, these are the vagaries that every teacher knowledge, ‘Internalisation’ means how
is to face in the classroom environment and much of the delivered contents are
recognise them as a reality of classrooms assimilated by the students. The guiding
while pushing students to learn. The key to sprit behind ‘Internalisation’ is the following
success in persuading the students to put Sanskrit sloka:
in hard work is to ‘reach out’ to each
student’s need, be ‘student centric’ and
keep communication channels open with
them in all situations. The lectures must be
so prepared and delivered that all shades of It means the knowledge that is confined in
students can drive value out of it. Every the books and the money gone into others
student must enjoy the association with the hand, at the time of need neither that
teacher and the subject taught by him/her. knowledge nor the money is of any use.
‘Structuring of Contents’ and ‘Process Thus, if the information is not internalised, it
Oriented Approach’ for lesson planning, shall remain information and never become
discussed later, can be designed into the knowledge.
system of delivery which will eliminate
many human fallacies and failings. Assimilation is better when a student could
relate a topic to his/her immediate
The ‘Application of Wisdom’ by a learner environment. It is better when the
in relation to a subject being taught is related purpose/application of the topic is clear to
with previous learning, i.e., contents carried him/her. Education technology tells us that
forward from the previous stages. The assimilation is better when contents are
learning is a sequential process. presented in ‘object oriented’
Psychoanalysts and behaviourist may have (video/pictures/diagrams) form instead in
many explanations as to how an individual pure narrative form. A teacher has a big role
responds to a new stimulus. But, for a in facilitating learners to internalise topics
teacher in classroom environment, the views by designing these aspects into his/her
of Paul Tilling a philosopher can be the delivery plan. Not only this, the teacher
guiding factor: must design in his/her delivery plan a
mechanism to receive feedback for degree of
“Truth is that which can fit into assimilation by different group of students.
preconceived systems of concepts.” We, thus, conclude

An individual perceives the new contents Design the role of teacher vis-à-vis
within the range and depth of preconceived process of learning in the delivery
concepts (read within the range of previous mechanism of lectures.
learning). A teacher must carry out periodic
checks about his/her assumptions on Structuring of Delivery Mechanism
students’ wisdom in relation to a topic. The
repeat value (reinforcement) of previous Having discussed the process of learning
stages, thus, is to be designed into the and the role of teacher it is necessary to
current delivery mechanism. design it into delivery mechanism. The
design of delivery mechanism must focus on
‘Structuring of Contents’ so that it

6
facilitates the learner to apply his/her classroom and help in internalisation of core
wisdom and make its internalisation easy. concepts. The gist of analysis of this section
While preparing for delivery, the teacher is:
him/herself must seek answers of three
questions What, Why and How of the topic Systematic structuring of contents
and making these answers clear to the enhances the quality of delivery,
students, viz. facilitates in reaching out to all shades
of students, and improves application
(a) What is it? The meaning, definition of wisdom and assimilation ultimately
of the topic, terminology used or to be used generates interest of students in the
and history of evolution of the topic. class.

(b) Why to learn? Usage/purpose/ Design the Purpose of Education

application of topic and its relation to the into Delivery Mechanism
environment.
Many educationists, learned people, legal
(c) How does it function? Technical luminaries and philosophers have enunciated
details and concepts involved in the topic. the purpose of education. The teacher must
make an endeavour to know the super-
A known and common method for both ordinate goals of education so enunciated
the teacher and student alike for but he/she will face a typical problem as to
‘structuring of contents’ being delivered how to structure them into actionable or
shall immensely facilitate the learner in operable activities for delivery to the
his/her application of wisdom and students. To ensure high quality of
assimilation, which in turn shall attract the education, the purpose of education is to
student to the classroom and to the teacher. be articulated in actionable terms and be
It is known that unstructured information incorporated into the delivery
does not percolate well into the human mechanism. The purpose of education can
mind. Further, the delivery plan for each be stated to be “to open all the faculties of
topic can be divided into three distinct and brain so that it is predisposed to perceive
identifiable stages (with acronym MSC), any new knowledge”. This purpose of
viz. education, if achieved, shall keep the
students lifelong in learning mode. The
(a) Must Know: Core concepts of a teacher can then dissociate him/herself from
topic to be known to all students. such students as they will be self driven.
The degrees will then become merely a tool
(b) Should Know: Major aspects of the of acquiring livelihood. To attain this state
topic to be known to at least 70% of the of mind of students through the intervention
class. of teacher and the delivery mechanism, three
abilities are required to be developed in
(c) Could Know: In-depth and finer every student, viz.
details of the topic to be known to top 20%
of the class. Ability to Grasp: The dictionary meaning
of grasp is ‘to comprehend’. In terms of
Structuring of contents, in MSC way, shall teaching-learning process, grasp is a
cater the needs of all shades of students in a function of background knowledge that is

7
stored in the human memory. In terms of Ability to Synthesise: It is the ability to
Paul Tilling one grasps ‘within the range of combine results of analysis of different
preconceived concepts’. In terms of process components and cull out the resultant or the
of learning, discussed above, grasp is within macro view out of it. It is one of the most
the range of internalised or assimilated difficult tasks that individuals, in many
information. Grasp is the ability to ‘think situations, are called upon to perform. In
through’ the new input. According to many situations, we do not have sufficient
psychoanalysts, human brain stores resources, we do not have timely and
knowledge in complex patterns or accurate information but we are required to
analogues. On getting the new input, the take positions, we are required to make
brain compares it with the stored analogue decisions, we are required to make
and interprets it. For enhancing the ability judgments. Synthesis demands the ability to
to grasp, delivery plan must not only see ‘big picture’ out of confusion and
incorporate topic specific information but incompleteness. In terms of computer
also ‘Domain Knowledge’ or ‘Cross science ability to synthesise falls in the
Discipline Knowledge’. More the variety of domain of ‘Fuzzy Logic’. In management
areas of knowledge one has, the more will terms, it is ‘decision making under
be the stored analogues and better will be uncertainty’. Correct grasp of the situation
the grasp. ‘Structuring of contents’ for the (ability to grasp) and logical analysis
delivery mechanism, discussed above, and (analytical ability) shall always be the
drawing students into interactive mode can precursor to ‘ability to synthesise’.
pay rich dividends in enhancing the grasp of Exercises based on critical appreciation of
new inputs by the students. situation, review of seminar, report writing,
book reviews, article writing and such other
Ability of Analyse or Analytical Ability: mechanism shall be of immense help in
It is the ability to breakdown a complex enhancing the ability to synthesise. The
problem in to its components and looking at analysis presented in this section can be
each component from different perspective. summarised as:
For this, one needs to know all the issues
that impact the problem under consideration. Translate the purpose of education in
One needs to develop sense of details. One actionable parameters, design these
needs to develop ability to apply known into delivery mechanism focussing on
concepts, tools and techniques for logical three abilities, viz., ability to grasp,
and reasoned analysis. Quality assignments, ability to analyse and ability to
based on ‘learning by doing’ or ‘learning by synthesise.
application’ of concepts, tools and
techniques about real situations and real Process Oriented Approach to
data, is one method that can build ability to
analyse. Integrated problems/assignments/
Lesson Planning
projects/case studies incorporating more
The teaching process at generic level, as
than one concept, tool or technique in one
shown in Figure-4, comprises of input,
problem shall help students in logical
output, a conversion procedure, action,
analysis. Support to students to experiment
feedback and control loops. It is to be noted
and innovate shall go a long way in
that the ‘teaching process’ is distinctly
enhancing their analytical ability.
different from the ‘learning process’. Both

8
the process when combined shall constitute
‘teaching-learning process’. To Take Corrective Actions vis-à-vis
Standards
Syllabi Control Loop
Input: Input to the teaching process includes
syllabi, teachers, study material and Teachers Conversion Output
Input Procedure+ Deliverable
infrastructure and technology. Study Material Action

Infrastructure
Output: The output of the teaching process Feedback Loop
Technology
To Check the Efficiency &
is ‘deliverable’. The word ‘deliverable’ is
Effectiveness vis-à-vis Standards
deliberately used to give a sense of
tangibility to the output of teaching process. Study Material needs to be converted into
‘Deliverables’ using procedure & acting on it within
The outcome of teaching process is the framework of given Syllabi & Time.
‘information’ and that of combined
teaching-learning process is knowledge for Figure-4: Teaching Process
the learner.
Timeframe: The last step in the process
Feedback Loop: The purpose of feedback planning is to map the delivery plan on the
loop is to check efficiency and effectiveness available timeframe in which it is to be
of the process with respect to benchmarks or delivered. Two specific time related
standards. constraints will be faced by the teacher, viz.

Control Loop: Control loop in the process (a) Level-1 Constraint: Total number
is required to initiate corrective measures if of teaching days available in a semester/
the outcome is not as desired or as per the year.
benchmarks established.
(b) Level-2 Constraint: Total number
Conversion Procedure: It entails of teaching hours available in a semester/
conversion of study material into year.
‘deliverable’ using a procedure and acting
on it within the framework of given syllabi Experience tells it is difficult to meet level-1
and time. The procedure is the soul of the constraint as per the norms of UGC/AICTE.
teaching process where the quality is built. However, level-2 constraint is more than
Role of the teacher from learner’s met. However, it needs to be monitored
perspective, structuring of information and and evenly paced during a semester/year.
purpose of education, as discussed above, Total contents to be delivered can be divided
are to be designed into the procedure to into units of contact hours/lectures with
create quality ‘deliverables’. As discussed in minuets of details of topics to be covered,
following paragraphs, the procedure for which can then be shared with the students
creating ‘deliverables’ further includes two well in advance. This will help in
steps, viz., monitoring and control of teaching process
delivery.
(a) Deciding method for delivery.
Create Deliverables
(b) Creation of deliverables.
Decide Method for Delivery: For every
topic to be delivered it is necessary to adopt

9
an appropriate method and is to be planned and adopt a professional approach of
in advance. The methods that can be communication and avoid carrying personal
adopted are shown in Figure-5 (a). The value system into the class lest it creates
method of delivery shall have large impact communication barrier against him/her at
on the learning outcome of students vice- personal level.
versa the outcome expected shall guide the
selection of method for delivery. 2. Know the Level of Class: Knowing
the previous performance levels of the class
Creation of Deliverables: It is the most helps in accommodating the needs of
creative activity of the teaching process, different levels of students in the class. This
demands hard work and integrity of the becomes more pertinent when the linkage of
teacher. The deliverable is to be created on the current deliverable with the previous
the basis of method of delivery. Besides the stages is higher. First two steps shall also
lecture material; tutorials, case studies, help the teacher in assessing the needs and
presentations by the students, projects, objectives of different section of students.
assignments etc are to be created with clear
outcome from the learner’s perspective with 3. Plan for Depth of Coverage: The
all seriousness. The steps that can form as a background & level of the class, general
template for creating deliverables are shown pattern of examination papers, syllabi and
in Figure-5 (b). It includes the following latest developments need to be incorporated
steps: while planning for the depth of coverage of
contents.
Lecture Tutorial
1 Know the Know the 2
Case Level of
Any other Background
Study your Class
Innovative of your Class Plan for 3
Method Decide Depth of
Method of Share your Coverage
Delivery Presentation 8 Teaching Lesson No
Team Material
Assignment Creation of
Deliverable Compile the 4
Project 7
Rehearse Teaching
Individual Research & Deliver Material
Assignment Based Specific to a
Incorporate Real Topic
6 Digitise 5 Examples &
Material Convert it into
Figure-5 (a): Method of Delivery Object Oriented
Display

1. Know the Background of the Figure-5 (b): Creation of Deliverables

Class: A teacher must be aware of the
various streams (science, commerce etc) 4. Compile Teaching Material: For
from which the students belong to in a class. every topic the teacher must scan various
This will help him/her to ascertain repositories of information and collect
background deficiencies, if any before material, sequence and organise it for
delivering new inputs and ‘structuring of delivery incorporating the above three steps.
contents’. Further, a class is typically This is to be achieved for every topic to be
heterogeneous in composition in terms of delivered. As discussed above, structuring
social, economical and political leanings and of contents could be planned in What-Why-
so is the teaching fraternity. A teacher must How and MSC way. Extraction of teaching
be aware of the heterogeneity of the class material from various repositories and its

10
collation for particular objective is the first few years and when new subject/paper is to
step that every teacher must learn for any be taught, is a good practice. It may be
research activity. remembered that ‘fear of failure’ stops
many people to take initiative and perform
5. Incorporate Real Examples & OO to their potential.
Display: Text book examples are equally
known to the students, which should be left 8. Share the Material: To support the
for students to learn in their own time. For students in their endeavour to perform well
relating the deliverable to the immediate it will be a good practice to share the
environment, real life examples are to be teaching material with the students. The
incorporated. Teaching material so confidence of students that they will get the
gathered should be converted into object material post lecture shall help the students
oriented display such as diagrams, pictures, to concentrate on the deliverable and to the
video etc. teacher to make the students interactive
during the conduct of class. Sharing of
6. Digitise Teaching Material: All teaching material with the students creates
material so collected, collated and planned bondage between students and teacher.
to be delivered is to be converted into Many teachers have reservations that
digitised material using IT enabled sharing of material leads to absenteeism by
technologies with proper references. While the students. While carrying out the analysis
digitising the material the teacher not only of the class in step 1 & 2 above, the teacher
makes it easy to share, it galvanises his/her must have come to know the composition of
thinking process, enhances vocabulary & the class and the objectives of section of
assimilation and improves writing & editing students. If the objective of a section of
skills. It prepares the teacher to plan students is only to pass the examination and
questions to be put to the students and the obtain degree, such a section of students also
questions that the students may raise. The deserve support.
edited and well formatted teaching material
so prepared acquires a shape of Feedback & Post Delivery Analysis: As
‘deliverable’, which the teacher can claim to stated above, the most difficult task of
be his/her own. It can easily be used as teaching-learning process is to measure the
testimony for demonstrating his/her performance of teachers. Feedback from
performance. It may be noted that the students and peer review are two known
biggest limitation of teaching profession is techniques. Students’ feedback is very
how to demonstrate and measure teacher’s sensitive issue among the teaching
performance. Digitising the material helps fraternity. Nevertheless, it is necessary for
the teacher to improve on it when delivered quality assurance and for effective
in the repeat cycles. A digitised material implementation of the process. Institutes
can easily be further researched and must design a structured feedback system
generalised to be converted into a book. and mechanism for its analysis &
Digitised material should form part of the dissemination to individual teachers. While
intellectual property of the Institute. carrying out analysis of students’ feedback
some aspects that teachers must account for
7. Rehearse & Deliver: Every are:
teacher may not have the best of oratory
skills. The rehearsal, especially in the first

11
(a) Do not defend yourself; remember it improves the delivery mechanism. R & D is
is students’ perception about the process and to be incorporated into the system as
deliverable and not about you. ‘Structural Intervention’ strategy at the
teaching institutions. From R & D
(b) Take the feedback at its face value. standpoint, the career profile of teachers can
Do not overstate the biases. be divided into phases as shown in Figure-6.
Year Year Year Year Year Year 20 &
(c) Enhance your self awareness and 0 4 8 12 16 Further
modify attitude, if required. Indoctri- Research Research Consoli- Research Special-
nation Initiation Dev dation Guidance isation
Phase Phase Phase Phase Phase Phase
(d) Plan for upgrading yourself through
FDPs, attending specific programmes and Figure-6: Career Profile - R & D
self training. Perspective

The summary of this section is Each phase must have clearly defined and
measurable activities as discussed below.
Design the process of delivery with
actionable activities and create Indoctrination Phase (First Four Years):
demonstrable ‘deliverables’; map The indoctrination phase involves
them on the time line available in a establishing a fresher as a teacher,
semester or academic year; and enhancing his/her reading/writing/editing
incorporate feedback and control skills and making her teaching technology
mechanism. savvy. The first premise on which
suggestions are developed assumes that no
teacher is to teach more than two theory
Design for Research & papers per semester. The second premise is
Development that a teacher must teach the same papers for
at least three cycles. The third premise is
Research and development has two that from fourth cycle onwards two papers
connotations, one for the growth of teacher’s must be changed, as per plan shown in
profile and the other for enhancing the Frigure-7. It means in first four years a
quality of deliverables. It is a fair teacher would teach at least 4-6 different
assumption that if the teacher involves in R papers. Any thing more than this, for first
& D for enhancing his/her own profile, time teachers, would have adverse impact on
he/she will carry its fruits to the classroom quality of deliverables. For engineering,
and improve the quality of deliverables. computer science and management
However, there is a caveat to this disciplines it is easy to implement this
assumption, which is “In a teaching rotation plan. However, suitable adjustments
institute, a teacher is first required to be a may be needed in other disciplines, where
good teacher than a researcher”. A numbers of papers are not many.
situation with ‘good researcher and poor
teacher’ is not favourable for the institutes As stated earlier, the first step in research
as well as students unless the individual involves the ability of the teacher to ‘read
specifically employed for research. R & D through’ variety of repository of information
can be built into the system in such a way about a particular topic, extract the material
that it serves his/her profile as well as with references and collate it with a given

12
 Year Year Year Year Year Year Year Year Year Year
1 2 3 4 5 6 7 8 9 10

Paper Paper Paper Paper Paper Paper Paper No Paper Paper Paper
No No No No No No 7,8,9,10 No
No No
1,2,3,4 1,2,3,4 1,2,3,4 1,2,5,6 5,6,7,8 5,6,7,8
9,10,11,12 9,10,11,12 11,12

Figure-7: Plan of Rotation of Papers

objective. In first four years a teacher must journals in his/her area of interest in this
produce digitised monographs of teaching period and complete his/her PhD.
material of at least five papers with full text,
diagrams and references etc using the IT Consolidation Phase (13-16th Years): In
enabled tools. The benefit accrued to the this phase numbers of papers to be taught
teacher by preparing digitised teaching should remain two per semester. He/she
material has been discussed earlier. must turn over to multi-disciplinary in this
phase. He/she must publish at least one
Research Initiation Phase (5-8th Years): research paper per year in reputed journals
As per the rotation plan of papers a teacher and improve his/her monographs and the
must teach at least 10-12 different papers in teaching material by incorporating real life
first eight years. In 5-8th years phase, a examples and case studies. He/she should
teacher must compile five additional become the resource person for organising
digitised monographs and master research seminar, workshops, publication of
methodology in his or her discipline. In this institute’s journal etc.
period he/she should prepare quality
tutorials, assignments, cases along with Research Guidance Phase (17-20th Years):
model answers for teaching. It is assumed In this phase numbers of papers to be taught
that in first eight years, by working in this should remain two per semester. He/she
manner, a teacher would not only acquire a must continue to publish at least one
pattern of reading, writing and editing research paper per year in reputed journals
specific to a topic but his/her basic and convert his/her teaching
inclination and interest areas of research material/monographs into text/reference
would crystallise. In brief, first eight years book at least one book per four year. He/she
must be intensely dedicated to teaching must supervise the academic excellence of
and teaching alone. Further, this rotation the department, guide other teachers in their
plan of papers suggested above can easily be research endeavour and contribute in
implemented with existing norms of teacher- curriculum development.
student ratio of 1:15 as prescribed by
UGC/AICTE. Specialisation Phase (After 20 Years):
After 20 years, the functional domain of
Research Development Phase (9-12th every teacher is to be divided into three
Years): In this phase a teacher must distinct streams.
continue to teach two papers per semester
out of 12 papers that he/she has taught in First, a pure teacher who wishes to
first eight years. He/she must publish at continue in teaching should follow 17-20th
least two/three research papers in reputed years phase for rest of his/her career.

13
Second, a high-end research
person/expert in his/her discipline around The R & D process needs to be
such people research activities of the structured and designed into the career
institute should be organised. Such persons profile of teachers and delivery
should teach one paper per semester. mechanism as ‘Structural Intervention’
strategy.
Third, a thorough educationist & systems
person with managerial acumen should
Design Organisation Structure
act as a source for innovation, creation and
sustenance of the system and providing
As stated earlier organisation structure
leadership. Such persons should be
includes ‘vertical linkages’ defining
developed for contributing in policy
authority, responsibility and delegation
planning, administration, developing
mechanism; and feedback-coordination-
external linkages and image building of the
control mechanism. It also includes
institute. Such people should continue to
‘horizontal linkages’ establishing
teach one paper per semester. Their
relationship between departments/entities.
research area is to be systems and
development of the institute. It may be
The purpose of organisation structure is to
noted that three aspects of being a good
support the strategy and systems that are
teacher, researcher or educationist need
developed to manage the institute. In
different attitudes and inclinations.
process oriented approach, each process
must have a process owner. Within a
Exception for PhDs: Freshers who join
process each major activity may be assigned
with PhD, as stated earlier, they must first
to different persons. In the teaching
prove themselves as good teacher. Thus, for
environment, the best way to organise is to
the first eight years they must follow the
assign process ownership by rotation. From
plan as suggested above. Since such persons
quality standpoint, core processes such as
have already completed criteria
‘Teaching-Learning’, ‘R & D’ and
requirements for their career advancement,
‘Feedback, Coordination & Control’ of
‘Research & Development’ and
academic activities must be given highest
‘Consolidation’ phases are to be combined
priority. Each programme of study such as
for them. The research capability of such
MBA/MCA is to be treated as independent
persons is to be leveraged for them to
process and be headed by a process owner
become multidisciplinary in 9-16th years
called by a name say ‘Programme
period. It must be noted that maximum
Coordinator/Director’. Within each
knew knowledge is being created at the
programme complete domain of academic
interface of disciplines. Their services
processes must be incorporated. Thus, the
should effectively be utilised for achieving
Programme Director must exercise control
peer development, consultancy and
on all academic aspects of the programme.
extension services in addition to those
Effective decentralisation, delegation along
mentioned above for 9-16th years period.
with accountability with result orientation is
From 17th year, such persons are to join back
must for delivering quality.
the main stream as suggested above. The
Interdependency, fair competition between
focus of this section is:
the process owners must be created and
managed. ‘Law of Entropy’, i.e., a system

14
not monitored and controlled has a The quality is to be incorporated into the
natural tendency to decay should guide ‘logical structure’ of the institutes, to be
while planning for feedback-coordination- delivered by the teachers, using physical
control mechanism. infrastructure and technology. The system so
designed is to be mapped on to a time line.
The key to success lies in putting the The leadership has all encompassing role in
implementation plan of each process and systems design, its management and creating
activity in writing and scheduling it within condtions/states/situation for it to be
the given timeline. The procedures and implemented and sustained. Based on the
methods so written down must be published above discussions, the steps in overall
in transparent manner so that reinventing of system design are shown in Figure-8.
the wheel with the change of persons can be
Teaching Learning
avoided and continuity in implementation is Process Process

sustained. System
Ready to
Write Policies, Map the Incorporate Identify Define
Procedures & Activities on Activities to be Processes Outcomes
Deliver Methods Timeline Performed

Web enabled information system based on Feedback R & D

& Process

‘intranet’ technologies can be of great Control

Process

assistance in establishing open internal Build

Logical
Structure Educate Teachers
Provide Physical
Infrastructure to
Organisation Ready to For Quality Delivery,
communication channels within the institute. Structure Deliver Systems & Structure
Support Systems,
Structure & Teachers

Objectivity, transparency and visibility2 can Horizontal & Overall

be built into the internal management of Vertical Linkages System

Ready to
Deliver
institutes using the information technology
Outcome:
tools. For detailed meaning of these three Quality
Deliverables
terms referenced article may be referred. It
may be noted that the objectivity, Figure-8: Steps in Overall System Design
transparency and visibility are more to do
with the organisational culture and ethics. Overall design includes:
However, these are required for sustaining
quality of delivery and for establishing (a) Design of Teaching Process.
credibility of the systems of management. (b) Design of Learning Process.
(c) Design of R & D Process.
Overall System Design (d) Design of Feedback & Control
Process.
The thrust of the discussion so far has been (e) Mapping each activity on timeline.
on the premise that dynamics of human (f) Write Policies, Procedures &
mind is too varied and the quality of Methods.
education imparted to one batch affects one (g) Design of Organisation Structure.
generation. Thus, the issue of quality of (h) Train Teachers.
education cannot be left purly on the some (i) Create Infrastructutre and Provide
individuals’ initiative and perception. The Technology.
quality of education is to be treated as
design feature and the strategy to convert the Teaching fraternity and educationists may
‘problem’ into ‘opportunity’ is ‘structural have reservations that standardisation can
intervention’. take away their autonomy and flexibility.
The standardisation of systems and
processes is resisted in the academic

15
environment and considered a burden. The Overall system so designed is to be
answer to these apprehensions is that the implemented within the ‘cultural settings’
autonomy and flexibility is inherent in each obtaining in the institutes and within the
individual’s style, communication abilities, limitations of funds made available to the
intelligence and attitude, which is difficult to leadership. This part of the paper covers
take away. The improvement in these only the systems and structure termed as
abilities needs self awareness and self ‘logical structure’ in the discussion, which is
training. Systems’ standardisation and one part of the ‘conceptual framework for
design are the starting point for quality analysis’ as suggested in Figure-2. The
assurance at the institutes. The innovation issues of ‘cultural settings’ and ‘cost’ shall
and reconfiguration of design is a be dealt in another paper.
continuous process and needs ability to
accept change.

References

1. Moiley Committee: Final Report of the Oversight Committee on the Implementation of

the New Reservation Policy in Higher Education, Para 2.8.

2. S Chaturvedi, Information Technology and Management Linkages, Journal of

Management Research, FMS, University of Delhi, Volume 5, Number 2, August 2005, pp77-79.

3. PV Gupta & S Chaturvedi, Managing Higher Educational Institutions: Leadership

Crisis, University News, Volume 45, Number 32, August 06-12, 2007, pp 09-14.

This article is published in “University News”, a journal of Association

of Indian Universities (AIU) in Vol 47, No 40, October 05-11, 2009

16