Ijte 2011


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MM Bagali, Research, HRD, HRM, MBA, Management Teachers, Faculty Development..... India

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Ijte 2011

  1. 1. Question of Faculty Assessment inManagement Education: A Model for Faculty Accreditation M. M. Bagali and Sheelan MisraDepartment of Management Studies / New Horizon College of Engineering / Bangalore / Karnataka State, / 560 103 Working Paper of Department of Management Studies / NHCE / 2011 1
  2. 2. Question of Faculty Assessment in Management Education: A Model for Faculty Accreditation @ M. M. Bagali*# and Sheelan Misra*AbstractAccreditation is the process of monitoring, assessing and evaluating the standards and quality of education astudent receives at a college, university, or other institution of higher learning. Accreditation provides a strongbelief to the student that the education they are paying is valuable and worthwhile. There are organizations inIndia and Internationally which accredit institution and their programmes 1. Faculty profile and their researchpublications help the institution to get accredited. In India, there are more than 3000 business schoolsproducing over 2-3 lakhs management graduates every year 2. Imagine the number of management facultywho are part of these institutions as facilitators of management education. When the question comes offaculty accreditation in India, there is only one organization, i.e.: AIMA, which accredits the faculty ofmanagement 3.The Proposal is to facilitate additional dialogue of standards and rigorous evaluation criteria within thecontext of maintaining high academic contribution by faculty. The faculty is academically qualified, but onealso looks at their professional qualification in different academic components to have overall qualitystandards. The Accreditation principle lies on the platform that, apart from degree, multiple categories ofAcademic activities and/or outcomes that may support qualification including Professional activity,Professional development, Intellectual contribution, academic contribution, et al. are the key to demonstratethe credentials as Quality faculty.The present paper emphasizes that with the accreditation of institutes and programmes, there is also a strongneed of faculty accreditation at a larger level, with reputable councils and competent authority on highereducation taking the initiative of accrediting management faculty to establish and certify as a certifiedteacher in the field of management education. The paper elaborates upon the need for accreditation anda model developed for accrediting management faculty for all the affiliated Engineering colleges withMBA programme, under the banner of VTU. It also looks into procedure, process and the methodology tobe adopted.Key Words: Accreditation, Performance Measurement, Evaluation, Professional Qualification*M. M. Bagali, PhD, Dean, MBA program, and Sheelan Misra, PhD, Professor, Department of ManagementStudies, New Horizon College of Engineering, Bangalore, Karnataka State, 560 103.sanbag@rediffmail.com / sheelan@gmail.com@ Both the authors are AIMA-AMT, Accredited Management Teacher in Management Sciences. The firstauthor holds this honor in HR and PMIR area since 1994, and the second in the area of Marketingsince 2001. The paper is based on the experience of having such Accreditation Certification forAssessing Quality and Professional Status to faculty of Management Sciences.# Correspondence and discussion on the paper with the author at sanbag@rediffmail.com. Emailcorrespondence for initial discussion is highly appreciated. Working Paper of Department of Management Studies / NHCE / 2011 2
  3. 3. Introduction:There is lot of debate and discussion in improving education system and the delivery of educationPedagogy across the globe 4. All discussion focuses on the areas like infrastructure, facilities, library,faculty in-put and the like.There are several surveys which speak about Ranking of B-Schools based on certain parameters likeinfrastructure, knowledge delivery, corporate interface, placements, and pedagogy approach apartfrom Intellectual generation, paper publication, paper presentation, book published and the like.Even Audits are conducted from time to time to verify the standards maintained in these areas (ISOAudits). Further, surveys focus on facilities available like canteen, recreational facilities, health care,wi-fi, laptops, apart from organizing Industrial visits, corporate guest faculty, soft skills training,student - faculty exchange, tie-up-MOU and the like. Further, when the discussion is focused in areaof faculty contribution, focus is on PhD degree, paper presentation, and foreign visits, students-faculty ratio, MDPs, formal feedback system, apart from post-doctoral work. The most crucial arealike “Accreditation of Faculty” is never brought to the table of discussion nor figures in any of theprocess or audit, per se. If we look at the surveys and ranking of any B-School, there has not been asubject of “Accreditation” of the faculty as a criteria and points defined. When, every other area ineducation requires accreditation and ISO certification including publications in ISBN and ISSNjournals, faculty accreditation as a system for assessing and evaluating faculty contribution foroverall development of student and academia should be part of assessment, contribution andevaluation. Infact, NET/SET, M.Phil, and PhD are the pre-requirements which certify the with theeligible qualification. In that case, Accreditation should be a step further for quality academic reviewand honoring professional qualification and contribution along with academic qualification.Accreditation: The Paradox for Excellence:A layman’s understanding of Accreditation is the establishment of the status, legitimacy orappropriateness of an institution, programme (i.e. composite of modules) or module of study. TheCouncil for Higher Education Accreditation (CHEA, 2001)5 describes Accreditation as the process ofexternal quality review used in higher education to scrutinize colleges, universities, and highereducation programmes for quality assurance and quality improvement. Success of any educational Working Paper of Department of Management Studies / NHCE / 2011 3
  4. 4. school results in an accredited institution and/or programmes. The Higher Education FundingCouncil for England (HEFCE 2010)6 has a narrower definition; i.e. Accreditation is the approval of ahigher education course by an authorized body. Chernays (1990)7 definition is rather more specific:Accreditation assures the educational community, the general public, and other agencies ororganisations that an institution or programme: (a) has clearly defined educationally appropriateobjectives, (b) maintains conditions under which their achievement can reasonably be expected, (c)is infact accomplishing them substantially, and (d) can be expected to continue to do so. Similarly,the Universal Council for Online Education Accreditation (2003)8 states that: ‘Accreditation is asystem or process for providing public confidence and a tool for improvement used by educationalinstitutions’. It promises a basic level of quality in an educational institution through a process thatexamines a schools faculty, course content, recruiting practices, admission procedures, and more.The purpose of accreditation is to ensure quality education programs through the use of standardsand rigorous evaluation criteria; to stimulate institutions towards higher levels of quality andefficiency; and to provide a system for public trust and accountability. For example, in Hungary,prioritise professional accreditation, which states that it is a process of certifying the quality andstandards of educational provision carried out by institutions, and judging the suitability of provisionin institutions for conferring professional status on the holders of degree qualifications from thatinstitutions.9While Harvard University is accredited by New England Association of Schools and CollegesCommission (NEASC) on Institutions of Higher Education with the objective of ensuring that theuniversity has appropriate and clear goals, sufficient resources to fulfill its objectives, and thewillingness to do so (www. neasc.org).Importance of Accreditation:Accreditation is the tool to evaluate the standards and quality of the education a student receives at acollege, university, or other institution of higher learning. Accreditation speaks about one’sreputation and highest discipline in academic field. 10-A, B While a student who attends an accreditedcollege or university is fine with his or her way of receiving a quality education, students shouldremember that a college or universitys accreditation does not automatically guarantee a studentssuccess. It is up to the individual student to make the most out of the education he or she recieves.But, if many students attending a college or university are not successful, and do not demonstrate a Working Paper of Department of Management Studies / NHCE / 2011 4
  5. 5. high level of educational performance, an accreditation organization may need to step into andexamine the effectiveness of the institution and evaluate what aspects can be improved. Infact, if onedivides equally the stake holders in providing the Quality Education Deliverables, then ‘Faculty’forms the major percentage in this segment. All the knowledge workers (faculty) have to leveragelearning curve and intellectual capital for growth. This is possible only with quality inputs byfaculty, continuous innovation and the delivery system along with contribution in various facets ofacademic areas .11The Stake Holders Advantage:As a Student: Accreditation provides an assurance to a student that the programme in which he orshe is enrolled in or is considering to enroll in, is engaged in a continuous review and improvementof its quality, content delivery that matches the national /international standards in the profession,and that it is accountable for achieving what is anticipated to achieve.As a Faculty Member: Accreditation provides a formal process for ongoing evaluation andimprovement of the programme and faculty development outcomes, a process by which faculty,students and administration can work together in advancing the educational institutions mission.As a Management Teacher: Accreditation provides a forum in which educators and practitioners ofmanagement can exchange ideas on future needs of the profession and the ways which address theseneeds in professional education and training.As a Member of the Public: Accreditation ensures public accountability of a programme or aninstitution -- that it has the means and demonstrates the outcomes for its educational process that areconsistent with its goals and objectives (American Psychological Association, 2010).12As an Alumnus: The credit what one gets wherever one is placed reflects in ones quality of work.This is sure because of ones academic programme accreditation. Corporate is also assured ofcontribution and positive financial gains because of the rigorous training received from accreditedprogramme/institutes/colleges.As an International Community: It assures of the outcomes at global level, and a deep belief forglobal corporation that the human resource/student will be recruiting is of good standard, quality andassured return on investment (ROI) and right selection. Working Paper of Department of Management Studies / NHCE / 2011 5
  6. 6. GAP Analysis:In India we have currently more than 3000 business schools producing over 2-3 lakhs managementgraduates every year (Times of India, 25th July, 2011) and this analysis makes us realize the hugenumber of management faculty, who are involved in teaching in these institutions and who are theactual facilitators of management education. They become a very crucial section of the communitywhen an institution is accredited, but then what really matters is their recognition as managementfaculty. Is there a way by which they are formally recognized for their professional excellence andget certified for their professional credentials? Academic grades are given due credit and because ofthat, they are in the process of imparting management education, per se. When it comes to thequestion of professional excellence, contribution and quality delivery, there should be an honor ofrecognition, opportunity for reflection and award for their contributions in different academicdomains .This is where researchers felt that there is a need, that some more organizations like AIMAor similar competent authority in Higher Education should take the initiative to recognizemanagement faculty by adopting a procedure and analyzing them on certain parameters whichevaluates them for their expertise as management teachers, thus, recognizing and confirmingProfessional Status – a stamp for excellence & quality.To add, such recognized faculty can add more value & quality to the institutions, and this is where‘accreditation’ will recognize their ability to provide quality education as this is the area whereIndian institutes are struggling. It is also proposed that the institutes should also get extra weightageduring audits/assessment by NAAC / NBA or other International bodies for having more number ofaccredited teachers in their schools/departments. This accreditation of management faculty should berecognized in India and worldwide as an honored award to faculty credentials for academicexcellence. Infact, the ranking agencies and the NBA/NAAC should stress high points/scores onAccredited Teachers certification while grading/ranking the B-Schools.Present Practices of Accreditation:The present practice of accreditation is done in the areas of curricular aspects, teaching-learningevaluation, research, consultancy and extension, infrastructure, student support and progression,governance, leadership and Innovative practices.13 The various ways through which accreditation isdone in areas include Institution, Programmes, Academic environment, Student Development, Working Paper of Department of Management Studies / NHCE / 2011 6
  7. 7. Faculty Development and Pedagogy/Pedagogical tools, and the like. The quality is assessed andaccredited by recognized institutes like NAAC - accredits institutions of higher education in thecountry; and NBA provides accreditation to the technical colleges under AICTE, apart from theInternational accreditation agencies, that award accreditation for professional programmes andacademic units in particular fields of study.14Faculty Accreditation- Differentiating is Key:With increased number of B-Schools in India, there are, however, possibilities especially for the B-Schools to differentiate themselves in this monopolistically competitive market. Infact, thecustomers of these B-Schools can look at alternatives to make their choices meaningful. There isdearth of PhD qualified faculty in most B-Schools. Even, if some schools do have PhD qualifiedfaculty, their continuous engagement in research is significantly low compared to their top rankedcounter parts as well as those compared to universities elsewhere in the world.Business schools imparting quality education can only excel and produce competent future businessmanagers who can take on challenges to perform in the changing business environment. It is truethat differentiating factor for a good management institute is the ‘quality faculty’. It is absolutelyessential for any management institute to be abreast of the happenings in the present businessenvironment, develop strategies for continuous development, and improve quality faculties as thedrivers for this. Infact, most of the B-Schools are driven by well qualified and well trained faculty,who go beyond their academic qualification and reflect true Professionalism. Hence, there is a needto differentiate themselves and cut an edge over other B-Schools in terms of Quality Faculty, whoare certified and accredited for their Academic performance and qualitative differences andcontribution.Therefore, the 3 most important principles for Faculty Accreditation include: 1. Un-Questionable Integrity for Academic Excellence 2. Quality Academic contribution with continuous improvement, and 3. To match the delivery and set patters to benchmark the Foreign University Working Paper of Department of Management Studies / NHCE / 2011 7
  8. 8. Need for Faculty Accreditation:Seriously there is the need for Accreditation of Faculty in education sector. Accreditation is theProfessional status awarded to the faculty for exceeding the stated standards in academicperformance. This Accreditation specifies that, in addition to Masters and Doctorate; one becomes acertified and an Accredited Teacher for the Professional excellence and contribution in ones area ofexpertise. On the other side, there could be less assurance that, a person with master’s and Doctoratedegrees need not be proved as Best Teacher. And, also there may be same instances of people whoproved themselves as best teacher without a formal Doctorate Degree. In light of this observation,Accreditation of teachers with specially designed process of evaluating the educational andprofessional contribution of management faculty to education field is the need of the hour. Apartfrom academic qualification, one should have Professional Qualification too. Infact, whilelooking at positions and responsibilities of Dean/Director of B-school, Faculty Accreditationrequirement should be one criteria for short listing the candidates for the position, per se.Other than AIMA, there is no other organization which has this formal system and process ofFaculty Accreditation in India. The need is high, and with a fine scientific procedure and assessmentparameters, India will have the best of best management professionals to teach India’s futuregeneration.Thus, when we say Faculty Accreditation, we necessarily mean: 1. Exceeding stated standards of quality performance in academics and related academic areas 2. Production of Intellectual contributions and Professional Development 3. The need for maintaining Academic Qualification and also the Professional Qualification, and 4. On entering at very senior leadership roles and higher levels in academics (Dean/ Director), an Accredited teacher on the resume will stand out more to employer than one of questionable integrity. Working Paper of Department of Management Studies / NHCE / 2011 8
  9. 9. Model for Faculty Accreditation:The standing of individual academic credentials is evaluated through NET/SET, PhD, publications,et al. to determine eligibility for lectureship and for award of Junior Research Fellowship (JRF) forIndian nationals in order to ensure minimum standards for the entrants in the teaching profession andresearch. 15A step further should be the Accreditation of Faculty for academic contribution and eligibility forhigher positions in Academic field. Faculty should be seen as somebody involved in the overalldevelopment of the students, institution as well as the community. They are the change agents in anysociety. Therefore, evaluation and assessment of faculty for accreditation should be holisticconsidering their contribution in all the areas, which effect economic development of the nation.When we say all the areas, we definitely mean the contribution that the faculty as a faculty canundertake and the areas should be Teaching, Discovery, Integration of Knowledge and Service.Faculty for accreditation process will be judged in each of these four areas (within the context ofsuperior accomplishment), with an opportunity for reflections: a. A record of superior accomplishment in the scholarship of TEACHING should contain clear and compelling evidence related to Academic Development: (i) instruction; and (ii) student development and learning, which may include teaching, best practices adopted, case development, monograph and the publication of text books. b. A record of superior accomplishment in the scholarship of DISCOVERY should contain clear and compelling evidence related to: (i) scholarly works (objective, subjective, and/or artistic); and (ii) scholarly activities (new knowledge and research), which include publications, projects and PhD guidance, member of advisory board of journals, reviewers of papers, patents, copyrights, editor of Working Paper of Department of Management Studies / NHCE / 2011 9
  10. 10. professional journals, editorial review board member, associate editor, and the like. c. A record of superior accomplishment in the scholarship of KNOWLEDGE INTEGRATION should contain clear and compelling evidence related to: (i) curricular development, which includes the nominee’s discipline in larger interdisciplinary and cross-disciplinary contexts; and (ii) meaningful connections between a nominee’s discovery and teaching. This may include collaborative work by nominee for consultancy, corporate networking and international visiting assignments, post doctoral contribution, advisory board on international journals and other such assignments. d. A record of superior accomplishment in the scholarship of SERVICE should contain clear and compelling evidence related to: the application of knowledge and expertise in the broader contexts of (i) institution building; (ii) community/society; and (iii) professional service. This may include administration responsibility and positions held, member of any functional committee of the institute, academic excellence areas like fellowships, associateships, awards/scholarships, certifications, membership to professional bodies, International conferences held, support in instituting a ‘Chair’, et al.The Model: A Proposed SystemA fool proof procedure and system should be in place. Based upon a holistic approach of academicand related areas of faculty contribution, a model has been proposed for Professional Accreditationof Management Faculty under VTU, Karnataka State. These are the areas where faculty cancontribute significantly, and demonstrate superior and differentiating work.Eligibility:All those faculty/teachers, who are into teaching in management schools with PhD from arecognized university, are eligible for the Professional Accreditation Teacher (PAT) award.Further, a full time teaching experience at PG level with 5 years should be mandatory. Theexperience in teaching at PG level should be considered equal to the corporate experience at middlemanagement level. SOP-Statement of Purpose of getting PAT may be justified. Working Paper of Department of Management Studies / NHCE / 2011 10
  11. 11. The Assessment Criteria scale and sub parameters could be designed as specified below:Table No.1: Professional Accreditation Teacher (PAT) ModelSl Areas Sub Area/Measures Minimum MarksNo. Score obtained Requirement/ Against Maximum Marks1 Academic 1.1. Teaching Best 75/150 Development Practices adopted/ New 300 points delivery mode 1.2. Course 20/40 Development - Off-On- line /Introduction/shaping curriculum 25/50 1.3. Case development 15/30 1.4.Monographs / Text books 15/30 1.5. Executive Education2 Administration and 2.1. Responsibility held 7.5/15 positions 50 points 2.2. Position held 5/10 2.3. Committees / 5/10 Councils 2.4.Board Member 5/10 Working Paper of Department of Management Studies / NHCE / 2011 11
  12. 12. 2.5. Support in 2.5/5 Instituting Chair of Excellence / Establishing Centre of Excellence3 Intellectual 3.1. Research 25/50 Contribution Publication 200 points 3.2. Projects 20/40 3.3. PhD guidance 15/30 3.4. PhD Awarded 12.5/25 3.5.Advisory Board on 7.5/15 Journals, including Editor / Reviewer of papers 3.6. Patents and 15/30 copyrights 3.7. Working papers 5/104 MOU/Collaboration, 4.1. Consultancy 15/30 and Consultancy 4.2. Corporate network 5/10 100 points 4.3. Training held for 10/20 academics 4.4. Training held for 10/20 corporate 4.5. Industry based 10/20 projects5 International 5.1.Visiting Assignments 15/30 Assignment and Working Paper of Department of Management Studies / NHCE / 2011 12
  13. 13. Network 5.2. Collaboration 10/20 150 points Partnership 5.3. Post-Doctoral work 20/40 5.4. Fellowship 10/20 5.5. Scholarship 05/10 5.6. Conference and 15/30 Workshops organized6 Social 6.1.Association with 10/20 Responsibility NGO’s or Red Cross or towards Nation CRY 100 points 6.2. Social impact 10/20 projects 6.3. Work at School level 10/20 6.4. Economic 10/20 Development Activity or rural development work 6.5. Teach India 10/20 Program7 Supporting 7.1.Associateship 5/10 Academic Excellence areas / 7.2. National/ State 20/40 Off campus activity Awards/ 100 points Fellowship/Scholarship 7.3. Certifications and 15/30 competency enhancement courses Working Paper of Department of Management Studies / NHCE / 2011 13
  14. 14. 7.4. Membership and 05/10 positions to Professionals Bodies 7.5. Cultural/ Sports 05/10 promotion8 Any Other Contributions towards 00/10 Contributions to Innovation@work;newe mention r ideas and systems; No minimum 10 points creating great place to points work; interests and required hobbies, etc Could also be the scores of TOFEL,GMAT, GREQualifying Grade or Points Cut-Off: The minimum eligibility criteria points for qualifyingpreliminary stage to next stage could be 50% of the maximum marks (1000), which also requires50% marks in all the sub parameters too, based upon the review of nomination application filed bythe nominee for the award of accreditation (as per the annexure 1). Considering nomineesaccomplishments within Assessment parameters [The total qualifying points 501+ onwards]; orQualify in each area with 50% of total points; or Qualify in each section with 50% of total points. Atthe discretion of Experts and Scrutiny team, higher points than the points assigned may be evaluatedbased on the merit of work, per se. But, a minimum point to qualify holds as is defined.Requirements for sub-parameters 1.3. The case might have been published/ revision at IIM-A, B, C, etc, or European case clearing house, Sage publication, et al. They may also be part of teaching at various management institutes in India. It could also be in the form of content development 1.4. It could be survey based or a concept proposal. Substantial writing and concept development stage is what is expected. 2.5. The assignment could be heading / In-charge of the already established centre of excellence, or could also be in the form / process of dimensions. A substantial evidence/work/proposal for instituting a chair, while approach/attempt for sponsor stage. 3.2. The project (minor/major) as part of funded from UGC, AICTE, ICSSR, AMDISA, ILO, UNO, NPO and the like. Consideration will also be for the self funded projects with evidence and proof of work Working Paper of Department of Management Studies / NHCE / 2011 14
  15. 15. undertaken. Criteria could be in terms of number of proposals sent/in progress/in process/results awaited with range of the grants. 3.7. Working papers could be written and communicate/published at Economic and Political Weekly; IIM; IIT, r peer reviewed journals. 5.4/5.5. Any grant from UGC, AICTE, ICSSR, ISTE, ISTD, EDI, will be the parameter. Fellowship, Assistantship and financial support for Books Review, case writing, summer school, etc will also be considered. Chapters in the book and news paper writing would be added features. 5.6. Focusing on how you are educating your students about global happenings, your contribution to seminar, conference, workshop, et.al. It could also be in the form of Industry-Institute interface and network and evidence of corporate coming to B-School. Also includes sharing the serious round table, panel discussion. 6.2. The area could be Green promotion, Environment protection, Social impact activity, field action project, and the like. address the problems of national development, particularly issues concerning self- reliance, economic growth, employment and social and national integration; inculcate social, moral and spiritual values in the people 6.4. It could be in the form of Fund Raising activity 7.1. It could be from IIAS-Shimla, or any other council for Higher Education. 7.2. It could be from UGC/AICTE/AIMS, AMDISA, ILO, and ICSSR, AIMA, Fulbright’s, Commonwealth or awards and support from any other organization/Institute. 7.4. The Professional bodies in the field of management or related to management. Few examples could be: MTHR, NHRD, NIPM, CII, ISTE, SMFI-Strategic Management forum of India, BMA, Retail association of India, IT forum QC forum of India, AIMA, and it could also be Executive committee membership and other official positions in academic/govt /NGO, et al.Note: A year or two teaching feedback from student’s scores may be enclosed. Two Teachersreference details to be appended.Selection Panel:In India, the stake holders for the Management Education are the UGC, AICTE, and Local AffiliatedUniversity, including Deemed Universities/institutions. The committee may have representatives andexperts from these councils. On macro thinking, representatives from National/ State KnowledgeCommission, State Innovative Council, IIM, IIT, AIU, National Mission on Education, NationalInstitute of Advanced Studies, AIMA, Local Management Association, NASCCOM, NHRD, AIMS-Association of Indian Management Schools, IIAS, and university representatives may form part ofselection team/Board. Further, a call can also be taken from corporate houses that have donesignificant noteworthy academic work like Infosys Leadership Institutes, WIPRO, et al. There could Working Paper of Department of Management Studies / NHCE / 2011 15
  16. 16. also be International Faculty team / panel and institutes like Sloan School of Management, HarvardBusiness School, Michigan State University, London School of Business, Asian Institute ofManagement, SIM and other institutes of international repute may be involved.VTU - PATThe Structure:This is a hypothetical example, in case the VTU implements this Accreditation to MBA faculty. All theTechnical Colleges including MBA under engineering colleges in Karnataka State come under VisvesvarayaTechnological University. This is a hypothetical example, in case the VTU implements this Accreditation toMBA faculty. This is purely the idea of the authors. Nodal Centre – VTU Main Coordinator-VTU Additional/ Supporting Coordinator Advisory/ Working teamVTU - Regional Office VTU - Regional Office VTU - Regional Office VTU - Regional Office Bangalore Belgaum Mysore Gulbarga Selection Committee/ Selection Committee/ Selection Committee/ Selection Committee/ Team Team Team Team Representatives Representatives Representatives Representatives VTU VTU VTU VTU AIU AIU AIU AIU AICTE- Council of AICTE- Council of AICTE- Council of AICTE- Council ofManagement Education Management Education Management Education Management Education UGC UGC UGC UGC NIAS NIAS NIAS NIAS Knowledge Knowledge Knowledge Knowledge Commission Commission Commission Commission Experts from Experts from Experts from Experts from IIM/IIT/etc IIM/IIT/etc IIM/IIT/etc IIM/IIT/etc International Faculty International Faculty International Faculty International Faculty Industry Body Industry Body Industry Body Industry Body Research Institutes Research Institutes Research Institutes Research Institutes Institute of National Institute of National Institute of National Institute of National Importance Importance Importance Importance Central Advisory Board of Central Advisory Board of Central Advisory Board of Central Advisory Board of Education Education Education Education National Council for National Council for National Council for National Council for Technical Education Technical Education Technical Education Technical Education Consultants Consultants Consultants Consultants Working Paper of Department of Management Studies / NHCE / 2011 16
  17. 17. Any other Any other Any other Any otherThe Selection process shall comprise of two major (2) stages:Stage 1: Peer Review Stage: The eligible candidates can be short listed based on the parameter asdefined in table No.1 by a peer review panel, comprised of independent reviewers selected from theabove mentioned high level committee.Peer reviewers will select the nominees for second stage after the blind review by: • Considering nominees accomplishments within the context of the filed application by the nominee • Reviewers use criteria from Nomination Guidelines as basis for evaluation; beyond these criteria, use their discretion in distinguishing the nominees.Stage 2: Final Review Stage: This stage should comprise of two processes, which includespresentation and interview. I. Presentation There could be 20 minutes presentation on the subject of expertise by the candidate. The presentation could focus on the specialization in which the candidate wishes to get accredited as mentioned in the broader areas of specialization, and the maximum points assigned are 100.[ Broader areas of specialization appended] II. Interview Interview with the Panel of experts, Chaired by a chair person and comprises of Members of Academic-Research Community, Leaders of Business Community and Government chosen from the above mentioned high level committee. The panel of experts should reflect the specialization of the person for meaningful interaction and engaged discussion. This could be for 20 minutes leading to the final selection for accreditation award and the maximum points assigned are 100. Working Paper of Department of Management Studies / NHCE / 2011 17
  18. 18. Accredited TeacherThe Committee/Council/ Panel would decide on the number of Accreditation each year that it wouldbe awarding. After going through both the steps of selection, a list would be put up amongst the topcandidates based on the decided number of Accreditation Award each year. A total consolidatepoints obtained in all the steps will be the final count for Professional Accreditation Teacher–PAT Award certification. Once it is certified, it holds good as long as the Individual feels the needto have Re-Accreditation. Otherwise, the process should be held once and the certificate with” Noexpiry” can be awarded to keep the excellence in work on continuous long term period.While awarding, the criteria could be finalized based on the percentage of points secured/gained/obtained and can be placed in six different categories:…………………………………………………………………………………………………………State Level STAR Category Percentage Final certification Star ColorState A Star Best in Class 91-100% High Honors RedState A Star Excellent 80-90% A-Distension GreenState A Star Above Average 60-79% B- Distension BlueState B Star Average 40-59% A-Merit RedState B Star Poor 20-39% B-Merit GreenState B Star Zero based 00-19% C-Merit Blue…………………………………………………………………………………………………………Post Accreditation Utility:The Accredited faculty is eligible and preference may be given to be part of several Academicexcellence areas, like: 1) Member of Board of Studies and Board of Examiners 2) Member, Paper steers for different courses 3) Eligible to guide Project work of MBA 4) Eligible to get grants and Research funding from University 5) Eligible to be part of Board/Member/knowledge commission or any other state level board Working Paper of Department of Management Studies / NHCE / 2011 18
  19. 19. 6) Eligible for overseas travel grants, if any 7) Eligible to be part of member, LIC Committee of university, any other ad-hoc committee 8) Corporate may call Accreditation teachers for offerings of MDP, Consultancy, and design of training tools and programsDirectory:A Directory may be published as part of database. Since, UGC is planning to have a directory ofeligible persons as database for “VC” positions, on similar lines; a database of Accredited Teachermay be formulated, and called as Professional Accreditation Teacher - PAT. The University maysend this database for all the colleges/institutes and management including Board of Director, fortheir available manpower information of quality faculty. Infact, a step further could be the servicerendered by VTU in advising institutes and their management of eligible candidates forDean/Director for their B-Schools.Fees:Nominal fees may be charged for the entire process. The expenses incurred in terms of processingapplication form, directory publication, certification of Accreditation, posting on website, etc will bepart of charges. There could be an Annual International Conference in the area of ManagementEducation of the PAT alumina, inviting all the stake holders and other professionals, students withwide held discussions, paper presentations, round table sessions, case discussion, newer technologies& ways of teaching, et al.End Note: Quality of Faculty - A Big Task:Over the years, with several thousand students opting for Management education, the number isexpected to increase further in coming years. Acknowledging the importance of B-Schools inshaping-up Management professionals for the India Inc., it is vital to look at quality of faculty. Thevery objective of setting the entire process of PAT is to focus on high standards, quality output of Working Paper of Department of Management Studies / NHCE / 2011 19
  20. 20. faculty and continuous contribution. An Accreditation is a step towards ensuring ongoing academicexcellence and professional status of faculty, per se. The face value of Accreditation globally canalso increase the brand equity of the person, in terms of International visibility, connectivity andcollaborations.Since, NET, PhD, Paper publication in ISBN / ISSN, are part of continuous evaluation of facultywork in India, Accreditation is an attempt in this regard. Since, Accreditation is part of mostacademic institutes elsewhere, one need to look at this process as another attempt to prove theacademic credentials of Professionally Qualified Faculty. Infact, all the higher positions andresponsibilities in Academic Institutes should stress the requirement of Faculty AccreditationCertification.Future Scope of Research:The present model is given for the recognition of management faculty under VTU in the Karnatakastate. The same model when successfully implemented may also be replicated at all the otherbranches and streams. It may also be initiated at other Universities in Karnataka State for suchprocess.End Notes:1. AACSB 2009c, “Deploying Professionally Qualified Faculty: An Interpretation of AACSB Standards” (AACSBInternational), March 2009, and In US, Business schools are accredited by Association of Advance Collegiate Schools ofBusiness, Divinity Schools by Association of Theological Schools, Graduate Schools of Design by NationalArchitectural Accrediting Board, Landscape Architectural Accreditation Board, American Institute of Certified Planners,Kennedy School by National Association of Schools of Public Affairs and Administration, Law School by American BarAssociation, Medical School by liaison Committee on Medical Examination, School of Dental Medicine by Commissionon Dental Accreditation. School of Engineering and Applied Sciences by ABET and school of Public Health by councilon education for public health.2. Times of India, 25th July, 2011, page:1 and 4, which discuss on the value and present status of MBA in India. It saysthat, as of now, there are 3150 MBA institutes in India, of which 2100 are AICTE approves; 1050 autonomous colleges. Working Paper of Department of Management Studies / NHCE / 2011 20
  21. 21. Further, in Karnataka State, a total of 303 institutes, of which 198 are AICTE approved and 105 are autonomous. A totalof 2.8-3 lakhs students crunch out each year3. The AIMA Accredited Management Teacher Award is a prestigious national recognition and a hallmark of the basiccomprehension and ability to provide quality instruction in his/her area of specialization and familiarity with the latestpedagogical tools and instructional methodologies4 and 5 Council For Higher Education Accreditation (CHEA) 2001, Glossary of Key Terms in Quality Assurance andAccreditation, http://www.chea.org/international/inter_glossary01.html6. Higher Education Funding Council for England (HEFCE), 2010, Glossary, available athttp://www.hefce.ac.uk/aboutus/glossary/glossary.htm7. Chernay, G., 1990, Accreditation and the Role of the Council on Postsecondary Accreditation (COPA), WashingtonDC, COPA8. Universal Council for Online Education Accreditation, 2003, FAQs, http://www.ucoea.org/html/faq.htm#19.. Rozsnyai , C., 2004, ‘A decade of accreditation in Hungary: lessons learned and future directions’, Quality in HigherEducation, 10(4) pp. 129–38, http://www.informaworld.com10 A. Sensicle, A., 1992, ‘The Hong Kong initiative’, in Craft A. (Ed.), 1992, Quality Assurance in Higher Education(London, Falmer)10 B. World widelearn, 2011, http://www.worldwidelearn.com/accreditation/importance-accreditation.htm11. Harvey, L., 2004, ‘The power of accreditation: views of academics’, Journal of Higher Education Policy andManagement, 26 (2), pp. 207–223.12. APA, 2010, http://www.apa.org/support/education/accreditation/importance.aspx13. NAAC, 2011, NAAC Assessment methodology, http://www.naac.gov.in/publications.asp14. Few examples of accreditation agencies are: AACSB, USA Educational Excellence-International, UK; BritishAccreditation Council for Independent Further and Higher Education for UK; American Association of CollegiateSchools of Business, US; Association of MBA, US; European Quality Standards, UK; European Federation ofManagement Development; International Assembly for Collegiate Business Education, US; and NewMillennium Accrediting Partnership for Educators Worldwide, US. In India, UGC, AICTE are part of certifying councilsfor quality assessment and evaluation15. UGC, 2011, National eligibility test, about the NET, http://www.ugc.ac.in/inside/net.htmlReferences:Campbell, C. & Rozsnyai, C., 2002, Quality Assurance and the Development of CourseProgrammes. Papers on Higher Education Regional University Network on Governance andManagement of Higher Education in South East Europe Bucharest, UNESCO Working Paper of Department of Management Studies / NHCE / 2011 21
  22. 22. European Network of Quality Agencies (ENQA), 2003, The Bologna Process, Glossary,Accreditation, http://www.bologna-berlin2003.de/en/glossary/glossar_eng.htmEuropean Training Foundation (ETF), 1998, Quality Assurance in Higher Education: Manual ofQuality Assurance in Higher Education: Procedures and Practices (Turin: European TrainingFoundation)Fraser, M., 1994, ‘Quality in higher education: an international perspective’ in Green, D. (Ed.),1994, What is Quality in Higher Education? pp. 101–111 (Buckingham, Open University press andSociety for Research into Higher Education)Haakstad, J., 2001, ‘Accreditation: the new quality assurance formula? Some reflections as Norwayis about to reform its quality assurance system’, Quality in Higher Education, pp. 77–82Harris, R.W., 1990, ‘The CNAA accreditation and quality assurance’, Higher Education Review,23(3), pp. 34–53Harvey, L and Mason, S. with Ward, R., 1995, The Role of Professional Bodies in HigherEducation Quality Monitoring. Birmingham, QHEInternational Network of Quality Assurance Agencies in Higher Education (INQAAHE), 2001,Annex: Clarification and GlossaryJones, D.P., 2002, Different Perspectives on Information About Educational Quality: Implicationsfor the Role of Accreditation. Washington, CHEA Occasional Paper, AprilMiddle States Commission on Higher Education (MSCHE), 2003, Frequently Asked Questions:What is accreditation? http://www.msche.orgVan Kemenade, E. & Hardjono, T.W, 2010, ‘A critique of the use of self-evaluation in acompulsory accreditation system’, Quality in Higher Education, 16(3), p. 258Wojtczak, A., 2002, Glossary of Medical Education Terms, http://www.iime.org/glossary.htm,December, 2000 Working Paper of Department of Management Studies / NHCE / 2011 22
  23. 23. STEP WISE FLOWCHART FOR THE AWARD OF ‘PAT’ Final Step RESULTS: PAT Step: 5 Presentation & Interview on the allocated dates Peer reviewed applications with 501 Step: 4 and above marks are called for final selection stage Step: 3 Peer review of all the received applications and allocate them marks Acknowledgement by Step: 2 Organizer Step: 1 Receipt of Entries Step: 0 Advertisement/ Announcement: inviting Working Paper of applications for PAT Department of Management Studies / NHCE / 2011 23
  24. 24. Note: The Award Ceremony / Giving the final certification would follow with a Conference/ Meet/Round Table/ Debate / Panel of Discussion by Experts in Management EducationBROAD DISCIPLINE FOR ACCREDTATION[The list is not all included]Human Managerial Probability StrategicResources Economics/ and Statistics Management Macroeconomic sMarketing Business, Internet Business Government Technologies Policy and Society for BusinessFinance Managerial Entreprenurshi Labour Communication p Legislatio nQualitative Operations Legal Aspects GeneralTechniques Management of Business ManagementOrganizationa Software Business Publicl Behavior Enterprise Taxation System ManagementProduction PMIR Information Familyand Systems for BusinessOperations Business/MIS DynamicsManagementHospital Agriculture Business And manyManagement Business and Research more Methods too…………… Management Working Paper of Department of Management Studies / NHCE / 2011 24
  25. 25. Working Paper of Department of Management Studies / NHCE / 2011 25