MM Bagali ......Training and FDP/ MDP...... Faculty Teachers Training.....

Question of Faculty
Assessment in
Management Education:
A Model for Faculty
Accreditation
M. M. Bagali and Sheelan Misra
Department of Management Studies / New Horizon College of Engineering /
Bangalore / Karnataka State, / 560 103
Working Paper of Department of Management Studies / NHCE / 2011
1

Question of Faculty Assessment in Management Education:
A Model for Faculty Accreditation@
M. M. Bagali*#
and Sheelan Misra*
Abstract
Accreditation is the process of monitoring, assessing and evaluating the standards and quality of education a
student receives at a college, university, or other institution of higher learning. Accreditation provides a strong
belief to the student that the education they are paying is valuable and worthwhile. There are organizations in
India and Internationally which accredit institution and their programmes 1
. Faculty profile and their research
publications help the institution to get accredited. In India, there are more than 3000 business schools
producing over 2-3 lakhs management graduates every year 2
. Imagine the number of management faculty
who are part of these institutions as facilitators of management education. When the question comes of
faculty accreditation in India, there is only one organization, i.e.: AIMA, which accredits the faculty of
management 3
.
The Proposal is to facilitate additional dialogue of standards and rigorous evaluation criteria within the
context of maintaining high academic contribution by faculty. The faculty is academically qualified, but one
also looks at their professional qualification in different academic components to have overall quality
standards. The Accreditation principle lies on the platform that, apart from degree, multiple categories of
Academic activities and/or outcomes that may support qualification including Professional activity,
Professional development, Intellectual contribution, academic contribution, et al. are the key to demonstrate
the credentials as Quality faculty.
The present paper emphasizes that with the accreditation of institutes and programmes, there is also a strong
need of faculty accreditation at a larger level, with reputable councils and competent authority on higher
education taking the initiative of accrediting management faculty to establish and certify as a certified
teacher in the field of management education. The paper elaborates upon the need for accreditation and
a model developed for accrediting management faculty for all the affiliated Engineering colleges with
MBA programme, under the banner of VTU. It also looks into procedure, process and the methodology to
be adopted.
Key Words: Accreditation, Performance Measurement, Evaluation, Professional Qualification
*M. M. Bagali, PhD, Dean, MBA program, and Sheelan Misra, PhD, Professor, Department of Management
Studies, 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 first
author holds this honor in HR and PMIR area since 1994, and the second in the area of Marketing
since 2001. The paper is based on the experience of having such Accreditation Certification for
Assessing Quality and Professional Status to faculty of Management Sciences.
# Correspondence and discussion on the paper with the author at sanbag@rediffmail.com. Email
correspondence for initial discussion is highly appreciated.
2

Introduction:
There is lot of debate and discussion in improving education system and the delivery of education
Pedagogy 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 like
infrastructure, knowledge delivery, corporate interface, placements, and pedagogy approach apart
from 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 (ISO
Audits). 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 area
of 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 area
like “Accreditation of Faculty” is never brought to the table of discussion nor figures in any of the
process or audit, per se. If we look at the surveys and ranking of any B-School, there has not been a
subject of “Accreditation” of the faculty as a criteria and points defined. When, every other area in
education requires accreditation and ISO certification including publications in ISBN and ISSN
journals, faculty accreditation as a system for assessing and evaluating faculty contribution for
overall development of student and academia should be part of assessment, contribution and
evaluation. Infact, NET/SET, M.Phil, and PhD are the pre-requirements which certify the with the
eligible qualification. In that case, Accreditation should be a step further for quality academic review
and 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 or
appropriateness of an institution, programme (i.e. composite of modules) or module of study. The
Council for Higher Education Accreditation (CHEA, 2001)5
describes Accreditation as the process of
external quality review used in higher education to scrutinize colleges, universities, and higher
education programmes for quality assurance and quality improvement. Success of any educational
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school results in an accredited institution and/or programmes. The Higher Education Funding
Council for England (HEFCE 2010)6
has a narrower definition; i.e. Accreditation is the approval of a
higher 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 or
organisations that an institution or programme: (a) has clearly defined educationally appropriate
objectives, (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 a
system or process for providing public confidence and a tool for improvement used by educational
institutions’. It promises a basic level of quality in an educational institution through a process that
examines a school's faculty, course content, recruiting practices, admission procedures, and more.
The purpose of accreditation is to ensure quality education programs through the use of standards
and rigorous evaluation criteria; to stimulate institutions towards higher levels of quality and
efficiency; 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 and
standards of educational provision carried out by institutions, and judging the suitability of provision
in institutions for conferring professional status on the holders of degree qualifications from that
institutions.9
While Harvard University is accredited by New England Association of Schools and Colleges
Commission (NEASC) on Institutions of Higher Education with the objective of ensuring that the
university has appropriate and clear goals, sufficient resources to fulfill its objectives, and the
willingness 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 a
college, university, or other institution of higher learning. Accreditation speaks about one’s
reputation and highest discipline in academic field. 10-A, B
While a student who attends an accredited
college or university is fine with his or her way of receiving a quality education, students should
remember that a college or university's accreditation does not automatically guarantee a student's
success. 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
4

high level of educational performance, an accreditation organization may need to step into and
examine the effectiveness of the institution and evaluate what aspects can be improved. Infact, if one
divides 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 leverage
learning curve and intellectual capital for growth. This is possible only with quality inputs by
faculty, continuous innovation and the delivery system along with contribution in various facets of
academic areas .11
The Stake Holders Advantage:
As a Student: Accreditation provides an assurance to a student that the programme in which he or
she is enrolled in or is considering to enroll in, is engaged in a continuous review and improvement
of 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 and
improvement of the programme and faculty development outcomes, a process by which faculty,
students and administration can work together in advancing the educational institution's mission.
As a Management Teacher: Accreditation provides a forum in which educators and practitioners of
management can exchange ideas on future needs of the profession and the ways which address these
needs in professional education and training.
As a Member of the Public: Accreditation ensures public accountability of a programme or an
institution -- that it has the means and demonstrates the outcomes for its educational process that are
consistent with its goals and objectives (American Psychological Association, 2010).12
As 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 of
contribution and positive financial gains because of the rigorous training received from accredited
programme/institutes/colleges.
As an International Community: It assures of the outcomes at global level, and a deep belief for
global corporation that the human resource/student will be recruiting is of good standard, quality and
assured return on investment (ROI) and right selection.
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GAP Analysis:
In India we have currently more than 3000 business schools producing over 2-3 lakhs management
graduates every year (Times of India, 25th
July, 2011) and this analysis makes us realize the huge
number of management faculty, who are involved in teaching in these institutions and who are the
actual facilitators of management education. They become a very crucial section of the community
when an institution is accredited, but then what really matters is their recognition as management
faculty. Is there a way by which they are formally recognized for their professional excellence and
get certified for their professional credentials? Academic grades are given due credit and because of
that, they are in the process of imparting management education, per se. When it comes to the
question of professional excellence, contribution and quality delivery, there should be an honor of
recognition, opportunity for reflection and award for their contributions in different academic
domains .This is where researchers felt that there is a need, that some more organizations like AIMA
or similar competent authority in Higher Education should take the initiative to recognize
management faculty by adopting a procedure and analyzing them on certain parameters which
evaluates them for their expertise as management teachers, thus, recognizing and confirming
Professional 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 where
Indian institutes are struggling. It is also proposed that the institutes should also get extra weightage
during audits/assessment by NAAC / NBA or other International bodies for having more number of
accredited teachers in their schools/departments. This accreditation of management faculty should be
recognized in India and worldwide as an honored award to faculty credentials for academic
excellence. Infact, the ranking agencies and the NBA/NAAC should stress high points/scores on
Accredited 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-learning
evaluation, research, consultancy and extension, infrastructure, student support and progression,
governance, leadership and Innovative practices.13
The various ways through which accreditation is
done in areas include Institution, Programmes, Academic environment, Student Development,
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Faculty Development and Pedagogy/Pedagogical tools, and the like. The quality is assessed and
accredited by recognized institutes like NAAC - accredits institutions of higher education in the
country; and NBA provides accreditation to the technical colleges under AICTE, apart from the
International accreditation agencies, that award accreditation for professional programmes and
academic units in particular fields of study.14
Faculty 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, the
customers of these B-Schools can look at alternatives to make their choices meaningful. There is
dearth of PhD qualified faculty in most B-Schools. Even, if some schools do have PhD qualified
faculty, their continuous engagement in research is significantly low compared to their top ranked
counter parts as well as those compared to universities elsewhere in the world.
Business schools imparting quality education can only excel and produce competent future business
managers who can take on challenges to perform in the changing business environment. It is true
that differentiating factor for a good management institute is the ‘quality faculty’. It is absolutely
essential for any management institute to be abreast of the happenings in the present business
environment, develop strategies for continuous development, and improve quality faculties as the
drivers 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 need
to differentiate themselves and cut an edge over other B-Schools in terms of Quality Faculty, who
are certified and accredited for their Academic performance and qualitative differences and
contribution.
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
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Need for Faculty Accreditation:
Seriously there is the need for Accreditation of Faculty in education sector. Accreditation is the
Professional status awarded to the faculty for exceeding the stated standards in academic
performance. This Accreditation specifies that, in addition to Masters and Doctorate; one becomes a
certified and an Accredited Teacher for the Professional excellence and contribution in ones area of
expertise. On the other side, there could be less assurance that, a person with master’s and Doctorate
degrees need not be proved as Best Teacher. And, also there may be same instances of people who
proved 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 and
professional contribution of management faculty to education field is the need of the hour. Apart
from academic qualification, one should have Professional Qualification too. Infact, while
looking at positions and responsibilities of Dean/Director of B-school, Faculty Accreditation
requirement 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 of
Faculty Accreditation in India. The need is high, and with a fine scientific procedure and assessment
parameters, India will have the best of best management professionals to teach India’s future
generation.
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.
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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) for
Indian nationals in order to ensure minimum standards for the entrants in the teaching profession and
research. 15
A step further should be the Accreditation of Faculty for academic contribution and eligibility for
higher positions in Academic field. Faculty should be seen as somebody involved in the overall
development of the students, institution as well as the community. They are the change agents in any
society. Therefore, evaluation and assessment of faculty for accreditation should be holistic
considering 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 can
undertake 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 of
superior 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
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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 System
A fool proof procedure and system should be in place. Based upon a holistic approach of academic
and related areas of faculty contribution, a model has been proposed for Professional Accreditation
of Management Faculty under VTU, Karnataka State. These are the areas where faculty can
contribute significantly, and demonstrate superior and differentiating work.
Eligibility:
All those faculty/teachers, who are into teaching in management schools with PhD from a
recognized 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. The
experience in teaching at PG level should be considered equal to the corporate experience at middle
management level. SOP-Statement of Purpose of getting PAT may be justified.
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The Assessment Criteria scale and sub parameters could be designed as specified below:
Table No.1: Professional Accreditation Teacher (PAT) Model
Sl
No.
Areas Sub Area/Measures Minimum
Score
Requirement/
Against
Maximum
Marks
Marks
obtained
1 Academic
Development
300 points
1.1. Teaching Best
Practices adopted/ New
delivery mode
1.2. Course
Development - Off-On-
line /Introduction/shaping
curriculum
1.3. Case development
1.4.Monographs / Text
books
1.5. Executive Education
75/150
20/40
25/50
15/30
15/30
2 Administration and
positions
50 points
2.1. Responsibility held
2.2. Position held
2.3. Committees /
Councils
2.4.Board Member
7.5/15
5/10
5/10
5/10
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2.5. Support in
Instituting Chair of
Excellence / Establishing
Centre of Excellence
2.5/5
3 Intellectual
Contribution
200 points
3.1. Research
Publication
3.2. Projects
3.3. PhD guidance
3.4. PhD Awarded
3.5.Advisory Board on
Journals, including
Editor / Reviewer of
papers
3.6. Patents and
copyrights
3.7. Working papers
25/50
20/40
15/30
12.5/25
7.5/15
15/30
5/10
4 MOU/Collaboration,
and Consultancy
100 points
4.1. Consultancy
4.2. Corporate network
4.3. Training held for
academics
4.4. Training held for
corporate
4.5. Industry based
projects
15/30
5/10
10/20
10/20
10/20
5 International
Assignment and
5.1.Visiting Assignments 15/30
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Network
150 points
5.2. Collaboration
Partnership
5.3. Post-Doctoral work
5.4. Fellowship
5.5. Scholarship
5.6. Conference and
Workshops organized
10/20
20/40
10/20
05/10
15/30
6 Social
Responsibility
towards Nation
100 points
6.1.Association with
NGO’s or Red Cross or
CRY
6.2. Social impact
projects
6.3. Work at School level
6.4. Economic
Development Activity or
rural development work
6.5. Teach India
Program
10/20
10/20
10/20
10/20
10/20
7 Supporting
Academic
Excellence areas /
Off campus activity
100 points
7.1.Associateship
7.2. National/ State
Awards/
Fellowship/Scholarship
7.3. Certifications and
competency
enhancement courses
5/10
20/40
15/30
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7.4. Membership and
positions to
Professionals Bodies
7.5. Cultural/ Sports
promotion
05/10
05/10
8 Any Other
Contributions to
mention
10 points
Contributions towards
Innovation@work;newe
r ideas and systems;
creating great place to
work; interests and
hobbies, etc
Could also be the scores
of TOFEL,GMAT, GRE
00/10
No minimum
points
required
Qualifying Grade or Points Cut-Off: The minimum eligibility criteria points for qualifying
preliminary stage to next stage could be 50% of the maximum marks (1000), which also requires
50% marks in all the sub parameters too, based upon the review of nomination application filed by
the nominee for the award of accreditation (as per the annexure 1). Considering nominees'
accomplishments within Assessment parameters [The total qualifying points 501+ onwards]; or
Qualify in each area with 50% of total points; or Qualify in each section with 50% of total points. At
the discretion of Experts and Scrutiny team, higher points than the points assigned may be evaluated
based 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
14

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 Teachers
reference details to be appended.
Selection Panel:
In India, the stake holders for the Management Education are the UGC, AICTE, and Local Affiliated
University, including Deemed Universities/institutions. The committee may have representatives and
experts from these councils. On macro thinking, representatives from National/ State Knowledge
Commission, State Innovative Council, IIM, IIT, AIU, National Mission on Education, National
Institute of Advanced Studies, AIMA, Local Management Association, NASCCOM, NHRD, AIMS-
Association of Indian Management Schools, IIAS, and university representatives may form part of
selection team/Board. Further, a call can also be taken from corporate houses that have done
significant noteworthy academic work like Infosys Leadership Institutes, WIPRO, et al. There could
15

also be International Faculty team / panel and institutes like Sloan School of Management, Harvard
Business School, Michigan State University, London School of Business, Asian Institute of
Management, SIM and other institutes of international repute may be involved.
VTU - PAT
The Structure:
This is a hypothetical example, in case the VTU implements this Accreditation to MBA faculty. All the
Technical Colleges including MBA under engineering colleges in Karnataka State come under Visvesvaraya
Technological University. This is a hypothetical example, in case the VTU implements this Accreditation to
MBA faculty. This is purely the idea of the authors.
Nodal Centre – VTU
Main Coordinator-VTU
Additional/ Supporting Coordinator
Advisory/ Working team
VTU - Regional Office
Bangalore
Selection Committee/
Team
Representatives
VTU
AIU
AICTE- Council of
Management Education
UGC
NIAS
Knowledge
Commission
Experts from
IIM/IIT/etc
International Faculty
Industry Body
Research Institutes
Institute of National
Importance
Central Advisory Board of
Education
National Council for
Technical Education
Consultants
Belgaum
Team
Representatives
VTU
AIU
AICTE- Council of
UGC
NIAS
Knowledge
Commission
Experts from
IIM/IIT/etc
Industry Body
Research Institutes
Importance
Education
Technical Education
Consultants
Mysore
Team
Representatives
VTU
AIU
AICTE- Council of
UGC
NIAS
Knowledge
Commission
Experts from
IIM/IIT/etc
Industry Body
Research Institutes
Importance
Education
Technical Education
Consultants
Gulbarga
Team
Representatives
VTU
AIU
AICTE- Council of
UGC
NIAS
Knowledge Commission
Experts from
IIM/IIT/etc
Industry Body
Research Institutes
Importance
Education
Technical Education
Consultants
16

Any other Any other Any other
Any other
The 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 as
defined in table No.1 by a peer review panel, comprised of independent reviewers selected from the
above 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 includes
presentation 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.
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Accredited Teacher
The Committee/Council/ Panel would decide on the number of Accreditation each year that it would
be awarding. After going through both the steps of selection, a list would be put up amongst the top
candidates based on the decided number of Accreditation Award each year. A total consolidate
points 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 need
to have Re-Accreditation. Otherwise, the process should be held once and the certificate with” No
expiry” 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 Color
State A Star Best in Class 91-100% High Honors Red
State A Star Excellent 80-90% A-Distension Green
State A Star Above Average 60-79% B- Distension Blue
State B Star Average 40-59% A-Merit Red
State B Star Poor 20-39% B-Merit Green
State 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 Academic
excellence 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
18

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 programs
Directory:
A Directory may be published as part of database. Since, UGC is planning to have a directory of
eligible persons as database for “VC” positions, on similar lines; a database of Accredited Teacher
may be formulated, and called as Professional Accreditation Teacher - PAT. The University may
send this database for all the colleges/institutes and management including Board of Director, for
their available manpower information of quality faculty. Infact, a step further could be the service
rendered by VTU in advising institutes and their management of eligible candidates for
Dean/Director for their B-Schools.
Fees:
Nominal fees may be charged for the entire process. The expenses incurred in terms of processing
application form, directory publication, certification of Accreditation, posting on website, etc will be
part of charges. There could be an Annual International Conference in the area of Management
Education of the PAT alumina, inviting all the stake holders and other professionals, students with
wide 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 is
expected to increase further in coming years. Acknowledging the importance of B-Schools in
shaping-up Management professionals for the India Inc., it is vital to look at quality of faculty. The
very objective of setting the entire process of PAT is to focus on high standards, quality output of
19

faculty and continuous contribution. An Accreditation is a step towards ensuring ongoing academic
excellence and professional status of faculty, per se. The face value of Accreditation globally can
also increase the brand equity of the person, in terms of International visibility, connectivity and
collaborations.
Since, NET, PhD, Paper publication in ISBN / ISSN, are part of continuous evaluation of faculty
work in India, Accreditation is an attempt in this regard. Since, Accreditation is part of most
academic institutes elsewhere, one need to look at this process as another attempt to prove the
academic credentials of Professionally Qualified Faculty. Infact, all the higher positions and
responsibilities in Academic Institutes should stress the requirement of Faculty Accreditation
Certification.
Future Scope of Research:
The present model is given for the recognition of management faculty under VTU in the Karnataka
state. The same model when successfully implemented may also be replicated at all the other
branches and streams. It may also be initiated at other Universities in Karnataka State for such
process.
End Notes:
1. AACSB 2009c, “Deploying Professionally Qualified Faculty: An Interpretation of AACSB Standards” (AACSB
International), March 2009, and In US, Business schools are accredited by Association of Advance Collegiate Schools of
Business, Divinity Schools by Association of Theological Schools, Graduate Schools of Design by National
Architectural 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 Bar
Association, Medical School by liaison Committee on Medical Examination, School of Dental Medicine by Commission
on Dental Accreditation. School of Engineering and Applied Sciences by ABET and school of Public Health by council
on 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 says
that, as of now, there are 3150 MBA institutes in India, of which 2100 are AICTE approves; 1050 autonomous colleges.
20

Further, in Karnataka State, a total of 303 institutes, of which 198 are AICTE approved and 105 are autonomous. A total
of 2.8-3 lakhs students crunch out each year
3. The AIMA Accredited Management Teacher Award is a prestigious national recognition and a hallmark of the basic
comprehension and ability to provide quality instruction in his/her area of specialization and familiarity with the latest
pedagogical tools and instructional methodologies
4 and 5 Council For Higher Education Accreditation (CHEA) 2001, Glossary of Key Terms in Quality Assurance and
Accreditation, http://www.chea.org/international/inter_glossary01.html
6. Higher Education Funding Council for England (HEFCE), 2010, Glossary, available at
http://www.hefce.ac.uk/aboutus/glossary/glossary.htm
7. Chernay, G., 1990, Accreditation and the Role of the Council on Postsecondary Accreditation (COPA), Washington
DC, COPA
8. Universal Council for Online Education Accreditation, 2003, FAQs, http://www.ucoea.org/html/faq.htm#1
9.. Rozsnyai , C., 2004, ‘A decade of accreditation in Hungary: lessons learned and future directions’, Quality in Higher
Education, 10(4) pp. 129–38, http://www.informaworld.com
10 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.htm
11. Harvey, L., 2004, ‘The power of accreditation: views of academics’, Journal of Higher Education Policy and
Management, 26 (2), pp. 207–223.
12. APA, 2010, http://www.apa.org/support/education/accreditation/importance.aspx
13. NAAC, 2011, NAAC Assessment methodology, http://www.naac.gov.in/publications.asp
14. Few examples of accreditation agencies are: AACSB, USA Educational Excellence-International, UK; British
Accreditation Council for Independent Further and Higher Education for UK; American Association of Collegiate
Schools of Business, US; Association of MBA, US; European Quality Standards, UK; European Federation of
Management Development; International Assembly for Collegiate Business Education, US; and New
Millennium Accrediting Partnership for Educators Worldwide, US. In India, UGC, AICTE are part of certifying councils
for quality assessment and evaluation
15. UGC, 2011, National eligibility test, about the NET, http://www.ugc.ac.in/inside/net.html
References:
Campbell, C. & Rozsnyai, C., 2002, Quality Assurance and the Development of Course
Programmes. Papers on Higher Education Regional University Network on Governance and
Management of Higher Education in South East Europe Bucharest, UNESCO
21

European Network of Quality Agencies (ENQA), 2003, The Bologna Process, Glossary,
Accreditation, http://www.bologna-berlin2003.de/en/glossary/glossar_eng.htm
European Training Foundation (ETF), 1998, Quality Assurance in Higher Education: Manual of
Quality Assurance in Higher Education: Procedures and Practices (Turin: European Training
Foundation)
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 and
Society for Research into Higher Education)
Haakstad, J., 2001, ‘Accreditation: the new quality assurance formula? Some reflections as Norway
is about to reform its quality assurance system’, Quality in Higher Education, pp. 77–82
Harris, R.W., 1990, ‘The CNAA accreditation and quality assurance’, Higher Education Review,
23(3), pp. 34–53
Harvey, L and Mason, S. with Ward, R., 1995, The Role of Professional Bodies in Higher
Education Quality Monitoring. Birmingham, QHE
International Network of Quality Assurance Agencies in Higher Education (INQAAHE), 2001,
Annex: Clarification and Glossary
Jones, D.P., 2002, Different Perspectives on Information About Educational Quality: Implications
for the Role of Accreditation. Washington, CHEA Occasional Paper, April
Middle States Commission on Higher Education (MSCHE), 2003, Frequently Asked Questions:
What is accreditation? http://www.msche.org
Van Kemenade, E. & Hardjono, T.W, 2010, ‘A critique of the use of self-evaluation in a
compulsory accreditation system’, Quality in Higher Education, 16(3), p. 258
Wojtczak, A., 2002, Glossary of Medical Education Terms, http://www.iime.org/glossary.htm,
December, 2000
22

STEP WISE FLOWCHART FOR THE AWARD OF ‘PAT’
Final Step
Step: 5
Step: 4
Step: 3
Step: 2
Step: 1
Step: 0
23
Advertisement/
Announcement: inviting
applications for PAT
Receipt of Entries
Acknowledgement by
Organizer
Peer review of all the
received applications and
allocate them marks
Peer reviewed applications with 501
and above marks are called for final
selection stage
Presentation & Interview on the
allocated dates
RESULTS: PATRESULTS: PAT

Note: The Award Ceremony / Giving the final certification would follow with a Conference/ Meet/
Round Table/ Debate / Panel of Discussion by Experts in Management Education
BROAD DISCIPLINE FOR ACCREDTATION
[The list is not all included]
Human
Resources
Managerial
Economics/
Macroeconomic
s
Probability
and Statistics
Strategic
Management
Marketing Business,
Government
and Society
Internet
Technologies
for Business
Business
Policy
Finance Managerial
Communication
Entreprenurshi
p
Labour
Legislatio
n
Qualitative
Techniques
Operations
Management
Legal Aspects
of Business
General
Management
Organizationa
l Behavior
Software
Enterprise
Management
Business
Taxation
Public
System
Production
and
Operations
Management
PMIR Information
Systems for
Business/MIS
Family
Business
Dynamics
Hospital
Management
Agriculture
Business and
Management
Business
Research
Methods
And many
more
too……………
24

25

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