The document proposes establishing a "School for Management Teachers" at Jain University, India to train management faculty. The school aims to develop and nurture passionate teachers to impart world-class management education. It will offer short-term training programs covering areas like teaching pedagogy, case study methodology, course design, and research skills. The goal is to groom young faculty and help them function as effective agents of change, with the vision of making India a leader in the global knowledge economy. Admission to the training programs will focus on identifying individuals with a strong aptitude and interest in teaching.
This document proposes establishing a "School for Management Teachers" in India to provide training to management faculty. The goal is to develop "IMS - Indian Management Service" and train faculty using world-class teaching methodologies. The school would offer intensive training programs over various durations to groom young faculty and impart skills in areas like case study methodology, teaching pedagogy, and research. The training is aimed at developing excellent faculty who can drive India's knowledge economy and help management institutions achieve global standards of teaching excellence.
This document discusses issues with current management education pedagogy in India and proposes improvements. It notes that management education in India today places too little emphasis on practical, hands-on learning and developing skills needed in the workplace like leadership, teamwork and communication. To address this, it recommends management education shift towards more interactive, student-centered teaching methods like simulations, projects and case studies that integrate theory and practice. It also suggests incorporating more opportunities for experiential learning like internships. The document concludes that business schools must adopt innovative, flexible pedagogies that develop well-rounded graduates prepared to meet the changing needs of the business environment.
This document discusses conventional methods of training teachers in higher education and their impact. It provides background on the author, Dr. C. Paramasivan, and his qualifications. It then discusses how teacher training programs have evolved in India since the 1950s to emphasize the importance of continuous learning. Current conventional training through orientation and refresher courses organized by UGC are focused on refreshing subject knowledge and updating teaching methods, but they are expert-centered with little interaction or practical application. Due to technological advances and changing needs, conventional training methods are becoming less effective and need to be restructured to better meet the requirements of teachers.
The document systematically reviews literature on the need for continuing professional development of education administrators, finding that CPD programs help administrators improve knowledge and skills, better manage schools, and enhance education quality. CPD includes any formal or informal training that helps administrators develop competencies. While training programs exist, the literature calls for more comprehensive and sustainable leadership training to better support administrators.
This document provides biographical and professional information about Mahmoud Al-Dweiri. It summarizes his educational qualifications including a Master's degree and higher diplomas, as well as over 12 years of experience in education and human capacity building. It also outlines his various roles working for organizations like ASK and CADER, the training programs and courses he has led, and his areas of expertise in educational development, strategic planning, and integrating technology into teaching.
The document discusses entrepreneurial competency training in education curriculums. It argues that teaching entrepreneurship skills is important as it helps students develop problem-solving, creativity, collaboration skills and grit to succeed in uncertain economic conditions. It outlines reasons for including entrepreneurship like enabling students to carve their own path and make a difference. It emphasizes cultivating an entrepreneurial culture through aligning values, strong leadership and incremental implementation involving stakeholders. The document also discusses rethinking education models to promote individuality and creativity through heterogeneous blended learning approaches like Diana Laurillard’s Conversational Framework.
This document provides biographical information about Mahmoud Al-Dweiri, including his education, work experience, skills, and contact information. He has over 12 years of experience in education and training, with a focus on curriculum development, teaching methods, and integrating technology into learning. He currently works as an education consultant and executive manager at Pro Hands And Minds Academy in Jordan.
This document provides an overview of the education industry in India and discusses key details about the industry. It notes that education in India is provided through both public and private sectors, with free and compulsory education required between ages 6-14. It also discusses the growth of literacy rates in India and increasing enrollment in education. The private education market is large and growing significantly. The document then discusses the structure and regulation of private schools in India and policies around affirmative action and reservations in education.
This document proposes establishing a "School for Management Teachers" in India to provide training to management faculty. The goal is to develop "IMS - Indian Management Service" and train faculty using world-class teaching methodologies. The school would offer intensive training programs over various durations to groom young faculty and impart skills in areas like case study methodology, teaching pedagogy, and research. The training is aimed at developing excellent faculty who can drive India's knowledge economy and help management institutions achieve global standards of teaching excellence.
This document discusses issues with current management education pedagogy in India and proposes improvements. It notes that management education in India today places too little emphasis on practical, hands-on learning and developing skills needed in the workplace like leadership, teamwork and communication. To address this, it recommends management education shift towards more interactive, student-centered teaching methods like simulations, projects and case studies that integrate theory and practice. It also suggests incorporating more opportunities for experiential learning like internships. The document concludes that business schools must adopt innovative, flexible pedagogies that develop well-rounded graduates prepared to meet the changing needs of the business environment.
This document discusses conventional methods of training teachers in higher education and their impact. It provides background on the author, Dr. C. Paramasivan, and his qualifications. It then discusses how teacher training programs have evolved in India since the 1950s to emphasize the importance of continuous learning. Current conventional training through orientation and refresher courses organized by UGC are focused on refreshing subject knowledge and updating teaching methods, but they are expert-centered with little interaction or practical application. Due to technological advances and changing needs, conventional training methods are becoming less effective and need to be restructured to better meet the requirements of teachers.
The document systematically reviews literature on the need for continuing professional development of education administrators, finding that CPD programs help administrators improve knowledge and skills, better manage schools, and enhance education quality. CPD includes any formal or informal training that helps administrators develop competencies. While training programs exist, the literature calls for more comprehensive and sustainable leadership training to better support administrators.
This document provides biographical and professional information about Mahmoud Al-Dweiri. It summarizes his educational qualifications including a Master's degree and higher diplomas, as well as over 12 years of experience in education and human capacity building. It also outlines his various roles working for organizations like ASK and CADER, the training programs and courses he has led, and his areas of expertise in educational development, strategic planning, and integrating technology into teaching.
The document discusses entrepreneurial competency training in education curriculums. It argues that teaching entrepreneurship skills is important as it helps students develop problem-solving, creativity, collaboration skills and grit to succeed in uncertain economic conditions. It outlines reasons for including entrepreneurship like enabling students to carve their own path and make a difference. It emphasizes cultivating an entrepreneurial culture through aligning values, strong leadership and incremental implementation involving stakeholders. The document also discusses rethinking education models to promote individuality and creativity through heterogeneous blended learning approaches like Diana Laurillard’s Conversational Framework.
This document provides biographical information about Mahmoud Al-Dweiri, including his education, work experience, skills, and contact information. He has over 12 years of experience in education and training, with a focus on curriculum development, teaching methods, and integrating technology into learning. He currently works as an education consultant and executive manager at Pro Hands And Minds Academy in Jordan.
This document provides an overview of the education industry in India and discusses key details about the industry. It notes that education in India is provided through both public and private sectors, with free and compulsory education required between ages 6-14. It also discusses the growth of literacy rates in India and increasing enrollment in education. The private education market is large and growing significantly. The document then discusses the structure and regulation of private schools in India and policies around affirmative action and reservations in education.
Human Capital Challenges In The 21st Century Rand Bfe Mena 2011espie77
The document discusses human capital challenges in Gulf Cooperation Council (GCC) countries based on a presentation given in Abu Dhabi. It finds that while primary education is nearly universal, secondary enrollment and achievement in math/science are areas of concern, especially for boys. Women participate highly in post-secondary education but are underrepresented in STEM fields and the workforce. Unemployment is higher for more educated groups and women. Reforms discussed include improving education quality at all levels, addressing gender imbalances, understanding labor market incentives, and using data to evaluate policies.
M M Bagali, PhD, Research paper, MBA Faculty, HRM, HR, HRD, PhD in HR and Man...dr m m bagali, phd in hr
This document discusses the need for assessment centers in business schools (B-schools) to develop student competencies and skills readiness. It notes that while the number of B-schools and students has increased, the quality of education provided and employment outcomes have varied. The document reviews literature supporting the role of assessment centers in enhancing quality, identifying hidden talents, guiding career development, and reducing the gap between industry needs and academic curriculum. It aims to provide a framework for assessment and development centers in B-schools to help assure quality and prepare students for careers.
The document summarizes the findings of a study that evaluated a pilot leadership development program in South Africa called the Advanced Certificate in Education: School Leadership (ACE). The ACE program was intended to provide formal training for aspiring school principals. The study found that while the teaching materials and contact sessions were generally viewed positively, the mentoring component of the program faced several challenges, such as large mentor-mentee ratios, lack of mentor training, and a prescriptive rather than collaborative approach. Overall, the evaluation found that the ACE program showed promise but improvements were needed, particularly to the mentoring process, in order to better support the transfer of learning to school practice.
Kyung Hee University School of Management in Seoul, South Korea has been actively promoting responsible management education since joining the UN Principles for Responsible Management Education (PRME) initiative in 2009. This report summarizes the school's activities during the 2009-2010 academic year. Key activities included expanding courses on responsible management, conducting research through the Institute for Peace through Commerce, practicing green management of the school, and hosting forums to facilitate dialogue between educators, businesses, and other stakeholders on issues related to global social responsibility. The school aims to develop socially responsible business leaders through its efforts to integrate PRME values into its curriculum, research, and partnerships.
An in depth analysis of the entrepreneurship education in the philippinesMARJON ARIAS
This document summarizes a research study on entrepreneurship education in the Philippines. The study aimed to identify the training needs of entrepreneurship educators and practices in entrepreneurship education through focus group discussions and interviews. The results showed that students value personal qualities and interactive teaching methods in educators. Educators saw value in personalized and experience-based learning but noted it should be supported by manageable class sizes and program support. Administrators play a role in setting the direction of entrepreneurship programs amid resource challenges. The study highlights entrepreneurship education is best achieved through well-designed curriculums, effective teaching models based on personalized learning, and strong institutional support.
Assessing The Richness of Entrepreneurship Education Curriculum Content: Empi...iosrjce
The study examines the content and support mechanism of entrepreneurship education in Nigeria.
The content and support mechanism remain fundamental in curriculum issue. The study used teachers’
population and 216 samples were employed. Questionnaire instrument was used in data collection process and
descriptive statistics was employed in analysing the data. The findings of the study show that content and
support mechanism of the curriculum were adequate. The implication of the study revealed that content and
support mechanism are capable of providing students with entrepreneurship skills require and it is
recommended that periodic review of content and support mechanism in order to ensure consistency of
curriculum with time and global trend.
Incorporating ‘Ahmad Dahlan Values’ in the Curriculum of Higher Educationidhasaeful
In 2012 the Directorate General of Higher Education of Indonesia required all higher education institutions to implement the Curriculum of Higher Education. As a part of higher education institutions, English Education Department of Universitas Muhammadiyah Yogyakarta has been implementing this curriculum for five years. Curriculum of Higher Education has shifted the old paradigm of teacher-centered learning to the new pedagogical approach called student-centered learning. The implementation of the Curriculum of Higher Education necessitates all study programs to alter their curriculum oriented to produce competent graduates. English Education Department of Universitas Muhammadiyah Yogyakarta has also been making attempts to incorporate the Muhammadiyah values proposed by its founder, KH. Ahmad Dahlan. The research is aimed at exploring how the Ahmad Dahlan’s’ values are implemented in the CHE setting at the EED of UMY. The data were collected by means of interviews with a head of department and two lecturers, teaching observation, and document analysis and focus group discussion with 20 students. The research found that the principles proposed by Ahmad Dahlan including the curriculum structure, pedagogical techniques, and character education had been successfully incorporated in the implementation of CHE and the Ahmad’s Dahlan values’ correspond to the CHE principles.
HR Academicians were surveyed about their perceptions of HR education. The results showed:
1) Half of HR Academicians have not published any articles in journals, with most publications coming from professors and associate professors.
2) HR Academicians see their role as a mix of teaching, training, and research activities.
3) There is a need to restructure HR management education to improve rigor, relevance, methodology and prepare students for industry with the necessary skills.
The document discusses the importance of teacher development in the context of teaching English as a foreign language in Saudi Arabia. It makes the following key points:
1. Teacher development is important to help teachers adapt to changes in society and education and improve their instructional strategies. This is needed to maximize learning outcomes and minimize wasted resources.
2. There are differing views on the best approaches to teacher development, including whether the focus should be on individual teachers or systemic changes, and whether changes should be gradual or ambitious in scope.
3. Effective teacher development requires an understanding of teachers' roles and attitudes, as well as providing training opportunities such as in-service training and integrating new technologies into teaching practices.
An Effective Organization, management and leadership of a secondary school i...MUHAMMAD FERDAUS
This document provides a 3-page summary of a student's assignment on analyzing the effective organization, management, and leadership of a secondary school in Bangladesh. It begins with an introduction describing the importance of organizational management and leadership in secondary schools. It then describes the specific initiatives of Sabsar High School in Paba, Rajshahi, including its school managing committee, efforts to improve ICT learning, and initiatives to create a joyful learning environment. Finally, it discusses 5 key factors that have contributed to the school's changes over the last two decades: effective leadership, use of data, scheduling, positive beliefs and expectations, and remuneration of teachers. The student visited the school and observed the friendly relationship between teachers and students
This document discusses the importance of education and making the right career choices. It makes three key points:
1) Education is about more than just learning - it should help students develop social skills and the right attitudes to become productive citizens. Both parents and teachers have important roles to play.
2) As the global economy changes, more private investment is needed in education to provide opportunities for students in fields like STEM, management, and entrepreneurship.
3) Students need guidance from parents and teachers to choose careers based on their passions and strengths, not just to get government jobs. With limited jobs, entrepreneurship is important to be self-reliant.
This document discusses entrepreneurship education in higher education. It suggests that entrepreneurship education should be incorporated across all disciplines, not just business studies, and that it is important for developing entrepreneurial mindsets and skills in students. Effective entrepreneurship education involves experiential learning opportunities and collaboration with real entrepreneurs. Both teachers and institutions must be actively involved and support innovative teaching methods that foster entrepreneurship. Technology should also be integrated into entrepreneurship education programs.
Professional development of teachers, action planning and utilizing 21st cent...Alexander Decker
This document discusses the importance of continuous professional development for teachers in Nigeria. It defines professional development as ongoing learning opportunities that help teachers improve their skills and knowledge to advance their careers and better serve students. The document notes that initial teacher training is not sufficient and teachers must continue developing through activities like workshops, seminars, and collaborating with more experienced professionals. It explains that professional development is needed for teachers to stay current in a changing world and plan lessons that utilize 21st century skills. The document emphasizes that both professional skills and personal growth are important for teachers to effectively support students' education.
The document discusses the economic outlook for Kenya and the role of higher education. It notes that while Kenya's economy is expected to slow in the short term due to factors like drought and rising oil prices, GDP growth is projected to rebound to over 5% in the next few years. It argues that universities must ensure their graduates can meaningfully contribute to Kenya's development by providing training beyond traditional disciplines. The Management University of Africa is working to develop curricula that strengthen skills in leadership, management, and entrepreneurship to support Kenya's development agenda. MUA aims to produce transformational leaders through innovative academic programs that consider global issues and embed social responsibility.
This document discusses the issues and challenges facing management education in globalizing its curriculum and pedagogy. It outlines several problems faced by both industry and academia, including lack of quality, soft infrastructure, and research. It also notes a gap between management education and real-life business problems. The document provides recommendations such as producing competent managers rather than graduates, emphasizing employability over employment, understanding local needs, and offering more sector-based studies. The goal is for management education to keep pace with globalization and better prepare students for the business world.
1) The document discusses employee empowerment practices at an Indian engineering company called Polyhydron Private Limited.
2) The study found that by empowering employees and giving them autonomy, accountability, and involvement in decision making, the company achieved high motivation, commitment, and performance from its workforce.
3) Key aspects of the company's empowering culture included sharing responsibility and power, transparent communication, independent decision making, and treating employees like owners.
4) As a result of these empowerment practices, the company boasted a highly motivated and committed workforce with low turnover that handled responsibilities professionally.
This document proposes a model for accrediting management faculty in emerging economies. It outlines a point-based system that assesses faculty across various criteria including academic development, intellectual contributions, collaborations, international experience, and social responsibility. A selection methodology is described involving a peer review process and final interview. The goal is to recognize faculty who exceed quality standards through a "Professional Accreditation Teacher" award. This would signify integrity and benefit recipients pursuing leadership roles or research opportunities. Examples of post-accreditation utility are provided.
Mm Bagali......Vision mba 2020, HRM. HRD, HR, Research, Management, PhD, Glob...dr m m bagali, phd in hr
The document outlines a management program vision for 2020 that focuses on strengthening faculty, student initiatives, placements and training, research projects, collaborations, and overseas initiatives. It details goals such as having 80% of faculty with PhDs, sponsoring student scholarships and internships, securing placements with Fortune companies overseas, conducting rigorous training programs, establishing research centers of excellence with corporate funding, developing faculty and student exchange programs with overseas schools, and expanding the institution's global network and partnerships.
This document provides a summary of a PhD thesis on worker empowerment at Polyhydron Private Limited in Belgaum, India. The thesis examined how innovative workplace policies and practices can empower employees and help organizations succeed. It tested hypotheses about how a sense of belonging, access to organizational information, and fundamental changes can lead to empowerment. The study aimed to understand how empowerment systems and leadership impact employee behavior and organizational performance. The thesis was submitted in 2003 and awarded in 2008, providing an empirical analysis of empowering employees at an Indian company.
This document provides a summary of the qualifications and experience of Dr. M M Bagali, a professor of management and human resources at Jain University in Bengaluru, India. It lists his current role, work history in research and administration at various universities, education including a PhD in social work and PhD in management, credentials of 70 published papers and global conference presentations, and experience guiding 7 PhDs, 4 MPhils, and 4 co-guides.
Human Capital Challenges In The 21st Century Rand Bfe Mena 2011espie77
The document discusses human capital challenges in Gulf Cooperation Council (GCC) countries based on a presentation given in Abu Dhabi. It finds that while primary education is nearly universal, secondary enrollment and achievement in math/science are areas of concern, especially for boys. Women participate highly in post-secondary education but are underrepresented in STEM fields and the workforce. Unemployment is higher for more educated groups and women. Reforms discussed include improving education quality at all levels, addressing gender imbalances, understanding labor market incentives, and using data to evaluate policies.
M M Bagali, PhD, Research paper, MBA Faculty, HRM, HR, HRD, PhD in HR and Man...dr m m bagali, phd in hr
This document discusses the need for assessment centers in business schools (B-schools) to develop student competencies and skills readiness. It notes that while the number of B-schools and students has increased, the quality of education provided and employment outcomes have varied. The document reviews literature supporting the role of assessment centers in enhancing quality, identifying hidden talents, guiding career development, and reducing the gap between industry needs and academic curriculum. It aims to provide a framework for assessment and development centers in B-schools to help assure quality and prepare students for careers.
The document summarizes the findings of a study that evaluated a pilot leadership development program in South Africa called the Advanced Certificate in Education: School Leadership (ACE). The ACE program was intended to provide formal training for aspiring school principals. The study found that while the teaching materials and contact sessions were generally viewed positively, the mentoring component of the program faced several challenges, such as large mentor-mentee ratios, lack of mentor training, and a prescriptive rather than collaborative approach. Overall, the evaluation found that the ACE program showed promise but improvements were needed, particularly to the mentoring process, in order to better support the transfer of learning to school practice.
Kyung Hee University School of Management in Seoul, South Korea has been actively promoting responsible management education since joining the UN Principles for Responsible Management Education (PRME) initiative in 2009. This report summarizes the school's activities during the 2009-2010 academic year. Key activities included expanding courses on responsible management, conducting research through the Institute for Peace through Commerce, practicing green management of the school, and hosting forums to facilitate dialogue between educators, businesses, and other stakeholders on issues related to global social responsibility. The school aims to develop socially responsible business leaders through its efforts to integrate PRME values into its curriculum, research, and partnerships.
An in depth analysis of the entrepreneurship education in the philippinesMARJON ARIAS
This document summarizes a research study on entrepreneurship education in the Philippines. The study aimed to identify the training needs of entrepreneurship educators and practices in entrepreneurship education through focus group discussions and interviews. The results showed that students value personal qualities and interactive teaching methods in educators. Educators saw value in personalized and experience-based learning but noted it should be supported by manageable class sizes and program support. Administrators play a role in setting the direction of entrepreneurship programs amid resource challenges. The study highlights entrepreneurship education is best achieved through well-designed curriculums, effective teaching models based on personalized learning, and strong institutional support.
Assessing The Richness of Entrepreneurship Education Curriculum Content: Empi...iosrjce
The study examines the content and support mechanism of entrepreneurship education in Nigeria.
The content and support mechanism remain fundamental in curriculum issue. The study used teachers’
population and 216 samples were employed. Questionnaire instrument was used in data collection process and
descriptive statistics was employed in analysing the data. The findings of the study show that content and
support mechanism of the curriculum were adequate. The implication of the study revealed that content and
support mechanism are capable of providing students with entrepreneurship skills require and it is
recommended that periodic review of content and support mechanism in order to ensure consistency of
curriculum with time and global trend.
Incorporating ‘Ahmad Dahlan Values’ in the Curriculum of Higher Educationidhasaeful
In 2012 the Directorate General of Higher Education of Indonesia required all higher education institutions to implement the Curriculum of Higher Education. As a part of higher education institutions, English Education Department of Universitas Muhammadiyah Yogyakarta has been implementing this curriculum for five years. Curriculum of Higher Education has shifted the old paradigm of teacher-centered learning to the new pedagogical approach called student-centered learning. The implementation of the Curriculum of Higher Education necessitates all study programs to alter their curriculum oriented to produce competent graduates. English Education Department of Universitas Muhammadiyah Yogyakarta has also been making attempts to incorporate the Muhammadiyah values proposed by its founder, KH. Ahmad Dahlan. The research is aimed at exploring how the Ahmad Dahlan’s’ values are implemented in the CHE setting at the EED of UMY. The data were collected by means of interviews with a head of department and two lecturers, teaching observation, and document analysis and focus group discussion with 20 students. The research found that the principles proposed by Ahmad Dahlan including the curriculum structure, pedagogical techniques, and character education had been successfully incorporated in the implementation of CHE and the Ahmad’s Dahlan values’ correspond to the CHE principles.
HR Academicians were surveyed about their perceptions of HR education. The results showed:
1) Half of HR Academicians have not published any articles in journals, with most publications coming from professors and associate professors.
2) HR Academicians see their role as a mix of teaching, training, and research activities.
3) There is a need to restructure HR management education to improve rigor, relevance, methodology and prepare students for industry with the necessary skills.
The document discusses the importance of teacher development in the context of teaching English as a foreign language in Saudi Arabia. It makes the following key points:
1. Teacher development is important to help teachers adapt to changes in society and education and improve their instructional strategies. This is needed to maximize learning outcomes and minimize wasted resources.
2. There are differing views on the best approaches to teacher development, including whether the focus should be on individual teachers or systemic changes, and whether changes should be gradual or ambitious in scope.
3. Effective teacher development requires an understanding of teachers' roles and attitudes, as well as providing training opportunities such as in-service training and integrating new technologies into teaching practices.
An Effective Organization, management and leadership of a secondary school i...MUHAMMAD FERDAUS
This document provides a 3-page summary of a student's assignment on analyzing the effective organization, management, and leadership of a secondary school in Bangladesh. It begins with an introduction describing the importance of organizational management and leadership in secondary schools. It then describes the specific initiatives of Sabsar High School in Paba, Rajshahi, including its school managing committee, efforts to improve ICT learning, and initiatives to create a joyful learning environment. Finally, it discusses 5 key factors that have contributed to the school's changes over the last two decades: effective leadership, use of data, scheduling, positive beliefs and expectations, and remuneration of teachers. The student visited the school and observed the friendly relationship between teachers and students
This document discusses the importance of education and making the right career choices. It makes three key points:
1) Education is about more than just learning - it should help students develop social skills and the right attitudes to become productive citizens. Both parents and teachers have important roles to play.
2) As the global economy changes, more private investment is needed in education to provide opportunities for students in fields like STEM, management, and entrepreneurship.
3) Students need guidance from parents and teachers to choose careers based on their passions and strengths, not just to get government jobs. With limited jobs, entrepreneurship is important to be self-reliant.
This document discusses entrepreneurship education in higher education. It suggests that entrepreneurship education should be incorporated across all disciplines, not just business studies, and that it is important for developing entrepreneurial mindsets and skills in students. Effective entrepreneurship education involves experiential learning opportunities and collaboration with real entrepreneurs. Both teachers and institutions must be actively involved and support innovative teaching methods that foster entrepreneurship. Technology should also be integrated into entrepreneurship education programs.
Professional development of teachers, action planning and utilizing 21st cent...Alexander Decker
This document discusses the importance of continuous professional development for teachers in Nigeria. It defines professional development as ongoing learning opportunities that help teachers improve their skills and knowledge to advance their careers and better serve students. The document notes that initial teacher training is not sufficient and teachers must continue developing through activities like workshops, seminars, and collaborating with more experienced professionals. It explains that professional development is needed for teachers to stay current in a changing world and plan lessons that utilize 21st century skills. The document emphasizes that both professional skills and personal growth are important for teachers to effectively support students' education.
The document discusses the economic outlook for Kenya and the role of higher education. It notes that while Kenya's economy is expected to slow in the short term due to factors like drought and rising oil prices, GDP growth is projected to rebound to over 5% in the next few years. It argues that universities must ensure their graduates can meaningfully contribute to Kenya's development by providing training beyond traditional disciplines. The Management University of Africa is working to develop curricula that strengthen skills in leadership, management, and entrepreneurship to support Kenya's development agenda. MUA aims to produce transformational leaders through innovative academic programs that consider global issues and embed social responsibility.
This document discusses the issues and challenges facing management education in globalizing its curriculum and pedagogy. It outlines several problems faced by both industry and academia, including lack of quality, soft infrastructure, and research. It also notes a gap between management education and real-life business problems. The document provides recommendations such as producing competent managers rather than graduates, emphasizing employability over employment, understanding local needs, and offering more sector-based studies. The goal is for management education to keep pace with globalization and better prepare students for the business world.
1) The document discusses employee empowerment practices at an Indian engineering company called Polyhydron Private Limited.
2) The study found that by empowering employees and giving them autonomy, accountability, and involvement in decision making, the company achieved high motivation, commitment, and performance from its workforce.
3) Key aspects of the company's empowering culture included sharing responsibility and power, transparent communication, independent decision making, and treating employees like owners.
4) As a result of these empowerment practices, the company boasted a highly motivated and committed workforce with low turnover that handled responsibilities professionally.
This document proposes a model for accrediting management faculty in emerging economies. It outlines a point-based system that assesses faculty across various criteria including academic development, intellectual contributions, collaborations, international experience, and social responsibility. A selection methodology is described involving a peer review process and final interview. The goal is to recognize faculty who exceed quality standards through a "Professional Accreditation Teacher" award. This would signify integrity and benefit recipients pursuing leadership roles or research opportunities. Examples of post-accreditation utility are provided.
Mm Bagali......Vision mba 2020, HRM. HRD, HR, Research, Management, PhD, Glob...dr m m bagali, phd in hr
The document outlines a management program vision for 2020 that focuses on strengthening faculty, student initiatives, placements and training, research projects, collaborations, and overseas initiatives. It details goals such as having 80% of faculty with PhDs, sponsoring student scholarships and internships, securing placements with Fortune companies overseas, conducting rigorous training programs, establishing research centers of excellence with corporate funding, developing faculty and student exchange programs with overseas schools, and expanding the institution's global network and partnerships.
This document provides a summary of a PhD thesis on worker empowerment at Polyhydron Private Limited in Belgaum, India. The thesis examined how innovative workplace policies and practices can empower employees and help organizations succeed. It tested hypotheses about how a sense of belonging, access to organizational information, and fundamental changes can lead to empowerment. The study aimed to understand how empowerment systems and leadership impact employee behavior and organizational performance. The thesis was submitted in 2003 and awarded in 2008, providing an empirical analysis of empowering employees at an Indian company.
This document provides a summary of the qualifications and experience of Dr. M M Bagali, a professor of management and human resources at Jain University in Bengaluru, India. It lists his current role, work history in research and administration at various universities, education including a PhD in social work and PhD in management, credentials of 70 published papers and global conference presentations, and experience guiding 7 PhDs, 4 MPhils, and 4 co-guides.
This document outlines guidance for using case studies in teaching. It discusses why case studies are used, how to effectively lead case study discussions, and what makes a great case. Key points include engaging students through discussion, using cases that reflect real-world problems at various levels of analysis, and facilitating discussion to explore issues and alternative solutions rather than providing answers. Effective case method teaching requires preparation, focusing discussion on important issues, and allowing ambiguity and different perspectives.
This document discusses research in human resources and management. It begins by outlining learning objectives around research in HR, what it entails, and setting an agenda. It then contrasts 20th century and 21st century HR models. Current areas of HR research are discussed, along with objectives of research in management and HR. Big challenges for HR chiefs are presented. Finally, sources for HR research are suggested.
This document outlines various initiatives for students in an MBA program. It discusses initiatives to enhance students' academic, career, and soft skills development through activities like corporate interactions, internships, conferences, and social projects. Evaluation of students involves case studies, projects, role plays and business simulations. The document also discusses developing networks with industry bodies and a collaborative role for students, professors, executives, government and society in strengthening management education.
MM Bagali, PhD, MBA, HR, HRM, HRD, Research, Management, Award, Thesis in Man...dr m m bagali, phd in hr
This document contains contact information for M M Bagali, including his educational background, work experience, awards, and contact details. It lists that he has a PhD in HR from The Prestige Institute of Management & Research, where he won an award for the best Indian PhD work in Empowerment in 2010. It also provides his professional role as a Professor of Management and Human Resources and Coordinating Research in Management at Jain University in Bengaluru, India along with his address, phone number, fax, email and LinkedIn profile.
This document provides an overview of human resource management topics including: old myths and misconceptions about HR; assumptions about HR's role and impact; challenges faced by HR chiefs such as talent acquisition and retention; HR research from 2011-2012 on topics like strategic HRM, talent management, and performance management; functions of HR like recruitment and training; and a quiz on HR topics.
This document proposes establishing a "School for Management Teachers" in India to provide training to management faculty. The goal is to develop "IMS - Indian Management Service" and train faculty using world-class teaching methodologies. The school would offer intensive training programs over various durations to groom young faculty and impart skills in areas like case study methodology, teaching pedagogy, and curriculum development. The training is aimed at developing excellent faculty who can drive India's knowledge economy and help management institutions achieve global standards of teaching excellence.
This document provides a summary of the professional experience and credentials of Dr. M M Bagali. It lists his current position as Professor of Management and Human Resources at Jain University in Bengaluru, India. It then outlines his work history in research and as director or dean of various MBA and management programs. Finally, it lists his education qualifications including a PhD in Social Work and PhD in Management, as well as publications, conference presentations, and PhD students guided.
Dr. M M Bagali has over 30 years of experience in academia. He is currently a professor of management and human resources at Jain University. His previous roles include dean of MBA programs at various institutions. His areas of expertise include human resource development, international human resource management, and organizational behavior. He holds a PhD in management sciences and has received several awards for his research and teaching.
The document discusses developing a professional mentoring strategy. It defines mentoring and outlines the benefits, including psychological support, personality development, and career guidance. Effective mentoring requires strong planning, defining roles, monitoring progress, and evaluating outcomes. Qualities of good mentors include strong communication, ethics, and understanding others. Challenges can include maintaining momentum and finding time to meet. The document suggests exploring a mentoring certificate program.
This document contains an individual development plan dashboard template for tracking an employee's activities and accomplishments on a monthly basis across various categories such as teaching, research, publications, industry engagement, training programs, and more. The dashboard includes columns to log progress and results for each month of the year on over 50 different metrics. Notes at the bottom provide instructions that each faculty member will fill out the dashboard on a monthly basis and it will be reviewed periodically throughout the year.
Разработка, тестирование и развертывание баз данных в Visual Studio Team Syst...Dmitry Andreev
Майкрософт, по совету наших пользователей, пересмотрел линейку продуктов VSTS и объединил издание для разработчиков с изданием для баз данных. VSTS 2010 предоставляет разработчикам ряд возможностей для улучшения процесса разработки БД, упрощения работы со структурами баз данных, генерации тестовых данных и организации развертывания и тестирования с помощью инструментария по управлению сборками. Интерпретация схемы объектов и взаимозависимостей между объектами БД позволяет разработчикам находить и устранять ошибки на более ранних стадиях проектирования. Интеграция исходников БД и кода приложения значительно упростит процесс разработки без дополнительных материальных затрат.
В докладе будет рассказано о том, как организовать процесс разработки базы данных в Visual Studio Team System 2010 в контексте новых возможностей.
4 how does network science define and measure 'influence'.pptxJason Brownlee
Network science defines three main types of influence: credibility/authority (having many inbound connections), reach (having many outbound connections), and connection/bridging (connecting different subgroups). These different types of influence emerge from analyzing the pattern of relationships in networks.
The document discusses ecosystems and their components. It defines an ecosystem as consisting of all the living things in an area along with their physical environment, interacting as a system. It notes that ecosystems include biotic factors like organisms as well as abiotic factors like air, water, and sunlight. The document also examines the roles of producers, consumers, and decomposers within ecosystems and their interactions through food chains, food webs, and nutrient cycles.
This document proposes establishing a School for Management Teachers at Jain University in India. The school would provide intensive faculty development training to groom young management teachers and impart world-class teaching methodology. The goal is to train faculty to a level of excellence that will allow Indian management institutions to compete globally. The school would offer short and long-term training programs covering areas like teaching pedagogy, case study methodology, curriculum development, and research skills. Admission criteria would focus on teaching aptitude and potential. Experienced professors and experts would conduct the training programs. Infrastructure and partnerships with top Indian and international business schools would also be developed to support the initiative.
The document proposes establishing a School for Management Teachers at Jain University in India to provide training to management faculty. The training aims to develop world-class teaching skills and impart the latest pedagogical techniques. The school would offer short-term intensive training programs covering areas like course design, teaching methods, case study training, and research skills. Its goal is to enhance the quality of management education in India by developing excellent teachers who can drive the knowledge economy.
A COMPARATIVE STUDY OF URBAN AND RURAL COLLEGES OF EDUCATION TOWARDS TEACHING...Adheer A. Goyal
"Education" word came from the Latin words, Educatum, Educare or Educere. "Education and Educare" mean "to train, to raise and to nourish", while 'educare' signifies "to lead out" the previous infers that instruction is external, to be forced or put in from outside. The last demonstrates development from inside. Aristotle characterized instruction as "a measure vital for the production of a sound psyche in a sound body". Dewey, in 20th century, characterizes training in these words: "Education is measure of living through a nonstop reproduction of encounters. It is improvement of each one of those limits in the person which will empower him to control his condition and satisfy his possibilities".
Entrepreneurial MBA Program By AMSoM - Ahmedabad University - Online BrochureAMSoM
Entrepreneurial MBA is exclusively designed for entrepreneurs and is a unique initiative taken up by Ahmedabad University. AMSoM welcomes you to EMBA, a dedicated course to train and harness the potential of brilliant entrepreneurs of tomorrow.
85 conventional methods of training to teacher and its impact in higher educa...chelliah paramasivan
The document discusses conventional methods of training teachers in higher education and their impact. It provides background on the author and outlines some key points. It describes how teacher training programs in India have evolved since the 1950s through various commissions and policies to emphasize the importance of continuous professional development. It notes that current orientation and refresher courses organized by UGC need reforming to make them more interactive, practical, and relevant to teachers' contemporary needs. It suggests new models for training programs that are informative, interactive, industry-exposed, and include assessment of performance in areas like teaching, research, and community service.
Conventional methods of training to teacher and its impact in higher educationRAVICHANDIRANG
This document provides an overview of conventional training methods for teachers in higher education in India and their impact. It discusses how orientation and refresher courses introduced by the UGC have benefited teachers, but that the training programs were expert-centered with little interaction. It argues that the curriculum of training programs needs to be restructured to be more informative, interactive, interesting, and include industrial exposure and internal assessments. The new curriculum should cover personal development, academic activities like subject updates, teaching methodology, research and extension activities. Residential programs with facilities are also important for effective training.
Educational administration & supervision in bangladeshkamyonlinebd
This document discusses administration and management in a secondary school in Bangladesh. It provides context about the school, which serves around 1,700 students. It outlines the school's goals in relation to the National Education Policy, such as ensuring gender equity and building environmental awareness. The school follows a democratic management system where decisions are made through majority agreement. The document discusses challenges implementing administrative rules, such as political interference, and how the school addresses these challenges through meetings, discipline policies, and training programs. It concludes by reflecting on the importance of effective administration and management for ensuring quality education.
Measures for improving teachers’ motivation in technical education fieldIAEME Publication
This document discusses measures for improving teacher motivation in technical education. It proposes establishing an Academic Administration/HR department to handle non-teaching tasks so teachers can focus on teaching and research. The department would conduct performance appraisals of teachers and staff based on student and peer feedback, and provide development programs. It would also organize faculty training workshops, prepare reports, and disseminate information on conferences. The goal is to evaluate and reward high-performing teachers while helping underperformers improve, in order to retain talented educators.
The document provides information about a project on analyzing certified recruitment in the education sector for management faculty. It discusses the growing demand for management education in India and provides statistics on the increase in business schools. It then outlines the global trends seen in business school platforms, including an emphasis on real-world experience, specialized curricula with a global focus, and outcome-based pedagogical approaches. Finally, it describes the job responsibilities and requirements for three key roles: Program Director, Head of Department, and Placements and Corporate Relations Officer.
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Coaching and mentoring model based on teachers’ professional development for ...Manit Asanok
This document describes a study that developed a coaching and mentoring model to enhance teachers' teaching competency in Thailand. The model consisted of 3 steps and 4 phases: planning, training, sharing and learning, coaching and mentoring, and showcase. In Phase 1, training results showed teachers lacked confidence and skills in using video. Phase 2 found teachers shared experiences but lacked skills in constructing a professional learning community. After coaching in Phase 3, teachers' confidence increased. Phase 4 evaluations found teachers' competency improved across classroom management, knowledge, teaching methods, and assessment. The activity management was found to be appropriate and effective in developing teachers' skills.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIETs, IASEs, and CTEs for pre-service and in-service teacher training. However, it notes that fully implementing these policies faces challenges and loopholes remain.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIET, IASE, and CTE to provide pre-service and in-service training. However, gaps remain in fully implementing these policies. Suggestions are made to strengthen professional development and close gaps to improve the education system.
Innovations in curriculum to make it globaldrvijayamravi
1. The document discusses the need for innovation in school curriculum to equip students for the modern world and global competition. It argues traditional teaching methods are inefficient and curriculum must be comprehensive, inclusive, and address a global, multicultural perspective.
2. Four aspects of curriculum innovation are identified: approach, design, procedure, and evaluation. Schools should ask why they are innovating and how benefits and challenges will be addressed. An innovative leader is key to managing curriculum changes.
3. Suggestions include establishing an advisory committee to regularly evaluate fields and update the curriculum. The focus should be on competency-based instructional objectives and concept evaluation rather than content. Schools must support research, technology use, and independent curriculum
1. The document discusses the importance of continuous professional development and standards for teachers. It notes that professional development ensures teachers can keep their knowledge relevant and up-to-date with changing trends in education.
2. Some effective strategies for teacher professional development include making it specific to teacher needs, getting teachers invested in the topics by using engaging teaching methods, and making it ongoing rather than one-time sessions.
3. Professional development should be personalized through individual learning plans for teachers and involve collaboration between teachers to support learning.
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
Competency based approach teaching learning and teachers’Alexander Decker
This document discusses competency-based approach teaching and learning (CBATL) and the teacher's role. It defines CBATL as an educational process that synchronizes competency and commitment in teaching and learning to help learners achieve goals. The key principles of CBATL are teaching and learning through behavioral objectives. CBATL components that teachers should acquire include concepts, professional competency, and linking competency to performance and creativity. Resources that can enhance a teacher's professional competency under CBATL include knowledge and understanding, professionalism, and developing soft skills.
This document discusses the role of effective instructional leadership. It identifies four key skills for instructional principals: effective use of resources, strong communication skills, serving as an instructional resource to teachers, and being highly visible and accessible in the school. A successful instructional principal also has excellent planning, observation, research and evaluation abilities. The role of principals is evolving to focus on cultivating teacher leaders to improve instruction through collaboration, mentoring and implementing new strategies. Effective principals play a vital role in facilitating reforms and improvements to meet the needs of 21st century learners.
The document describes an Industry-Institute Interaction program between May 2020 and November 2020. It states that 80 top corporate executives with over 100 quality man-hours of interaction time and 1,234 cumulative years of experience addressed over 6,000 students and faculty. Experts from countries like the US, UK, Canada, Dubai, Malaysia, Singapore, and India participated. The document also includes numerous web links to recordings and materials from presentations given during the program.
The document promotes an advanced center for human resources and industry interface that organizes webinars to connect people from various leadership positions. It provides a proposal attachment for interested parties and welcomes 2021 as a new beginning. The center aims to design different paths and provide a vision for organizations through industry-institute interface.
This document provides a summary of an individual's professional experience and qualifications. It includes 23+ years of experience in teaching HR, HRM, and related fields at various business schools. He has guided 15 PhD students to completion and 11 M.Phil students. He has over 150 research papers published and has received several awards and honors for his work in academia and research.
The document discusses the need for greater industry-institute interaction to bridge the gap between what industry expects from students and their actual preparedness. It notes that while students are strong academically, industry wants students who are billable from day one and can stay relevant. A framework is needed for regular connection and knowledge-sharing between industry and academic institutes. Benefits of increased interaction include improved rankings, faculty development, and opportunities for students like internships, mentoring and projects. A plan is proposed for industry experts to give monthly online presentations to students, with the institute responsible for scheduling, promotion and student participation.
Dr. M M Bagali is a PhD supervisor who has supervised and awarded 14 PhDs and 1 MPhil between 2014-2019 at JAIN University in the area of management science. He has also examined 6 other university PhD works as an external examiner. Currently, he is a member of the Board of Studies for Management Science at Visvesvaraya Technological University where he mentors several PhD scholars and is involved in PhD related activities like finalizing guides and overseeing student progress.
This document lists 33 research publications by Dr. MM Bagali from 2010 onwards after receiving his PhD. The publications include journal articles published in various international journals on topics related to human resource management, organizational behavior, and management. Many of the publications focus on empirical research studies conducted in organizations in India, particularly related to issues like workplace stress, work-life balance, diversity, and training and development. The listings provide details on the title, journal name, year of publication, and links to access the full publications.
1. Dr. M M Bagali has two PhDs, one in Management from a 5-star NAAC university in India and one in Social Work-HR from another 5-star NAAC university in India.
2. Dr. Bagali has published over 90 research papers, with two winning awards as the best research paper and best case study.
3. Several endorsements praise Dr. Bagali's work on employee empowerment and its benefits for inspiring commitment, innovation, and initiative.
MM Bagali ....IPL ..... miss you this time; come soon ..... IPL ..... miss you this time; come soon ..... IPL ..... miss you this time; come soon ..... MM Bagali ....IPL ..... miss you this time; come soon .....
MM Bagali / PhD in Management Science / PhD / Research / Management ..........dr m m bagali, phd in hr
A PhD scholar at JAIN University in Blore defended their PhD work on March 14th, 2020. The scholar was guided by MM Bagali and had an external expert, Mukta Kulkarni from IIMB. The document provides brief details about a recent PhD defense including the scholar, date, location, and those involved in the process.
A PhD scholar at JAIN University in Blore defended their PhD work on March 14th, 2020. The scholar's name was Kiran M and their guide was MM Bagali. An external expert, Mukta Kulkarni from IIMB, was also present for the defense.
APO - NPC - Higher Education Workshop / MM Bagali / India / 2017
Concept note jain uni
1. Proposed for Jain University, India
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING
AT WORLD CLASS TEACHING
[Leading Education Systems for Effective Outcomes]
Vision: Develop, create and nature “IMS- Indian Management Service”.
Mission: To train with the best world class teaching methodology
Dr. M M Bagali
Professor of Strategic Human Resources Management
Brand Ambassador, Asian HR Board, India
and
All India Management Association-Accredited Management Teacher
Certified Global HR Professional, CAMI-USA
PhD Guide, Jain University, India
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
1
2. INTRODUCTION
The dawn of the 21st century has heralded the development of India as an
economic powerhouse powered by a revolution in the knowledge sector.
However, the knowledge economy is not just a synonym for information
economy or the information society. In the present age, knowledge economies
address how information and ideas are created, used, circulated and adapted at
an accelerating speed in’ knowledge-based communities’, i.e. networks of
individuals striving to produce and circulate new knowledge. In knowledge
economies, these capacities are not just the property of individuals, but also of
organisations, which have the capacity to share, create, and apply new
knowledge continuously over a time.
All this is possible with the knowledge Educators, i.e. the Faculty community.
The faculty, who are guiding pillars of the knowledge economy, drive the
education sector. There role in shaping the economy and the personality of
students to take up the challenges is crucial. Universities and Institutes, where
faculty and students constantly challenge the existing boundaries of knowledge
amidst a prevailing culture of knowledge creation, are ideally positioned to be
the powerhouse of the knowledge economy.
Further, despite having one of the largest higher education systems in the world,
only a few institutions of learning have been able to make a mark on the global
stage,i.e.: IIM, IIT, IIS, to name few only. The reason is obvious that a
faculty/human resource that is available to teach the students is par at global
level. The knowledge base, the research output, the training imparted, et al, are
the hallmark in these institutes. Needless to say, the faculty have turned and
driven this knowledge economy in these admired schools.
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
2
3. India is positioned to adopt a leadership role in the global knowledge economy
of the future. With all most more than 3500 B-Schools of all varieties across
country, along with the faculty group, a promising future for India is awaited.
But, this promising future depends on how promising are these FACULTY,
especially the young and fresh teachers, who have taken/ will take the mantle of
teaching to the most economic driven course of India-Management Education.
The future lies in these faculty, their excellence, their approach, their innovation
and ideas, their knowledge base, and the methodology with which they drive the
education, per se.
Recognising the importance of having best teachers and teaching community
drive the economy, with passion for teaching, JAIN University propose to
establishment of “School for Management Teachers” for Indian Management
Services. The school would be at the fount of making global knowledge hub
through intensive Faculty Development Training for those who dream of
teaching, especially the management education, a set benchmarks for
excellence. The first and the foremost criteria for a university/institute/college
to be termed as world class is the QUALITY and EXCELLENCE of teachers,
recognised by the society, peers and all the stake holders of the academic world.
The training of teachers in management education (educators) creates a virtuous
spiral of increased quality and excellence, thus pushing the academic institutes
to strive towards better teachers. Students choose management schools, giving
stress to quality teaching, and this is possible with quality teachers, per se.
THE SCHOOL AIM
The school shall stand for Faculty Development Training of the teachers, who
are part of Management Education in India. It shall constantly aspire to impart
all the latest training pedagogy for teachers to drive the knowledge economy.
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
3
4. The school also provides for the knowledge manpower needs of the country,
thus, train the teaching Professionals.
Target:
Fresh / Young Management Teachers [1-4 years experience]
Management Students for Employability [Final year]
Objectives:
1. Groom Young/ Fresh Management Teachers
2. Impart various teaching pedagogy
3. Train in Case Study methodology
4. Understand your potential role
5. Function as effective change agent
THE SCHOOL THEME
The school theme would be to create-develop-nurture the Faculty, with all the
possible teaching methods, pedagogy, and therefore, have a team of teachers,
who go to the society to impart knowledge of significance to India. For
illustration, such area of relevance could be: Design, Development and Delivery
of Programs, Qualities and Persona of the Teacher, Curriculum Development /
Planning, Administration in B-School, Pedagogy Approaches, and Research in
B-School, Case Study Approach, and the like. The school also aims at building
competency in teachers in the area of: Communication for Management
Teachers and Researchers; Course Writing for Management Teachers; Research
Methods; Applications for Data Analysis and the Case Method in Management
Education. There could also be a workshop especially on how to develop course
during the training.
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
4
5. Further, the school would also go for training in disciplined based courses: like
hr; Marketing; Finance; Strategy; Entrepreneurship; Economics; or and those
subjects which are part of most B-School syllabus and curriculum.
THE ADMISSION
In order to attract bright minds for teaching as their career and future, the school
would formulate policies for admissions to the program and the features
outlined below are only tentative guidelines and may be debated. However, the
procedure depends on the credibility of the admission process, while identifying
the ‘merit of individual’, and flair to be a teacher. But, the focus would be for
those who have decided teaching as their career, who want to develop their
pedagogical and management research skills, and have no idea of how to make
it BIG.
Step 1: A high level of teaching aptitude and interest, demonstrated in the
application form [for fresher’s]
Step 2: A flair for teaching and a strong urge to become a good teacher [1-3
years experience]
Step 3: Those who have NET cleared, and have passion for teaching
Step 4: All who are interested, have intension to become teachers.
The reliability and validity of final admissions to the training program would
depend on the last step of personal discussion/ interview with school experts.
ACADEMIC PROGRAMME
The school, main vision is to develop-nurture passionate teachers to teach the
Management programme, would devise the module/model addressing the issues
and strategies in developing better teachers. The list below is an indicative list
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
5
6. of how the training program would be structured. Depending on the time that is
required or that is permissible or that can be spared by participating institutes/
schools/ colleges, it will be designed for:
3 days (each month)
5 days (each month)
7 days (once in two months)
15 days (once in a semester)
30 days (during the semester break)
However, the focus would be entirely on the development of competency
development of teachers, and the ability of teachers to pose a challenge to the
students in the discovery of ideas and leading students in a voyage of
knowledge.
GOVERNANCE STRUCTURE
The Dean/ Director for the School shall be the person responsible for day today
administration and management of the school/ program. The Dean shall report
to the Chairman about the progress of the program. There will be Board of
Advisors, Experts, to advise from time to time. A Committee would be there
selecting final teachers for the program.
INFRASTRUCTURE and OFFICE
Infrastructure in the form of class room, library, photocopy machine, LCD’s,
and the like would be needed.
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
6
7. MOU’s
The school would look for MOU’s with IIM/IIT and marked institute to devise
the training modules, methodology, contents, and the like, that is essential for
IMS program. Also, there would be attempt to associate with Overseas business
schools, for content of course development, faculty inputs and talk by overseas
experts, per se.
TRAINERS and EXPERTS
Experts, Professor, Knowledge creators, including Panel of VC’s of different
universities would be drawn up for training the faculty. This would also include
experts from in-house experts. [80% in-house/ 20% outside]
FEES
There could be fees charged (?) depending on the days of program. Few
scholarships / Fellowships would be instituted. There could also be a scheme of
fees charged as 50/70/80% and the like. To make the program visible and value
add, including branding of the program, First year would be with minimum (no
fees) charged. Once the standing of the program is built, than it could be
charged based on the days of training:
1st year: Minimum (no fees)
2nd year: 5000
3rd year: 10,000
4th year: 12000, and the like.
[Rough figures]
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
7
8. CERTIFICATE
Those entire faculties who are trained in this school and who complete the
programme satisfactorily will be awarded a certificate, and will become
members of the School Alumni Association. They can also attend all other
disciplined based course, and electives designed by the school from time to
time, with scholarship/ fellowships/ reduced fees.
CONCLUSION
The knowledge revelation is possible only with the dedicated and well trained
teachers, who are passionate about teaching. With the right sprit of training, the
Schools vision of developing “IMS” motto would be fulfilled ,and India, which
is having a deficiency of nearly ONE LAKH management teaching short to
teach at various B-School, would be addressed by this School.
MM Bagali
sanbag@rediffmail.com
9880986979
Attached:
Tentative Proposal of the program for IMS-Indian Management Services
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
8
9. A Model for Teachers to be more effective:
Competency Required by a B-School Teacher
Stage Excellent communication skills
One Good listening skills
Analytical skills
Convincing power
Ability to innovate new ideas People management
Stage Patience / Emotional Intelligence
Two Operational Executor
Strategic thinking
Analytical/creative thinking (To think outside the box)
Business understanding
Stage Effective influencing skills
Three Leveraging Partnership
Clear Understanding of Ed business
Strategic thinking in line with business
Stage Business Acumen
Four Market Insight
Communication expertise
Technological Command
Stage Superior Interpersonal Skill
Five Creative and Innovative
Conceptually strong
Proactive for Internal customer
Stage Honesty
Six Empathetic
Control emotions
Anticipation, Speed & Flexibility
Stage Quality & Customer Focus (Internal/External)
Seven
Passion for Superior Performance
Stage A dynamic Change Agent
Eight
Better leadership qualities
Agile Minds
Integrity
Change Agent
Stewardship
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
9
10. Title: FDP for Teachers working in the AICTE Approved Management institutes in India
[Learning in Practice: A Commitment to Teaching]
Organizer: Jain Group of Institutions
Duration: 3 days(?)
For Whom: Faculty working in B-School, with 1-4 years of experience.
Total Participants: 30 per program
Aim of the Program
The training program is geared to ensure the Quality, Relevance, Excellence and Skills development through up-
gradation of knowledge of B-School teaching community, and to encourage research of high quality standards.
The training program enables participants to develop competency in general management education as well as in
management research and pedagogy usability.
Objectives of the Program
1. To equip with knowledge, skills, and attitudes required to manage an B-School, and develop new ideas,
approaches and methodology[affective learning]
2. To demonstrate the appropriate use of different teaching pedagogy, and acquaint with recent
developments in Teaching and Research methods [Behavioral learning]
3. To explain how to resolve problems at classroom situation and manage the classroom sessions
effectively, and develop new sets of competency and skills[Cogitative learning]
The Genesis of the Present program
The Knowledge base and the Skills Set:
The concern for most organization, Management and B-School is the challenges they face in developing the
greater confidence, initiative, solution-finding, problem solving capabilities and the Teaching-Research-
Administration skills and knowledge of its human resources. As a faculty, it is important to have the
Knowledge-Skills-Attitudes which match in developing and managing the institute or the B –School. The B-
School needs faculty at all levels to be more self-sufficient, resourceful, creative and knowledge in academic
area. The more the knowledge about different skills that B-School needs, the better it would be to manage the
school, per se.
Infact, this knowledge-skills – attitude behavior would enable the faculty to operate at higher strategic level,
which makes their organization and B-School more productive and competitive. Peoples efforts produce bigger
results and its what all the organization strives to achieve. However, while conventional skills training gives
people new techniques and method, it won’t develop their maturity, belief and/or courage, which is so essential
for the development of managerial and strategic capabilities of the B-School. But, the crucial fact lies here is the
training that has to be given to the Faculty who are working in the B-School. Thus, the need for such design,
which enables the faculty to quip with the K-A-S to work – manage- develop the B-School.
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
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11. Day One
Sl. No Time Topic Sub-Topic Objectives Methodology
1. 0830- Registration Any Additional Kit/ Forms/ Bag/
0900am Information at Files
the Reception/
registration
desk, last
To get used to the
minute place of training
handouts
2 0900 – Ice Breaker A warm up A Dyad group, each
0930am and Info time, where participants to
each to know introduce other
other, and the Team Member,
trainer with all focusing on :
1. Professional
Achievemen
t,
2. Personal
Info
3. Why
Teaching
Field
4. Significant
Achievemen
t in
Teaching
3 0930 – The 1.How the day 1. To set Air 1. Time table
0945am workshop: time will be spent for the program handout
WHY this
program, and
the 2.What would be 2. Set Targets, 2. Interactive
methodology the take home expectations,
experience and the
outcomes 3.A PPT showing
the programme for
the day
( AGENDA)
4 0945 – Overview of 1. Evolutio 1. To give jist PPT, Participants
1015am Management n of of management views and opinions
Education Manage Education over
ment
the years
Educatio
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
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12. n
2. Foundati
on of 2. To highlight
Manage the importance,
ment significance
Educatio and
n
contributions in
3. Basic
Concepts mgt, per se.
4. Manage
ment
education
over the
ages
5 1015 – Qualities and 1.Comptency 1. What makes PPT, A handout on
1100am Persona of the a Teacher and Best Teacher
Teacher 2.Skills what makes a qualities, and a Case
3. Knowledge Best Teacher of Best teacher in
making
Required by a 2. How
Teacher Network
matters, and
4.Network what network A write-up on Best
are available Management
Teacher from
Harvard Business
School London
Business School,
Sloan. Also, Profile
of Mgt Teachers like
: Samanth Ghoshal,
C K Prahalad, Dr
Uday Pareek, and
the like
1100 – TEA and
1115am Breathing space
6 1115 Curriculum 1. The Nature of 1. Setting Personal 1. PPT
– Development / MBA Curriculum Goals and that of 2. Experience
1215 Planning 2. Setting Learning course sharing
Objectives 2. Curriculum 3. Take One
noon
3. Lesson Plan framework example of
3. How to design lesson plan
Lesson Plan prepared by
participants
and a micro
discussion
on that.
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
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13. 7 1215 Mentoring and 1. How to Mentor 1. How to develop PPT, Discussion,
– Counselling 2. How to Counsel skills in students experience sharing
0100p 3. Methodology to 2. Academic skills
follow related
m
personality
3. How life- work-
academic
problems have to
be solved
8 0100 LUNCH and Network
–
0130
pm
9 0130 Administratio 1. Admissions/ 1.Academic Writing for PPT, Handouts of
– n in B-School Entrance test of Management teachers AICTE, MOM of
0200p India governing council
2. Statutory 2. Administrative skills meeting handout
m
Regulations and knowledge needed
3. AICTE status and
governance 3. University Rules and
4. Governing Council regulations
10 0200 Pedagogy 1. What are the 1. Teaching PPT, Discussion,
– Approaches various pedagogy methods adopted Presentation by
0300 to be used in different Participants
2. Class room functional areas
pm
Management of Management. (one)
2. Decide what is
best at what
point o time
0300 TEA
–
0315
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
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14. 2 0315 Research in B- 1. PhD program 1. To look at the Usage of IT and
– School and 2. Post Doctoral importance of computers,
0415 Management Programme Research in Mgt including SPSS,
3. Projects : Summer 2. How to go in for
pm area SISTat, and
and Dissertation Post doctoral
4. IT usage work, and other
5. Search engine like emerging areas
: Proquest, of research
Emerald, 3. Identifying
CMIE,Crisil,Datan Summer Projects
ectar.com, and the probable
acmdigital researchable
libraries, and the areas
like 4. The use of IT
and available
search database
13 0415 Certification 1. The parameters for 1.To understand the PPT, Discussion,
– and Ranking NBA Accreditation process of certification AICTE format
0500 2. Ranking agencies handouts
and the
pm
documentation
needed 2. To prepare the
3. The membership documents, paper
for Professional procedure for Ranking
bodies
3.AIMA details
14 0500 – Industry – 1. Placements 1.How to gear-up Experience Sharing
0545pm institute 2. MOU for Placements
Interaction 3. Centre of
Excellence
4. Corporate MDP The Model followed
Programmes 2.The network and by B-School
link to develop
between Institute
and Industry
15 0545 – First day 1. Experience of the 1.Was it Focused Discussion
0600 pm Experience day
2. Objectives met
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
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15. Sharing 3. Future course of 2.Was it Structured
action
3. Was it ROI Day Two Views and Opinions
expression
Coaching Design
in Case Study
Pedagogy
Premise:
Case Study is
considered as the
strong and
effective teaching
tool, because each
case discussed,
analyzed and
described brings all
the facets of
Management
concept, per se.
Objective:
A) The
objective is
to engage
in an
effective
analysis of
what goes
into
successful
Case
teaching,
and build
techniques
that you
can
immediatel
y apply in
the
classroom
B) To develop
the skills in
handling,
managing
and
delivery of
Case
discussion
Case Study as
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
15
16. Pedagogy
model
Sl. Time Topic Sub-topic Objectives Methodology
No
1 0900 – Case Study 1. Case Study 1. How to use 1. PPT
1100 am Approach pedagogy as an Case Study 2. A case
approach 2. Develop, of Harvard
2. Develop Case discuss, and Business
3. Case Let write a case School
4. Registering a 3. Class room discussion
Case management 3. A copy
during case of patent /
4. Does and copy write
don’ts during document
a case study in
class
5. Limitation of
Case(s)
2 1100 – Tea and Network
1115am
3 1115 – 0100pm Case Study 1. How to write and 1. Highlight the A Case Study
as Pedagogy design a Case importance and of Harvard
Study strength of Business
2. Skills in Writing Case Study as
School
Case a pedagogy
3. How to discuss, 2. Look into publication
analysis, and issues in
come to logical writing Case
conclusion Study
PPT
4. What is NOT a
case
Discussion
0100 – 0130pm Lunch
4 0130 – 0300pm SWOT 1. Identifying 1. How to PPT
SWOT in Case develop the
2. Business level facts and
strategy in case( figures
BLS) 2. How to link the Discussion
3. How to fix BLS and the
SWOT analysis outcomes
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
16
17. 3. Data Minor Exercise
collection, and of Identifying
use of Software their B-School
SWOT and
discuss
0300- 0315pm TEA
5 0315 – 0500pm Develop a 1. Write a Case, by 1.The issues and Discussion
Case provided Data problems during case
2. Develop/ write a writing
case let
3. Black Board 2.How to structure the PPT
management case
during Case
Analysis
4. How to divide Role Play for
class into group class room
management
6 0500- 0530pm Experience 1. To know the ROI 1.Flush out the Written
sharing of programme expectations and Feedback, Oral
2. To know how delivery
best it was, the
limitation, and
further
improvements 2.To set pace for the
future
end
CONCEPT NOTE ON TRAINING MANAGEMENT FACULTY AIMING AT WORLD CLASS TEACHING / Bagali / sanbag@rediffmail.com
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