The document proposes a model for accrediting management faculty in India beyond just academic qualifications. It argues faculty accreditation is important to evaluate professional excellence and quality of education delivery. The model would assess faculty on academic performance as well as intellectual contributions to establish them as certified teachers in management education.
MM Bagali ......Training and FDP/ MDP...... Faculty Teachers Training.....dr m m bagali, phd in hr
This document discusses the need for faculty accreditation in management education in India. It notes that while institutions and programs are accredited, assessing and certifying individual faculty is lacking. The paper proposes a model for accrediting management faculty across engineering colleges in India. It argues faculty accreditation would help evaluate faculty contribution and ensure quality standards beyond just academic qualifications. A process and methodology for faculty accreditation is outlined.
MM Bagali.......PhD...... Papers.... Research......Management research,.....dr m m bagali, phd in hr
Faculty accreditation in higher education is important to recognize excellence beyond degrees. The author proposes a model for accrediting management faculty across countries to establish them as certified teachers. There is currently only one organization in India that accredits management faculty. The model would emphasize faculty accreditation at a larger level with reputable councils evaluating faculty based on academic contribution, intellectual contribution, professional development and more. Faculty accreditation would benefit students, faculty, management schools and the public by ensuring accountability and quality of education.
This document discusses the need for faculty accreditation in management education in India. It notes that while institutions and programs are accredited, assessing and certifying individual faculty is lacking. The document proposes a model for accrediting management faculty across business schools in India. It would involve establishing standards and rigorous evaluation criteria for faculty qualifications, academic activities, intellectual contributions, and professional development. Faculty accreditation would help ensure quality education by certifying that faculty meet standards for conferring professional status in their field. It is important as accreditation provides public assurance of a basic level of quality and acts as an incentive for continuous improvement.
Academic grading in India is based on a percentage system, with percentages between 80-90 considered excellent at the school level and 69-79 considered excellent at the university level. Grades can be converted to US grade point equivalents, with a percentage of 70 or above considered a 4.0 GPA (A). Rankings of Indian universities are conducted domestically and globally, considering factors like research, faculty, and reputation. However, no Indian university ranks in the top 100 globally according to major rankings like ARWU. The NAAC accredits Indian universities and assesses them based on seven criteria to improve quality.
The document provides an overview of the National Assessment and Accreditation Council (NAAC) in India. It discusses NAAC's history, vision, mission and core values. The revised assessment and accreditation framework focuses on making the process more objective, transparent and data-driven. Institutions submit a self-study report which undergoes data validation and verification to obtain a pre-qualifier score before an onsite peer review. Seven criteria are used to assess institutions, including teaching-learning, research, infrastructure, and governance. Weightages are assigned across key indicators under each criterion.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGESAbhay Khandagle
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
The document discusses accreditation standards for higher education institutions. It makes three key points:
1) There are many accrediting bodies worldwide with varying standards of rigor. Ultimately, the value of accreditation depends on the standards used in the process.
2) There is a growing trend to consider international standards in accreditation to ensure global acceptance of qualifications. This is especially important in fields like medical education.
3) The Oman Academic Accreditation Authority draws on internationally-recognized standards to accredit Omani higher education institutions and provide strong benchmarks for quality. Adopting best practices and international standards will help Omani graduates compete globally.
This document outlines the objectives and content of a presentation on accreditation. The presentation will define key terms related to quality assurance and accreditation. It will describe the types of educational institutes in Egypt and characteristics of accreditation processes. The presentation will cover principles of accreditation, benefits of accreditation, and differences between program and institutional accreditation. It will also discuss the accreditation process and challenges of obtaining accreditation.
MM Bagali ......Training and FDP/ MDP...... Faculty Teachers Training.....dr m m bagali, phd in hr
This document discusses the need for faculty accreditation in management education in India. It notes that while institutions and programs are accredited, assessing and certifying individual faculty is lacking. The paper proposes a model for accrediting management faculty across engineering colleges in India. It argues faculty accreditation would help evaluate faculty contribution and ensure quality standards beyond just academic qualifications. A process and methodology for faculty accreditation is outlined.
MM Bagali.......PhD...... Papers.... Research......Management research,.....dr m m bagali, phd in hr
Faculty accreditation in higher education is important to recognize excellence beyond degrees. The author proposes a model for accrediting management faculty across countries to establish them as certified teachers. There is currently only one organization in India that accredits management faculty. The model would emphasize faculty accreditation at a larger level with reputable councils evaluating faculty based on academic contribution, intellectual contribution, professional development and more. Faculty accreditation would benefit students, faculty, management schools and the public by ensuring accountability and quality of education.
This document discusses the need for faculty accreditation in management education in India. It notes that while institutions and programs are accredited, assessing and certifying individual faculty is lacking. The document proposes a model for accrediting management faculty across business schools in India. It would involve establishing standards and rigorous evaluation criteria for faculty qualifications, academic activities, intellectual contributions, and professional development. Faculty accreditation would help ensure quality education by certifying that faculty meet standards for conferring professional status in their field. It is important as accreditation provides public assurance of a basic level of quality and acts as an incentive for continuous improvement.
Academic grading in India is based on a percentage system, with percentages between 80-90 considered excellent at the school level and 69-79 considered excellent at the university level. Grades can be converted to US grade point equivalents, with a percentage of 70 or above considered a 4.0 GPA (A). Rankings of Indian universities are conducted domestically and globally, considering factors like research, faculty, and reputation. However, no Indian university ranks in the top 100 globally according to major rankings like ARWU. The NAAC accredits Indian universities and assesses them based on seven criteria to improve quality.
The document provides an overview of the National Assessment and Accreditation Council (NAAC) in India. It discusses NAAC's history, vision, mission and core values. The revised assessment and accreditation framework focuses on making the process more objective, transparent and data-driven. Institutions submit a self-study report which undergoes data validation and verification to obtain a pre-qualifier score before an onsite peer review. Seven criteria are used to assess institutions, including teaching-learning, research, infrastructure, and governance. Weightages are assigned across key indicators under each criterion.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGESAbhay Khandagle
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
The document discusses accreditation standards for higher education institutions. It makes three key points:
1) There are many accrediting bodies worldwide with varying standards of rigor. Ultimately, the value of accreditation depends on the standards used in the process.
2) There is a growing trend to consider international standards in accreditation to ensure global acceptance of qualifications. This is especially important in fields like medical education.
3) The Oman Academic Accreditation Authority draws on internationally-recognized standards to accredit Omani higher education institutions and provide strong benchmarks for quality. Adopting best practices and international standards will help Omani graduates compete globally.
This document outlines the objectives and content of a presentation on accreditation. The presentation will define key terms related to quality assurance and accreditation. It will describe the types of educational institutes in Egypt and characteristics of accreditation processes. The presentation will cover principles of accreditation, benefits of accreditation, and differences between program and institutional accreditation. It will also discuss the accreditation process and challenges of obtaining accreditation.
The document discusses the 7 criteria used by the National Assessment and Accreditation Council (NAAC) to assess higher education institutions in India. The 7 criteria are: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Each criterion contains several key components that are evaluated such as curriculum design, teaching quality, research publications, physical facilities, student support services, governance structures, and innovative practices. The accreditation process involves an institution conducting a self-study based on these criteria and
A Study of Student Satisfaction with College Education at Colleges in and Aro...iosrjce
This research study aims at highlighting areas that institutions of higher education need to focus on
based on student’s perspective for colleges in and around Udaipur, Rajasthan. It gets educational quality inputs
at the point of contact with students. This study is a descriptive research using a positivistic approach of
collecting (primary) data using the survey method with convenience sampling. College level students at the
under graduate and post graduate level were surveyed for this research. A structured questionnaireusing five
point scale was developed and data collected was statistically analyzed for a level of significance (α) of 5%
using a five point Likert scale. A total of 72 student responses from three institutions of higher education were
received. The study identified sixteen parameters/features important to students studying in colleges. On as
many as eight of the sixteen parameters, majority of students are not satisfied with college education. These
include: (a) Facilities for medical emergencies; (b) Industry exposure; (c) Placement support; (d) All round
development; (e) Opportunities for co-curricular activities; and (f) Facilities for sports. Besides these areas, the
following areas also require attention on priority: (a) Overall experience of students; and (b) Practical
knowledge of subjects taught. These represent the challenges that must be addressed by institutions of higher
education to enhance student perception of education quality
This document provides information about NAAC accreditation for IEC University in Baddi, Himachal Pradesh. It discusses the benefits of NAAC accreditation, including helping institutions identify strengths and weaknesses to improve quality. It outlines NAAC's criteria for assessment, which includes 7 criteria divided into key indicators. The criteria cover areas like curriculum, teaching-learning practices, research, infrastructure, student support, governance, and best practices. The document emphasizes that NAAC accreditation is a process of quality assurance that can help institutions achieve excellence and improve outcomes for students.
The document discusses the National Assessment and Accreditation Council (NAAC) of India. It provides the following key points:
- NAAC was established in 1994 by the University Grants Commission to assess and accredit institutions of higher education in India.
- NAAC accreditation ensures quality standards in higher education by assessing institutions based on criteria like curricular aspects, teaching-learning and evaluation, research and infrastructure.
- The assessment results in an overall grade for the institution on a scale of A++ to C. Key indicators include curricular planning, teacher quality, research publications, facilities, student support and governance.
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools is implemented aiming to assess current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; Recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifing the limitations in Human resource management of vocational schools. Based from all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province still limited. Human resources in sufficient quantity, but the structure is not reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluation of all the programs must be implemented.
This document discusses quality assurance, enhancement, and performance management systems at USBI University. It defines key terms like quality assurance, quality enhancement, academic standards, and academic quality. It outlines USBI's goals of achieving international standards and developing quality assurance systems to ensure excellence and build reputation. It also describes USBI's quality assurance approach, including inputs, processes, and outputs. It discusses accreditation requirements from bodies like BAN-PT in Indonesia and SACS internationally. Finally, it provides criteria for internal and external quality assurance.
This document summarizes a quality assurance plan conducted for the College of Commerce and Business Administration (CCBA) at Dhofar University. The plan evaluates three areas - personnel, curriculum, and environment. For each area, interviews with CCBA students were used to collect data on aspects like instructor qualifications and availability, curriculum objectives and content, and physical facilities and resources. The plan found that CCBA performs well in most areas, but recommendations were made to improve the evaluation process by conducting observations and distributing questionnaires to gather more objective data.
Presentation at State level FDP at Government Arts College, Kangayam, Tamil Nadu by Dr.M.Madhavan, Coordinator, IQAC, Arignar Anna Government Arts College, Namakkal
Opportunities and Challenges Inherent In Technical and Vocational Schools; Co...inventionjournals
Present study is to evaluate quality and quantity of technical and vocational courses to study the present status and improve activities regarding centers' manager and employers' thoughts in Alborz province. Considering the fact that centers' manager at commence and employers at the end deal with probationers; their needs analysis and adaptation of training policies with their need is one of the important aspect of evaluation and their comments regarding students' knowledge level, acquired skill and capability in assigned tasks is important. This research has evaluated the quality and quantity of technical and vocational courses in Alborz province and girl students and graduated students success in these courses as an unofficial training system. Method of this research is qualitative and quantitative (mixed) and population for this study is technical and vocational training centers' manager and employers. Instrument of study includes a questionnaire that it is provided with Servqual model by researcher. In order to analyze the data, descriptive and inferential statistics, coding and SPSS software were used. Findings showed that the mean of physical services, validity, accountability, reassurance and empathy in girl technical and vocational training centers are in optimal level in centers' manager thought and whereas employers' thought different
The document discusses the National Assessment and Accreditation Council (NAAC) process for assessing and accrediting higher education institutions in India. It provides details on the revised assessment framework, including the three levels of accreditation (Institutional Information for Quality Assessment, Self Study Report, and Onsite Assessment), key assessment criteria and metrics, and the process for applying for accreditation and re-accreditation. It also outlines some best practices for higher education institutions to improve quality.
The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
The document provides guidelines for the Provisional Accreditation for Colleges (PAC) process of the National Assessment and Accreditation Council (NAAC) in India. It outlines the objectives of PAC as widening accreditation, accommodating colleges not eligible for regular accreditation, providing feedback on improvements needed, and identifying and supporting colleges preparing for regular accreditation. It details eligibility conditions such as having completed one academic year and a maximum of two consecutive PACs. It also describes the application process, peer review procedures, outcome measures, and validity of PAC for two years to encourage colleges to pursue full accreditation.
The document discusses the criteria used by the NAAC to assess higher education institutions in India. It outlines seven criteria: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Under each criterion are key aspects that reflect the processes and values of the institution being assessed. The criteria provide a framework for evaluating quality across institutions nationally and promoting transformational change.
A case study of an affiliated undergraduate engineering institution showing f...Premier Publishers
- The document presents a case study examining faculty perspectives on factors affecting education quality at an affiliated undergraduate engineering institution in Haryana, India.
- A questionnaire was administered to 110 faculty members with different qualifications to understand their views on parameters like selection process, academic excellence, infrastructure, personality development, and administration.
- Statistical analysis found no significant differences in faculty views based on their qualification level for any of the parameters studied. Specifically, ANOVA tests showed p-values above 0.05, indicating faculty qualification did not impact their assessment of factors influencing education quality.
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.
The document discusses quality assurance and institutional accreditation by the National Assessment and Accreditation Council (NAAC) in India and the role of Internal Quality Assurance Cells (IQACs). It outlines the seven criteria used by NAAC to evaluate institutions, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovations. It also describes the composition, aims, and functions of IQACs, which are meant to help institutions develop and maintain quality.
The document discusses the seven criteria used by the National Assessment and Accreditation Council (NAAC) to assess and accredit higher education institutions in India. It describes each criterion in detail: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. It outlines the key components considered under each criterion to ensure educational quality. The accreditation process involves an institution submitting a Self-Study Report and undergoing an on-site peer evaluation visit conducted by NAAC.
The document discusses the 7 criteria used by the National Assessment and Accreditation Council (NAAC) to assess higher education institutions in India. The 7 criteria are: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Each criterion contains several key components that are evaluated such as curriculum design, teaching quality, research publications, physical facilities, student support services, governance structures, and innovative practices. The accreditation process involves an institution conducting a self-study based on these criteria and
A Study of Student Satisfaction with College Education at Colleges in and Aro...iosrjce
This research study aims at highlighting areas that institutions of higher education need to focus on
based on student’s perspective for colleges in and around Udaipur, Rajasthan. It gets educational quality inputs
at the point of contact with students. This study is a descriptive research using a positivistic approach of
collecting (primary) data using the survey method with convenience sampling. College level students at the
under graduate and post graduate level were surveyed for this research. A structured questionnaireusing five
point scale was developed and data collected was statistically analyzed for a level of significance (α) of 5%
using a five point Likert scale. A total of 72 student responses from three institutions of higher education were
received. The study identified sixteen parameters/features important to students studying in colleges. On as
many as eight of the sixteen parameters, majority of students are not satisfied with college education. These
include: (a) Facilities for medical emergencies; (b) Industry exposure; (c) Placement support; (d) All round
development; (e) Opportunities for co-curricular activities; and (f) Facilities for sports. Besides these areas, the
following areas also require attention on priority: (a) Overall experience of students; and (b) Practical
knowledge of subjects taught. These represent the challenges that must be addressed by institutions of higher
education to enhance student perception of education quality
This document provides information about NAAC accreditation for IEC University in Baddi, Himachal Pradesh. It discusses the benefits of NAAC accreditation, including helping institutions identify strengths and weaknesses to improve quality. It outlines NAAC's criteria for assessment, which includes 7 criteria divided into key indicators. The criteria cover areas like curriculum, teaching-learning practices, research, infrastructure, student support, governance, and best practices. The document emphasizes that NAAC accreditation is a process of quality assurance that can help institutions achieve excellence and improve outcomes for students.
The document discusses the National Assessment and Accreditation Council (NAAC) of India. It provides the following key points:
- NAAC was established in 1994 by the University Grants Commission to assess and accredit institutions of higher education in India.
- NAAC accreditation ensures quality standards in higher education by assessing institutions based on criteria like curricular aspects, teaching-learning and evaluation, research and infrastructure.
- The assessment results in an overall grade for the institution on a scale of A++ to C. Key indicators include curricular planning, teacher quality, research publications, facilities, student support and governance.
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools is implemented aiming to assess current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; Recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifing the limitations in Human resource management of vocational schools. Based from all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province still limited. Human resources in sufficient quantity, but the structure is not reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluation of all the programs must be implemented.
This document discusses quality assurance, enhancement, and performance management systems at USBI University. It defines key terms like quality assurance, quality enhancement, academic standards, and academic quality. It outlines USBI's goals of achieving international standards and developing quality assurance systems to ensure excellence and build reputation. It also describes USBI's quality assurance approach, including inputs, processes, and outputs. It discusses accreditation requirements from bodies like BAN-PT in Indonesia and SACS internationally. Finally, it provides criteria for internal and external quality assurance.
This document summarizes a quality assurance plan conducted for the College of Commerce and Business Administration (CCBA) at Dhofar University. The plan evaluates three areas - personnel, curriculum, and environment. For each area, interviews with CCBA students were used to collect data on aspects like instructor qualifications and availability, curriculum objectives and content, and physical facilities and resources. The plan found that CCBA performs well in most areas, but recommendations were made to improve the evaluation process by conducting observations and distributing questionnaires to gather more objective data.
Presentation at State level FDP at Government Arts College, Kangayam, Tamil Nadu by Dr.M.Madhavan, Coordinator, IQAC, Arignar Anna Government Arts College, Namakkal
Opportunities and Challenges Inherent In Technical and Vocational Schools; Co...inventionjournals
Present study is to evaluate quality and quantity of technical and vocational courses to study the present status and improve activities regarding centers' manager and employers' thoughts in Alborz province. Considering the fact that centers' manager at commence and employers at the end deal with probationers; their needs analysis and adaptation of training policies with their need is one of the important aspect of evaluation and their comments regarding students' knowledge level, acquired skill and capability in assigned tasks is important. This research has evaluated the quality and quantity of technical and vocational courses in Alborz province and girl students and graduated students success in these courses as an unofficial training system. Method of this research is qualitative and quantitative (mixed) and population for this study is technical and vocational training centers' manager and employers. Instrument of study includes a questionnaire that it is provided with Servqual model by researcher. In order to analyze the data, descriptive and inferential statistics, coding and SPSS software were used. Findings showed that the mean of physical services, validity, accountability, reassurance and empathy in girl technical and vocational training centers are in optimal level in centers' manager thought and whereas employers' thought different
The document discusses the National Assessment and Accreditation Council (NAAC) process for assessing and accrediting higher education institutions in India. It provides details on the revised assessment framework, including the three levels of accreditation (Institutional Information for Quality Assessment, Self Study Report, and Onsite Assessment), key assessment criteria and metrics, and the process for applying for accreditation and re-accreditation. It also outlines some best practices for higher education institutions to improve quality.
The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
The document provides guidelines for the Provisional Accreditation for Colleges (PAC) process of the National Assessment and Accreditation Council (NAAC) in India. It outlines the objectives of PAC as widening accreditation, accommodating colleges not eligible for regular accreditation, providing feedback on improvements needed, and identifying and supporting colleges preparing for regular accreditation. It details eligibility conditions such as having completed one academic year and a maximum of two consecutive PACs. It also describes the application process, peer review procedures, outcome measures, and validity of PAC for two years to encourage colleges to pursue full accreditation.
The document discusses the criteria used by the NAAC to assess higher education institutions in India. It outlines seven criteria: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Under each criterion are key aspects that reflect the processes and values of the institution being assessed. The criteria provide a framework for evaluating quality across institutions nationally and promoting transformational change.
A case study of an affiliated undergraduate engineering institution showing f...Premier Publishers
- The document presents a case study examining faculty perspectives on factors affecting education quality at an affiliated undergraduate engineering institution in Haryana, India.
- A questionnaire was administered to 110 faculty members with different qualifications to understand their views on parameters like selection process, academic excellence, infrastructure, personality development, and administration.
- Statistical analysis found no significant differences in faculty views based on their qualification level for any of the parameters studied. Specifically, ANOVA tests showed p-values above 0.05, indicating faculty qualification did not impact their assessment of factors influencing education quality.
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.
The document discusses quality assurance and institutional accreditation by the National Assessment and Accreditation Council (NAAC) in India and the role of Internal Quality Assurance Cells (IQACs). It outlines the seven criteria used by NAAC to evaluate institutions, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovations. It also describes the composition, aims, and functions of IQACs, which are meant to help institutions develop and maintain quality.
The document discusses the seven criteria used by the National Assessment and Accreditation Council (NAAC) to assess and accredit higher education institutions in India. It describes each criterion in detail: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. It outlines the key components considered under each criterion to ensure educational quality. The accreditation process involves an institution submitting a Self-Study Report and undergoing an on-site peer evaluation visit conducted by NAAC.
This document provides a guide for benchmarking formal academic professional development opportunities. It outlines a process for benchmarking programs/courses/modules either internally or with partner institutions. The guide includes a benchmarking template in the appendix with details about contextual information and ten benchmarks organized under categories of institutional strategic intent, program outcomes, content/teaching approaches, assessment/feedback, and evaluation. The benchmarks were developed by an OLT extension project team to help institutions review and improve their academic professional development offerings.
Benchmarking is used both academically and for management purposes in educational institutions. Academic benchmarking involves establishing standards for student learning and assessing student performance against those standards. Management benchmarking allows institutions to compare their performance to others in areas like training methods and teaching strategies. Accreditation bodies also use benchmarking to establish standards for educational quality and monitor member institutions. The document discusses several accreditation organizations in the Philippines and their multi-phase accreditation process.
The term Assessment and Verification is an integral part of the student
achievement and considered as a fundamental function of higher education.
Assessment and verification confirm and assures the academic integrity and
standard which has a vital impact on student behaviour, colleagues’
involvements, the university reputation and finally the student’s future lives.
The research aimed to explore various academic and industry-based
literatures to analyse the importance of assessment and verification and to
identify areas to ensure reliability in assessment by testing skills and
knowledge. The research used experimental research methods (primarily
reflection) using literary forms to analyse the theory with the reinforcement
of the practice from the university experiences. It also has collected data
using semi-structured interview from mutually agreed department colleagues
from five different higher educational institutes consists of three universities
and two alternative providers based in London, United Kingdom. The result
showed that assessment in higher educational institutes have not kept pace
with the changes and no longer justify the outcomes we expect from a
university education in relation to wide-ranging knowledge, skills, and
employability. The research findings enable the educators to help create and
implement an inclusive teaching and learning environment to improve the
learner’s expectation and academic performance.
Quality standards and enhancement in zimbabwean universities; the role of lec...Daisy Ifeoma
This paper discusses the roles of lecturers in improving quality of university education in Zimbabwe. The paper contends that continuous and holistic improvement in university education system requires the collaborative efforts of various stakeholders both internal and external with focus on the role of lecturers.
To Study the Role of Quality Management System to Improve Effectiveness of Qu...lalikjan
Quality Management System (QMS) is a permanent feature of all renowned universities of the world. Earlier it was perceived that Quality Management is only an area which may be applied in manufacturing and other Engineering sectors of life. However, now this trend has been changed and quality assurance agencies of the world are giving due emphasis to apply QMS in education industry. This cultural change ultimately improves the quality of education and services as well. Higher Education of Pakistan has taken revolutionary steps in this regard and now Quality Assurance program is running in good number of universities of Public and private sectors. As per Higher Education Commission compulsions, all public and private universities of Pakistan are required to establish their Quality Enhancement Cells (QECs). There are multiple challenges, hindrances and reluctant behaviors in the way of QMS. The first and important hurdle is the cultural change and i.e quality culture. Furthermore, the implementation of quality culture may measure and evaluate educational performance of the process, and may be used for the evaluation of strengths and weaknesses. This programme may contribute for credibility and standardization of academic programmes. Different world wide recognized quality parameters like ISO 9001-2008, International Workshop Agreement-2 (IWA-2) certification may be accredited to different university programmes. This will increase the level of motivation, credibility and recognition both for students and the teachers. A thorough study has been conducted in university of Karachi (International Relations Department) Pakistan and existing trends, facts and quality culture parameters are evaluated in this paper.
This document summarizes a journal article about improving assessment and creating a culture of assessment in higher education. It discusses how accrediting agencies have required assessment for over 20 years but a culture of assessment has not fully developed on most campuses. The article describes how one business school used a change management approach based on Kotter's 8 steps to create buy-in for assessment among faculty. This included establishing urgency, forming an assessment committee, developing a shared vision of ideal graduate outcomes, and communicating the vision to gain faculty support for the process.
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...IJAEMSJORNAL
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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
Ijte 2011
1. 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
2. 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.
Working Paper of Department of Management Studies / NHCE / 2011
2
3. 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
Working Paper of Department of Management Studies / NHCE / 2011
3
4. 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
Working Paper of Department of Management Studies / NHCE / 2011
4
5. 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.
Working Paper of Department of Management Studies / NHCE / 2011
5
6. 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,
Working Paper of Department of Management Studies / NHCE / 2011
6
7. 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
Working Paper of Department of Management Studies / NHCE / 2011
7
8. 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.
Working Paper of Department of Management Studies / NHCE / 2011
8
9. Model for Faculty Accreditation:
The standing of individual academic credentials is evaluated through NET/SET, PhD, publications,
et al. to determine eligibility for lectureship and for award of Junior Research Fellowship (JRF) 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
Working Paper of Department of Management Studies / NHCE / 2011
9
10. professional journals, editorial review board member, associate editor, and the like.
c. A record of superior accomplishment in the scholarship of
KNOWLEDGE INTEGRATION should contain clear and compelling evidence
related to: (i) curricular development, which includes the nominee’s discipline in
larger interdisciplinary and cross-disciplinary contexts; and (ii) meaningful
connections between a nominee’s discovery and teaching. This may include
collaborative work by nominee for consultancy, corporate networking and
international visiting assignments, post doctoral contribution, advisory board on
international journals and other such assignments.
d. A record of superior accomplishment in the scholarship of SERVICE
should contain clear and compelling evidence related to: the application of
knowledge and expertise in the broader contexts of (i) institution building; (ii)
community/society; and (iii) professional service. This may include administration
responsibility and positions held, member of any functional committee of the
institute, academic excellence areas like fellowships, associateships,
awards/scholarships, certifications, membership to professional bodies,
International conferences held, support in instituting a ‘Chair’, et al.
The Model: A Proposed 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.
Working Paper of Department of Management Studies / NHCE / 2011
10
11. The Assessment Criteria scale and sub parameters could be designed as specified below:
Table No.1: Professional Accreditation Teacher (PAT) Model
Sl Areas Sub Area/Measures Minimum Marks
No. Score obtained
Requirement/
Against
Maximum
Marks
1 Academic 1.1. Teaching Best 75/150
Development Practices adopted/ New
300 points delivery mode
1.2. Course 20/40
Development - Off-On-
line /Introduction/shaping
curriculum
25/50
1.3. Case development
15/30
1.4.Monographs / Text
books
15/30
1.5. Executive Education
2 Administration and 2.1. Responsibility held 7.5/15
positions
50 points 2.2. Position held 5/10
2.3. Committees / 5/10
Councils
2.4.Board Member 5/10
Working Paper of Department of Management Studies / NHCE / 2011
11
12. 2.5. Support in 2.5/5
Instituting Chair of
Excellence / Establishing
Centre of Excellence
3 Intellectual 3.1. Research 25/50
Contribution Publication
200 points
3.2. Projects 20/40
3.3. PhD guidance 15/30
3.4. PhD Awarded 12.5/25
3.5.Advisory Board on 7.5/15
Journals, including
Editor / Reviewer of
papers
3.6. Patents and 15/30
copyrights
3.7. Working papers 5/10
4 MOU/Collaboration, 4.1. Consultancy 15/30
and Consultancy
4.2. Corporate network 5/10
100 points
4.3. Training held for 10/20
academics
4.4. Training held for 10/20
corporate
4.5. Industry based 10/20
projects
5 International 5.1.Visiting Assignments 15/30
Assignment and
Working Paper of Department of Management Studies / NHCE / 2011
12
13. Network 5.2. Collaboration 10/20
150 points Partnership
5.3. Post-Doctoral work 20/40
5.4. Fellowship 10/20
5.5. Scholarship 05/10
5.6. Conference and 15/30
Workshops organized
6 Social 6.1.Association with 10/20
Responsibility NGO’s or Red Cross or
towards Nation CRY
100 points
6.2. Social impact 10/20
projects
6.3. Work at School level 10/20
6.4. Economic 10/20
Development Activity or
rural development work
6.5. Teach India 10/20
Program
7 Supporting 7.1.Associateship 5/10
Academic
Excellence areas / 7.2. National/ State 20/40
Off campus activity Awards/
100 points Fellowship/Scholarship
7.3. Certifications and 15/30
competency
enhancement courses
Working Paper of Department of Management Studies / NHCE / 2011
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14. 7.4. Membership and 05/10
positions to
Professionals Bodies
7.5. Cultural/ Sports 05/10
promotion
8 Any Other Contributions towards 00/10
Contributions to Innovation@work;newe
mention r ideas and systems; No minimum
10 points creating great place to points
work; interests and required
hobbies, etc
Could also be the scores
of TOFEL,GMAT, GRE
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
Working Paper of Department of Management Studies / NHCE / 2011
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15. undertaken. Criteria could be in terms of number of proposals sent/in progress/in process/results awaited
with range of the grants.
3.7. Working papers could be written and communicate/published at Economic and Political Weekly;
IIM; IIT, r peer reviewed journals.
5.4/5.5. Any grant from UGC, AICTE, ICSSR, ISTE, ISTD, EDI, will be the parameter. Fellowship,
Assistantship and financial support for Books Review, case writing, summer school, etc will also be
considered. Chapters in the book and news paper writing would be added features.
5.6. Focusing on how you are educating your students about global happenings, your contribution to
seminar, conference, workshop, et.al. It could also be in the form of Industry-Institute interface and
network and evidence of corporate coming to B-School. Also includes sharing the serious round table,
panel discussion.
6.2. The area could be Green promotion, Environment protection, Social impact activity, field action
project, and the like. address the problems of national development, particularly issues concerning self-
reliance, economic growth, employment and social and national integration; inculcate social, moral and
spiritual values in the people
6.4. It could be in the form of Fund Raising activity
7.1. It could be from IIAS-Shimla, or any other council for Higher Education.
7.2. It could be from UGC/AICTE/AIMS, AMDISA, ILO, and ICSSR, AIMA, Fulbright’s,
Commonwealth or awards and support from any other organization/Institute.
7.4. The Professional bodies in the field of management or related to management. Few examples could
be: MTHR, NHRD, NIPM, CII, ISTE, SMFI-Strategic Management forum of India, BMA, Retail
association of India, IT forum QC forum of India, AIMA, and it could also be Executive committee
membership and other official positions in academic/govt /NGO, et al.
Note: A year or two teaching feedback from student’s scores may be enclosed. Two 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
Working Paper of Department of Management Studies / NHCE / 2011
15
16. 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 VTU - Regional Office VTU - Regional Office VTU - Regional Office
Bangalore Belgaum Mysore Gulbarga
Selection Committee/ Selection Committee/ Selection Committee/ Selection Committee/
Team Team Team Team
Representatives Representatives Representatives Representatives
VTU VTU VTU VTU
AIU AIU AIU AIU
AICTE- Council of AICTE- Council of AICTE- Council of AICTE- Council of
Management Education Management Education Management Education Management Education
UGC UGC UGC UGC
NIAS NIAS NIAS NIAS
Knowledge Knowledge Knowledge Knowledge Commission
Commission Commission Commission Experts from
Experts from Experts from Experts from IIM/IIT/etc
IIM/IIT/etc IIM/IIT/etc IIM/IIT/etc International Faculty
International Faculty International Faculty International Faculty Industry Body
Industry Body Industry Body Industry Body Research Institutes
Research Institutes Research Institutes Research Institutes Institute of National
Institute of National Institute of National Institute of National Importance
Importance Importance Importance Central Advisory Board of
Central Advisory Board of Central Advisory Board of Central Advisory Board of Education
Education Education Education National Council for
National Council for National Council for National Council for Technical Education
Technical Education Technical Education Technical Education Consultants
Consultants Consultants Consultants
Working Paper of Department of Management Studies / NHCE / 2011
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17. 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.
Working Paper of Department of Management Studies / NHCE / 2011
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18. 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
Working Paper of Department of Management Studies / NHCE / 2011
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19. 6) Eligible for overseas travel grants, if any
7) Eligible to be part of member, LIC Committee of university, any other ad-hoc committee
8) Corporate may call Accreditation teachers for offerings of MDP, Consultancy, and design of
training tools and 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
Working Paper of Department of Management Studies / NHCE / 2011
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20. 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.
Working Paper of Department of Management Studies / NHCE / 2011
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21. 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
Working Paper of Department of Management Studies / NHCE / 2011
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22. 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
Working Paper of Department of Management Studies / NHCE / 2011
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23. STEP WISE FLOWCHART FOR THE AWARD OF ‘PAT’
Final Step
RESULTS: PAT
Step: 5
Presentation & Interview on the
allocated dates
Peer reviewed applications with 501 Step: 4
and above marks are called for final
selection stage
Step: 3
Peer review of all the
received applications and
allocate them marks
Acknowledgement by Step: 2
Organizer
Step: 1
Receipt of Entries
Step: 0
Advertisement/
Announcement: inviting
Working Paper of applications for PAT
Department of Management Studies / NHCE / 2011
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24. Note: The Award Ceremony / Giving the final certification would follow with a Conference/ Meet/
Round Table/ Debate / Panel of Discussion by Experts in Management Education
BROAD DISCIPLINE FOR ACCREDTATION
[The list is not all included]
Human Managerial Probability Strategic
Resources Economics/ and Statistics Management
Macroeconomic
s
Marketing Business, Internet Business
Government Technologies Policy
and Society for Business
Finance Managerial Entreprenurshi Labour
Communication p Legislatio
n
Qualitative Operations Legal Aspects General
Techniques Management of Business Management
Organizationa Software Business Public
l Behavior Enterprise Taxation System
Management
Production PMIR Information Family
and Systems for Business
Operations Business/MIS Dynamics
Management
Hospital Agriculture Business And many
Management Business and Research more
Methods too……………
Management
Working Paper of Department of Management Studies / NHCE / 2011
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25. Working Paper of Department of Management Studies / NHCE / 2011
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