Final Book Iqac 2015

EXPLORING INNOVATIVE TOOLS &
TECHNIQUES FOR QUALITY

ENHANCEMENT IN HIGHER EDUCATION:
LEARNER FRIENDLY APPROACH
(A Proceeding of IQAC - National Conference Held on
12th September, 2015 in Lala Lajpatrai College of
Commerce & Economics, Mumbai 34)
Editors
Dr. Neelam Arora
Dr. Jayadev H. Kadli
Ms.Munmy Chetry Baruah
Ms.Kranti Ukey
Dr. Divya Nigam
MARK
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Research Cell
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[http://llcrc.weebly.com]
Advisory Board
Dr. Sunil R. Gupta
Trustee -Lala Lajpatrai College of Commerce &
Economics, Mumbai.
Dr.NeelamArora
Principal -Lala Lajpatrai College of Commerce &
Economics, Mumbai.
Dr. Satish T. Kanamadi
Librarian In-Charge - Tata Institute of Social Sciences,
Mumbai.
Dr. Mallikarjun Angadi
Deputy Librarian -Tata Institute of Social Sciences,
Mumbai.
Dr.VeereshB.Hanchinal
Deputy Librarian - Tata Institute of Social Sciences,
Tuljapur.
Librarian -Lala Lajpatrai College of Commerce &
Economics, Mumbai.
Dr.JayadevH.Kadli
Dr.NeelamArora
Coordinator -Research Cell

Lala Lajpatrai College of
Commerce & Economics
lalaresearchcell@gmail.com
+91-22-2354 8240/41
Principal
Lala Lajpatrai College of
principal.llc@gmail.com
+91-22-2354 8240/41
PREFACE
Quality enhancement in higher education is a continuous
process. There is an urgent need to adopt and use innovative tools
and techniques which are learner friendly to make the teaching
learning process more interesting and fruitful. Quality is never an
accident. Quality can be improved only when all stake holders
including the teachers, students and institutes make a determined
effort to improve quality. Use of interactive learning is the need of
the hour. It is important to use modern equipment's like computers,
projectors and multimedia methods to make teaching learning more
viable. Use of internet, virtual classrooms, e-learning, online learning
will further help to uplift the quality in higher education. There is
scope for continuous improvement as there is always room for more
improvement. Concept of better than the best must be adopted to
make room for more improvement.
The volume of the proceeding of the National Conference on
'Exploring Innovative Tools and Techniques for Quality
Enhancement in Higher Education: Learner Friendly Approach'
held at Lala Lajpatrai College on 12th September 2015 includes the
Key note address, foreword and the papers presented by the
participants in the conference. The proceeding is enriched by the
contribution of all research scholars who have given diverse views
and suggestions on quality enhancement. The publication will be
useful reference for teachers and students.
Dr. Neelam Arora
FOREWORD
I am pleased to release this proceeding where we wish to express
our views that in this era of Globalisation, Innovation in every aspect
of life has become imperative. The phenomenal shift in the mode
and delivery of education today has driven us towards Outcome
Based Education where the pedagogy is more demonstrative.
It is very important to sustain and enhance Quality in Higher
education. Quality is a very abstract terminology having various
dimensions. We at our conference thus had a theme and sub themes
on parameters which includes newer techniques in class room
teaching to demonstrate actual learning outcome, giving
opportunity to young enthusiastic students a platform for overall
personality development through responsibilities undertaken
through various curricular and extra-curricular activities, analysis
and assessment by introspection and SWOT analysis to give a clear
direction to move ahead in this competitive world.
This conference also encompassed a separate section for
academic leaders and management representatives without whom
progress is not possible. Research today is considered the most
important pillar in channelizing our interest either by publishing
papers in journals of repute or by owning patents and protecting
our innovations.
I'm sure this sub theme will convey message and awareness to
own and protect our own ideas and ways and means to reach it to
Industry.
Presentation is yet another important aspect to prove our
performance. A soft skill plays a pivotal role in shaping one's career.
I am sure that the various sub themes included in this conference
will enhance each one of us to explore Innovative Tools & Techniques
for Quality Enhancement in Higher education and also ensure that
all these would work if----it's going to be a more friendly
approach!!!!!!
Meena Chintamaneni
ACKNOWLEDGEMENT
This book is the result of collective journey that started with
conference on September 12, 2015. The conference was convened
with the support of college management, teachers and non teaching
staff to explore Innovative Tools & Techniques for Quality
Enhancement in Higher Education which is Learner Friendly in
higher education. How quality systems in higher education can
contribute to transformations towards sustainable development.
The conference received enthusiastic support from teachers,
researchers around the country.
The papers presented and contributed in the conference have
been published with the institutional support of Lala Lajpatrai
College of Commerce & Economics, and the motivation came from
the leaders of the college namely Chairman Dr. Kamal Gupta and
the trustee Dr. Sunil Gupta. Converting the research papers to
produce a book as proceeding was a big task which could not have
been accomplished without the leadership of our Principal Dr.
Neelam Arora and proactive support of the editorial team.
This gigantic task would not have been achieved without the
support of energetic and dedicated faculty members of Lala Lajpatrai
College who worked to accomplish the task assigned to them.
Students have also shown keen interest in the IQAC national
conference. The book is outcome of great efforts and team work.
The greatest strength of our college is the cohesive and
interconnected approach whenever it comes to taking up any task.
We thank vice-principals of the College for their motivation and
innovative ideas.
We wish to acknowledge the support of library team, office
staff and account section for their support.
We would like to thank the Mark Publisher, Jaipur for the good
looking printing & publication.
It deserves to mention here the valuable support of all committee

members of the National Conference and we thank them for their
contribution.
Ms. Renuka Mehra
IQAC Conference Secretary

Seminar & Conference Convener
CONTENTS
Preface
iv
Foreword
Acknowledgement
v
vi
Contributors
1.
Role of Cloud ERP in performance improvement for

students
Mr. Ahtesham Shaikh
Application of New Techniques for Quality Improvement

in Classrooms
Ms. Akshaya Bagwe
A Study on The Role of Competent Administration in

Enhancing Quality in Higher Education" With Special
Focus on Leadership
Dr. Arun S Poojari
16
Improvisation Tools in Higher Education to Make it More

Learner Friendly
Dr.Divya Nigam
26
5.
Developing Soft Skills in Learners Dr. JyotiMaliwar
33
6.
Changing needs of Distance Education in India with

respect to the increasing ICT enabled Education in Modern
Times
Ms. Kranti Ukey, Mr. Kapildeo Indurkar
41
7.
Application of New Techniques for Quality Improvement

in Classrooms
Ms. Manisha A. Mahatale
48
8.
A Study of Quality Enhancement in higher education

through Student Participation
Ms Manisha D. Bhingardive
52
2.
3.
4.
9.
xi
Teachers Expectations, Participation and Responsibilities

In Curricular and co-curricular activities"
Dr. Y.Y. Maralihalli, Mr. H.B. Kenchalli
59
10. The Role of Co- Curricular and Extension Activities in

Over All Development and Quality Enhancement of The
Students in Higher Education
Dr. Minum Saksena
65
11. The Use of Information Technology among College

Students to Enhance Learning in Commerce Colleges - A
Case Study of Lala Lajpatrai College
Dr. Neelam Arora
74
12. Use of Innovative Teaching Techniques In Higher

Education Develops Employability And Entrepreneurial
Skills-An Overview
Ms. Nidhi Singh
81
13. A study on quality enhancement in higher education with

the help of SWOT Analysis
Ms. Priti Parikh
94
14. Application of new techniques for quality improvement

in classrooms
Dr. Purnima Sharma 104
15. Application of Multimedia Technique for Quality
Improvement in Classrooms
Mr. Raghavendra A G 108
16. Quality Enhacement in Higher Education in India
Mr. Raj. A. Soshte 115
17. A Study On The Need And Applicability Of Total Quality
Management Principles In Higher Education
Dr. Rajesh Mankani 125
18. Facilitating Effective Student Learning through Teacher
Research and Innovation
Dr. Rani Tyagi 137
19. Distance Education Challenges To Formal Education
Mr. Ravindra S. Netawate 145
20. E-Learning as an Innovative Technique in Higher
Education
Dr. Sabita Padhi 152
21. Fostering Quality Teaching in Education
Ms. Sajida Shaikh 157
22. A Viable Teaching Method in Legal Education: Case Study 165
Dr. Sandhya P. Kalamdhad
23. The Rise Of Creative Class
Mr. Santosh Yadav 172
24. Digital College for Digital India

Dr. Shaikh Mehmood Hasan 179
25. Need of Quality Based Higher Education System in India
Ms. Sheela S. Hosamani 183
26. Quality Enhancement in Affiliated Colleges: The College

Principal as an Academic Leader Dr. Shobha. Menon 191
27. A Roadmap for Quality Enhancement of Higher
Education in India
Dr. Swarnim Ghosh 199
28. Quality Enhancement of Students by Ensuring and
Promoting Class Participation at the Undergraduate Level
Ms. Vaishali Anuj Ghodeswar 207
29. Mantra's For Effective Classroom Teaching
Dr. Vandana Pandey, Dr. Prabha Shankar Pandey 216
30. Modern Strategies for Quality Enhancement of Higher
Education: A Blueprint
Mr. Vinit Kumar, Mr. Krishna Kumar Yadav,
Ms. Neha Gupta 226
31. A Meta-Analysis on Learner's Expectation and
Participation in Curricular and Co-Curricular Activities
Dr. Vinay Pandit 233
32. Mythologies to Multiple Intelligence: Innovations for
Modern Day Teaching Ms. Munmy Chhetry Baruah 248
33. Quality Perspective of Higher Education in India
Ms. Sujata Kadli 256
34. Co-Curricular Activites to Complement the Academic
Curriculum . The LLIM Way
Dr. Arati. D. Kale 271
CONTRIBUTORS
Mr. Ahtesham Shaikh, IT Coordinator, Akbar Peerbhoy College of
Commerce and Economics, Grant Road (E), Mumbai - 08
Ms. Akshaya Bagwe, Lala Lajpatrai College of Commerce and
Economics
Dr. Arun S Poojari, BMS Coordinator, Lala Lajpatrai College of
Dr. Divya Nigam, Assistant Professor, Lala Lajpatrai College of
Commerce & Economics, Mahalaxmi, Mumbai.
Dr. JyotiMaliwar, GhanshyamdasSaraf College ofArts & Commerce
Ms. Kranti Ukey, Assistant Professor, Lala Lajpat Rai College of
Commerce & Economics, Mumbai
Mr. Kapildeo Indurkar, Assistant Professor, R.A. Podar College of
Ms. Manisha A. Mahatale, Janata Mahavidyalaya, Chandrapur
Ms. Manisha D. Bhingardive, Assistant Professor, Dnyanasadhana
College of Arts, Commerce & Science, Thane (W), Mumbai
Dr.Y.Y.Maralihalli, Assistant Professor, Department of Political
Science, Priyadrshni First Grade College Rattihalli, Tq:
Hirekerur Dist: Haveri, Karnataka
Mr. H.B.Kenchalli, Assistant Professor, Department of History,
Priyadrshni First Grade College Rattihalli, Ta : Hirekenir, Dist.
Hareri, Karnataka
Dr. Minum Saksena, Assistant Professor, LalaLajpatRai College of
Commerce and Economics
Dr. Neelam Arora, Principal, Lala lajpatrai College, Haji Ali,
Mumbai-34
Ms. Nidhi Singh, Coordinator, Department of BSc. Information

Technology, Lala LajpatRai College of Commerce and
Economics, Mahalaxmi, Mumbai
Ms. Priti Parikh, BMS Assistant Co-ordinator, Lala Lajpatrai College
Dr. Purnima Sharma, Lala Lajpatrai College of Commerce and
Economics, Mahalaxmi, Mumbai 400034
Mr. Raghavendra A G, Assistant Professor, Priyadarshini First
Grade College, Rattihalli, Tq : Hirekerur, Dist : Haveri,
Karnataka
Mr. Raj A. Soshte, Asst. Prof. NSS College of Comm. & Eco. Tardeo,
Mumbai
Dr. Rajesh Mankani, Assistant Professor, Faculty: Lala Lajpatrai
College of Commerce & Economics
Dr. Rani Tyagi, H.R. College of Commerce and Economics, Mumbai
Mr. Ravindra S. Netawate, D. G. Ruparel College of Arts, Science
and Commerce, Senapati Bapat Marg, Mahim, Mumbai 400016
Dr. Sabita Padhi. Associate professor, Government. Degree, College
Jakkhini, Varanasi, U P
Ms. Sajida Shaikh, PhD student, Commerce Department, Mumbai
University, Mumbai
Dr. Sandhya P.Kalamdhad, Assisstant Professor, Dept. of Law, Dr.
Ambedkar College, Deeksha Bhoomi, Nagpur
Mr. Santosh Yadav, Lecturer, Vidya Vikas Universal College,
Chincholi Bunder Road Malad (W) Mumbai 400 064
Dr. Shaikh Mehmood Hasan, Principal, Akbar Peerbhoy College of
Commerce and Economics, Grant Road (E), Mumbai - 08
Ms. Sheela S Hosamani, Faculty, M G M Law College, Nerul (W),
Navi Mumbai
Dr. Shobha. Menon, Associate Professor, Cosmopolitans Valia
College, D.N.Nagar,Andheri(West), Mumbai 400053
Dr. Swarnim Ghosh, Assistant Professor, Department of Economics,
Government Degree College, Jakkhini, Varanasi- 221305
Ms. Vaishali Anuj Ghodeswar, Research Scholar, JJT University,

Rajasthan
Dr. Vandana Pandey, Assistant prof. in deptt. Of Commerce. S. M.
M. T. College, Ballia (U.P.)
Dr. Prabha Shankar Pandey, Assistant prof. in deptt. of Economics.
S. A. K. P. G. College, Varanasi (U.P.)
Mr. Vinit Kumar, Mr. Krishna Kumar Yadav, Ms. Neha Gupta ,
Institute of Environment and Development Studies,
Bundelkhand University, Jhansi, U.P.
Dr. Vinay Pandit, Asstt. Professor, Lala Lajpatrai College of
Ms. Munmy Chhetry Baruah, Assistant Professor, Lala Lajpatrai
College of Commerce & Economics Mahalaxmi, Mumbai 400034
Ms. Sujata Kadli, Assistant Professor, Govt. First Grade College,
Bankapur, Karnataka.
Dr. Arti D. Kale, Assistant Professor, Lala Lajpatrai Institute of
Management, Mumbai
1
ROLE
OF
CLOUD ERP
IMPROVEMENT
PERFORMANCE
STUDENTS
IN
FOR
Mr. Ahtesham Shaikh
Abstract: Teaching and Learning is an enormous and continuous

evaluation process with transformation of knowledge and process. Today,
technology has reached people beyond geographical, social and economical
barriers. When compared to olden days we have ultra modern technologies.
Use of technology in education plays a pivotal role for both teacher and
learner. Measuring performance using software assures potential among
them. ERP and Cloud brings every processing system for an organization
under one umbrella right from the requirement of an individual to the
entire management system. Cloud provides a powerful horizontal base
foundation and ERP adds vertical height in management. The paper aims
to correlate technological and implementation of Cloud ERP based teaching
and learning management system with special reference to performance
management module.
KEYWORDS: ERP, CLOUD, PERFORMANCE ASSESMENT,
EDUCATION.
Education in India is transforming to the new benchmark from
conventional chalk - board system to ultra modern digital eLearning
system. Education in India is rapidly exploring with increasing
number of colleges, teachers, learners and Universities in the current
decade. Technology advancement and a large demographic shift
from rural to urban have opened a gateway for education for all
section of society.
Role of Cloud ERP in Performance Improvement for Students
Cloud computing delivers IT resources in terms of Hardware

and supporting infrastructure (IaaS), software (SaaS) and
application development platform (PaaS) on demand service fully
managed by the cloud service provider. A public cloud model is
available for any user accessing internet in general public with no
consumer restriction to any group or company. Private cloud model
is a proprietary or enterprise owned or in house cloud restricted to
a group or company. A hybrid cloud combines both models.
ERP is an integrated enterprise wide software solution. It is not
just software; it covers mission, attitude, values, operating style,
planning, and distribution to cover every area of an enterprise. It
serves an important function of integrating all organizational units
into single system. It provides techniques of integrated management
for effective management resources. ERP system can be either
implemented directly or cloud based. Direct implementation incurs
companys infrastructure, software server, network and ERP
package cost and space, maintenance and management. Cloud ERP
implementation reduces the in-house infrastructure, software server,
network cost and space management and maintenance from the
organization. Hardware, software and platform licenses upgrades
and renewal not required by organization. Switching from one
hardware, software or platform to another is like switching from
one TV cable operator or a mobile device or a mobile operator to
another.

Parents
Student
Teachers
Administrators
Managers
USER INTERFACE LAYER

STATISTICS
REPORTS
S
(ANY UI TECHNOLOGY)
(ASP.NET, XML, AJAX etc.)
College
Attendance
Time Table
Academic
Management
ERP System
Exam &
Result
Fees
Assessment
CLOUD
LAYER
Figure: Cloud ERP System for College Management System.

The performance appraisal is the process of assessing students
performance by way of comparing present performance with
already established standards which have been already
communicated to students, subsequently providing feedback to
students about their performance level for the purpose of improving
their performance as needed by the educational Institution.
A performance improvement plan (PIP), also known as a
performance action plan, is a great way to give struggling students
the opportunity to succeed while still holding them accountable for
past performance. It is not always clear why a student has poor
performance. Did he or she not receive appropriate training? Does

the student not understand the expectations? Are there unforeseen
roadblocks in the way? Until you allow for open dialogue and
feedback, you may not know whether you provided a student the
opportunity to be successful.
Step 1: Document performance issues :
The first step in the PIP process is for the supervisor to document
the areas of students performance that need improvement. In
documenting the main performance issues, be objective and specific.
Step 2: Develop an action plan :
Next, the Professor should establish an action plan for
improvement. This action plan should include specific and
measurable objectives that are accurate, relevant and time-bound
(otherwise known as SMART goals).
Step 3: Review performance plan :
Prior to meeting with the student, the professor should seek
assistance from his or her parents to review the PIP. This will help
the student in getting support from family.
Step 4: Meet with the student :
During this meeting, the Professor must clearly lay out the areas
for improvement and plan of action. You may need to modify the
action plan slightly after receiving the students input and feedback.
Step 5: Follow up :
The student and professor should establish regular follow-up
meetings (weekly, biweekly or monthly). These meetings should
discuss and document progress toward objectives. But ultimately,
it is best when the student is provided the opportunity in follow-up
meetings to ask questions and seek guidance or clarification on
performance expectations. The professor should ensure any
potential roadblocks are discussed and that the student has been
provided the necessary tools and training.
Performance improvement is based on assessment. Assessment
is multidimensional because a learner may adopt some, many or
combine many learning techniques like observation, reading, class

participation, lab/field work, self explanation, summarization,
elaborative interrogation, etc. According to a study conducted, a
large variation is observed in the overall performance of students
due to variation in the teachers performance, infrastructure and
other correlated factors.
Cloud ERP based Regular assessment benefits in the following
way:
Provides a new and improved benchmark to begin a new

academic year.
Helps grouping students in divisions for precision teaching

and learning mechanism.
Helps to diagnose individual pupils.
Provide base for promotion and retention plan for learner.
A long term, timely and user friendly availability of

performance data across institutes, boards, universities
and all the stakeholders.
Each assessment is valid, authentic and unbiased for a

specific objective.
Helps the learner to develop a peak performance state of

mind by focusing on key result areas to work on.
Helps the learner and teacher to achieve new levels of selfefficacy, self-confidence, growth-mindset, self motivation
to enhance academic performance.
Conclusion: Cloud based ERP is a simple and easy solution for

assessment and evaluation system for educational institutes. With
the wide spread of information and computing technology almost
every stake holder can be provided timely information to make better
decisions.
References:
1.
A Comparative Study of Cloud based ERP systems with

Traditional ERP and Analysis of Cloud ERP implementation International Journal Of Engineering And Computer Science
ISSN : 2319 - 7242 Volume 2
2.
Analysis of cyber attack on cloud Research Dimension Volume

V 309-315 (2015) Issue II January 2015. ISSN 0976 - 8564
3.
White Paper on role of Teacher Evaluation in Student

Achievement
4.
Management information systems: using a simulated testing

package to assess student performance
5.
Oracle White paper SAP ERP on Cloud, Oracle Corporation

Ltd.
6.
Enterprise Resource Planning, Alex Leon, Tata McGraw Hill

India Ltd.
7.
ERP- A Managerial Perspective, S. Sadagopan, Tata McGraw

Hill India Ltd.
2
APPLICATION OF NEW TECHNIQUES FOR
QUALITY IMPROVEMENT IN CLASSROOMS
Ms. Akshaya Bagwe
Abstract :
Call it active learning, or classroom participation every
teacher wants to know how to motivate studentsto participate, and
how to nurture more to involved students in classroom. With a little
extra planning, that is possible. Teaching methods and techniques
are most important to enhance the learning environment of
classroom. Classroom teaching quality deficiencies have gravely
affected students academic performance. The study was carried
out to ascertain the impact of different teaching techniques on
students. Several authors and researchers have given
recommendationsworth considering enhancing staff performance
and students learning. Use of several innovative techniques and
methods results in high degree of involvement in classroom on
students end leading towards creating learner friendly approach.
Objective of the study :
1.
To develop learner friendly approach in classroom with

the help of creative teaching techniques.
2.
To increase students participation in classroom with the

help of creative teaching techniques.
3.
To cultivate habit of creative thinking and innovation

among students.
Application of New Techniques for Quality Improvement ...
Research methodology:
Study on creative teaching techniques was carried out on the
basis of secondary data such as books, articles by various authors,
data from several websites, journals etc.
Introduction :
In ancient times, during the stage of Vidyarambh, Shishya
used to stay at the Ashram of his Guru to gain the knowledge for
several years. Often, time span of several years used to benefit both
Shishya and Guru to enhance the knowledge. But in todays
scenario, teacher has few hours to share the knowledge with
students. And hence, creative or new teaching techniques are
extremely important to enhance the quality of learning environment
in classroom. Every method or teaching technique has different
impact on students. The impact is summarised below:
Tell me, I forget
Show me, I remember
Involve me, I undstand
To enhance the level of undstanding of students, involvement
of students in the classroom is pre-requite. Teacher should encourage
creative environment in classroom with the help of new techniques
to enhance the quality of learning environment.
Creativity in the classroom :
It has been said that Every student and every teacher has
immeasurable untapped reserves of competence and creativity.
To cater this creativity, teacher should encourage the social climate
for creativity. Social climate i.e. a non-threatening, non-controlling
climate is a good one for combination and recombination of
ideas. Because teacher can do much to shape the learning
environment, teacher have many opportunities to foster creativity.
Teacher behaviour that may foster or enhance creativity include:
Modelling: Share your thinking with students; explain how
you create or combine ideas
Communicating expectations: Let students know that creative
ideas are expected and welcome
Reinforcement: Applaud creative thinking, even (or especially)

when an idea does not succeed
Several creative teaching techniques :
Case study solving, Management games, activities are getting
positive response from students. Such techniques helps teachers to
involve students in the classroom and make the better undstand
the concept. Below mentioned creative teaching techniques or
combination of two or more techniques can be used to enhance the
quality of learning environment in the classroom.
Assumption busting :
Assumption-busting can be used in most creative situations. It
is particularly effective when students are stuck in current thinking
paradigms or have run out of ideas. It is thus good for re-booting a
flagging session.
Duration :
Short. Can be instantaneous (thinking method).
Style:
Logical. Good for engineers and accountants.
Individual or group: You can use it as a one-person thinking
tool or the basis for a brainstorm-style session.
How to use it :
Definition: Assumption = Assumed truth that is not questioned
1.
List assumptions:
Typical assumptions include:
That it is impossible to do somethingparticularly within

constraints such as time and cost.
That something works because of certain rules or

conditions.
That people believe, think or need certain things.
For example I might assume that deliveries take a minimum of

three days and that this is no problem for my customers.
10
2.

Challenge assumptions :
Change your assumptive base. Assume that all assumptions

can be challenged and overcome.
Ask How could this be not true?
Ask What if we could do this twice as well in in half the time?
Of course students will get assumptions about the challenge,
so keep responding with new challenges to these assumptions too.
3.
Find ways of making the challenge reality :
This is just another assumptive challenge. It is easy in a creative

session to play games of challenging assumptions. The real
challenge it to make it happen in reality. So just use the same
principle again.
Brain storming :
Brainstorming is a useful tool to develop creative solutions to a
problem, is a lateral thinking process by which students are asked
to develop ideas or thoughts that may seem crazy or shocking at
first. Participants can then change and improve them into original
and useful ideas. Brainstorming can help define an issue, diagnose
a problem, or possible solutions and resistance to proposed
solutions.
How to conduct :
Define the problem clearly lay out any criteria to be met. Keep
the session focused on the problem, but be sure that no one criticizes
or evaluates ideas during the session, even if they are clearly
impractical. Criticism dampens creativity in the initial stages of a
brainstorming session. Ideas should be listed, rather than developed
deeply on the spot; the idea is to generate possibilities. Accordingly,
participants should be encouraged to pick up on ideas offered to
create new ones. One person should be appointed as note-taker,
and ideas should be studied and evaluated after the session.
Negative (or Reverse) Brainstorming :
Negative brainstorming involves analyzing a short list of
existing ideas, rather than the initial massing of ideas as in
11
conventional brainstorming. Examining potential failures is

relevant when an idea is new or complex or when there is little
margin for error. Negative brainstorming raises such questions as:
What could go wrong with this project?Reverse brain-storming
is valuable when it is difficult to identify direct solutions to a
problem.
How to conduct :
After clearly defining a problem or challenge, ask How could
I cause this problem? or How could I make things worse? As
with brainstorming, allow ideas to flow freely without rejecting
any. Evaluating these negative ideas can lead to possible positive
solutions.
Concept mapping :
Concept maps represent knowledge graphic form. Networks
consist of nods, which represent concepts, and links, which
represent relationships between concepts.Concept maps can aid in
generating ideas, designing complex structures, or communicating
complex ideas. Because they make explicit the integration of old
and new knowledge concept maps can help instructors assess
students understanding.
How to conduct :
Create a focus question specifying the problem or issue the
map should help resolve. List the key concepts (roughly 20-25) that
apply to the area of knowledge. Put the most general, inclusive
concepts at the top of the list, and most specific at the bottom.
Build a hierarchical organization of the concepts, using post-it
on a wall or whiteboard, large sheets of paper, etc. Revision is a key
element in concept mapping, so participants need to be able to move
concepts and reconstruct the map. Seek cross links between concepts,
adding linking words to the lines between concepts.
For example,
12
Role plays :
In most role-playing exercises, each student takes the role of a
person affected by an issue and studies an issue or events from the
perspective of that person.
How to conduct :
Role plays should give the students an opportunity to practice
what they have learned and should interest the students. Provide
concrete information and clear role descriptions so that students
can play their roles with confidence. Once the role play is finished,
spend some time on debriefing.
Storyboarding :
Story-boarding can be compared to spreading students
thoughts out on a wall as they work on a project or solve a problem.
Story boards can help with planning, ideas, communications and
organization.This method allows students to see the
interconnections, how one idea relates to another, and how pieces
come together. Once the ideas flow, students become immersed in
the problem and hitch-hike other ideas.
How to conduct :
Use a cork board or similar surface to pin up index cards or use
Post-it notes on a whiteboard. Begin with a set of topic cards, and
13
under each place header cards for general points, categories, etc.
Under these, place sub-heading cards that will be contain ideas
and details generated that support the headers. During a story board
session, consider all ideas relevant, no matter how impractical they
appear.
For example,
Decision Tree :
A decision tree is a visual and analytical decision support tool,
often taught to undergraduate students in schools of business,
health economics, and public health. They are simple to understand
and interpret, have value even in the absence of hard data, and can
be combined with other decision techniques.
14
Example:A decision tree used in a finance class for deciding

the better investment strategy.
Questioning activity :
In this exercise in questioning, students create a list of 100
questions. There are no directions regarding what questions to ask
and no judgments or criticism of questions.Students will ask a
wide range of questions, increasing student productivity and
motivation. As students focus on what they want to discover and
generate their own questions, they pursue answers without
prodding. Questions can be general or based on a particular topic
or reading; instructors can give several examples from their own
lists.
Reversal :
The reversal method takes a given situation and turns it around,
inside out, backwards, or upside down. Any situation can be
reversed in several ways.Looking at a familiar problem or
situation in a fresh way can suggest new solutions or approaches.
It doesnt matter whether the reversal makes sense or not.
Example:In a marketing class, instead of asking how can
management improve the store? reversal questions can ask: How
can the store improve management? How can the store improve
itself? How can management make the store worse?
Limitations :
There are a number of limitations in this study that should be
noted. Time constraint for research and study was one of the
limitation. However, the use of any creative technique is situational.
In other words, all techniques are not suitable for all streams or
classrooms or situation.
Conclusion :
In order to teach creativity, onemustteach creatively; that is, it
will take a great deal of creative effort to bring out the most creative
thinking in classroom. Of course, creativity is not the only required
element improving learning quality in classroom. It also depends
on the type of fields, know how to create an appropriate learning
15
environment and undstanding of when will it be most important

for teacher to offer direct instruction? When is discovery most
important? What are teachers expectations and how can teacher
best communicate them?Because answers to these questions are so
diverse even for individual instructors teaching different courses
or at various times of the semester no one technique will fit all
needs. Hence,one needs to adopt several approaches or techniques
for teaching creatively, both general and specific tocertain fields.
References:
Journal on Frontiers in education
L.M. Prasad, Principals of Management
www.celt.iastate.edu
www.creatingminds.org
www.wikipedia.org
www.mindtools.com
16
3
A STUDY ON THE ROLE OF COMPETENT
ADMINISTRATION IN ENHANCING QUALITY IN
HIGHER EDUCATION" WITH SPECIAL
FOCUS ON LEADERSHIP
Dr. Arun S Poojari
ABSTRACT :
The role of administrators at different levels play an important
role on the integrity, effectiveness and efficiency of the organization.
The role of university and college department heads, directors, and
administrators have the challenging task of managing resources
within a complex environment of university policies and state and
central regulations and should be held accountable and recognized
for performance. Therefore it is important for university, college
and departmental administrators to accept their responsibilities
and understand that they are to be held accountable for sound
business practices. Administrators work in areas such as
admissions, quality assurance, data management and examinations
and with departments such as finance and human resources.
The current study highlights a significant relationship exists
between leadership and Institutes effectiveness. Changes in an
Institutes strategy bring about new management challenges which,
in turn require new strategies to be successfully implemented. To
guarantee that standards and quality in education management
A Study on The Role of Competent Administration in ...
17
must understand new challenges and effectively restructure the

organizations to achieve the expected outcomes. Institutes
effectiveness is therefore necessary for administrator to guarantee
provision of quality university education
Leadership affects employee work motivation. Leadership is
useful to motivate employee work in the organization especially in
higher education. However different leaders has different style so
to motivate work is very subjective to each leader. Some leaders lead
by iron hand style but some leader lead by transformational style
especially to motivate employee which leads to productivity and
enhance quality in higher education.
Keywords: Higher Education, Leadership, Administrator
1.1 Introduction :
Higher education in India is experiencing changes in the form
of expansion of the sector, diversification of provision, more
heterogeneous student bodies, new funding arrangements,
increasing focus on accountability and performance, global
networking, mobility and collaboration. These changes have
challenged institutes management more than ever before, there is a
need to revise and specify institutional missionvision statements,
assess new sources of funding, meet requirements for accountability,
consider participation in globalization and international
competition and the requirements for national, regional and
international integration.
The overall scenario of higher education in India does not match
with the global Quality standards. Hence, there is enough
justification for an increased assessment of the Quality of the
countrys educational institutions. Traditionally, these institutions
assumed that Quality could be determined by their internal
resources, viz., faculty with an impressive set of degrees and details
at the end of admission brochure, number of books and journals in
the library, an ultra-modern campus etc., or by efficient use of
resources, producing uniquely educated, highly satisfied and
employable graduates. This view of determining Quality in higher
education, popularly termed as the value-addition approach, does
18
not measure the competencies students develop through the courses

offered.
The terms leadership and management are often used
interchangeably. Attempt to separate the two reveals that
management is concerned with the daily running of an organization
ensuring that the employees perform the tasks expected of them.
Leadership on the other hand is a complex multifaceted process
conceived as a set of values, qualities and behavior exhibited by the
leader that encourage the participation, development, and
commitment of followers. Leadership is also considered as the art
of influencing an individual or individuals in a particular direction
which involves casting vision, goal setting and motivating people
which will lead to enhancement of quality in higher education
1.2 Objectives of the Study :
1.
To understand the quality dimensions in higher education
2.
To understand the importance of leadership in enhancing

the quality through motivating employees in higher
education
1.3 Literature Review :

Alberta Thrash (July 2012) in his paper on Leadership in
higher education reports the role of academic deans is critical to
the success of higher education academic institutions. This study
illustrates the leadership approach of Ohios academic deans. This
quantitative study researched and analyzed whether differences
exists between the leadership styles of academic deans and the
independent variables of age, number of faculty supervised, and
the number of years of experience.. Blake and Moutons Managerial
Grid was utilized for this study. Blake and Mouton theory is based
on five predominate leadership styles: Data for this study was
gathered using a researcher designed instrument along with the
Styles of Leadership Survey to gather information about the
academic deans. The surveys were administered through U.S. mail
to the deans office address. ANOVA methodology was used to
analyze the data. It appears from the results of this.
19
Milind Sathye (2014) in his research paper Leadership in

higher education: A Qualitative study Reports and documents an
analysis of responses of three leaders in a tertiary institution in
Australia. An interview schedule was prepared to obtain responses
from the leaders on various aspects of leadership, which were
examined in the context of RAMSDENs conceptual framework of
leadership in higher education. The study finds that the responses
of the three leaders were close to the theoretical model of RAMSDEN
in many respects. However, some differences were found in the
style of leadership of the three leaders. The study finds that academic
leadership poses problems that are distinctly different than
leadership in business or government agencies. Academic leaders
need to stay close to teaching, learning, research and scholarship to
bring out the best among academics. The study could help leaders
in tertiary institutions to reflect on their own qualities as academic
leaders and such reflection may help improve their leadership style
to achieve positive outcomes.
Simon A black (2015 ) in his research paper on Qualities of
effective leadership in higher education placed under increasing
scrutiny since the 1980s with the expansion of student numbers,
changes in funding for student places, increased marketization and
student choice, and continuing globalization of the sector. In this
climate of change Higher Education institutions have been required
to consider how to develop their leaders and what might be
appropriate leadership behavior to enable adaptation to these new
circumstances. When the various paradigms of leadership
encountered in the Higher Education sector are compared with
established leadership theory and practice it is possible to identify
further intricacies in the development of Higher Education leaders.
Further consideration of practicalities within Higher Education
identifies whether competence frameworks might assist in
leadership development. An examination of a recently-developed
comprehensive framework of leadership capabilities applied in an
alternative sector leads to an evaluation as to whether the same
constructs apply to the demands placed upon leaders in Higher
Education. Analysis demonstrates that, with minor changes in
terminology, the constructs remain appropriate and valid.
20
1.4 Quality in higher education :

The overall scenario of higher education in India does not match
with the global Quality standards. Hence, there is enough
justification for an increased assessment of the Quality of the
countrys educational institutions. Traditionally, these institutions
assumed that Quality could be determined by their internal
resources, viz., faculty with an impressive set of degrees and
experience detailed at the end of the institutes admission brochure,
number of books and journals in the library, an ultra-modern
campus, etc., or by efficient use of resources, producing uniquely
educated, highly satisfied and employable graduates. This view of
determining Quality in higher education, popularly termed as the
value-addition approach, does not measure the competencies
students develop through the courses offered. The competencies
are recall, understanding, and problem solving. Recall amounts
to a competency of gaining knowledge by way of reading, viewing,
listening, assimilating, and demonstrating it when required. The
competency of problem solving can be developed by solving textbook type of problems and the expertise so developed can be used
in handling real-life situations. The students should understand
and accept these concepts, and the level of competency they are
expected to attain should also be defined in consultation with them.
Quality in industries could be defined as adhering to the stated
or implied performance requirements of the customer, but with
interpretations as varied as the individuals, it is rather difficult to
define the Quality in educational institutions. Although, the Quality
management concepts in business and in education remain same,
there are certain limitations in adopting the corporate methods of
Quality management because educational institutes cannot be
considered as industry and the products are not their students, but
it is the education imparted to the students. Students, their parents,
and their future employers are the customers of this product
(education). In Quality management, the customer is defined as the
next person in line. In an educational institute, students directly
receive the teaching services and hence are the customers of the
teacher, whereas the faculty and the Institutes administrators are
the suppliers of the services. Even the supplier customer concept of
21
Quality management cannot be applied in education because the

customers do not understand what is to be acquired, or what is of
good Quality. The students definition of a Quality experience has
to be found through discussions and observations of what gives
them joy of learning, not just enjoyment without learning. If the
teaching and learning process conforms to their ideas about what
is Quality education, students enjoy learning. Teachers need to
discuss such questions with the students as: Why are you here?
What are you trying to do? What does it mean to you to do it well?
How the teacher can help you in doing it well? A teacher has to
build up a consensus in a class regarding what constitutes a Quality
experience. Once a mutually agreed purpose is established, the
Quality management concepts ensure that curriculum coherence
increases, education is improved, productivity of teachers is
enhanced, and teachers and students find greater joy in their work
and are able to make positive contributions to the society. It is,
therefore necessary that the institutes of higher education accept
the mantra of Quality and provide for a standardized assessment
of what exactly the students are able to do as a result of their
education.
1.5 The role of administrator :
The institutes administration manages various departments,
functions, faculty, and the students, who do not appreciate that
they are inter-dependent. They also exercise managerial leadership
through participative management in playing their roles as mentors,
facilitators, innovators, etc. Quality results from the institutes
education management systems. People working in the system
cannot do better than the system allows. Problems arise when the
individuals, singly as well as jointly, do not do their best. Such a
situation could only be prevented when people understand where
they fit in and have the knowledge to maximize their contributions
to the whole. Administration must create an environment that
nurtures a team-oriented culture, which can prevent problems and
make continual improvements. Performance appraisal, recognition
and reward systems place people in an internally competitive
environment. Aim of the long-term administration faculty- student
partnership is innovation, reduction in variation of critical
22
characteristics, lower costs, and better Quality. They should

encourage competition, which is inevitable and inherent in human
nature, but pitting one person or one group against another is not a
natural state of competitive behavior. The competition should be
against the environment, or to please the customer, or to eliminate
waste of resources.
1.6 The role of a leader in enhancing the quality :
The term Leadership has attracted increasing attention in
practical and theoretical sphere since many years. However
leadership in higher education has been given less importance and
is not explored widely. Beyond boundaries of manufacturing
organizations, leadership is becoming a necessary element in service
organizations too. Many researchers have also investigate
Motivation of workers and Organizational Effectiveness in
different types and sizes of organizations and have developed
various models and theories, but academic institute has remained
somehow neglected area especially in developing countries. As these
variables have been explored extensively by many researchers, but
a link among them has not been developed up till yet. So in this
paper author is trying to highlight the importance factors which
impacts academic leadership on motivation of faculty members and
their impact on organizational effectiveness. The concept identifies
important academic leadership styles that can help in motivating
or satisfying the faculty members by providing various rewards,
and in turn increasing the organizational effectiveness as a whole.
As academic institutes are much different from manufacturing and
other organizations (whether public or private) and they have also
diverse management and leadership requirements, therefore
different motivational policies should be used to motivate their
employees.
This paper enlightens the importance of effective academic
leadership and proposes such motivational policies that can be
useful for the leaders of higher education to retain, attract, and
stimulate valuable faculty members. Effective leaders can increase
employees? job engagement and organizational commitment.
Employees are valuable asset of every organization, and their
23
satisfaction is of prime importance for the organization. Higher

education system has different interests, goals, priorities, values,
needs, and motivational instincts as compare to other business
organizations. Highly qualified and well-motivated faculty members
are like brain and blood for any academic institute. They can develop
the students both personally and professionally. If talented and
competent staff members are not motivated enough by their
supervisors, and if they are not happy with their job, organization
and management, then they may leave the organization. Teachers
are the makers of students. They are those influencing personalities
and role models, who refine their students? skills and polish their
personalities and make them responsible citizens and leaders for
tomorrow. So leaders can use various intrinsic and extrinsic
motivating factors to motivate faculty members, so that they can put
their extra efforts to produce bright and successful students, good
learning environment, strong culture, and good image of institute.
Thus the conceptual framework will be beneficial for all stakeholders
of the academic institute and for the society as a whole.
Conclusion and recommendation :
Leadership affects employee work motivation. Leadership is
useful to motivate employee work in the organization especially in
higher education or university organization. However different
leaders has different style so to motivate work is very subjective to
each leader. Some leaders lead by iron hand style but some leader
lead by transformational style especially to motivate.
Academic leader as credibility, inspirational personality,
knowledge, skills, abilities and experience to lead others, eagerness
to learn new things and adapt to changes, awareness of
environment, selflessness, flexibility, openness in sharing
information and taking input of people while making decisions
when required, be supportive, fair in giving credits on their
achievements, accepting, valuing and recognizing the efforts of
subordinates, providing developmental opportunities to
subordinates, and giving them professional autonomy. An effective
leader may not have all of these qualities or may have few of them
but the important thing lies in using the right tool at the right time.
24
A leader must look upon the situation and should make right
decision to exercise his powers. Suppose if employees are not happy
with their job, and their reduced satisfaction is leading to less
productivity, then leader should make wise decisions to make
employee happy by providing him increased pay or promotion.
The leader can motivate an unhappy employee by providing him
those rewards and benefits that are of great value to them.
Recommendations :
Leadership could become important factor to motivate employee
in organization especially in higher education organization.
Because higher education is public service organization and usually
related to students and lectures or professors, so leaders in this
organization must become agent of change and agent of services for
this organization thus motivate the employee of this organizations
must one of many priority to be taken of the leaders in this
organization kind.Top leaders like head of university, head of
faculty, head of the department program and head of bureaucrat
must focus their attention to motivate employee especially
administration employee to get higher employee performance also
higher organizational performance especially higher education or
university performance.
References :
Anderson, P. (2002, January 1). The managerial roles of community
college chief academic officers. Retrieved January 4, 2009, from
ERIC database. (ERIC Document Reproduction Service No.
ED468377).
Bass, B. M. (1985). Leadership and performance beyond
expectations. New York: Free Press. Bass, B. M., & Riggio, R. E.
(2005). Transformational leadership. New York: Routledge.
Clark, G. T. (2005). Defining a competency framework to shape the
professional education of national security master strategists:
A Web-based Delphi study. Doctoral dissertation, Texas A&M
University, College Station. Retrieved December 11, 2008, from
Dissertations & Theses @ Capella University database.
25
Del Favero, M. (2005). The social dimension of academic discipline

as a discriminator of academic deans administrative behaviors.
Review of Higher Education, 29(1), 6996. Retrieved October
12, 2008, from ProQuest Psychology Journals database.
Fiedler, F. E. (1967). A theory of leadership effectiveness. New York:
McGraw Hill. Gmelch, W. H. (2004). The department chairs
balancing acts. New Directions for Higher Education, 126, 69
84.
Gmelch, W. H., & Wolverton, M. (2002, April 1). An investigation of
dean leadership. Retrieved January 3, 2009, from ERIC database.
(ERIC Document Reproduction Service No. ED465343) Halpin,
A. W. (1959). The leadership behavior of school superintendents.
Chicago: University of Chicago Press.
Lustik, C. M. (2008). Distance education leadership: Self-perceptions
of effective leadership attributes. Doctoral dissertation, Capella
University, Minneapolis, MN. Retrieved November 15, 2008,
from Dissertations & Theses @ Capella University database.
McAndrew, D. A. (2005). Literacy leadership: Six strategies for
people work. Newark, NJ: International Reading.
Reynolds, G. (2007). The impact of facilities on recruitment and
retention of students. New Directions for Institutional Research,
135, 6380. Retrieved October 10, 2008, from ERIC database.
(ERIC Document Reproduction Service No. EJ775951).
Sypawka, W. (2008). A study of division deans in the North
Carolina Community College System self-perceived leadership
style based on Bolman and Deals four frame theory. Doctoral
dissertation, East Carolina University, Greenville, NC. Retrieved
October 3, 2008, from Dissertations & Theses: Full Text database.
Wolverton, M., Ackerman, R., & Holt, S. (2005). What academic
department chairs need to know. Journal of Higher Education
Policy and Management, 27(2), 227238.
26
4
IMPROVISATION TOOLS IN HIGHER
EDUCATION TO MAKE IT MORE LEARNER
FRIENDLY
Dr. Divya Nigam
Abstract :
It is very aptly said that just as every mother is born out of
child, every teacher is born out of a student. Art of dissemination,
transfer and imparting of knowledge by teacher, is crafted and
acquired on the basis of requirement, need, potential and personality
of the taught. The role of a teacher as a friend, mentor, guide,
inspiration and source of knowledge, is not the concept of modern
era, rather; it has been there for centuries. A good teacher is one
who can express his/her point of view clearly, who can understand
a childs problem, who is ready to help at any time, who knows
what is right and what is wrong; a teacher who is very hardworking
and friendly too who can light the future of student not just in terms
of career but in terms of overall development of personality, values
and perception. In developing yet progressive nation like India
where education sector is ridden with numerous administrative or
logistic constraints, the task of the teacher is even more challenging,
who by using various strategies and innovative techniques can
convert hell into heaven and ensure the best possible education to
the student learner. This paper attempts to dwell upon such
techniques which have combination of modern and traditional
aspects and at the same time learner friendly.
Improvisation Tools in Higher Education to Make it ...
27
Key words: Collaborative teaching and learning, communicative

teaching, E-teaching, E-learning, interactive teaching, participative
teaching.
Introduction :.
Education is an art, extremely complex one and one that should
be passed on to future generations. It is said that a value creating
education aims at fulfilling several essential conditions:
(a) Streamlining of education in the interest of greater economy
and efficiency. If appropriate and reformative measures
are used, both as a policy measure as well as techniques, it
would prove to be instrumental in not just enhancing quality
education but also minimize the monetary cost involved.
(b) Adoption of clear-sighted, planned, systematic and
acculturated education to facilitate the institution and
management of education, accompanied by coordinated
learning to concord with action as an exemplar in the
cultivation of powers of value creation.
(c) Rescue the educational system and teaching methods from
the hands of unrealistically oriented pedagogues so as to
render education actively productive and creative.
In modern educational systems, the thrust of education does
not originate with the teachers themselves. In reality it resides in
the essence of the whole educational system that includes both
teachers and learners and also empowers them.
Hence it becomes imperative for a teacher to play the role of a
facilitator and act in such a manner that make the job easier both for
themselves and the learners.
Methodology: The study is descriptive and based on secondary
data available on various websites, books and journals. Various
case studies pertaining to teaching learning tools applied in colleges
and universities across the country also have been referred.
Learner Friendly Techniques :
1. Interactive Teaching: Interaction is primarily the art of
establishing rapport between teacher and learner and bring out the
latent ideas and potential It is a two way process where in the
28
teacher uses that type of teaching pedagogy which is in conformity

to the need of learner. The interactive teacher knows the aptitude
and potential of the learners and their different learning styles. All
good teachers are interactive teachers. It is not possible to teach
effectively without effective interaction.
2. Learner-Centric Teaching : This type of teaching focuses on
the role of teacher in classroom in encouraging the students come
out openly with their views and understanding of issues taught.
Students are made aware of the direction their learning is taking
which increases their interest and involvement level in the subject
they are taught. The role of the teacher consequently shifts from that
of instructor towards that of facilitator, thus playing an even more
important role in developing students positive attitude as well as
personality.
3. Inclusive and Learning-Friendly Classroom : When the
teacher enters in the class he finds large number of students who
are heterogeneous lot. An inclusive, learning-friendly classroom
(ILFC) welcomes, nurtures, and educates all children regardless of
their gender, physical, intellectual, social, emotional, linguistic, or
other characteristics. Some are extraordinarily gifted ,some suffer
from physical or learning disabilities, some may be from affluent
well educated families some may be even street children ,some from
ultra modern families ,others from conservative or rural
backgrounds, students from various linguistic, ethnic or cultural
minorities, students affected by HIV/AIDS, or from other
disadvantaged or marginalized groups. Amongst this
comprehensive heterogeneous lot, teacher is the only bonding factor.
An ILFC is thus one in which the teacher understands the value of
this diversity in the classroom and takes steps to ensure that all
learners get equal amount of attention and lessons and develop
necessary understanding of the subject. All classrooms are diverse
in terms of the types of students we teach and the ways that they
learn. Teachers need to consider what each learner needs to learn,
how she or he learns best, and how they can build positive
relationships with each learner so that they want to actively learn.
Equally important is that teachers need to discover how to get all
learners in classrooms to want to learn together. Learners behave
and learn in different ways because of hereditary factors, their
29
different IQ level, environment they belong to etc. Teachers primary

responsibility is to bring the whole diversified lot of learners together
.This results in making classrooms inclusive, welcoming, and
enjoyable place for both teachers and learners.
4. Participative Teaching : Our students though coming from
diversified backgrounds are not exactly very different from each
other .Expert teachers know how to give students choice and voice,
finding ways to design learning experiences that tap into students
real caliber. This isnt always easy, especially if our preparation
experiences didnt frame learning this way.
Student-centered classrooms are big on collaboration, which
means they dont usually have rows of desks facing a teachers
desk. Instead, desks or tables are arranged so that its easy for
students to collaborate on projects or on analyzing readings (rather
than listening to lectures). And whether teachers are leading lessons
on protein synthesis or the issues leading up to a world conflict, we
make the most of these possibilities.
The teacher becomes a participant and co-learner in discussion,
asking questions and perhaps correcting misconceptions, but not
telling learners what they need to know.
The truth is that 21st-century learning is focused more on
creation, analytical and critical thinking than on compliance. Most
of teachers were formed in a teaching crucible that emphasized
their wisdom and students compliance. Shifting teachers
perspective would imply that students take on more active roles as
learners alongside changing role of teacher. Teachers have to decide
whether to think and act as facilitators who empower (and learn
from) their students or as the people guarding the vault.
5. Communicative Teaching : A successful teacher is one that
is able to build a rapport with his /her students, one that can easily
connect with his learners and feel their needs as individuals. Open
and clear communication is the key to develop a healthy friendly
learning atmosphere inside your class. It goes a long way in
developing healthy relationship with the learner.
There is nothing as challenging as getting students engaged.
Todays students are multitasked as their minds are working in
30
different directions at same time. It is a real challenge for the teacher

to retain their concentration for long time as modern age learners
get can easily get bored, distracted therefore disconnected. There
are many ways teachers can adopt to combat this problem. Use
interesting educational games and activities, use technology and
multimedia resources and finally make teaching highly
communicative and student centric. Teachers should be imparting
education in such a manner that learner is able to relate what is
being taught with immediate environment. The best way to get
students interested in subject is to love it so much that the passion
for the field shows in attitude of the teacher. Students positively
respond to authenticity. And as Abraham Lincoln once said Love
the job you do and you will never have to work a day .
Students tend to do excel when they feel they are trusted and
respected and that they are real partners in the learning / teaching
operation. Teachers can use voting and polling to investigate about
a certain topic or classroom assignment. They can, from time to time
give their students the wheel and let them lead.
6. Focus on Individualized learning : It is already established
that every learner has different comprehensive power. They learn
in different ways, some are slow learners and others are quick,
some kinesthetic (learn by experience or doing) others are auditory
or visual. These considerations should be well kept in mind by
teacher so that he or she can do best to tend to every kind of learner
you might have in your class.
7. Cooperative learning : Cooperative learning is defined by a
set of processes which help people interact together in order to
accomplish a specific goal or develop an end product that is usually
content specific and relevant to the prevailing environment. It is
more directive and specific than a collaborative system of teaching
and learning and closely controlled by the teacher. While there are
many mechanisms for group analysis and introspection, the
fundamental approach is teacher centered, as against collaborative
learning which is more student centered. Cooperative learning is a
teaching technique which is used for enhancing the overall
achievement level of all students; helping in building positive
relationships among students; and giving students such
experiences which are necessary for their healthy social,
31
psychological, and cognitive and holistic development. Cooperative

learning replaces the mass-production, competitive organizational
structure of most classrooms and schools with a team-based, highperformance organizational structure. In most classrooms, it is
recommended that cooperative learning be used 60 to 80 percent of
the time. The teachers role in implementing cooperative learning
includes: (a) pre-instructional decisions (selecting instructional
materials and objectives, assigning students to groups, arranging
the classroom, and assigning roles); (b) task work and teamwork
(explaining the academic task, structuring positive interdependence,
and specifying desired behaviors); (c) executing the cooperative
lesson, which includes monitoring students behavior and
providing closure; and (d) post-lesson activities (evaluating the
quality and quantity of learning, and analyzing group effectiveness.
7. Peer learning : It is a form of cooperative learning that
enhances the value of student-student interaction and results in
following advantageous learning outcomes. (a) facilitates contacts
between teacher and taught (b) develops reciprocity, responsiveness
and cooperation among students; (c) uses active learning
techniques; (d) gives instant feedback; (e) emphasizes time on task
(f) communicates high expectations; and (g) respects diverse talents
and ways of learning. Examples of approaches that have been used
in different kinds of college in the last few years are cited and various
case studies related to this are discussed. Examples of good
approaches include: Orientation seminars and workshops for
freshers on important topics taught by senior faculty; learning
groups of five to seven students who meet regularly during class to
solve problems set by the instructor; active learning using structured
exercises, discussions, team projects, and peer critiques, as well as
internships and independent study; and mastery learning, contract
learning, and computer-assisted instruction approaches, which
required adequate time on learning.
Various forms of peer, collaborative or cooperative learning,
particularly small group activities, are increasingly used within
university courses to assist students meet a variety of learning
outcomes. These include working in collaboration with others,
taking responsibility for their own learning and deepening their
understanding of specific course content. The potential benefits of
32
peer learning have long been recognized and are especially relevant
today. However, many existing assessment practices act to
undermine the goals of peer learning and lead students to reject
learning cooperatively. If assessment gives students the message
that only individual achievement is valued, and that collaborative
effort is akin to cheating, then the potential of peer learning will not
be realized. Inappropriate assessment practices may also lead to
unhelpful forms of competition within and between groups that
prevent groups functioning effectively..
Conclusion:
The entire educational system runs on the primary standard of
the level of factual knowledge acquired. The prevailing learner
friendly techniques come from the scholars and researchers who
have either applied themselves or on others and found positive
outcome.
Teachers must primarily be not suppliers of information but
helpful guides to students own learning initiatives. They should
leave the fact finding to books and instead take a supporting role to
the students own learning experience. The innovative techniques
if used in a appropriate way would prove to be instrumental in
channelizing, redirecting and focusing right education among
learners.
References:
Birnbaum Alfred & edited by Bethel.M.Dayle, Education for Creative
Living.
Doherty.D.Geoffrey, Developing Quality System in Education.
Jourdan, Louis.F,Jr, Haberland, Chris,Deis, Michael H. Quality in
Higher Education : Students Role.
Maguad &Ben .A. Using Total Quality to achieve continuous
improvement in the classroom.
Murgatroyd Stephen & Morgan Colin, Total Quality management in
the school.
M.R.Kurup. Quality and Excellence in Higher Education.
33
5
DEVELOPING SOFT SKILLS
IN
LEARNERS
Dr. Jyoti Maliwar
ABSTRACT :
In the current situation where the Indian market has also
becoming global, the attributes of soft skills needs to be imbibed
inIndian, to show their potential at intra and international levels.
Understanding the importance of this aspect, most of the
educational institutions in India have initiated programs, projects
and activities for developing soft skills in their graduates.The study
tries to understand the awareness, need and level of soft skills in
learners.This paper discusses the type of courses/projects/activities
to be initiated by educational institutions at undergraduate and
postgraduate levels, which will benefit the learners The paper also
puts forward some suggestions for developing soft skill in learners
,so that they are fully equipped with relevant soft skills when they
enter the workforce and succeed in a career.
Key Words: awareness, developing, higher education, learners,
quality soft skills, tools .
INTRODUCTION/ LITERATURE REVIEW
Soft skills are those, critical to an employees ability to work
smarter and deal with people at the emotional level. They build and
sustain effective relationships that will result in mutual gain.
Todays world is very competitive. Learners face a lot of competition
at every stage and need to do their best to achieve success. The key
34
Developing Soft Skills in Learners
to success is to have sound subject knowledge and be able to present

it in an appealing manner. By developing soft skills, one can have
an edge above the others.
Many authors have written about development of soft
skills.(Pulko&Samir, 2003; Falade, 2006). Whitmore & Fry (1974)
defined soft skills as important job-related skills that involve little
or no interaction with machines and whose application on the job
is quite generalized. Soft skills complement hard skills fulfill an
important role in shaping an individuals (Schulz, 2007). Hard
and soft skills together constitute professional competence of an
individual which allows a goal orientedand situational
accomplishment of working tasks (Kauffeld, Grote, &Frieling, 2003).
Classification of soft skills Soft skills include , communication
skills, emotional intelligence, critical thinking, interpersonal skills,
job commitment problem solving, decision making leadership skills,
organizational and planning skills, to work creatively, time
management skills, stress management skills , work ethics skills,
independent working skills project and team management (Pulko&
Samir, 2003; Coates, 2006)
Importance of Soft Skills :
Employers and educators have been complaining about a lack
in soft skills among learners from tertiary education institutions
(Schulz, 2007). Ford (2007) reports that in the biannual survey of
the graduate job market in the UK, published by the Association of
Graduate Recruiters (AGR), found that 43% of employers were
unable to fill all their graduate vacancies because students had
failed to match academic achievement with soft skills. ODEP (2011)
observed that new entrants to the job market often lack skills, which
include professionalism or work ethic oral and written
communication, teamwork and collaboration skills, critical thinking
or problem-solving skills. The lack of soft skills seems to be serious
in science and engineering programmes than in humanities since
their programmes emphasize soft skills during the course of study
(Schwanitz, 1999:482). Vonderheid (2002) observes that engineering
students they realize they need soft skills like negotiation and
communication when leave academia. He argues often people skills,
35
management skills and personal characteristics overshadow

conceptual and process skills as one climbs the corporate ladder
and give them adaptability to work in other fields like purchasing
which demand soft skills. Soft skills accounts for as much as 70%
or individual performance, whereas cognitive ability and technical
learning account for 30% (Hommrichhausen, 2002). More than 40
years ago the German Engineering Association (VDI) recommended
that 20% of courses of the engineering curricula should be soft skills
(Schulz, 2007). The past 10 years has seen engineering departments
on a drive to equip students with basic professional skills and soft
skills prior to graduation in order to satisfy needs of employers and
professional organizations (Pulko& Samir, 2003).
College graduates getting dead-end jobs or no jobs because they
cant write well or lack computer or other academic skills.Simply
going to school doesnt guarantee a college degree and a good job
after graduation. For the most successful outcomes, career college
students should take advantage of all of the support their college
provides, and strive to get the most out of every moment on campus.
If one finds that some of soft skills do not come naturally,one need
to learn how to improve soft skills to deal with people every day.Soft
skills revolve around personal relationships, character, and attitude.
By developing these skills, one can increase their work performance,
build stronger relationships, and work toward earning a promotion.
Required Soft Skills in Learners:
1. Ability to communicate: to listen, read, write and speak
clearly and effectively, and to communicate verbally and nonverbally with people inside and outside the organization.
2. Ability to work in team and independently: to become a
good team player and effectively work with othersand work
independently, since employers want people who are self-motivated
and practical
3. Ability to make decision and solve problems: making
decision to think outside the box and search for creative and unique
solutions for complex problems
4. Ability to be creative and innovative: thinking about
problems in a new and interesting ways.
36
5. Ability to have Interpersonal skills/ People skills:People

from different levels in the organization interact with each other.
Ability to communicate effectively with people in a friendly manner.
( communicate ideas, resolve conflict & to achieve business goals )
6. Ability to lead: to influence others toward the achievement
of a goal.
7. Ability to manage time: organization and planning project
timelines and meeting deadlines. Juggling between busy schedules
and balancing your work load.
8. Ability to follow work ethics: a set of moral values an
employee uses in his job.
9. Ability to working under stress: handling stress that comes
with deadlines and ensuring that you meet.
10. Ability to have a commitment: to be committed to the
company and your job and giving out the best work at all times.
11. Planning and organizing:organizing and planning projects,
events, worship and conferences etc.,
Research Methodology :
Objective of Research :
To assessawareness level of soft skills possessed by

learners.
Explore tools for improving the quality of soft skills in

learners.
Research Design:
There is ample literature available on various tools to develop
soft skills. Existing literature has indicated thatfor global business,
it is important for learners to develop their soft skills in order to be
employable.
Sampling:
Type of universe: finite universe: college learners, faculty

and business professional
Sampling unit: respondents of Mumbai. The research was

conducted within colleges from Borivali to Andheri areas
of the western suburbs.
37
Source list: the study has used population from four

different colleges.
Sample Description: a total of 50, collected through

questionnaire
Sample Procedure: unrestricted sample.
Source of Data: the relevant data for the survey was collected
from both primary and secondary sources.
Primary Data (Field/ Survey Method):
Tools and techniques of data collection :
Collecting data in the form of structured questionnaire, from
respondent at colleges in Mumbai.
Secondary Data:
Available data which is reliable, suitable and adequate to the
relevant research topic is collected from external sources like: Books,
Magazines, Newspaper, and Websites
Data Analysis and Findings :
Data generated by survey through questionnaire :
Awareness level of soft skills possessed by learners
SR
No.
Response in percentage
Soft Skills
Aware
Not
aware
Maybe
1.
Ability to communicating effectively, verbally and

non-verbally.
62
18
20
2.
Ability to work in a team as a team member.
94
06
00
3.
Ability to make logical decisions.
26
44
30
4.
Ability to face problems in a creative ways.
18
72
10
5.
Ability to interact with people from different levels, in

a comfortable and friendly manner.
42
58
00
6.
Ability to motivate and influence other,towards

achievement of organizational goals.
22
78
00
7.
Ability to plan project timelines and meet deadlines.
68
32
00
8.
Ability to follow moral values.
34
60
06
9.
Ability to handle and tolerate professional stress. 1
58
40
02
10.
Ability tobe committed to organizational goals.
30
64
06
11.
Ability to plan and organize events and activities 1
48
38
14
38
Findings and Interpretation:
1.
Soft skills graduates are notaware that needs improvements.
2.
Tools available to improve the quality of soft skills in

learners.
Sr. No.
1
2.
Soft skill
Ability to make logical decisions.
3.
Abilityto faceproblems in a creative

ways.
Ability to interact with people from
different levels in a comfortable and
friendly manner
4.
Ability to follow moral values.
5.
Ability
to
be
committed
organizational goals
to
Tools available
Brain storming, cost-benefit analysis,
group decisions, games and class
participation.
Solving quiz, puzzles, jigsaw, debate
and games.
Extracurricular activities, college trips
and picnics, volunteering and service
related
activities,
multicultural
activities
(festivals,
concerts,
lectures,
awareness
programs),
group projects
Case studies, guest lectures, class
discussions, stories, mentorship
programs.
Modeling commitment, storytelling ,
building a good college culture, open
communication policy, films etc.
Suggestions:
Suggestions have been searched form websites and books in
the form of secondary data.
Soft skills are not formally taught, but must be learned and
mastered by learners in their own time and continually improved.
Many soft skills are inherent; others can be learned just like hard
skills. Apart from the regular college curricular and extracurricular
activities organized by the college like competitions, sports, freshers
and farewell parties, events, programs, educational and field trips,
picnics , NCC and NSS, committee programs etc.the following
strategies works.
Provide a learning environment where trust, initiative, and

taking risks are encouraged.
Implement your own curriculum in addition to the existing

one.
Increase learners talk time and reduce teachers talk time.
Treat your learners as mature individuals.
Help andguide learnersto practice taking on different roles

in different situations.
39
Cultivate a sense of responsibility by assigning duties and

tasks.
Assign group activities and projects that give learners the

opportunity to speak, listen, write, organize, and lead.
Introduce learning that helps to face the real professional

world like role paly, mock activities
Create situations with new obstacles that challenge

learners reactions.
Create opportunities for learners to work, both on their own

and in groups.
Develop a positive attitude in learners.
Involve learner in discussions and conversations.
Give opportunity to take on leading roles and practice

decision making in college and manage things effectively.
Practice clear communication. Create opportunitiesto speak

in public, and college programs to gain confidence.
Encourage them to read and practice writing an activity

diary and in college magazines, newsletter etc.
Motivate learners to think big and be creative and innovative.
Introduce soft skills training.
Limitations :
Short period of time, did not allow a large data collection.
Getting appointment from business professional was

difficult and time consuming.
Could have done the research in more depth.
Need to collect more primary data.
Small sample size for business professionals.
Bibliography :
M.S. Rao, (2010) Soft Skills: Enhancing Employability :

Connecting Campus with Corporate: I. K. International Pvt
Ltd Publishers
40
Stein, S. (2000)Equipped for the Future Content Standards.

What Adults Need To Know and Be Able To Do in the 21st
Century. Washington DC: National Institute for Literacy.
David W.G.Hind/ Stuart Moss, (2005). Employability skill:

Business Education Publishers
http://www.onlinecultus.com/which-soft-skills-does-agraduate-need-to-succede/
http://www.opencolleges.edu.au/informed/features/30ways-to-cultivate-soft-skills-in-your-students/
http://web.calstatela.edu/dept/chem/chem2/Active/
main.htm
https://www.google.co.in/webhp?sourceid=chromeinstant&ion=1&espv=2&ie=UTF-8#q=activities+for+
college+students+to+develop+interpersonal+skill+
http://skillsnsuccess.blogspot.in/
41
6
CHANGING NEEDS OF DISTANCE
EDUCATION IN INDIA WITH RESPECT TO THE
INCREASING ICT ENABLED EDUCATION IN
MODERN TIMES
Ms. Kranti Ukey & Mr. Kapildeo Indurkar
Abstract: Distance education basically is learning through

correspondence courses. This is the mode of delivering education to the
students who are not physically present in the classroom face- to- face with
the teacher. Distance learning is going through a massive change in recent
times with the advancement in technology. Indian traditional distance
learning system needs a complete makeover in modern times. The needs of
the learners are changing very fast in the modern age of technology with
the advent of audio-visual systems, internet, video-conferencing, electronic
mails, etc. Most of the Indian Universities and institutes are still using the
print media system for the distance education. Print media is certainly a
strong instructional material as a course text but in addition to that elearning or ICT enabled education is equally important to keep the learners
at par with the regular students. The needs and the requirements of todays
learners are changing very fast as per the requirements of the technological
world in recent times. The distance education system needs to cater to these
needs and hence requires to adopt the new and modern ways of virtual
education system.
Key Words: Distance education, modern times, learners, changing
needs, ICT, MOOCs.
42
Changing needs of Distance Education in India ...
Introduction:
Distance education is a system of imparting education to the
learners who cannot attend the regular system of education. This is
a system where education is delivered through correspondence
courses to the distant learners. The working students, dropped-out
students, physically handicapped people and also the in- service
people who wish to learn new courses, are benefitted by this mode
of education. Distance education is practiced in almost all parts of
the world. Many of the Indian Universities has a separate unit or
institute to provide distance education. Self-explanatory printed
course materials, sometimes along with audio CDs are provided to
the learners. Some institutes provide personal contact programs to
the learners to solve their problems. Except this, there is no direct
contact of the learners and the instructors.
In modern times, the traditional regular class-room teaching is
undergoing a massive change. In the technological world today,
the teaching methodologies are changing very fast. Use of audiovideo systems, internet, video conferencing, pre-recorded audiovideo tapes, etc is being adopted. With the use of all these e-learning
sources, the conventional class-rooms are becoming ICT enabled,
which is keeping the students more updated and enabling them to
face cut-throat competition in recent times. On the other hand the
distance education system relies more on the traditional print media
system and needs to be updated with the use of latest technological
tools. There is slow shift already seen but the pace needs to be
increased more particularly in South Asian countries including
India.
Objectives:
The objective of the current study is to discuss and explore the
needs of the distance education in the present era with respect to
the changing technological advancement. It aims at increasing the
efficiency and effectiveness of the current practice with the
pedagogical change. With the use of powerful technological tools,
it aims at providing the learners an edge over the conventional
methods to face challenges in modern world.
43
Changes Required in the Distance Education:

The process of teaching- learning in the current era is changing
very fast. Also the needs and the requirements of the learners have
changed according to the needs of the time. There are diverse needs
of the learners with the advent of technology. The conventional
teaching- learning methods are not enough to cope up with the
diverse demands of the learners and hence a number of changes
and adoptions have already been accepted in the field of education.
With the adoption of audio-video systems, internet, video
conferencing, etc, the conventional classrooms have become ICT
enabled. A blend of conventional chalk & board method and the
virtual classrooms have been evolving.
The distance education is still a more of print media method
and needs to adopt the same changes to cater to the diverse demands
of the learners in modern times. The information and
communication technology has the characteristics to make a new
learning environment for the learners paving way to meet the
challenges of the technological world.
In addition to the traditional strong print media, various ICT
enabled methods can be adopted.
Interactive systems like video conferencing should be a part

of distance education, in which the learners will get face-to face
or voice- to voice approach for their problem solving. Also
lectures from the subject experts and resource persons can be
delivered to the learners.
Pre- recorded video tapes can used to deliver the lectures more
particularly to understand the visual content of the course,
which will certainly fill the gap of print media.
On-line tools like you tube can be used where the lectures or
instructions or the practical can be uploaded and that will be
viewed by the learners at their workplace or at home. This is
one of user-friendly method where the learners can access it
according to their time and space.
Electronic mails can be used to send the texts, messages,

assignments or feedback to the learners and vice-versa. This is
one of the easiest ways in recent times to stay connected with
each other.
44
More use of online courses should be encouraged where the

learners have free hand to download the desired course material
and also to have access to various other related material, which
will certainly enhance the learners scope to widen the horizons
out of restricted syllabus pattern.
On- line library facilities should be made available, which will

be a more convenient, flexible and user-friendly approach to
the distant learners. Text books, reference books, journals,
research articles, etc should be subscribed online by the
institution and provided to the distant learners.
M- Learning is relatively a new idea of imparting education.

Dissemination of information through mobiles could be very
effective in distance education. Mobile learning can emerge as
an education application as there are more advancements in
the mobile handsets in recent times. Mobiles are being used
almost by everyone, even in developing countries. Mobile
learning could be a good mode of distance education, though
with its own limitations.
Information literacy of the learners should be enhanced so as

to make them independent and able to get the required
information through right source and using it at right place.
This is very important aspect of distance education because the
learners are not in direct contact with the teachers or the
institution.
Massive Open Online Courses (MOOCs):

MOOCs are the recent development in the field of distance
education. Started in the year 2008, slowly it got popularity in the
year 2012, as this was the year when well financed MOOC providers
emerged. Some non-profit sectors, universities and related
companies emerged as major providers. Larger non- profit sectors
include Khan Academy, EdX, Bill & Melinda Gates Foundation,
National Science Foundation, American Council on Education,
MacArthur Foundation, etc. Major universities include Harvard
University, Stanford University, University of Texas, MIT, Indian
Institute of Technology, Mumbai, Indian Institute of Science, etc.
Related companies investing in these courses include Google and
Pearson publishing company.
45
Started with few, today hundreds of MOOCs are offered

worldwide. Some organizations operate their own MOOCs
including Googles Power Search.
In India, The Ministry for Human Resource Development has
launched a platform called as SWAYAM which stands for Study
Webs of Active- learning for Young Aspiring Minds, to provide
MOOCs to Indian learners. The idea is to provide quality and
affordable education with top university- level content. SWAYAM
is expected to use EdX as its MOOC platform, which will be joined
by IIM Bangalore to start its own online courses.
Government of India, MHRD also announces to start online
digital library, called as National Electronic Library which will
have the best resources from the countrys top universities and
institutions. NEL will make all the learning material freely available
to everyone, even in remote areas. These kind of initiatives will
certainly foster the global competencies among Indian learners
through distance education.
Challenges to meet the Changes:
In view of incorporating the said changes in the distance
education system there are various challenges and limitations in
developing countries like India.
Finance: The capital investment required to make distance
education ICT enabled is very huge.
Many of the South Asian countries including India face the
problem of raising the finance to meet the technological changes in
education system. Also the financial status of the learner matters a
lot when it comes to ICT enabled education.
Infrastructure: The concerned University or institution must have
the proper infrastructure and technology to deliver ICT enabled
education to its distant learners.
Availability of infrastructure, limited internet connectivity and
internet- enabled deices to the learners could also be a major problem
in India.
Technological Expertise of the Faculties: The concerned faculties
and the instructors need to gain the technological expertise and
instruction skills as it is indirect mode of teaching. The
administrators must provide their faculty and staff proper training
46
and the resources required to be creative and more efficient in the

use of technology.
Technological Knowledge of the Learners: Distance learners should
also have basic knowledge of the computers, use of internet, etc to
access the information and to get the maximum benefits through
ICT.
Suggestions and Recommendations:
Government Policies should be framed according to the changes
required in the field of education keeping in view the attest
technological advancements.
Innovation in Student Support System has to be done carefully.
The funding agencies and accrediting agencies should formulate
the guidelines for the student support for e-learning keeping in
mind the poorest section of the society.
Planned investment in ICT in the field of distance education by
developing countries is must to keep their learners updated and
enabling them to face the technological challenges in modern times.
Expansion of the educational content should be addressed
comprehensively through various support mechanisms,
considering the social and economic status of the population.
E- content of the online courses should be designed and prepared
by domestic professors and experts, because many times its difficult
for the learners from India and many other third world countries to
understand the ascent and way of teaching by professors from the
west.
Diverse demographics and the ever changing demands of the
learners population should be correctly identified the universities
and the institutions so as to strategize the teaching-learning process.
Private universities, institutions and NGOs can certainly play a
key role in providing e- learning along with government and aided
institutions.
Conclusion:
Fast changing face of the education in the 21st century puts the
teachers, professors and the experts at the cross-borders of
conventional and modern ways. The teaching learning methods
in the traditional classroom set up and also in the distance mode of
47
education, are getting modernized with the aid of ICT enabled

education. While its easy and convenient to have e-learning set up
in on-campus education, its important to provide the same to the
distant learners who are deprived of the direct class-room studies,
to make them equally competent in the modern world. Today, the
process of globalization is bringing in various new dimensions
where ensuring quality standards in higher education become
necessary in the changing global scenario.
References:
Altbach P. G. and Knight, J. (2007), The Internationalization of Higher
Education: Motivations and Realities, Journal of Studies in
International Education, Sage Publications.
Beverly L. B. and Kimberly, P. H. (2004), From Correspondence to
Cyberspace: Changes and Challenges in Distance Education, Wiley
Periodicals, Inc. Florida.
Bharti, P. (2014), Indian HRD Ministry Launches a MOOC Platform
SWAYAM, EdTech Review.in.
Farrell, G. M. (1997), The Development of Virtual Education: A Global
Perspective, The Commonwealth of Learning, Vancouver,
Canada.
Farrell, G. M. (2001), The Changing Faces of Virtual Education, The
Commonwealth of Learning, Vancouver, Canada.
Holmberg, B. (1995), Theory and Practice of Distance Education,
Rortledge, Taylor & Francis Group, London and New York.
Muyinda, P. B. (2007), M Learning: Pedagogical, Technical and
Organizational Hypes and Realities, Campus-Wide Information
Systems, Emerald Group Publishing Ltd.
Sacchanand, C. (2002), Information Literacy Instruction to Distance
Students in Higher Education: Librarians Key role, 68th ELFA
Council and General Conference, Thailand.
Walter, P. and Rumble, G. (1987), A Short Guide to Distance Education,
International Extension College, Cambridge.
Willis, B., Distance Education- Strategies and Tools and Distance
Education- A Practical Guide, University of Idaho.
48
Application of New Techniques for Quality Improvement...
7
Ms. Manisha A. Mahatale
Abstract:
Education has always been facing challenges in ensuring that
the quality of teaching and learning takes place effectively.
Classroom teaching quality deficiencies have a greatly affected
students academic performance in schools. This study was carried
out to ascertain from students types of teaching methods that
teaches employ in their teaching. This paper adopts and uses the
principles from one of the quality management and improved
framework in managing scrutinizing and enhancing the quality of
teaching and learning practices in higher education. The paper
focuses on the limited application areas of specific key components
of a total quality management tool in managing needs, expectations
and problems of the students. A questionnaire was administered to
50 student. The study revealed that more than 60% of students are
familiar with some type of teaching methods. However students
are not aware of some latest technology based techniques.
Keywords: Quality Improvement, Teaching and learning.
Introduction:
The population of student learning various things has been
steadily increasing from year to year. To succeed in college, students
must develop every type of skills. Every teacher desires to see that
his students are able to assimilate the knowledge impacted to them
49
so that they will excel in their academic work and also be useful to
themselves and the society in which they find themselves.
Institutions differ from each other but most of them have the common
objective of making sure that they do all they can be enable them
achieve their mission and vision. Kinkup and Kickwood (2005)
contend that the extent to which the staff of institutions embrace
new technologies and their attitude to its adoption vary according
to their context and circumstances. The implication here is that
even though some staff member are already familiar with the use of
some online tool for supporting students and are every excited to
experiment, other staff members find the choice of new tools
bewildering and intimidating.
Methodology:
Sample and Design:
This study was conducted using 50 students being offered
Bachelor of Education in Janata College of Education in Gondwana
University, Gadchiroli. The researchers conducted the study with
different important lectures using purposive sampling. The
researcher were given permission to see the respondents.
Respondents were not concerned into taking part is research.
Instrumentation:
The instrument used for the study was questionnaire. The
questions covered the different areas like types of teaching methods
teachers/ lecturers use and ways improving classroom teaching.
The respondents were also introduced to the purpose of both
questionnaires. The researchers assured them of confidentially of
any information they will provide.
Result and Discussion:
Two groups of students were used as respondents in this paper.
One group made of distance learning students. The other group
consisted of regular students i.e. Non-distance learning students.
The respondent were given two open ended questions and they
were not limited to any specific number of responses.
Question 1: Type of Teaching Methods Teachers use:
The response revealed some interesting information. The first
question requested to write the types of teaching methods that their
50
lecturers/ teachers use, and second question tried to find out from
respondents what could be done to improve classroom teaching.
Item 1: Types of Teaching Methods Teachers use:
S.N.
Variables
Distance Learning Students

(N=50)
Non-Distance Learning
students (N=50)
Frequency (f)
Percent (%)
Frequency (f)
Percent (%)
Lecture
38
76.0
46
92.0
Group Presentation
48
96.0
49
98.0
Question & Answer
48
96.0
47
94.0
Discussion
41
87.0
47
94.0
Assignment
49
98.0
Visual Aids
47
94.0
48
96.0
Face to face session
47
94.0
48
96.0
Role Play
49
98.0
48
96.0
Demonstration
45
90.0
10
Project
48
96.0
49
98.0
11
On-line Activities
49
98.0
46
92.0
12
Watching
49
98.0
13
Dramatization
48
96.0
47
94.0
14
Child centered
48
96.0
15
Teacher tentered
46
92.0
The table give an indication that students are familiar with

some types of methods that teachers/ lecturers employ in their
teaching. Different frequencies, different percentage shows positive
responses of students of distance and not-distance learning students.
Que. 2 Ways of Improving Classroom Teaching :
Students are aware of some of the teaching methods that their
lecturers employ in the learning environment. As such it will be
expedient for lectures to capitalize on the knowledge that students
already posses and built in that to help them understand and retain
the information imparted to them. This implies that there could be
some form of funding specifically devoted to cater for development
and training of lecturers in order that they can also gain new
knowledge and do things the way their institutions want it done in
order to move the institution forward.
Recommendation And Suggestions :
All students should be made aware of this Krou (1992) contents
that a fine lecture can reverberate throughout the course in mutual
conversation and comparisons, creating a buildup of expectations
for subsequent lectures. Lectures should be educated to develop
51
lessons in such a way that they will have the maximum potential of
all teachers.
Another thing teachers/ lecturers could do to enhance teaching
is to incorporate the 10 2 strategy into teaching. Here the teacher
has to teach for 10 minutes and allow the students to discuss in
pairs what he said within the last 10 minutes.
Conclusion :
This paper has looked at ways of improving classroom teaching
methods. Different techniques of improving teaching will create a
successful teaching method. Students become increasingly familiar
with all these techniques. This will certainly build confident in the
students. Again it would also guide the teachers when it come to
the planning of his lesions. When all the methods of teaching and
ways of improving teaching / lecturing are considered it will be
expedient for institutions to take into consideration the recommend
outlined to help enhance students learning.
References :
Clark, C.M. & Peterson, P.L. (1986) Teachers thought process in
M.C. Wiltrock (Ed) Handbook of Research on teaching (3 rd
Edition) pp 225-296, New York Macmillan.
Porter, A.C. (1989). Extended Standards and Good Teaching; The
pros and cons of telling teachers What to do Educational
Evaluation and Policy Analysis, Vol. 11 no. 4, pp 343-356.
Kroll, B. (1992). Teaching Hearts and Minds Carbendale and
Edwardsville; Southern IIlinois University Ress.
Woolfolk, A. (2004). Educational Psychology 9the Edition, Boston
Allyn.
Kirkup,G. and Kirkwood, A. (2005). Information and
communication technologies (ICT) in higher Teaching. A tale
of Gradlnalism rather than revolution. Learning Media and
Technology , 30 (2); 185-199
Predrucks, A.D. (2005). The complete Idiots guide to success as
Teacher, Pengain Group, U.S.A.
Beament, R. Stirling, J. & Perry, A. (2009). Tutors forum : Engaging
Distributed Communities of Practice; Open learning. The
journal of open and distance learning Vol. 24(2). 141-151.
52
A Study of Quality Enhancement in higher education ...
8
A STUDY
HIGHER
QUALITY ENHANCEMENT IN
EDUCATION THROUGH STUDENT
PARTICIPATION
OF
Ms. Manisha D. Bhingardive

ABSTRACT :
Assessment and accreditation is significant for the quality
enhancement of Higher Education Institutions hence, the process of
assessment must take into cognizance, the involvement of students to ensure
the process to be more reliable and acceptable. In this paper an attempt is
made to study the need of students participation in enhancement of quality
in HEIs and to understand the NAAC initiatives to promote student
participation in quality assurance. Undoubtedly students involvement
in any institutional activity offers various merits since the HEIs exist for
the students. The extent of participation is limited to certain extent. The
prospects and constraints in involving students in quality improvement
are subject to deeper evaluation in the Indian context.
Keywords: Higher education, Quality enhancement, student
participation.
Introduction:
Quality management in higher education is being discussed
since last two decades. There have been various responses to this
trend from the thousands of higher education institutions all over
the world. It includes implementation of direct quality measurement
instruments to self-audit and analysis processes. The need for
53
quality management arises mainly because of funding mechanisms,

accreditation requirements, the desire to keep pace with
international practice, national audits and the other inclinations
such as massive growth in higher education, globalization and
influences of information technology. Hence, the National
Assessment Accreditation Council (NAAC) was established on 16th
September, 1994, with the aims of promoting, auditing and reporting
on quality assurance in higher education. NAAC states quality as
fitness for purpose and quality assurance as continuous
improvement. The enhanced quality of higher education is outcome
of collective efforts of all stakeholders in higher education which
includes the state, the society, the employer, parents, the
management, teachers and students. The students are the prime
stakeholders in the higher education hence all quality measures
which are to be benchmarked should enhance their interest. Now a
days many universities in India provides post graduate students
with the opportunity to gain experiences by linking classroom to
wider world mainly in three areas: internships, mentored research
and study abroad.
In this connection, an attempt is made to study the need of
students participation in enhancement of quality in higher
education in India.
Conceptual Framework :
(a) Quality enhancement in education: NAAC states quality as
fitness for purpose and quality assurance as continuous
improvement. Enhancement of quality means continuous
improvement to ensure the achievement of aims of education.
(b) Student participation: It means involvement of student in
evaluation of programs for improvement in quality of the education.
Significance of the study :
Worldwide, there is cognizance that all stakeholders should
participate in the education process. Amongst all stakeholders,
student holds the highest stake hence, their participation in quality
enhancement is necessary. The rationale of quality management is
the outcome of desire to keep pace with international practice,
54
funding mechanisms, accreditation requirements, national audits

and other trends such as massive growth in higher education,
globalization and influences of information technology. Hence, an
attempt is made by the researcher to study the need of students
participation in enhancement of quality in higher education.
Objectives of the Study :
(a) To study the NAAC initiatives to promote students
participation in quality assurance
(b) To understand need of students participation in
enhancement of quality in higher education.
(c) To offer some measures to improve quality in higher
education through students participation.
Hypothesis of the Study:
In the context of above objectives the following hypothesis is
framed:
H Students participation plays important role in enhancement
of quality in higher education.
Methodology of study :
This study is based on the secondary sources of data. Most of
the secondary data is collected from books, journals, articles,
manuals and websites.
Analysis of Study :
Recently some universities have focused on a more systematic
approach for responding to and acting on all stakeholders feedback
mainly because of increasing pressures on accountability of
education institutions. The stakeholders in higher education
include the state, the society, the employer, parents, the management,
teachers and students. Maintaining and enhancing quality of
education cant bear fruits without active participation of students.
Hence, NAAC has set the foundation for the issue of sustaining
quality with the active participation of students along with the
other stakeholders. In view of initiatives taken worldwide, NAAC
55
has launched various initiatives to promote Student Participation

in Quality Assurance which are as follows:
(i) NAAC is focusing on participation of all students in quality
enhancement and not merely the representatives of
students. This inclusive approach to participation may help
in avoiding some of the limitations of student representative
politics.
(ii) NAAC is encouraging institutions to put in place a system
of student feedback particularly on teaching-learning,
assessment and support services. The feedback from
students will help in quality improvement of the processes
and empower student with a sense of participation.
(iii) Another initiative of NAAC is to encourage the institutions
to have internal mechanisms for continuous participation
of students in institutional quality improvement activities.
(iv) NAAC is also having a system of getting student inputs on
assessment of institutional performance. This process
makes assessment process more reliable and credible.
NAAC believes and encourages more flexibility and
diversity in the practice of student assessment of quality
depending on the context.
(v) NAAC is organizing a number of programs for quality
awareness or quality literacy.
(vi) NAAC is engaged in developing guides of good practices
of student participation in quality.
(vii) NAAC has developed the student character as a guide for
action by institutions and students.
Thus, it is clear from the above discussion that we are to
understand students perspective of how to involve and contribute
significantly in the education process as well as to understand it is
teachers who are to ensure student participation not only in learning
process but also organization and management of education
enterprise. This is the student-centric approach to quality
enhancement. Student is central in any education system and holds
highest stake in enhancing the quality of teaching and learning
56
processes. Their entire future will be at risk if the education system

does not prepare the adequately for the emerging situation in life.
Students main objectives and expectation from Higher Education
Institutions (HEIs) is to widen their intellectual horizons and to
attain a strong foundation of knowledge and skills. Hence HEIs are
supposed to offer virtually unlimited educational opportunities by
designing broad base of knowledge and help the students to develop
the ability to reason, think critically and communicate effectively.
The students are supposed to take benefits of wide range of learning
experiences that are available to them at the selected HEI, so that
they can improve their academic experience. During their academic
journey, the HEIs needs to make available countless resources to
the students which are intended to assist them to have a fulfilling
institutional experience. Students participation can be ensured
through surveys, oral responses, SMSs, telephone survey, mail
survey through internet and so on.
Conclusion:
Thus, it is worthwhile to note from above discussion that
students participation in education system is need of the era.
Undoubtedly students involvement in any institutional activity
offers various merits since the HEIs exist for the students. The extent
of participation is limited to certain extent. The extent of participation
depends on the awareness level of the students in making informed
choices, caliber of HEIs to absorb student participation and
essentials available in the country to support quality literacy. It is
always criticized that student choices are not always dependent on
quality of the program or course. It may depend on a variety of other
factors like locality, type of institution, fee structure and even the
freedom on campus. The initiatives taken by NAAC are welcome
but it should be executed effectively to ensure participation of
student in education process.
To make the accreditation process a learning experience for
education institutions which supports an organizations ability to
sustain quality, foster assessment and enhancement and
demonstrate integrity and accountability, is obligatory to endorse
the NAACs view related to student participation for the assurance,
sustenance and enhancement of higher education institutions.
57
Findings:
From the analysis of secondary data related to the topics the
researcher has observed the following observations:
NAAC has launched various initiatives to promote student

participation in quality assurance in view of the initiatives
taken by various universities in the world to enhance
quality of education process.
Students participation in the education process is the need

of an era. Students are the ultimate consumers of
educational institutions hence; students participation in
all processes of the institutional development including its
quality enhancement is precious and is to be promoted with
all sincerity.
It is evident from the above analysis that students play

important role in enhancement of quality in higher
education hence, the above mentioned hypothesis is
accepted. The prospects and constraints in involving
students in quality improvement are subject to deeper
evaluation in the Indian context.
Suggestions:
From the analysis of secondary data related to the topics the
researcher offer following suggestions:
Before venturing into major changes in assessment of any

institution it is necessary to understand the quality status
of the institution.
To face the challenges due to change environment in

education system it is imperative to improve educational
services for students.
It is obligatory to increase student participation in the

review process without necessarily including student
representation on audit panels.
Strengthen the institutions to accept the social responsibility

of ensuring quick, effective and corrective measures like
internalization of quality through the establishment of the
Internal Quality Assurance Cell (IQAC) as it is facing the
new millennium challenges in higher education.
58
Its the need of an hour for the assessment body to work out
strategies to utilize the useful opinions of students for the
betterment of education process so that the students voice
get addressed effectively in the process of enhancement of
quality of education.
References:
1.
Prasad V. S. Patil & Jagannath (2007), International

Perspectives on Student Participation in Quality Enhancement,
National Assessment and Accreditation Council (NAAC) and
Replica Offset Printers, Bangalore.
2.
http://asq.org/edu/2014/03/global-quality/an-integratedapproach-to-quality-enhancement-at-a-multi-campusuniversity.pdf
3.
Anandakrishnan M. (2007), Imperatives of Student

Involvement In Quality Enhancement, in Prasad V. S. Patil &
Jagannath (Ed.), International Perspectives on Student
Participation in Quality Enhancement, National Assessment
and Accreditation Council (NAAC) and Replica Offset Printers,
Bangalore.
4.
Stella Antony (2007), Student Participation In Quality

Assurance, in Prasad V. S. Patil & Jagannath (Ed.),
International Perspectives on Student Participation in Quality
Enhancement, National Assessment and Accreditation Council
(NAAC) and Replica Offset Printers, Bangalore.
5.
Verma Yoginder (2007), Teachers Perceptions about Ensuring

Students Participation in Enhancing Quality in Higher
Education, in Prasad V. S. Patil & Jagannath (Ed.), International
Perspectives on Student Participation in Quality Enhancement,
National Assessment and Accreditation Council (NAAC) and
Replica Offset Printers, Bangalore.
6.
Katre Shakuntala (2007), Student Participation in Quality

Enhancement-Students Perceptive, in Prasad V. S. Patil &
Jagannath (Ed.), International Perspectives on Student
Participation in Quality Enhancement, National Assessment
and Accreditation Council (NAAC) and Replica Offset Printers,
Bangalore.
59
9
TEACHERS EXPECTATIONS, PARTICIPATION
AND RESPONSIBILITIES IN CURRICULAR AND
CO-CURRICULAR ACTIVITIES
Dr.Y.Y. Maralihalli & Mr. H.B. Kenchalli
Abstract:
The purpose of this study was to examine the correlation
between Teacher involvement in curriculum and co-curriculum,
responsibilities of activities. and Teacher job satisfaction. Analysis
is were Conducted to discover what relationships Existed between,
The Two major variables and selected demographic characteristics
of the population, an instrument was developed polluted and mild
to satisfied random sample of 300 college and school teachers
classes 2,3,4 and 5. Two hundred thirty-five usable surveys were
returned and multiple regression analysis was used to analyze the
data numbers percentages and some means were reported regarding
the demographic information and frequency of participation in
curriculum and co-curriculum, activities. at the present time and in
the future information regarding motivates for enrolment in
curriculum and co-curriculum activities Those offered most often
versus those the Teacher would most like to receive was also
presented, Teacher job satisfaction was not found to be related, to
the opportunity to be involved in curriculum and co-curriculum
activities than any of The other motivators suggested in this study.
Intrinsic or Extrinsic, Teachers were generally involved in
curriculum and co-curriculum activities through textbook. Selection,
60
Teachers Expectations, Participation and Responsibilities ...
if property prepared. Some teachers indicated they would like to be

involved in other aspects of curriculum and co-curriculum activities.
Keywords:
Introduction, Role Expectations and Responsibilities of
Teachers, Conclusion.
Introduction:
Curriculum and co-curriculum activities is in the mind of the
Transmitter, and Canning be learned From the Words and actions
of such a mind
The main assumption of this paper is that the Teachers
responsibilities are the most important resource in the curriculum
and co-curriculum activities process. It Sets out of discuss some
alternatives to the Traditional view of the curriculum and cocurriculum activities process in which Teachers can activity
participate in curriculum and co-curriculum construction and
implementation, Although the paper Focuses on the discussion is
intended to have wider reverence.
The Traditional view of curriculum and co-curriculum.
Responsibilities implies that the curriculum and co-curriculum is
developed by one set of people implemented by another and received
by yet another. This way of pricing curriculum and co-curriculum
activates is sometimes described as a naturally occurring Thing
someone knowing what to Teach and how to Teach. Therefore
Teachers should know and understand what the curriculum and
co-curriculum is and how best it can be communicated to leaners
Sharpers Further, Explains that curriculum and co-curriculum
activates is What the teacher does and What the teacher knows
and who the teacher is the Teachers behavior know ledge and
personality
Co-curricular activities:
Co-curricular activities Facilitate in the development of various
domains of mind, and personality such as intellectual development
Emotional development social development moral development and
a Esthetical development creating, Etesian and Enesetic, positive,
thinking are some of the facts of personality development and the
outcomes of Extracurricular and co-curricular activities.
61
Meaning of Co-curricular activities :

Co-curricular activities Earlier know as Extracurricular
activities are the components of non-academic curriculum helps to
develop Various Facts of the child and students for all round
development of the child there is a need of Emotional physical
spirited and moral development that is complemented and
supplemented by co-curricular activities.
Definition of curriculum and co-curriculum Activities:
Co-curricular activities are defined as the activities that Enable
to supplement and complement the curricular or main syllabi
activities, These are the very important part and parsed of Education
Institutions co develop the student personality as well as to
strengthen the classroom learning These activities are organized
after the school hours. So know as extracurricular activities cocurricular activities have wide horizon to cater to the cultural, social,
a Esthetic development of the child.
Importance and Benefits of co-curriculum Activities:
Co-curricular activities stimulate playing acting, singing,
recitation, speaking and narrating in students activities like
participation in Game, Debates, Music, Drama etc, Help in achieving
overall Functioning of Education. It enables the students to Express
themselves freely through Debates, Games and Sports helps to be fit
and Energetic to the child, helps to develop the spirit of healthy
competition.
These activities Guide Students Now to organize and present
an activity. How to develop skills how to co-operate, co-ordinate, in
different situations all these helps in leadership qualities. It provides
the avenue of Socialization self identification and self assement
when the child come in contact with organizes, fellow participants,
Teachers people outside the school during cultural activity.
Role of Teacher in organizes curricular Activities:
The Teacher must be a Good planner, so that the different
activities could be carried out systematic ally throughout the year.
It should be the duty of the Teacher to give more and more
opportunity to the child while performing co-curricular activities.
62
The Teacher must be a good organizer so that the students

Experienced maximum of it.
He should too act like as a director, recorder, Evaluator,
Manager, decision, Maker, advisor, Motivator, Communicator,
coordinator, so that the student and child could gained maximum
of Finer. Aspects of co-curricular activities, students enjoy it, parents
like it, schools promote it, how not all activities waver are etnas or
balanced in relation to a Teachers work lead. Many activities take
place on a weekend. Where Teachings staff are required, to work
some of or all of a Saturday. Travelling time various consider
travelling from Sydney to arrange. I would like to read a discussion,
surrounding the potential impact this form of activity could have
does have on the Families of Teachers.
Teacher Expectations in curricular and co-curricular Activities:
The Teachers Expected to support the schools mission and
vision which in practice includes:
Putting students interests first in all decisions.
Planners and delivering differentiated instruction for a

wide range of students.
Using technology to develop curriculum and enhance

instruction, integrations its use in the classroom for student
growth and learning.
Interest in supporting the co and Extracurricular activities

(clubs, sports, fine arts, etc) that broaden our students and
allow them out of class opportunities to develop their talents
holistically.
Conti holly seeking professional development

opportunities of regional conferences, specialized
workshops accreditation visits and small group study
aligned with school goals and individual goals as
identified through the formative evaluation process.
Sharing professional development learning with team and

division colleagues through presentations in house
workshops, etc.
Assuming a shared responsibility with parents and

students for the personal and social development of our
students.
63
Maintaining a positive solution- oriented attitude to support

an upbeat and constructive working Enviournment for our
colleagues.
Teachers Responsibilities in curriculum and co-curriculum

activities :
Personal and social responsibility:
This is an experientially based scoped and sequenced one
semester course in which Role plays. Games and small group
activities help students internalize
Critical concepts and behavioral skills in the areas of selfEsteem, Responsibility Relating Effectively, conflict Resolution,
problem solving, and goal setting,
Self Esteem Responsibility:
This is an experientially based, scoped and sequenced one
semester course in which role plays games, and small group
activities help students internalize,
Critical concepts and behavioral skills in the areas of self-Esteem
Responsibility Relating Effectively, conflict Reservation problem
solving and goal setting.
Teaching Responsibility:
The teaching Responsibility section of year dossier serves both
to outline your teaching history and to demonstrate your Teaching
Effectiveness within your specific teaching context, Therefore
provide an overview of the depth and breadth of your teaching
experience both in terms of courses taught and in terms of other
types of teachings relevant to your academic position and highlight
examples of any pedagogical or curricular adaptations, innovations
or success that you be live demonstrate your teaching effectiveness
or your contributions to pedagogy in your discipline.
Conclusion:
This paper reason by organizing that the teacher is a very
responsibilities, participation and expectations and important
Resources in the curricular and co-curricular activity process.
Without a doubt he\she is the principal agent in communicating
the curriculum.
64
Curriculum and co-curriculum is still largely centrally

controlled and the experience and talents of the untapped and
underutilized opposition to the granting of autonomer to teachers
in curriculum and co-curriculum activities.
Activities can be overcome by allowing them to develop
curriculum in non examination, subjects redefining the curriculum
development unit as extension of the school system ,this providing
more teachers to same in it for a period of time and making provision
for five to ten present of the curriculum to be developed at the school
or college level
The principle leadership role is seen as essential in facilitating
the above mentioned suggestions for the more those who make
policies need to acknowledge the experience and talents of the
teachers more in the curriculum and co curriculum activities
process.
References :
1.
Conell .R.W. Teachers work Sydney George Allehanunwin,

1985
2.
Brady. L Curriculum development Newark Prentice hall,

1990
3.
Suva Curriculum development project Oceania printers 197075
4.
Crossly .M Collaborate Research ethnography and

comparative and international
Education in sentpecific international journal 1990

5.
Journal of curriculum studies collaborative curriculum

planning and process Sydney
Allen and Unwin printm 1987

6.
Sharma. A The Principles ns Curriculum Facilator, facific

Curriculum Network 1992
7.
Sharps D.K Curriculum Tradition and practices Rouletege,

London 1988
65
10
THE ROLE OF CO- CURRICULAR AND
EXTENSION ACTIVITIES IN OVER ALL
DEVELOPMENT AND QUALITY
ENHANCEMENT OF THE STUDENTS IN
HIGHER EDUCATION
Dr. Minum Saksena
Abstract :
Quality assurance and enhancement is the continuous process,
for which, InternalQuality Assurance Cell (IQAC) may be
constituted in every accredited college.Curricular and Co-curricular
activities are very important for quality enhancement in higher
education .IQAC is responsible for different healthy practices , which
upgrade the curricular an co-curricular activities ,which are
beneficial for the Enhancement of different skills among all students
. Curricular activities which are directly related to aggregate of
course of study given in college. The aim of curricular activities is to
advance learning and knowledge by teaching and research and by
extension program .A teacher can motivate the students to do better
and excel in their area of interest .The general purpose of this
research paper is to focus the role of co-curricular and extension
activities in overall development of students which is important for
quality enhancement in higher education.
The Role of Co- Curricular and Extension Activities in ...
66
OBJECTIVE OF THE STUDY :

1.
To find out the importance of co-curricular and extension

activities for quality enhancement in higher education .
2.
To find out the role of teachers and institution in organizing

co-curricular and extension activities in college.
Introduction :
For the overall development of students, curriculum is not only
the single criteria. The holistic growth as well as to develop the
various facets ofpersonality developmentof students; classroom
teaching should be supplemented with co-curricular and extension
activities. These out of class activities affect all domains of life such
as cognitive (intellectual), emotional, social, moral, cultural and
aesthetic.Co-curricular activities meaning are more focused upon
cognitive aspects thereby help in intellectual development.
Competitiveness, excellence, quality achievements, creativeness and
enthusiasm strengthen the meaning of co- curricular activities in
higher education.
Activities sponsored or recognized by a school or college which
are not part of the academic curriculum but are acknowledged to be
an essential part of the life of an educational institution. Co curricular activities include sports, school bands, student
newspaper etc. They may also be classed as Extracurricular i.e.
activities carried on outside the regular course of study; activities
outside the usual duties of a job, as extra class activities- according
toThe International Dictionary of Education (1977).
Importance of Co-curricular and Extension Activities for the overall
development :
To realize the all-round development of student, curricula
should be amalgamated with co-curricular activities. Co-curricular
activities help in realization of aims and objectives of education. In
the practical life, the students able to express their ideas freely due
to active participation in debate and extempore. Games and Sports
make them mentally and physically fit and sound.. Sometimes,
classroom teaching becomes monotonous and routine. Here, co-
67
curricular activities can bring pleasant and joyous experiences.

Thus, co-curricular activity has many advantages in students life
of college and university.
Co-curricular activities not only make the students active and
energetic but also enable to harness the in-depth potential of
students. It enhances knowledge in many domains, which benefits
the student in higher education. Co-curricular activities are good
platforms to secure your future both professionally and socially
and promote leadership quality. It nurtures students ability in cooperation, co-ordination, organization and lead you toward
leadership. Co-curricular activities provide exposure to personality
and helps in psycholog0069cal and sociological transformation.
Co -curricular activities are utmost needed to fulfill the aims and
objectives of life. In co-curricular activities, students participate in
various cultural programs which help them in socialization,selfidentification and self-assessment. The participation in drama, play
enables in developing balanced personality. People get acquainted
with culture, customs, and activities of other places due to cocurricular activities such as field trips, tours, inter collegiate, intra
collegiate academic and cultural fest and excursion.. In community
work, students require to meet with many people and develop the
capability of adjustment, leadership skill, management skill and
organization skills etc
Education along with co-curricular activities helps in the overall
development of personality. Co-curricular Activities furnish many
values among students. It is depend upon students and teachers
how they imbibing these values for the better education and health
of students. Students participate in physical activities, which
contribute towards physical health, vitality, and endurance of the
students. Psychological needs such as emotions, self-assertion, and
curiosity are trained and groomed by these activities. Teacher can
use different strategies to motivate the students for co-curricular
activities and their teaching is not just confined to books Like
provision of certificates, opportunities to get some free time for the
activities , for debate ,quiz and other competition, provision of
medals and trophy.
68
Extension activities of a university provide a link between the

University and the community. Mostly all the colleges affiliated to
university conduct many extension activities. The participation in
extension activities organized by the University instills Civic sense,
Commitment to nation building, nationalism, patriotism, Practical
knowledge, , Soft skills, Adaptability to socio-environmental
conditions, Organizational skill, Community involvement,
Leadership/Decision making in the students .
The University organizes following community outreach
programs :
The Department of Life Long Learning and Extension

Services has organizes various outreach programs
The Department of NSS organizes community outreach

activities
NCC Program
Womens Studies Center.
Department of Students Welfare
The different colleges organize all its outreach programs

through the NSS , NCC and DLLE The NSSstudents participate in
social service activities like blood donation, eye donation motivation,
anti-leprosy drive, AIDS awareness campaigns, etc. The annual
ten-day camp of the NSS units of the college is usually held in
villages where the students take part in community development
activities like laying new roads, constructing new buildings
etc.Some of the students are engaged in literacy programs both in
governmental and non-governmental organizations.Students
participate in DLLE conduct different projects. Through the
community level projects they conduct lot of activity like NGO,
Educational campaign Awareness program on Child labor
.HIV,Child abuse , Rights of women , etc.
CO-Curricular activity as support of curricular activity for quality
enhancement :
Curricular activities which are directly related to aggregate of
course of study given in college. The aim of curricular activities is to
69
advance learning and knowledge by teaching and research and by

extension programs so as to enable a student to obtain advantages
of University education.The group activities should be used to
inculcate new strategies and knowledge. The focus is on how
knowledge and skills are imparted by co-curricular activities.
Considering that prior knowledge impacts on the learning process,
building useful knowledge structures requires effort and purposeful
activities. Etc. The integrated theoretical framework applied in this
study is based on the constructivist theory of learning postulated
by philosophers like Jean Piaget(1896-1980) and Lev Vygotsky (18961834).A constructivist approach emphasizes the active role of the
student teacher in building understanding and making sense of
information as knowledge is constructed by negotiated consensus
rather than mere transmission with little or no intellectual
participation . Constructivists believe that instead of confronting
student teachers with simplified (schematic) problems and basic
skillsdrills they should rather have to deal with complex real-life
situations as exemplified in co-curricular activities. Most social
constructivists share two main ideas: (1) that learners actively
construct their own knowledge (e.g. student teachers construct their
own knowledge anddevelop their own skills when participating in
co curricular activities) and (2) that social interaction is an important
aid to knowledge construction .According to the participants, they
experienced marked growth in self-esteem, confidence and
achievement. Promoting self- actualization and self-knowledge is
an important part of teaching, and participation in co-curricular
activities is a valuable opportunity for learners to acquire these
outcomes.
There are some viewpoints in favor of co- curricular activities.
These activities prepare learners practically for thefuture because
they get used to working in teams, exercising leadership and taking
initiative. Then normal curriculum has limitations, with the result
that learners who only experienced rigidly academic study may
not be able to apply theoretical impractical situations. .Another
benefit is that quite a number of activities have a strong physical
bias. Learners have to abandon their desks face new challenges
Furthermore, it is clearly worthwhile to exposelearners to a wide
70
range of experiences that display at a reasonable resemblance to

the reality in the outside world where they wish to study, live and
work once they leave..Another point in favor of co-curricularis that
every learner has a basic human right demand and receive a broad
education. Learners have different aptitudes and should be given
ample of opportunities for development before specializing in a
specific field of interest.Some of the examples of CCA in colleges
are:
Debate and discussion
Workshops
Seminar
Conference
Nature club
Library work
Sports and Games
National Sports Organization (NSO)
Music
Dancing
Dramatics
Exhibition
Cultural Program
Role of teachers and institution in co- curricular and extension

activities :
A teacher is a compass that activates the magnets of curiosity.
Knowledge and wisdom .A teacher not only disseminates
knowledge, but plays an active role in shaping the lives of the
students..It is not just academics that the students need to excel in
them but they can be good in co-curricular activities like drama
sports debate quiz social work for noble cause. .A teacher untiringly
works towards producing an entire batch of skilled and
knowledgeable students. The role of teacher is changing now. They
are focusing on all round development of the students.
71
Teacher must sensitize the students about social cultural

realities and motivate to do the work for community Through the
extension activities teacher can make the students aware about
socio-cultural reality and develop the feeling of empathy .Different
extension activity like NCC,NSS, DLLE ,NSO. Teacher motivates
the students to participate in sports activity, National social service
programme ,DLLE and cultural program . University has also given
the provision of ten grace marks to the students who are
participating in NSS , Life Long learning and extension program
and Sports for motivating the students toward co-curricular and
extension activities Under NSS , students are motivated to conduct
different activity like tree plantation, Sawachh Bharat Abhiyaan
,Blood donation , help needy people, Remove illiteracy program
,Rural Development camps, Health camps, and Yoga Under DLLE
, students are motivated to do different projects and through these
projects they learn about the problems of weaker section of society
and to help the needy people public awareness campaigns, etc They
are motivated to work with NGO and to participate in community
development program for this they get certificates from colleges
,NGO and university .
Colleges give preference in admission to the students who are
from sports quota.
University is actively supporting the community oriented
programs of different departments and disciplines. These
departments are resorting to community based works such as Rural
Reconstruction, rural development programs. Students are also
involved in the celebration of Environmental day, greening of
campus which helps in sensitizingthe students on the issues of
protecting environment for benefit of the community.
Conclusions :
It seems justifiable to conclude that Participation in co-curricular
and extension activities is an Indispensable part of students. The
implementation of effective co-curriculum program that can
guarantee quality andexcellent learning experience which enhances
classroom learning and will increase the potential of students to
72
achievea balance of physical, emotional, spiritual intellectual and

social domains of the students ,all these factors lead to the quality
enhancement in higher education .
Suggestion :
The teacher should have to perform multi-dimensional
functions in organizing and executing co-curricular and extension
activities. It is also the institution , which play pivotal role in
conducting these activities. It is the teacher who finally should take
the responsibility how activities should proceed further. The teacher
can be a planner, leader, innovator, director, organizer, manager,
recorder, advisor, motivator, communicator or coordinator. While
executing such activities, the has to face lots of difficulties. But he
should not discourage and completed the assignment after
consultation with senior authority.
The success of the colleges co-curricular and extension
programs requires careful management and good organization.
Teachers as the main personnel inimplementing co-curricular and
extension activities should also have sufficient knowledge and skills
to carry out the tasks entrusted upon them, for co-curricular
educational objectives to be realized. The role of teachers are very
important for motivating the students towards these activities
therefore teachers assuming this responsibility must be more
dedicated and committed and must always be ready to deal with
the challenges that arise. In addition, support and motivation from
college and university administrators, and students are also
necessary to achieve all the planned co-curricular and extension
programs for quality enhancement in higher education
References :
1.
Bruning, R.H., Schraw, G.J., Norby, M.M. and Ronning, R.R.

2004. Cognitive psychology and instruction. 4th ed.
Columbus, OH: Merrill.
2.
Davis, P., Naughton, J and Rothwell, W. 2004. New roles

and new competencies for the profession. Are you ready
for the next generation? T and D Magazine, April, pp. 26
36.
73
3. Gergen, K.J. 1997. Constructing constructivism: Pedagogical

potentials. Issues in Education: Contributions from
Educational Psychology, 3, pp.195-202
4.
Wong Mee Ling, 2008. Teacher effectiveness in

Implementing extra-curricular activities in residential
schools in Sarikei, Sarawak. Masters thesis, Universiti
Kebangsaan Malaysia.
5.
Nesan, D. 2009. Co-curricular activities in schools. http://

www.idebate.org/debatabase/topic details.php?
topicID=839 (10 September 2011).
6.
Taneja, R. P., 2000. Co-curricular activity (Singapore). http:/

/en.wikipe dia .org/wiki/Cocurricula r_ activity_
(Singapore) (6 September 2011).
7.
Woolfolk, A. 2010. Educational Psychology. 11th ed. New

York: Pearson.
74
The Use of Information Technology among College ...
11
THE USE OF INFORMATION TECHNOLOGY
AMONG COLLEGE STUDENTS TO ENHANCE
LEARNING IN COMMERCE COLLEGES - A
CASE STUDY OF LALA LAJPATRAI
COLLEGE.
Dr. Neelam Arora
Abstract :
The demand for commerce education in the city of Mumbai is
ever growing. A large number of students select the commerce field
as their course option. The commerce courses includes course in
B.com, Bachelor of Management studies, Bachelor of Banking and
Insurance, Bachelor of Accounting and Finance. Use of information
technology is increasing multi fold in higher education. According
to Alexisand Mathews Leon in their book entitled Fundamentals
of Information Technology they have stated
In this information age education should provide students
technological familiarity, literacy, application of mathematical
concepts, knowledge of culture, communication skills and the
ability to learn new subjects.
Computers allow students to learn based on the drill-andpractice principle. The computer-based training software allows
students to learn at their own pace, in small steps and give feedback
about how much they have learned.
75
Paper and pen may soon become tools of the past. Lala Lajpatrai
College of commerce and economics is a leading college in the city
of Mumbai. The teaching staff and students of the college are
encouraged to use technology in the teaching learning process. The
college has purchased number of computers, LCDs, Laptops,
projectors and Smart Boards.
KEY WORDS :
1.
Smart Boards.
2.
Information Technology.
3.
Higher Education.
The use of technology is ever increasing among college students.

The younger generation is deft in using the keyboards rather than
the pen. The use of computers, internet, projectors and smart boards
is the order of the day. The use of software, multimedia technology,
cloud computing and presentation are used to enhance the teaching
learning process. Ramesh Behl defines Information Technology as
a collection of computer hardware, software, databases, networking
and telecommunication devices that help the organization to
manage the business process more effectively and efficiently. It
involves the use of multimedia. Multimedia is an integration of
multiple media elements together to influence the given information
so that it can be presented in an attractive and interactive manner.
Multi Media is a technique that supports the physical and logical
coexistence and interactive use of heterogeneous media classes such
as print, audio, and video in specific application environment. It
involves the use of text, graphics, audio, video and animation.
Benefits of using Information Technology in Commerce
Colleges:
1.
The use of multimedia helps the educator and learner to

impart and acquire knowledge in a novel and innovative
manner.
2.
The use of software related to various areas of study develop

the skills of the learner. For example the use of Language
Lab is very beneficial in imparting the English Language
skill. It is useful for business communication. The study of
76
environment is made more interesting with the use of maps,

diagrams and videos pertaining to nature.
3.
The audio visual appeal can help to make the learning

process more interesting.
4.
The retention of knowledge is easier with the use of visual

appeal. The students themselves can develop audio visual
theme based on their own narrative and experience and
share the knowledge.
5.
The students suffering from various kinds of disabilities

both physical disabilities and learning disabilities can
greatly benefit from the use of information technology.
6.
Cloud Computing can be used to store the data. Editing the

contents and sharing the information becomes easier.
7.
Group projects, group assignments and group teaching

becomes more effective with the use of information
technology.
8.
Online teaching and learning also become possible with

the use of Information technology.
9.
It is possible to digitally manage the attendance of the

students.
10. The parents can be keep themselves informed about the

progress of their ward at the touch of button.
11. Teachers can be in touch with their students virtually.
Difficulties can be solved at any given time. The schedules,
results, timetables can be made available online making
communication far easier.
12. The concept of individualized learning is possible as the
students can learn at their own pace.
13. The use of computers can turn the learning process into an
entertaining game.
The use of information technology includes the use of the
following :
1.
Use of Computers.

2.
Use of LCD projectors.
3.
Use of Internet.
77
Lala Lajpatrai is leading commerce college in the city of Mumbai.

Named after the great freedom fighter It was established in 1972. It
is affiliated to the University of Mumbai and recognized by UGC. It
has more than 2600 students studying varied courses including
B.Com, BMS, B.Com with Banking and Insurance and B.Com with
Accounting and Finance. The use of information technology is very
popular in the teaching learning process in the college. The teaching
staff as well as students are deft in the use of multimedia techniques.
The following figures indicate the use of Information technology in
the teaching learning process.
Figure 1.
The above Figure shows the year wise usage of the LCD
projectors from the library over a period of nine years. In the year
2006 the usage was 426 times in a year which declined to 367 times
in a year in2007 showing a decline of 59 times less usage than 2006.
However there is continues rise thereafter as seen above. 2008
showed a usage of 429 times which was 3 times more than 2006. In
2009 the projector was used for 440 times which was 14 times more
than the 2006 usage. The usage in 2010 was 816 times in a year as
compared to 426 times in 2006 showing a sharp rise in its use with
78
390 times more usage in 2010 as compared to 2006. 2011 showed a

usage of 584 times in a year which was 158 times more than in the
year 2006. The years 2011 2012 and 2013 showed a remarkable
progress with the usage increasing more than double the times in
2011 with the LCD being used 948 times which is 522 times more
than the year 2006. The year 2012 showed an increase of 763 times
as compared to 2006 with the usage touching 1189 times. The usage
in 2013 was at 1137 times was 711 times more than 2006 usage.
Thus we can see that the use of LCD projectors in the teaching
learning process in the classroom showed an upward swing from
2006 onwards. Only in 2007 there was a slight fall. However in the
later years there has been a continuous rise in the use of the LCD
projectors in the classroom. This indicates that use of LCD projectors
is a popular ICT tool used in teaching learning process.
Figure 2.
Figure 2 shows the month wise usage of LCD in multiple years.

The month wise usage of LCD shows that over a period of nine
years ranging from 2006 to 2013 the maximum usage of LCD can be
seen in the month of July and August in the first term. June shows a
moderate use of LCD considering the college reopens in the second
week of June and the teachers and students are just settling in. In
79
the second term in December January and February showed

maximum use of the LCD projectors. March April show minimum
use as this is the exam time.
Figure 3.
Figure 3 shows the year wise internet usage in the Library.

The above figure depicts the year wise use of internet in the
college Library. The Lala Lajpatrai College library is a highly
resourceful library. Eight computers are available to the students
with free internet facility. From the above figure we can see that the
6349 students used the internet in the library in 2006. However
there after number of students using internet fell down. It was 5383
students in 2007 registering 966 students less than the year 2006.
2008 saw 5885 students using the library internet which is 464
students less than the year 2006. Thereafter there is gradual decline
in the number of students using the internet in the library as
compared to the year 2006 with 4045 students in 2009 which is
2304 students less, 4167 students in 2010 which is 2182 students
less, 3361 students in 2011 which is 2988 students less, 2759
students in 2011 which les 2988 students less. The figures in 2012
fell to 2759 students which was 3590 students which is less than
half the students of 2006. However in 2013 4065 students used the
internet in the library which is a better figure than 2011 and 2012
but the number of students 2284 less as compared to 2006. In the
80
year 2014 the number of students using the internet in the library
was 3524 which is 2825 less students as compared to 2006. The
main reason for the decline in number of students in using the
internet in the library is mainly because by 2007 onwards internet
connections were added in the computer laboratories and on the
floors, thus the students had access to internet in other areas as
well. Thus the number of students using the internet in the library
witnessed a declined. By the year 2014 every classroom in the class
had internet connection enabling the students to get free access to
the internet through WI-FI anywhere in the college building. Thus
although the number of internet users using the facility in the library
declined but the actual use of internet increased due access in other
areas as well.
Conclusion :
We can see that the use of Information Technology is widely
used in the teaching learning process in the Lala Lajpatrai college
of commerec and economics. The teaching staff and students use
projectors and interent to enhance the teaching learning process.
References :
1.
Alexis Leon and Mathews Leon.(2009).Fundamentals of

Information Technology.Second Edition Leon Press
2.
Sanjay Saxena, (2009), Introduction to Information

Technology.Vikas Publishing House.
3.
Ramesh Behl,(2010), Information Technology for

Management. Tata McGraw-Hill Education Private Limited
81
12
USE
OF INNOVATIVE
TEACHING
TECHNIQUES IN HIGHER EDUCATION
DEVELOPS EMPLOYABILITY AND
ENTREPRENEURIAL SKILLS-AN OVERVIEW
Ms. Nidhi Singh
Abstract:
Changes in economic and social fundamentals call for
transformation in skills, capabilities and attitude of workforce and
hence requires shift in knowledge delivery pattern in existing
Education System. This article looks into the current requirements
of market and emphasizes the use of innovative teaching techniques
at undergraduate level to generate employable Graduates. This work
has been built upon previous articles. It critically examines the
traditional methods of teaching and explores the new technologies
which can be utilized widely to expand the education toolbox. It
stresses on the fact that success of these innovative methods largely
depends on the ability of teachers to utilize them fully, hence implies
regular training for teaching staff. It also points towards the
corresponding response of Education Sector when the demand in
market for type of skills changes. It explores the different ways in
which the stakeholders of Education Sector, i.e., academia, industry
and Government agencies can coordinate and cooperate to reduce
the gap between the skills required and skills the graduates acquire.
Improved innovative capacity in Economy requires innovation in
Use of Innovative Teaching Techniques In Higher ...
82
Education Sector. New technology in Education System acts as

drivers for better Economy.
Introduction :
Education is an engine for all round growth and sustenance of
a society. The objective of education is not only to make to make a
pupil literate but also inculcate into him creativity, analytical
thinking, practical knowledge of his subject and social sensitivity.
If he is equipped with these attributes he can be considered
employable.
Employability is commonly defined as combination of factors
and processes that enable people to find employment, to remain
employed and to advance in workplace. Better the skills are more is
the prospect of Employability.
According to the report of National Employability Report
Graduate-2015, following facts have come out:
I.
At present 30 million students are enrolled in higher

education which is meager 10% of University age
population.
II. Only 10 percent of general Graduates and 25% of Engineers

and MBAs are employable.
III. Only 4 Indian Institutes are in top 400 Universities and no
Institute in top 200.
IV. There is acute shortage of well-trained faculties.
V. There is a Noticeable lack of Research in Institutes.
These facts are enough to indicate not too satisfactory state of
our Higher Education System. India has remarkably enhanced
Education capacity in last 2 decades but still lags in quality.
Countries like China, Korea and Singapore have transformed from
developing to advanced economies due to strategic planning and a
larger vision which correlated economic development to
transformation in Education Sector.
In this context FICCI Higher Education Committee has created
the Vision 2030 for Higher Education in India. This Vision is
futuristic and inspirational and looks at India as globally dominant
economy with high quality of Higher Education. But for this change
83
to occur large scale transformative and innovative approach would

be required across all levels of Higher education.
Literature Review :
Ashish Hattangadi and Atanu Ghosh of IIT Bombay (2008)
emphasize on new innovative teaching techniques to enable our
graduates to respond positively to the growing market demand.
Maria de Hoyor, Anne E Green, Sally(2012) relate ICT to
Employability and and explore how proper investment in Education
Sector gives many fold returns in the employability of youth.
Australian Industry group contracted Precision Consultancy to
conduct research and report on the findings (2007). The research
showed that industry representatives are satisfied with the technical
or discipline-specific skills of graduates, but there is a perception
that employability skills are under-developed. Some employers
believe that universities are providing students with a strong
knowledge base but without the ability to intelligently apply that
knowledge in the work setting. This is backed by international
research. Employers interviewed expressed a willingness to more
deeply engage with universities, particularly in the provision of
work related experiences for undergraduates. Those interviewed in
universities also saw it as important to build strong links with
industry and employers. Rebecca Walton, Cynthia Putnam Erica
(2009) expose that skills are not binary and depend on the context
where they are to be used.
1.
Research Problem :
I.
Evaluation of traditional Methods of teaching.
II. Identification of Innovative techniques of Knowledge

delivery.
III. Establishment of link between curriculum and
Employability /Entrepreneur skills of graduates through
innovative teaching techniques.
IV. Assessing the level of coordination required between
different stakeholders of Higher Education- Academia,
Industry and Government Engines.
84
2.
Objective :
The aim is to study the current industry requirement, evaluate

status of our Higher Education System and explore the innovative
ways which can fill the gap between skills required by industry
and the skills acquired by our graduates.
3.
Scope :
This is a Secondary Research work and it assesses only

undergraduate courses.
4.
Data Collection :
The data dealt here with is secondary and has been taken from
various sources which have been mentioned along with the data
use.
5.
Research Design :
The entire research is based on data collected from various

sources and then this data has been analysed and relevant
suggestions have been made. Hence the research is exploratory in
nature based on existing data derived from diverse sources.
Data Analysis :
According to the survey carried out by FICCI the focus of
employment is shifting towards services and manufacturing and
by 2030 the job scenario will be as depicted below.
Employment Estimate By Sector

300
200
100
0
Agri
Indus services
2010
Source: Planning Commission
2030
85
According to financial Express Report 2015 following is the

current pattern of enrolment in Indian Higher Education:

Enrolment in higher education institutions (2011-12): 25.9
million
Estimated enrolment in 2022: ~45 million
Average course duration: 3.2 years
Therefore, average number of Higher Education graduates every
year: 10-11 million.
By 2020, world economy is expected to create a significant
shortage of skilled manpower of around 56.5 million, while India
alone will have a labour surplus of 47 million.
Surplus of labour by 2020 (in millions) by 2020:
86
Surplus man power by 2020

in millions
60
40
20
0
-20
US
China
India
Japan
-40
Surplus man power by 2020 in millions

India is well-positioned to cater to the changing requirements
of the labor market in domestic and international markets due to
favourable demographics and large output of higher education
graduates.
To realize full advantage of this situation, there is a need for the
creation of a globally relevant Higher Education system that can
produce competent graduates.
The World Economic Forum estimates that 81% of U.S.
engineering graduates are immediately employable, while only
25% of Indian graduates and 10% of Chinese graduates are equally
well prepared for jobs. The difference is the quality of education
provided. Practical training aims to elevate the students knowledge
and skills in a specific profession of their respective fields and at
the same time produce graduates who are credible, creative and
proficient thus increasing their employability.
In the above graph the first section shows the number of
students in millions, the second section shows the investment in
billions and in the last section no. of graduates expected by 2020 is
shown. It shows a comparative study between US, China and India
87
and it is clearly visible that the amount spent by India per student
is much less that that by US and China. This is one of the basic
reasons behind unsatisfactory attributes of our graduates. This is
clearly reflected by the graph below which shows the number of
institutions by country in Times Higher Education World University
Rankings
Institutes in Top 400

INDIA
AUSTRALIA
USA
0
50
100
150
No. of Institutes
(top400)2014/15:
Major global rankings place significant weightage on research.
Most Indian institutions lag behind in research and citations and
therefore tend to perform poorly in these rankings.
This explains the lack of creativity and analytical skills in our
Graduates which tend to make them unemployable.
88
Most Indian Higher Education Institutes have a restricted

international outlook.
The Graph given below compares the ratio of no of graduates to
the number of graduates employed of India and Japan. Evidently
Japan fares much better with this ratio around 50 while that of
India being just around 10.
Around 35% of faculty positions in state universities and 40%

in central universities are lying vacant. While enrolment in higher
education has grown 6 times in the last 30years, faculty strength
has only grown 4 times as is amply reflected in the increasing
student-faculty ratio. The student-faculty ratio in the US and China
is 13.6 and 16.8 respectively.
According to UGC report, the Student-faculty ratio (2011-12)
14.2
18.7
20.4
20.8
27.4
1980-81
1990-91
2000-01
2010-11
2011-12
89
National Employability Report for Engineering Graduates2014, as released by a private employability solutions company:
The problems with Indian Graduates are as follows according this
report:
I.
91.8% lack technical skill
II. 71.2% lack soft and Cognitive Skill

III. 60% lack Domain Skill
IV. 71.6% lack good communication skills
V. 58% lack analytical skills.
This explains lack of employability in our Graduates. But this
gap can be effectively filled up by inventing new teaching techniques
and then India will have an effective work force for Indian as well
as International market.
Discussion based on Data Analysis :
Traditional Methods of Teaching :
It is mostly a one way communication where the teacher adopts
the role of a demonstrator and the learner is mostly in a passive
mode. In todays short span world it is very difficult to keep students
engaged for more than 20-25 minutes. This method falls short in
giving practical and analytical knowledge to students resulting in
generation of unemployable graduates.
Innovative Teaching Techniques :
With innovation in teaching, the first thing which comes into
our minds is use of computers. Though it is not the only thing but it
is the backbone of innovative techniques. Some techniques which
are already being used widely are:
i. ICT (Information and Communication Techniques) in
teaching has brought concept of paperless and pen less
classroom. Two way communication is possible as
multimedia engages todays youth and has revolutionized
the education.
ii. Through Video Conferencing the students can directly
communicate with classrooms or guest lectures from
around the world.
90
iii. ICT also promotes Active learning which enables teacher

to get immediate feedback about students grasp of subject.
iv. The students can simulate real life scenario and hence
develop practical and analytical skills.
v. Digital libraries can be accessed from anywhere at any time
vi. The content material is much more flexible and slow
learners can go over it at their own pace.
vii. People with visual impairment can utilize speech
synthesizers and text magnifier programs and those with
hearing impairment can communicate via email and word
processing applications. Dyslexic students and those with
other cognitive disability also benefit a lot from these new
techniques.
viii. If the students are not given ICT exposure digital divide
(occurrence of two groups-one with computer knowledge
other without it) occurs which can hamper their future
progress.
But practically ICT approach cannot be employed widely due
to cost and infrastructure requirements. The other techniques which
are not related to computer use and still inculcate into students
creativity and practical knowledge are following:
i.
Z-A Approach: In this technique the application of content

is discussed before the actual concept.
ii. Humor: If the teacher introduces a bit of humor while

teaching, students get engaged.
iii. Role Playing: Students are divided into groups and are
told to solve a problem in their own way. This inculcates
into them sense of creativity and innovation.
iv. Mental Map- The concepts should be explained as far as
possible in pictorial or graphical form. It remains in memory
for longer period of time.
v.
To inculcate the following required eight employability

skills in pupil, corresponding techniques have been
suggested(DEST 2006)
91
a.
Communication- Presenting verbal and written reports,

Role plays, group works.
b.
Teamwork- Group projects, Group-Discussions,

Community Work.
c.
Problem Solving- Case studies, Research, Decision

making, model design and development, simulation.
d. Initiative and Enterprise- Brainstorming, Designing

innovative projects, initiating change and designing
it.
e.
Planning and Organization: Time Management act,

Goal setting and scheduling tasks, plan and organize
events.
f.
Self Management: Work plans, development of

portfolios, monitoring own performance, Career
planning.
g.
Technology and learning- Use of Internet, Use of ICT

skills to complete acts and regular use of Industry
relevant software.
Case Study :
Curtin University, Australia has developed nine graduate
attributes which strongly link to employability and has mapped
every course with these attributes. By 2010 it aimed to achieve the
goal of enormously high employability. Similarly Victoria University
has begun a New School of Thought to ensure that its courses best
serve the needs of industry and community needs. It has
implemented two policies. Firstly, a cluster of twelve industries has
been identified whose prominent leaders have direct say in course
redesign to make it more industry compatible. Secondly, 25%
learning has to take place at industry. This will impart practical
creative skills to the students. Further, National Careers Service
launched Skills Assessment Tools in UK which helps students
assess their Employability and Trainability skills according to their
performance. These innovative tools allow the graduates to identify
their personal skills.
92
Conclusion and Recommendations :

On the basis of study, Indian workforce can become a major
tool of world development if it takes some timely steps. They are:
i.
Stronger ties between Universities and industry should be

developed to reshape the curriculum according to industry
requirements.
ii. Industry professionals should be called for Guest lectures

to expose the students to the work scenario.
iii. Tie ups between institutes and skill based training
providers will help in improving practical knowledge of
students.
iv. ICT facilities should be provided and for investment,
Industry should be encouraged.
v.
Work Integrated Learning/ Internship for students must

be made compulsory for practical training.
vi. Intensive Faculty development programs and faculty

exchange programs should be initiated at international level
to expose our students to best techniques.
If these steps are taken soon the entire world will look upon
India as the major source of economic development as their major
workforce will be here.
Limitation :
This article focusses on Bachelor Degree program. It is just a
brief review not an exhaustive one. While some findings might relate
to Under Graduate level of Education, separate approach needs to
be acquired for PG or Doctorate Program.
References :
1.
Innovative methods of teaching by Dr. Damodar, Mr.

Rangarajan
2.
Enhancing the quality and accessibility of higher education

through use of ICT by Ashish Hattangadi, Atanu Ghosh
3.
Skills are not Binary by R.Walton, C.Putnan, E.Johnson,

Beth Kolko
93
4.
ICT Education Case Study by Mohammed Ali
5.
Understanding the link between Employability and ICT by

M. Garrido, J.Sullivan, A.Gordan.
6.
ICT skills for technical and Vocational Education

Graduates Employability- Abubakar Tafawa
7.
ICT and Employability by Mario Hoyos,Anne
8.
Graduate Employment Skills by Precision Consultancy
9.
Higher Education in India: Vision 2030 FICCI Higher

Education.
10. Rao, M. S., 2010, Soft skills enhancing employability:

Connecting campus with corporate, New Delhi:
International Publishing.
94
A Study on Quality Enhancement in Higher Education ...
13
A STUDY ON QUALITY ENHANCEMENT IN
HIGHER EDUCATION WITH THE HELP OF
SWOT ANALYSIS
Ms. Priti Parikh
Abstract:
Indian economic and her higher education as compared with
other regions of the world is promising and stable due to immense
growth and development provided by Indian trade and commerce.
Higher education needs to be considered holistically.
Indian higher education is one of the best and the second biggest
in the World afterUSA. India is anticipated as one of the Nations to
lead the future scenario. Duringindependence there were 20
universities, 500 colleges with 240,000 students.Today there are
more than 300 university level institutions and 13,000 collegeswith
approximately 10 million students. There are more than 430,000
teachersengaged in teaching in these Institutions.Compared to
Indian institutionsmany of the institutions of higher education
abroad have excellent infrastructure,resources, faculty developing
programs and research. In this paper, an attempt has beenmade to
comprehend the quality enhancement of higher education system
through thestrength, weakness, opportunities and threats (SWOT)
analysis.
Further the paper would cover recommendations to convert the
weakness so as to upgrade the higher education institutions to
95
matching requirements for quality enhancement acceptable to the

world academicians.
Objectives of the study :
1.
Analysis of Indian Higher Education
2.
SWOT Analysis
3.
Derive inferences based upon SWOT analysis of Indian

Higher Education.
Current Indian Higher Education scenario :

From Indian context, IIMs, IITs have set standards into the field
of higher education. Not only IIMs but also reputed institutions like
Nirma University, Ahmedabad, BITsPilani, NarseeMonjee Institute,
Mumbai, Jamnalal Bajaj, Mumbai, IMT, Ghaziabad, Symbiosis,
Pune, Tirpude Institute, Nagpur and many others have acquired
reputation due to their standardized way of operations and quality
education. Such management educational institutions have not only
acquired name in India and Asia but also on global platform.
Initiatives taken in Eleventh Plan for improvement in the quality
of higher education areto improve quality of teaching, with focus
on upgrading of infrastructure, filling up of vacant faculty positions,
greater use of ICTs, provision of broadband connectivity, revision/
modernization of syllabi to take care of emerging needs; to assess
the academic and infrastructure standards of the State Universities
with a view to minimize variation in standards;andto suggest
measures for providing adequate financial and other support to (i)
talented and (ii) needy students, so that they are able to realize their
full potential and no one desirous of pursuing Higher Education is
deprived of it.
It is very clear that Asian students are seeking study locations
closer to home and smaller proportions are travelling to the USA,
UK and Europe. If we want to target complete Asian students then
complete Asian culture, economies need to be considered by faculty
members and university syllabus designers. Definitely due to better
economic stability and also due to such foreign universities entering,
we can expect tremendous changes into the field of Academics in
96
India. These changes can be upgraded into standardization, better

service and quality improvement.
Swot analysis of Indian Higher Education:
Strengths:
Quality education, quality research is the USP of many top

notch management institutions like IIMs, IITs and many
others in India.
Economic conditions are quiet stable as compared to Euro

zone and few other economies of the world.
Some of the Indian universities/ institutions namely IIMs,

IGNOU, BITS Pilani, MAHE, NIIT are already offering
online programs and many more have emerged in the recent
period.
Besides, other provisions include disbursement of special

grants to Central Universities and other Central institutions
(like the IIMs, the IITs, the NIITs, medical, and engineering
institutions) for increase in their intake capacities by about
54 per cent under the stipulations of the Oversight
Committee of GOI.
Information, Communication and Technology (ICT) has

got fillip from government and will cover higher education
institutes. 11th Five Year Plan has proposed for launching
of a National Mission in Education through ICT to increase
ICT coverage.
Weaknesses :
Inadequate facilities on many public campuses fall short

to provide basic facility to students and professors.
The biggest issue is of poor sanitation and is particularly

urgent in India, where many die each year from diarrheal
diseases and poor sanitation. Poor sanitation also costs
Bangladesh, India, andPakistan combined more than $50
billion each year. This is the concern from many country
students and academicians to migrate to India.
97
Many of the management education institutes are still not

accredited by certificates of standardization such as NAAC,
NBA, ISO and the like.
As B.Ed, M.Ed. are compulsory to join as a teacher in

schools, there is no compulsory provision on the part of
GOI w.r.t. Management education teachers though FDPs
are held.
Public spending on education in India currently averages

about 4.1 percent of GDP one of the lowest levels of any
region.
Opportunities:
The World Bank invested millions of US$ in education in

India. The investment is producing strong results with
noticeable improvements in education.
Sri Lanka as well as India has many attractions for

international students: beauty of its scenery, its multicultural society, the possibility of education in the English
medium, modest prices and positive government policies.
SAARC established South Asian University (located in

Chanakyapuri, New Delhi), SAARC Chairs, Fellowship and
Scholarship scheme to promote higher education among
South Asian countries.
As discussed above, Asian students are seeking study

locations closer to home and smaller proportions are
travelling to the USA, the UK and Europe.
UNICEF is taking various initiatives in the field of

education. Stand-alone life skills curriculum in Sri Lanka,
Afghanistan, Maldives, Napals health curriculum,
Pakistans Empowerment of Adolescents Project and
Indias Adolescent Education Programme.
Threats:
If IIMs, IITs, NITs and other reputed management and

technological institutes increase in number then they may
face problem to get quality, knowledgeable and dedicated
teaching staff.
98
Countries such as China, Malaysia, Singapore and New

Zealand are actively marketing themselves as nice host for
international students. Many private business players in
India are commencing their own business schools. This is
big threat to established management institutions.
Now the syllabus and teaching pedagogy is based upon

dealing with local (Indian) economy. This cant be effective
while attracting foreign students.
China is taking many initiatives to have command over

software development, in which India has expertise.
Also China has speeded up in learning English language.

Then the traditional Indian English language and Computer
software advantage in business and education can shift
towards China.
Action plan on basis of finding to enhance the quality in Indian

Higher Education :
Quality is never an accident, it is always the result of high
intention, sincere effort, intelligent direction and skilful execution;
it represents the wise choice of many alternatives - William A
Foster.
So to define quality as the degree of conformance to a standard
is too narrow and inadequate old definition. Quality consists of
meeting stated needs, requirements and standards. Applying
research, new guidelines in the major content areas stress thinking.
The development of a country depends on its education-system.
The academic level of persons plays an important role in
strengthening the social, economical technological and intellectual
growth of a nation. Thus, higher education is responsible for
producing learned citizens with good skills to perform in various
fields.
Basic sanitation and infrastructure development can add value
to attract international crowd. Local universities and colleges can
shake hands with the foreign players and get mutually benefitted.
SAARC, UNICEF, World Bank and like organizations are already
99
working for uplifting the Indian region. Universities and colleges

can take utmost advantage of such opportunities and can enhance
their performances. Indian Universities and institutes need to take
a step further to enhance quality education by:
1.
Faculty exchange programme with foreign countries to

upgrade teaching skills. Treat faculty members as assets
for the organizations.
2.
State of art infrastructure, books availability, online

journals, technological advancements and above all time
with teachers to get acquainted with the knowledge source.
3.
More industry interactions of faculty members and

students. This will help management faculty members to
have flavor of practical industry exposure and
understanding.
4.
The universities are now targeting world. Hence cross

cultural understanding while dealing with syllabus
designing and teaching pedagogy need to be taken into
consideration. Indian institutes and universities, instead
of sticking to local (state, countries) languages, beliefs and
culture should expand their thinking horizon to assimilate
holistic approach.
5.
Indian universities / institutes should also market

themselves as a nice host for international students just
like China, Singapore and New Zealand.
Important Aspects for Quality Enhancement in Higher Education:

Students participation for quality enhancement - The
involvement of students in quality process is the most needed to
achieve effectiveness in quality education. Students participation
in establishment of correct eternal values in their personal life is
necessary to provide quality education. Organizations should do
needful treatment and requirements with respect to the same.
Motivation Motivation, external and internal is a key to quality
enhancement in higher education. Without motivation there is no
change, no learning no actions. The real fact is that without
100
motivation there are no results. According to Bergson in creative

evaluation,To exist is to change, to change is to mature and to
mature is to go creating oneself endlessly. So learners should be
motivated in their vision, mission to transform their dreams in
reality.
Modern Information Technology- It is also an effective tool for
quality enhancement in higher education. The recent development
in information technology has accelerated the process of global
integration. The human society had already seen transitions in the
past. The on-going convergance of communication technologies,
integrating computation, tele-communication and broadcasting is
rapidly changing the whole array of process and requirements of
the society.
The potential use of the balanced scorecard in higher educationThe mission of the faculty is to create a supportive climate in which
the individual contribution of students and staff are valued. The
process of continual improvement, to be a faculty, which is respected
both nationally and internationally and in which excellence
becomes the norm.
Role of Educational leadership in qualitative higher education :
Enthusiasm and direction to the instructional program.
Positive leadership toward overall planning, including

budget, thinking strategies.
Creating and communicating a vision of the future.
Aware of own strengths, weakness and motivations.
Achieving new different ideas and opportunities to learn.
Encourages experimentation and tries innovative ways of

working.
Leading to effective study and reading writing process.
To make best use of diverse talents, technology and

resources to deliver results.
Insight for evaluating teaching and learning process.
101
Obstacles in teaching, learning and achieving qualitative

education in higher education :
1.
Display of the performance of the teachers. Mostly the

institutions follow lecture method but only lecture method
does not yield expected results, especially in those subjects
where practical trainings are imparted. So we find
frustration in the youth.
2.
Learning experiences can no longer confined to the four

walls of the class-room. More textual matter and attempt of
lecturing by teacher are monotones and tiresome attempts
for the students.
3.
Lack of motivation to new generation: Today, students of

higher education hardly accept what are offered by the
college or a university. They are not properly motivated
towards the goal and aims of life.
4.
Learning achievement is equally important both in

cognitive and non cognitive areas. In colleges and
universities socio-emotional and ethical life of the learners
need to be strengthened along with intellectual life.
5.
E-learning, computerized LCD learning, online learning

and internet learning all these modern medias of teaching
learning dont solve the real life problems fruitfulness of
knowledge.
In this way a number of hurdles are in the path of achieving

quality in higher education.
Some Suggestions to avoid the obstacles for enhancing quality
assurance in Higher Education Motivate and guide the students
towards their goals and building their characters in a morality:
As noticed, eighty percent of the college and university

teachers are simple M.A, M.Sc., M.Com or any master degree
holders. They also require teachers training full time. So
that they can work fruitfully in the class room and outside
the class-room purposefully. In colleges most of the teachers
are not trained so the IT tools become useless.
102
Teaching learning process cannot be possible without the

application of dynamic methods and approaches. Learners
should be strengthened socially, emotionally, ethically
and intellectually by providing well organized various
technics and opportunities to the students.
Students should be encouraged for self learning, self

evaluation and self improvement. It is the most useful for
enhancing the quality in higher education.
Strong leadership should be provided by principals, by teachers

and the members of the management. Creative and innovating
researches should be done by the teachers, collective project works
should be followed, seminars and workshop must be well planned
organization. All these pious treatment creates alive knowledge
environment, which lead the students quality enhancement in the
contemporary system of higher education.
Conclusion :
Many other options are possible, particularly quality
enhancement in the higher education. This is not only the work of a
one hand or one mind. It is the collective effort which increases the
quality in higher education. The teachers, the members of
managements, the participation of students, the participation of
educationalist, the participation of experts of information
technology, infrastructure all these elements should be collectivity
involved in the process of enhancing qualitative higher education.
This collobarative task is not impossible. A number of nations of
the world have performed experimental researches and achieve the
goal of qualitative systems of Higher Education India is also hopeful
because our nations is not behind applying new strategy, in use of
IT and experimental research. So investigator hope for better results
by avoiding hurdles in qualitative education in Higher Education.
References :
1.
www.reuters.com/article/2012/10/01/useurozoneunemployment.
2.
http://planningcommission.nic.in/aboutus /committee/
wrkgrp11/wrk11_5c.htm
103
3.
http://www.southasianuniversity.org/pdf/
SAU_Annual_Report_2012.pdf
4.
http://www.worldbank.org/en/news/2012/06/29/
world-bank-group-supportpromote-growth-overcomepovertydeveloping-countries-hits-nearly-billion-2012
5.
University News A weekly journal of Higher Education
6.
www.southasiafoundation.org/var/input/F ileManager/
documents
7.
en.wikipedia.org/wiki/Ancient_Universities_of_Pakistan
8.
http://www.ajnnews.com/study-ondiseases-spreadingowing-to-eurozonecrisis-which-is-degrading-the-health.
104
14
Dr. Purnima Sharma
The past decade has seen an explosion of interest among college
faculty in the teaching methods variously grouped under the terms
active learning and cooperative learning. However, even with
this interest, there remains much misunderstanding of and mistrust
of the pedagogical movement behind the words. The majority of
all college faculties still teach their classes in the traditional lecture
mode. Some of the criticism and hesitation seems to originate in the
idea that techniques of active and cooperative learning are
genuinealternativesto, rather than enhancements of, professors
lectures. The lecture is a very efficient way to present information
but use of the lecture as the only mode of instruction presents
problems for both the instructor and the students. There is a large
amount of research attesting to the benefits of active learning.
Most students cannot stay focused throughout a lecture. After
about 10 minutes their attention begins to drift, first for brief
moments and then for longer intervals, and by the end of the lecture
they are taking in very little and retaining less. A classroom research
study showed that immediately after a lecture, students recalled
70% of the information presented in the first ten minutes and only
20% of that from the last ten minutes, thus there arises a need for
new techniques to be introduced for quality improvement in
classrooms.
105
The following may be the techniques for quality improvement

in classrooms.
Classroom Environment: The most important factor for a student
to learn is the classroom environment. The environment should be
such that the students willingly adapt to learn and not forcefully
just for the sake of attendance. The ingredients of a good classroom
environment may be clean classrooms, appropriate conditioning of
the classrooms, comfortable and adequate seating arrangement,
white board marker boards, easy inflow of natural and fresh air,
basic ventilation which can enhance the freshness to be maintained
by students consistently during the lecture hours and the faculty
can give the best input in delivering the lecture.
Digital Learning: Digital Learning is an emerging tool for
classroom teaching wherein the classrooms may have digital
projectors connected with a Laptop or Desktop PC, and the teaching
faculty may prepare a brief presentation on the particular topic to
be delivered using the Powerpoint presentation tools such as charts
and tables which can help the students to digest the concepts easily
and distribute the same PPT to all the students of the class by way
of handouts or emails.
Practical Approach: The main aim of the teaching faculty
should be that the students understand the basics and concepts of
the topic being delivered. During the lecture, the students should
also be acquainted with live cases and examples relating with the
topic on which the lecture is being delivered. This may help the
students to understand the topic easily.
Active Participation: During the lecture, active participation of
the students is a must. The teaching faculty should ask questions
voluntarily to students in relation to the topic being discussed. In
order to promote activelistening, after one student has volunteered
an answer to a question, ask another student to summarize the first
students response. Many students hear little of what their
classmates have to say, waiting instead for the instructor to either
correct or repeat the answer. Having students summarize or repeat
each others contributions to the course both fosters active
participation by all students and promotes the idea that learning is
106
a shared enterprise. Given the possibility of being asked to repeat a

classmate comments, most students will listen more attentively to
each other.
Quiz/Test: Here students are asked to become actively involved
in creating quizzes and tests by constructing some of the questions
for the internal exams which can be altered in the actual paper.
This exercise may be assigned for homework and itself evaluated
perhaps for extra credit points. In asking students to think up exam
questions, we may encourage them to think more deeply about the
course material and to explore major themes, comparison of views
presented, applications, and other higher - order thinking skills.
Once suggested questions are collected, the instructor may use them
as the basis of review sessions, and/or to model the most effective
questions. Further, students may be asked to discuss the merits of a
sample of questions submitted; in discussing questions, they will
significantly increase their engagement of the material to supply
answers. Students might be asked to discuss several aspects of two
different questions on the same material including degree of
difficulty, effectiveness in assessing their learning, proper scope of
questions, and so forth.
Panel Discussions: Panel discussions are especially useful when
students are asked to give class presentations or reports as a way of
including the entire class in the presentation. Student groups are
assigned a topic to research and asked to prepare presentations
(note that this may readily be combined with the jigsaw method
outlined above). Each panelist is then expected to make a very short
presentation, before the floor is opened to questions from the
audience. The key to success is to choose topics carefully and to
give students sufficient direction to ensure that they are wellprepared for their presentations.
Debates: Formal debates provide an efficient structure for class
presentations when the subject matter easily divides into opposing
views or Pro/Con considerations. Students are assigned to
debate teams, given a position to defend, and then asked to present
arguments in support of their position on the presentation day. The
opposing team should be given an opportunity to rebut the
107
argument(s) and, time permitting, the original presenters asked to

respond to the rebuttal. This format is particularly useful in
developing argumentation skills (in addition to teaching content).
Classroom Participation: Students attention can be maintained
throughout a class session by periodically giving them something
to do. Many different activities can serve this purpose, of which the
most common is the small-group exercise. At some point during a
class period, the instructor tells the students to get into groups of
two or three and arbitrarily designates a recorder (the second student
from the left, the student born closest to the university, any student
who has not yet been a recorder that week). When the groups are in
place, the instructor asks a question or poses a short problem and
instructs the groups to come up with a response, telling them that
only the recorder is allowed to write but any team member may be
called on to give the response. After a suitable period has elapsed
(which may be as short as 30 seconds or as long as 5 minutes
shorter is generally better), the instructor randomly calls on one or
more students or teams to present their solutions. Calling on students
rather than asking for volunteers is essential. If the students know
that someone else will eventually supply the answer, many will not
even bother to think about the question.
Thus, it may be concluded that the classroom plays a very
important role both for the faculty and the learners so it must be
ensured by the affiliated institutions to take adequate measures to
resolve the existing issues, if any, pertaining to developing and
implementing new techniques in improving the classroom. The
institutions may do so by doing a research and obtaining a feedback
from the students on the existing techniques and ways of improving
the same. This would ease the job for the institutions to adopt the
new techniques and provide efficient learning environment to the
prospect learners.
108
Application of Multimedia Technique for Quality ...
15
APPLICATION OF MULTIMEDIA TECHNIQUE
FOR QUALITY IMPROVEMENT IN
CLASSROOMS
Ms. Raghavendra A.G.
Abstract: Computers, the Internet, and mobile phones play an effective

role in teaching of English language. Computer technology and Internet
are new strategies used in education methodology. The paper explores the
application of technology in the quality improvement of classrooms. This
paper tries to analyze the needforthe application of new techniques in
teaching. It has always been achallenge to ensure the quality of
teaching and learning. One possible solution for improving the
quality of education is the application of new techniques in teaching
and learning process. Providing multimedia tools in the process of
teaching and learning in the classroom is one of the techniques to
improve the classroom and English language skills. A classroom
equipped with multimedia provides the students a chance to interact
with diverse texts and content of mainstream college courses. This
paper aims to find out some of the advantages of the use of
multimedia in the classroom. The use of technology in the classroom
can yield positive resultsin improving the quality of teaching. Here
the difference between a traditional classroom and multimedia
classroom has been explored. Advantages are there in teaching
English using multimedia as a technique in the classroom. This
paperdefines the method that could help the students to develop
109
their skills in English through multimedia: print text, film, video,

radio, computer, and Internet. Through the media the teacher will
be able toexplain the subject effectively and students can enjoy the
process of learning.
Keywords: Quality Improvement, Multimedia, Internet, English
Language Teaching
Introduction :
The number of students learning English as a foreign language
has been gradually increasing from year to year. To be successful in
college, these students must develop not only linguistics, but also
academic skills. These skills involve using English to acquire and
articulate knowledge. As the number of English learners is
increasing day by day, innovative teaching methods have been
introduced to increase the effectiveness of the teaching process of
English language. It is a matter of fact that these technologies have
proved successful in replacing the traditional teaching methods.The
present age assigns new challenges and duties on the modern
teacher. The trend of English language teaching has been radically
changed with the remarkable entry of the new technologies.
Technology provides many options as making teaching interesting
and more fruitful in terms of positive changes. Technology is one of
the most major drivers of both social and linguistic change. In the
meantime there are more and more English learners in India,
different teaching methods have been implemented to test the
effectiveness of the teaching process. One method is the use of
multimedia in the teaching of English language. According to David
Graddol,It is the language at the leading edge of scientific and
technological development, new thinking in economies and
management, new literatures and entertainment genre.
The Use of MultimediaTechnique in Classrooms :
As the use of English language has increased in popularity so
has the need for qualified teachers to instruct the students in the
latest and recent way. With the swift development of science and
technology, the emerging and developing of multimedia technology
and its application to teaching, featuring audio, visual, animation
110
effects comes into full play in English class teaching and sets a
favorable platform to reform and to explore on English teaching
model in the new era. It has been proved that multimedia technology
can play a positive role in promoting activities and initiatives of
student and teaching effectively in the classroom.
Multimediaisthe amalgamation of differentcontent forms. It
contains a combination oftext,audio,still images,animation,video,
orinteractivitycontent forms. It is generally recorded and played,
displayed, or accessed byinformation contentprocessing devices,
such as computerized and electronic devices, but can also be part of
a live performance. Multimedia devices areelectronic mediadevices
used to store and experience multimedia content. Multimedia is
distinguished frommixed mediainfine art; by including audio, for
example, it has a broader scope. Multimedia offers a complex multisensory experience in exploring our world through the presentation
of information through text, graphics, images, audio and video,
and there is evidence to suggest that a mixture of words and pictures
increases the likelihood that people can integrate a large amount of
information.
The using of multimedia in classroom cannot be denied any
longer. That will enable the teachers to provide more opportunities
to students to enjoy the process of learning. Traditional classrooms
are different from the multimedia classrooms. Students are seated
in rows and a chalkboard in the front. The teacher stands in front of
the class giving a lecture. Compared with traditional classrooms,
multimedia classrooms differ greatly. In the multimedia classrooms,
students seat can be adjusted according to the situation needed.
Inside the classrooms, all the equipmentare available and make the
students feel comfortable to study. They are seated at wide tables in
comfortable chairs and have plenty of room to spread work. Besides,
they also have the opportunity to move the furniture around for
group discussions. A large teaching station is located at the front
and to one side of the room. Inside the station cabinet there are
controls for the rooms built-in equipment. The use of multimedia
described here makes use of print texts, film and Internet to develop
and enhance linguistics and knowledge. Through their interactions
111
with multimedia texts on the topic of interest, students become

increasingly familiar with academic vocabulary and language
structures. As they pursue sustained study of one content area
through focus, discipline, the students become actively engaged in
the process of meaning construction within and across different
media.
By means of print, film and Internet as resources for studying,
students get opportunities to gather information through stimuli
that will stimulate their imaginations, engage their interest and
introduce them to the raw materials for analysis and interpretation
of both language and context. Students develop concrete foundation
in several subject areas and become content experts in one.
The Computer Internet :
Computer technology has providedinternet, which has various
uses. Dealing with education, internet offers the students a wide
range of collection of English language texts. Instruction was
personified commonly by the teachers standing behind a lectern or
by the teacher marking errors on student texts. With the rapid
proliferation of the personal computer, believing that using the
technology democratizes the classroom discussion, allowing
students to transcend the limits of the traditional Computer
technology has given us internet, which is an electronic medium in
which both print and visual resources are invariably bound. At the
click of amouse, text resources present students with a diverse
collection of authentic English language texts dealing with a wide
variety of interdisciplinary topics, and at each web page link,
students have the advantage of reading print texts with the benefit
of immediate visual reinforcement provided by pictures and slide
shows, facilitating the collaborative effects of print and visual
information processing. Integrating the internet yields the additional
advantage of increased student motivation. Students are keen to
begin class and often arrive early at the computer lab, logging on to
the Internet and beginning research on their own. They also often
stay after class to continue working on the internet. Overall, students
develop greater confidence in their ability to use English because
they need to interact with the internet entirely through reading and
112
writing. Using the internet promotes critical and social literacy as

students encounter a variety of information, synthesizing that
information through cooperation and collaboration with their peers.
Nevertheless, the general uses of computers are rarely found in
traditional classroom. For example, students attend the regular
classes that were taught to write the standard essay.
The Print Text :
The Print text used in presenting students with refined reading
that contains cognitively demanding language and introduces a
wide range of vocabulary. Nevertheless, these texts may be difficult
to understand. This is suggested to be presented in printed and
visual text. By reading print texts will the benefit of immediate visual
provided by pictures or slide show. In writing class of using
multimedia, students watch the selected video novel. After watching
the film, students are asked questions about the video and assigned
essay topics, then divided into brainstorming groups. They discuss
and develop the topics in their group. They then make a rough draft
before presenting in front of other groups.
It is obvious that in the multimedia classroom students are
engaged to learn how to brainstorm, how to use groups for draft
and how to critique other presentations.However, to get benefit from
the internet, the students have to learn to navigate and then evaluate
the information found there. The students must know how to use
search engines, web browsers, and met sites evaluate information
in terms of its validity and reliability, as well as its relevance to the
topic. As the students become more comfortable surfing the Internet,
they discover it can be used to develop not only content area
knowledge but also to improve their language skills.
The Film :
Film can be used to provide a visual material. The students can
read a print text and watch the film later.It is proved that the film
can clarify comprehension, consolidate concepts and reinforce
learning. It is expected to the students to fully understand both
visual and verbal comprehension. By watching the complete film,
the students are expected to understand various areas of academic
113
discourse such as psychology, environmental science and others to

broaden the verbal and written perspective. A casestudy from
Florida International University (1994), has examined a multimedia
classroom, the students watching the video novels Tom Jones (the
new six part A & E version) and The Scarlet Pimpernel (Anthony
Andrews and Jane Seymour). After viewing it, the class asked
questions about the movie and assigned essay topics, to help them
the teacher asked the students to brainstorm. That is how this method
is effective.
Conclusion :
Multimedia gives teachers various opportunities for making
learning and teaching atmospheres meaningful and effective. One
of the ultimate objectives of multimedia language teaching is to
promote students motivation and learning interest. With the help
of this the teaching quality will be improved and students applied
English skillscan be effectively cultivated. Through the interaction
with multimedia, the students become increasingly familiar with
academic vocabulary and language structure. Connecting with the
Internet will make the benefit of increased student motivation.
Students are eager to begin class and often arrive early at the
computer lab, logging on the Internet and beginning research on
their own. They also often stay after class to continue working on
the Internet. Overall, students develop greater confidence in their
ability to use English because they need to interact with the Internet
through reading and writing. Using multimedia provides the
students to gather information through media that encourages their
imaginations, interests. Also it using this technology combined with
the sense of teaching will create a successful teaching
method.Although nothing can fully replace an experienced teacher,
technology has done much to assist teachers in their efforts in the
classroom. There are many techniques applicable in various degrees
to language learning situation. The teaching principle should be to
appreciate new technologies and functions where they provide
something decisively useful and never let machines take over the
role of the teacher. Finally it is important to note that technology
will not be a substitute for time and money - it needs to work
114
effectively. A teacher cannot be a substitute for technology and

therefore the positive role of a teacher in the classroom cannot be
undermined.
References :
1.
Vaughan, Stay, Multimedia: Making It Work (first edition,

ISBN 0-07-881869-9), Osborne/McGraw-Hill, Berkeley,
1993. pg. 3.
2.
Clark J. M. &Paivio A. (1991). Dual coding theory and

education, Educational Psychology Review, 3, 149-170.
3.
Fletcher, J. D. Evidence for learning from technologyassisted instruction, In H. F.ONeil, Jr. & R. S. Perez (Eds.),
Technology applications in education: A Learning View.
Mahwah, NJ: Lawrence Erlbaum Associates. 2003.(pp. 7999)
4.
Graddol D.,The future of English, Oxford University Press:

Oxford.2006.
5.
Harmer, J.,How to teach English, Harlow, Essex: PearsonLongman. 2007.
6.
Mayer R.E. & Moreno R.,A split-attention effect in

multimedia learning: Evidence for dual processing systems
in working memory. Journal of Educational Psychology, 90,
312-320, 1998.
7.
Mayer, R. E., Multimedia aids to problem-solving

transfer, International Journal of Educational Research, 31,
611623. (1999).
8.
Najjar, L. J., Multimedia information and learning. Journal

of Multimedia and Hypermedia, 5, 129-150. (1996)
115
16
QUALITY ENHANCEMENT IN HIGHER
EDUCATION IN INDIA
Mr. Raj A. Soshte
ABSTRACT :
Education is the basic need of every society. The social, scientific
and technological development of the country is based on good
education system. A better education system can enhance the social,
scientific and technological improvement of a country. Higher
education caters to the education in the colleges and universities.
Higher education is recognized today as a capital investment and
is of paramount importance for economic and social development
of the country. The importance of education for the development of
excellence expertise and knowledge leading to overall development
in economy cannot be undermined. The system of higher education
is found efficient in making available to the society a dedicated,
committed, devoted and professionally sound team of human
resources to decide the future of any nation. This is possible only
when the principles of quality management are inculcated in the
system of higher education. This paper aims to the review the quality
enhancement in Higher education in India and this paper also
focused on the quality movement and important aspects for
enhancement of quality in Higher education in India.
Keywords: Higher Education, Quality enhancement, Quality
assurance.
116
1.
Quality Enhancement in Higher Education in India

INTRODUCTION :
India in the last 60 years has developed a very large system of

education and has created highly skilled academicians equipped
with scientific and technological capabilities. India is the largest
democracy and the largest educational system in the world. As per
the UGC report 2011 there were only 20 universities and 500 colleges
with 0.1 million students at the time India attained independence.
This has increased to 611 universities and university level
institutions and 31,324 colleges as on August 2011. The educational
system in India is today in a critical state resistant to change.
Since Independence, though many commissions have submitted
their reports and many eminent persons have propounded their
plans for rejuvenating the system, there has always been a wide
gap between the plan and the action. This large system of higher
education deserves that action must be taken periodically to assess
its performance, to conduct academic audits and also provide a
system for its assessmentand accreditation.
Restructuring of our educational institutions and the contents
of the curricula is what is needed to produce the desired outcome.
Funds alone cannot help to improve the quality of our education. It
urgently needs motivation of all including that of teachers, students,
administrators and others. It is high time that we assess the quality
and accredit the higher educational institutions in India, the impact
of which shall be fulfillment of objects and targets in Indias National
Policy on Education & Programme of Action. The Kothari
Commission (1964-66) had stressed the need to maintain quality in
Higher Education. Indias National Policy on Education 1986 (NEP)
and the Programme of Action 1992 (POA) also deal with quality in
higher education and focused on self-evaluation and selfimprovement. Quality assurance is a key word, which is to be
seriously applied to the system of higher education. Accreditation,
assessment and academic audit are its basic components and
should be enforced on the institutions to produce the desired
results.There is enough motivation for criticizing a system but there
is not enough motivation for improving it. It is time now that we
motivate people and generate confidence inthem to perform better
and better.
117
The performance evaluation of higher education institutions

through the process of assessment & accreditation as a means of
self-introspection along with the inputs from peer review is of recent
phenomena in India. National Assessment and Accreditation
Council (NAAC) has so far accredited 104 universities and 744
colleges in the country. Apart from mere assessment and
accreditation, NAAC has been taking up several measures for
sustainable growth and development of accredited institutions. One
such activity is state wise analysis of accredited institutions. Such
analysis is imperative because of heterogeneous nature of different
geographical regions. Due to this, the states within India present
diverse spectrum of higher education development. The major
purpose of this state wise analysis of accreditation reports is
multifold. i.e., on one hand to identify the strengths and weaknesses
of the accredited institutions to suggest remedial measures for their
further qualitative development and on the other hand to provide a
suggested action plan to the facilitators (state governments, apex
bodies, parents etc) and also to stakeholders (students) to guide
them towards right choice of institution for pursuing Higher
education.
2.
3.
OBJECTIVES OF THE STUDY :

1.
To study the present status of Higher Education in India.
2.
To study the quality movement in Higher Education in

India.
3.
To study the important aspects for quality enhancement in

Higher Education in India.
METHODOLOGY OF THE STUDY:
The study is based on secondary source of data collected

through various books, articles and research papers published in
various national, international journals, websites and published
reports of UGC, NAAC etc.
4.
HIGHER EDUCATION IN INDIA:
An Overview : Indias higher education system stands third in

size in the world after the US and China with nearly 26 million
118
students in over 45,000 institutions in the country. In the last decade

the country has witnessed a particularly high growth rate in student
enrolment at a CAGR of 10.8 per cent and institutions at 9 per cent.
The University Grants Commission (UGC) which enforces its
standards is the main governing body at the tertiary level and
advises the government, coordinating between the centre and the
state. Accreditation for higher learning is monitored by twelve
autonomous bodies established by the UGC. Indian higher
education has been progressing at a fast pace adding over 20,000
colleges and about 8 million students between the ten year periods
2001 - 2011. As of 2011, Indian higher education system is spread
over 42 central universities, 275 state universities, 130 deemed
universities and 90 private universities. Additionally 5 institutions
were established functioning under the State Act, along with 33
Institutes of National Importance. Nearly 33,000 institutions
function as Government and Private Degree Colleges which also
include 1800 exclusive womens colleges. Today the number of
private higher education institutions stands at 64 per cent and
enrolments at 59 per cent from the total number of institutions and
enrolments in the country. This is a significant jump from the
statistics of the decade before where private institutions stood at 43
per cent enrolments at 33 per cent and is an obvious index to an
improving educational system through private participation.The
current emphasis in Indian higher education has been mostly on
science and technology. Distance learning and open education also
is an essential feature of the Indian higher education system. Indira
Gandhi National Open University run by the Indian government is
attributed to be the largest university in the world by number of
students with over 3.5 million students from across the globe.
Premium institutions of India, such as the Indian Institutes of
Technology (IITs), Indian Institutes of Management (IIMs), National
Institute of Technology (NITs) and Jawaharlal Nehru University
have attained global acclamation for their high standard of
education. About 8000 students are enrolled annually by the IITs
and the alumni have made significant contributions to both the
growth of the private sector and the public sectors of India.While
figures convey a positive picture of the growth of higher education,
119
in terms of Gross Enrolment Ration GER, India remains at a dismal

16 per cent against the global average of 26 per cent. Though the
government has undertaken several initiatives for inclusion of all
communities in its educational front its success has largely been
questionable. Delivery of quality higher education has become a
severe shortcoming in governance with several issues posing an
overwhelming challenge.At the end of the eleventh five year plan
2007-2012, India has achieved a Gross Enrolment Ratio GER 17.9
per cent upward from 12.3 per cent from the beginning of the plan
period. The twelfth five year plan of the Indian government for
2012-1217 envisages several revolutionary initiatives to
exponentially improve the quality and reach of higher education
across the length and breadth of the country.
5.
QUALITY MOVEMENT
EDUCATION:
IN
INDIAN
HIGHER
For India, today quality in higher education is a key priority.

The University Grants Commission (UGC) with its statutory
powersis expected to maintain quality in Indian Higher
EducationInstitutions. Sec.12 of the UGC Act of 1956 requires UGC
to beresponsible for the determination and maintenance of standards
of teaching, examination and research in universities. Various
committees and commissions on education over the years have
emphasized directly or indirectly the need for improvement and
recognition of quality in Indian higher education system. The new
education policy (1986) emphasized the recognition and reward of
excellence in performance of institutions and checking of substandards institutions. The UGC, after 8 year continuous and
serious deliberation established National Assessment and
Accreditation Council (NAAC) at Bangalore as registered
autonomous body in 1994. The core values of NAAC for higher
education system in India envisages national development, fostering
global competitiveness, including ethical value, promoting use of
technology and create an atmosphere and quest for excellence The
National Assessment and Accreditation Council (NAAC) is
advocating the best practices benchmarking approach for quality
enhancement in higher education. The best practices benchmarking
120
approach is an inductive approach to quality management in higher

education institutions. These best practices will help the higher
education institutions to play their role effectively in quality
sustenance and enhancement. The best as an ideal should be the
vision of every higher education institution stakeholders
(government, company, student, teacher and parents) can contribute
differently for the realization of the goal by the institution. The
management should ensure paper infrastructure and effective
governance systems. Teachers have a critical role in building
competencies of learner through best pedagogic practices. Students,
for whom the whole system is designed, should desire and demand
the best. Lastly, in order to manage quality in the system of higher
education effectively, be it a university level or college level, following
factors should be considered as a top priority variables.
a. Teaching : Teaching forms the backbone of any educational
system. The objective of teaching is the transmission of knowledge
from the teacher to the students. Apart from classroom lectures,
more innovative teaching can be imparted through other modes,
including discussions, role-play, and simulation methods amongst
other. Teaching methods in synchronization with the learning
objectives will facilitate better teaching-learning process.
b. Research : Research focuses on exploration of the
knowledge. In an educational system of any country, research has
been stereotyped to be part of higher education system. It is generally
associated with the university system thereby research is pursued
after obtaining a postgraduate level, though these may be need of
research in the lower level of educational system hierarchy. Research
is related to innovation. It is therefore imperative that good research
system not only promotes scientific and rationale thinking, but also
leads to economic well being in the long run.
c. Extension : Extension activities are primarily aimed on the
application of the developed knowledge to address the common
problems of the society. Higher educational system does not operate
in isolation. There are many interfaces including sociological,
cultural, economic, technological, and political and so on. A good
121
higher education serves to solve the problem of the society affecting

these interfaces. It also aids in reduction of poverty by generating
avenues for jobs through placement. Commercial organizations are
working in cooperation with the university laboratories new product
and their product is part of extension services.
6.
IMPORTANT ASPECTS FOR QUALITY ENHANCEMENT

IN HIGHER EDUCATION IN INDIA:
Following are some of the important aspects for quality

enhancement in Higher Education in India
a. Motivation : Motivation - external and internal is a key to
quality enhancement in higher education. Without motivation
there is no change, no learning no actions. The real fact is that
without motivation there are no results. So learners should be
motivated in their vision, mission to transform their dreams in
reality. They should be constant focus on a particular college goal
Teachers must build a college climate that encourages performance.
They should find out motivational factors and should put it into
the practice.
b. Students participation for quality enhancement : The
involvement of students in quality process is the most needed to
achieve effectiveness in quality education. Students participation
in establishment of correct eternal values in their personal life is
necessary to provide quality education.
c. Modern Information Technology : It is also an effective tool
for quality enhancement in higher education. The recent
developments in information technology have accelerated the
process of global integration. The human society had already seen
transitions in the past. From tribal to agrarian society and The other
from agrarian to industrial society.
d. Implementation of TQM in Higher Education : In this
competitive world, higher education institutions face the challenge
of providing quality education. Hence, they have started to believe
in preparing the students for a future of dynamic change, with
relevant knowledge and lifelong skills. In this context the principles
of TQM fit well.
122
7.

CONCLUSION :
After independence, there has been tremendous increase in

institutions of higher learning in all disciplines. But with the
quantitative growth has it been able to attend to the core issue of
quality. India is today one of the fastest developing countries of the
world with the annual growth rate going above 9 per cent. In order
to sustain that rate of growth, there is need to increase the number
of institutes and also the quality of higher education in India.To
reach and achieve the future requirements there is an urgent need
to relook at the Financial Resources, Access and Equity, Quality
Standards, Relevance and at the end the responsiveness. To attain
and sustain national, regional or international quality, certain
componentsare particularly relevant, notably careful selection of
staff and continuous staff development,in particular through the
promotion of appropriate programs for academic development,
including teaching/learning methodology and mobility between
countries, between higher education institutions and the world of
work, as well as student mobility within and between countries.
Internal self-evaluation and external review must be conducted
openly by independent specialists, if possible with international
experts.Report of the National Knowledge Commission if
implemented can help boost education sector in India. We are
moving towards an era which would be defined by the parameters
of knowledge and wisdom. India in order to become a developed
nation by 2020 and knowledge power by 2015. The decisions that
are going to be taken on these are likely to hold the key to Indias
future as a center of knowledge production. We need higher
educated people who are skilled and who can drive our economy
forward. When India canprovide skilled people to the outside world
then we can transfer our country from adeveloping nation to a
developed nation very easily and quickly.According to Former Prime
Minister of India Dr. Manmohan Singh The time has come tocreate
a second wave of institution building and of excellence in the fields
of education,research and capability building. We need an
educational system that is modern, liberal and can adapt to the
changing needs of a changing society, a changing economy and a
changing world. The thrust of public policy for higher education in
India has to be to address these challenges. However, one university
123
cant make much difference. If the government welcomes more such

initiatives, the future will be ours. We will be able to match and
compete with other countries and the dream to be the worlds
greatest economy wont be difficult to achieve. Quality in higher
education entails effectiveness of transmitting knowledge and skill,
the authenticity, content, coverage and depth of information,
availability of reading/teaching materials, reduced obstacles to
learning, applicability of knowledge in solving the real life
problems, fruitfulness of knowledge in personal and social domains,
convergence of content and variety of knowledge over space
(countries and regions) and different sections of the people and
realization of cost-effectiveness and administrative efficiency.
Quality in higher education also requires effective governance.
Unless governance is apt, alert, vigilant, concerned and resultoriented, infrastructural development and availability of reading
materials, etc will continue to be sub-optimally utilized.
8.
REFERENCES:
Agarwal, Pawan (2006) Higher Education in India: The Need for

Change (ICIER Working Paper No. 180).
Ananda krishnan, M. (2006) Privatization of higher education:

Opportunities and anomalies. Privatization and
commercialization of higher education organized by NIEPA ,
May 2, 2006., New Delhi
Borg, M. D., Gall, W. R., & Borg, J. P. (1983).Education Research,

White plains. NewYork, Longman.
Becket, N., & Brookes, M. (2006). Evaluating Quality

Management in University Departments, quality assurance in
education.14(2), 123-142.
Dey, A (2000), Who Actually Paid for My Education?

(Originally published in soc. culture. Indian in 2000) Available
at http://www.deeshaa.org/who-actually-paid-formyeducation.
Jandhyala B.G. Tilak, Absence of Policy and Perspective in

Higher Education Economic and Political Weekly Vol. 39, No.
21 (May 22, 2004), 2159-2164
124
MHRD (2006) Annual Report. Ministry of Human Resource

Development, Department of Secondary and Higher education.
Government of India. New Delhi.
National Knowledge Commission (2007), Report to the Nation

2006. New Delhi: National Knowledge Commission.
Planning Commission (1999) Approach paper to the Tenth

Five-year Plan (2002- 2007). Planning Commission. New
Delhi.
Prasad, V. S. (2005). Value framework for assessment of Higher

Education Institutions. Bangalore: NAAC Distance Education
Council. Retrieved from http://www.dec.ac.in
Prasad, V. S. (2006). Quality assurance of distance

education.Garg, S. C. (et. Al.). Four Decades of Distance Education
in India: Reflection on policy and practice. New Delhi: Viva.
Srikanthan, G., & Dalrymple, J. (2003). Developing alternative

perspectives for quality in higher education. International
Journal of Educational Management, 17(3), 126-136.
Sanat Kaul (2006), Higher Education in India: Seizing the

Opportunity (ICIER Working Paper No. 179). New Delhi:
Indian Council for Research on International Economic
Relations.
Raghunath A. Mashelkar (2005), Indias R&D: Reaching for

the Top. Science Vol. 307, No. 5714,
Tewari Asha (2011), Implementing quality in Higher

Education. http://www.qcin.org/nbqp/qualityindia/Vol-2No2/specialreport.htm, available on 25.1.2011
UGC (2005) Research Handbook: Towards nurturing research

culture in higher education institutions in India. University
Grants Commission. New Delhi.
Van, den Berghe W. (1998).Application of ISO 9000 standards

to education and training. Vocational Training European
Journal, (15), 20-28.
125
17
A STUDY
NEED AND
APPLICABILITY OF TOTAL QUALITY
MANAGEMENT PRINCIPLES IN HIGHER
EDUCATION
ON THE
Dr. Rajesh Mankani
ABSTRACT :
Teaching is referred to as a Noble Profession due to its focus
on equipping the students with knowledge, skills, and aptitudes
along with shaping and polishing their personal value systems,
beliefs & attitudes, behaviour norms, which in combination become
a stable support in their lives, with the use of which, they are able to
carve out their individual niches in their careers and personal lives.
Since universities, like business organizations, are also required to
operate in a highly complex, competitive & dynamic environments,
universities imparting higher education, often, also find themselves
at crossroads where timely changes and adjustments are required
to be made in their whole functioning, in order to keep abreast of the
rapid changes taking place around them.
A university can be compared to a business organization
because both have the same functionality, process and objectives in
that sense. An organization has a product to offer to its customers
in its chosen market. Akin to this, the universitys product is the
knowledge / education it has to offer to its students in the chosen
126
A Study on the Need and Applicability of Total Quality ...
domains where it has a specialization. The customer for the

university is the student who enrols himself at the university to
obtain the product being offered by the university. Quality standards
and their continual improvement are a must, for the survival and
growth of the reputation of universities. In the education world,
reputations are established based on the standards of excellence,
displayed and transferred into the students who become real life
examples, by the universities.
With very little adaption, TQM principles can be easily adopted
in Universities and with adequate implementation and the drive of
the leadership / controllers of the top decision-making echelons,
TQM can bring untold benefits to universities and higher education
and to all the stakeholders in the loop.
Keywords: Higher Education, Quality, Total Quality Management
Introduction :
Teaching is referred to as a Noble Profession due to its focus
on equipping the students with knowledge, skills, and aptitudes
along with shaping and polishing their personal value systems,
beliefs & attitudes, behaviour norms, which in combination become
a stable support in their lives, with the use of which, they are able to
carve out their individual niches in their careers and personal lives.
Since universities, like business organizations, are also required to
operate in a highly complex, competitive & dynamic environments,
universities imparting higher education, often, also find themselves
at crossroads where timely changes and adjustments are required
to be made in their whole functioning, in order to keep abreast of the
rapid changes taking place around them.
Universities are temples of knowledge where students come in
the faith and belief that they will receive the best and this experience
will help them shape their career and life journeys. Here the
researcher would like to compare a university with a business
organization and draw out the similarities between the two to bring
out the core focus of this paper.
A university can be compared to a business organization
because both have the same functionality, process and objectives in
that sense. An organization has a product to offer to its customers
127
in its chosen market. Akin to this, the universitys product is the

knowledge / education it has to offer to its students in the chosen
domains where it has a specialization. The customer for the
university is the student who enrols himself at the university to
obtain the product being offered by the university. Just as a business
organization has the primary objective of making profit, a
universitys primary objective is to impart its knowledge, by way of
the various courses it offers, to as many students as possible. The
manner in which an organization cannot survive if there is no
demand for its products, similarly, a university cannot survive if it
does not have students to take up its courses. In order to ensure
steady demand for its products and steady off-take in the market,
an organization has to focus on a range of factors. However, in
todays extremely competitive, dog-eat-dog business environment,
the most important factor for an organization, essential for its
survival, growth being a far cry, is focus on quality of its products.
Quality has become synonymous with success or failure of a
company. Gone are the days when companies could take the
customers for granted and push along sub-standard quality
products in the market and find ready takers for its offers. Todays
customers are highly knowledgeable and extremely quality
conscious, and demand nothing but the best quality. If a
organization is not able to provide good quality products, it can
start counting its days as the customers lack of demand will force it
to down its shutters within no time.
The above points also make a case for university education.
Universities also operate in competitive environment. With rapid
advances and research taking place at various centres of excellence,
both, within the country and abroad, universities also have to ensure
that they churn out quality in terms of the education they offer.
Quality standards and their continual improvement are again a
must, for the survival and growth of the reputation of universities.
In the education world, reputations are established based on the
standards of excellence, displayed and transferred into the students
who become real life examples, by the universities. It is thus that we
hear and speak so highly of the Ivy League Institutions, where the
alma matter have shown to the world the kind of levels of education
which is imparted to the students passing through the halls of such
128
legendary schools such as Harvard, Yale, Cambridge, Oxford, etc

to name a few.
Literature Review :
Mary Cruickshank (2003) in her research paper has observed
that although in the past decade, much has been written about
Total Quality Management (TQM) and Continuous Quality
Improvement (CQI) in the manufacturing and healthcare industries;
very less attention has been paid to the application of these quality
approaches in the higher education sector. The paper has focused
on higher education institutions in the US, UK and Australia to
identify current quality management practices. The study,
commences with the early TQM writings in higher education and
proceeds throughout the 1990s, and demonstrates that the degree
of TQM development in education has not kept pace with that of
TQM in the manufacturing and healthcare industries.
Sitalakshmi Venkatraman, (2007) in her study A framework
for implementing TQM in higher education programs, has
attempted to provide a TQM framework that stresses continuous
improvements in teaching as a plausible means of TQM
implementation in higher education programs. The literature survey
of the TQM philosophies and the comparative analysis of TQM
adoption in industry versus higher education provide the theoretical
and practical background for this work. The analysis of TQM in
higher education was done considering various critical factors such
as existing educational practices, the barriers of TQM and the return
on investment (ROI) of TQM implementations. These explorations
led to the development of a TQM framework that adopts Demings
wheel of Plan-Do-Check-Act (PDCA) cycle for implementing
continuous improvements in higher education programs.
Ramona Kay Michael, Victor E. Sower, Jaideep Motwani,
(1997) in their study, A comprehensive model for implementing
total quality management in higher education, have based their
study on an extensive review of literature on total quality
management (TQM) in higher education, and have proposed a
specific definition of customer and developed a comprehensive
TQM model that comprises eight steps. The definition of customer
and the TQM model developed can serve as a basic foundation for
129
colleges and universities to follow when implementing TQM at

their respective institutions. The study recommends a list of things
to do and problems to look for when implementing a TQM project.
Total Quality Management the new frontier :
In the late 1980s, providing customer satisfaction in customer
terms became a specific goal of business organizations & providing
high quality was recognized as a key element for success. At the
end of the twentieth century, business organizations were involved
in what has become a quality revolution, which began in Japan &
has spread to other parts of the world. It involved an entirely new
way of thinking about & dealing with quality that encompasses the
entire organization. This new approach has been given a variety of
names viz. Six Sigma at Motorola, Leadership through Quality
at Xerox, Perfect Design Quality at Intel and Total Quality
Control at Hewlett Packard, but more often referred to as TOTAL
QUALITY MANAGEMENT (TQM).
TQM is a philosophy that involves everyone in an organization
in a continual effort to improve quality & achieve customer
satisfaction. There are two key philosophies in TQM. One is a neverending push to improve (i.e. continuous improvement or Kaizen in
Japanese) and the other is a goal of customer satisfaction which
involves meeting or exceeding customer expectations.
There are three major principles which TQM stresses on:
(i) Customer Satisfaction
(ii) Employee Involvement
(iii) Continuous Improvements in quality
Universities imparting higher education definitely have quality
standards evolved and adopted by them over the years as they
come of age over a period of time. But just as the industrial world
has witnessed an evolution in quality consciousness from quality
control to quality assurance, from quality assurance to total quality
control & zero-defects concept, then to strategic approach to quality
linking quality to productivity & profits, to total quality
management, universities also need to move upstream in their
130
quality efforts. And towards this end, application of TQM principles

in higher education can be justified. With very little adaption, TQM
principles can be easily adopted in Universities and with adequate
implementation and the drive of the leadership / controllers of the
top decision-making echelons, TQM can bring untold benefits to
universities and higher education and to all the stakeholders in the
loop.
Just as there are a number of substitute / alternative products
having similar features and qualities, available and able to satisfy
the needs and wants of the customers, there are number of
universities offering the same domain knowledge. Just as a business
organization has to create for itself and edge over its competitors to
get the customer to buy its product and not that of the competitor,
similarly, a university also needs to create a competitive advantage
for itself, by offering superior quality in all aspects. Although the
intention here is not to have a profit-orientation, economics cannot
be ignored in totality. And then, the broader perspective of being in
a noble profession such as teaching is to ensure that as large a
number of students as possible are covered. And therefore, the
university has to create a competitive advantage in terms of quality
superiority to attract more learners.
A good step towards this is to overwhelm the standards of the
accreditation. The implementation of a quality assurance system
like ISO 9001 in a university offers confidence not only to the
students, the parents, the government & the society, but also the
management of the university, meaning that the quality requirements
are always accomplished. At the same time, it offers the conditions
for the accreditation & represents a saved domain for the
accomplishment of the total quality objectives & zero defectives
students (Stanciu,I, 2003)
Philip Crosby, the quality champion, (Crosby, Ph. B., 1979)
launched the idea of Zero Defectives merchandize production
from which the specialists in education have inspired to expand
this movement among students. When talking about the product
quality, of not having defects, it is assumed that all the specifications
are carried out as per design. While applying the same concept to
131
students, Zero Defectives students does not mean that they are
perfect, meaning that they know all that is being taught to them.
They only satisfy requirements which are included in the analytical
programs imposed by teachers.
TheScope
Scope &
of TQM
The
&Applicability
Applicability
of TQM :
PRACTICES
CUSTOMER
FOCUS
TQ
PRINCIPLES
S
CONTINUOUS
IMPROVEMENT &
LEARNING
PARTICIPATION & TEAM WORK

INFRASTRUCTURE
TOOLS & TECHNIQUES
THE SCOPE OF TOTAL QUALITY MANAGEMENT
When
considering
the application
of TQM
in higher education,
the above
diag
When
considering
the
application
of TQM
in higher
education,
the above diagram aptly defines the scope of its application. Let us
try to understand the applicability in brief as below:
(1) Infrastructure: Infrastructure refers to the basic systems of
management that are necessary to function as a high-performing
organization. The elements of infrastructure in education field that
can support the core principles of total quality are:
(i) Leadership
(ii) Strategic Planning
(iii) Human resource Management
(iv) Process Management
(v) Data & Information management
(2) Practices: Practices are those activities that occur within a
management system to achieve high performance objectives.
132
Examples of activities & the corresponding practices are listed

below:
Activities
Reviewing overall performance
Determining employee satisfaction
Co-ordinating the design & delivery of
learning modules & modalities to
ensure up-to-date,
trouble free
introduction & delivery of curriculum
Practices
Leadership
Human Resource Management
}
} Process Management
}
}
(3) Tools & Techniques: Tools include various graphical &

statistical methods to plan activities, collect data, analyze results,
monitor progress & solve problems. For example, a chart showing
trends in dwindling number of learners joining a particular stream,
is a simple tool to monitor the effectiveness of the performance of
the stakeholders for that particular stream of learning
The salient features of TQM approach can be easily
customized and applied to the field of education for obtaining
huge benefits. They are as follows:
(i) Find out what the customers want Customers include
both, the internal customers (the next person in the process) eg. The
Teachers imparting the learning, as well as the external customer
(the final customer) eg. The student.
It is to be understood here is that knowledge should not and
cannot be imparted for the sake of imparting it. It has to be
meaningful. With changing times, outdated & ancient concepts,
philosophies and curriculum also needs to undergo change. So do
the teaching methodologies. Where required, latest technology can
be used as a solid associate in improving the delivery and
understanding
(ii) Design a product or service that will meet or exceed what
customers want. Here the application in context with education
field would be the realization and awareness of the gross disconnect
between the industry & the academia which has been plaguing our
education system for the past couple of decades, with the gap everincreasing. The external customer i.e. the learner, needs knowledge
& skills which will equip him with the requirements of the corporate
133
world which he aspires to join post his education and which will
open the doors of these sought-after corporates who would find
him acceptable and matching their requirements. The corporate
also need candidates who do not just possess outdated theoretical
inputs, but practical, modern day knowledge and skills required in
the actual corporate world. The university has to give this angle a
serious thought and devise and design the curricula in due
consultation and close coordination with the corporate leaders and
thought-drivers
(iii) Design a production process that facilitates doing the job
right the first time. Here we are referring to the quality of the teachers
engaged in the profession. It is imperative that with the change in
the curricula, there has also got to be a humungous change in the
way of the teachers approach. Imparting education and learning,
both have to adopt a practical aspect driven by todays practical
values and requirements. Again the researcher would like to stress
on the use of modern, highly inter-active and well accepted
technological tools which find easy acceptance amongst todays
learners. The development of new thinking models leads to the
acceptance of changes as normal & natural phenomena of permanent
adaptation to the social & economic environment. Intelligence allows
obtaining more apt solutions and therefore the creativity and
innovative attitudes lead to new things. Using such models of
thinking, the knowledge can be assessed more & thus the models of
behaviour allow the evolution of the values into an intensive &
competitive climate.
(iv) Keep track of the results & use those to guide improvement
in the system. Never stop to trying to improve. This is by far the
most important aspect that higher education should focus on. Often,
in a country like ours, public memory is short lived and academic
bodies, like other government and quasi government institutions,
are subject to the whims & fancies of the powers that be. A step
forward is followed by five steps in the reverse direction due to the
desires of bureaucratic bosses. It is not merely enough to bring about
systematic, structured changes in all aspects as detailed above, but
also there has to be an element of monitoring & review at all times,
to ensure that the desired results are being achieved or is the gap
134
widening further apart. Only timely corrective action will help the
successful culmination of one effort, only to be followed up by
another effort. It has to be a continuous process driven by the desire
to excel and bring and promote the best quality of higher education
for the ultimate benefit of the learners and also the nation as a
whole. Perfection has to be a continuous journey without the
destination in sight. Complacency and mediocrity and satisfaction
with mediocrity have to be avoided at all costs.
(v) Extend these concepts to all stakeholders. This is the
ultimate key to enhancing quality in higher education on
sustainable basis. The TQM philosophy has to permeate into the
very fabric of our education system, whereby all stakeholders
understand its finer nuances and the benefits it brings with it. Once
this awareness is kindled, the fire has to be kept burning and the
processes have to become an integral part of the functioning,
administration & management of the university.
Conclusion :
TQM is not a magic wand which can make disappear the ills
being faced by modern education system. However, it is essential to
create a lasting culture of quality management in all aspects of
university functioning, administration & management. Just as
business organizations have evolved in their quality journey and
have come to use TQM principles to effectively survive & thrive, in
the same manner, TQM principles need to be and can be applied
effectively in higher education. Higher education is an essential
landmark in a learners education journey, which actually gives a
significant & long lasting direction to his life & career. Although
our education system has evolved its own quality standards over
the past several decades, there has been a growing two-fold focus
One, is the growing disconnect between the corporate & the
academia. And the second is the dynamic environment faced by
educational institutions and the intensely growing competition,
with multiple institutions offering same specialties & domain
knowledge, it has become imperative for higher education
institutions to look beyond conventional quality standards and
methods and adopt the tried and tested TQM way of life.
135
TQM ensures focus on the internal & external customers &

ensures a concern for continuous improvement. Improvement in
the quality of the university does not only entail the end product i.e.
the learning it imparts, but is reflected in it functioning,
administration & management. TQM advocates accurate
measurement of every critical performance variable in the
institutions operations. And finally, TQM is all about empowering
the stakeholders it involves people involved in the processes, to
improve the processes. They are empowered for finding & solving
problems.
References :
(1) Crosby, Ph.,B.,(1979), Quality is Free, McGraw Hill, New York,
pp.78-90
(2) Cruickshand, Mary, (2003), Total Quality Management in higher
education sector: A literature review from an international &
Australian Perspective, Vol.14, Issue 10, pp. 1159-1167
(3) Falnita, E.,(2007), Total Quality Management, Editura Mirton,
Timisoara, pp.251-278
(4) Hincu, D.,(2011), The Positioning of Universities in
Collaborative Models as Clusters in a Knowledge Based
Economy, The Amfiteatru Economic Journal, Vol.13 Issue 30,
pp.14-19
(5) Hanson, J.,(2003), Total Quality Management-Aspects of
Implementation & Performance, Lulea University of Technology,
Department of Business Administration & Social Science,
pp.197-201
(6) Hellsten, H., Klefsjon, B.,(2000), TQM as Management System
consisting of values, techniques, & tools, The TQM Magazine,
Vol. 12, No.4, pp.238-244
(7) Murad, A., Rajesh, K.,(2010), Implementation of total Quality
Management in Higher Education, Asian Journal of Business
Management, No.2(1), pp.9-16
(8) Paraschiveseu, A., O., (2009), The management of excellence,
Editura Technopress Iasi, pp.134-167
136
(9) Stanciu, I.,(2003), Total Quality Management, Editure Cartea

Universitara, Bucharest, pp.301-324
(10) Sangeeta, et al(2004), Conceptualizing total quality
management in higher education, in TQM Magazine, 16(2),
pp.145-159
(11) Sitalakshmi Venkatraman, (2007) A framework for implementing
TQM in higher education programs, Quality Assurance in
Education, Vol. 15 Iss: 1, pp.92 - 112
(12) Ramona Kay Michael, Victor E. Sower, Jaideep Motwani, (1997)
A comprehensive model for implementing total quality management
in higher education, Benchmarking for Quality Management &
Technology, Vol. 4 Iss: 2, pp.104 - 120
(13) Evan, R, (2007), Existing Practice is not the template, Educational
Researcher, 36(9), pp.553-559
(14) Todorut,A.,V.,(2013), The need of TQM in higher education,
Procedia Social & Behavioural Sciences 83(2013), pp.11051110
(15) Vinni,R., (2011), TQM & Paradigms of Public Administration,
International Public Review, Vol. 8, Issue 1, pp.15-23.
137
18
FACILITATING EFFECTIVE STUDENT
LEARNING THROUGH TEACHER RESEARCH
AND INNOVATION
Dr. Rani Tyagi
ABSTRACT :
Academicians have been arguing for decades about whether or
not faculty research supports undergraduate instruction. Those
who say it doesa group that includes most administrators and
faculty memberscite many ways in which research can enrich
teaching, while those on the other side cite numerous studies that
have consistently failed to show a measurable linkage between the
two activities. This article proposes that the two sides are debating
different propositions: whether research can support teaching in
principle and whether it has been shown to do so in practice. The
article reviews the literature on the current state of the research
teaching nexus and then examines three specific strategies for
integrating teaching and scholarship: bringing research into the
classroom, involving undergraduates in research projects, and
broadening the definition of scholarship beyond frontier
disciplinary research. Finally, ways are suggested to better realize
the potential synergies between faculty research and undergraduate
education.
Keywords: research-teaching nexus, research, teaching
138
Facilitating Effective Student Learning through Teacher ...
INTRODUCTION :
Research and teaching have different goals and require different
skills and personal attributes. The primary goal of research is to
advance knowledge, while that of teaching is to develop and
enhance abilities. Researchers are valued mainly for what they
discover and for the problems they solve, and teachers for what
they enable their students to discover and solve. Excellent
researchers must be observant, objective, skilled at drawing
inferences, and tolerant of ambiguity, and excellent teachers must
be skilled communicators, familiar with the conditions that promote
learning and expert at establishing them, and approachable and
empathetic. Having both sets of traits is clearly possible and
desirable but not necessary to be successful in one domain or the
other. Moreover, first-class teaching and first class research are each
effectively full-time jobs, so that time spent on one activity is
generally time taken away from the other. There should consequently
be no surprise if studies reveal no significant correlation between
faculty research and effective teaching.
Given that expectations for faculty research have risen at the
same time that higher education is facing demands for increased
public accountability, the advantages of strengthening the
connection between research and teaching (or to introduce the term
commonly used in this context, the research-teaching nexus) seem
clear, and several studies encourage a stronger connection. Students
obviously can benefit from effective linkages between faculty
research and undergraduate education; faculty can benefit from
the efficiency and satisfaction of integrating their primary
professional responsibilities, universities may benefit when their
stakeholders perceive that they are not neglecting their educational
missions, since a more positive public image may translate into
greater financial support from legislative, industrial and
philanthropic groups and more student applicants, resulting in a
stronger and more selective student body.
In short, there are numerous reasons to strengthen the research
teaching nexus, at both the individual faculty and institutional
level. Toward this end, we examine in this paper three commonly
139
proposed strategies for strengthening the nexus: (1) bringing

research into the classroom; (2) involving students in research
projects, and (3) broadening the model for academic scholarship.
I.
Bringing Research into the Classroom (Together Teaching and

Learning) :
Probably the most conventional argument for how research

supports teaching is that faculty with active research programs
bring their research into the classroom and use it to inform their
teaching. Pocklington and Tupper found that this assumption is
frequently unjustified and claim that current models of integration
are inadequate philosophically, they are nave politically; and they
ignore reforms essential to integrating research and teaching.
Colbeck observes that it is difficult to bring research into the
classroom in hard disciplines such as the physical sciences and
engineering for two reasons: hierarchical knowledge structures in
those disciplines put most research well over the heads of most
undergraduates, and rigidly constrained curricula limit
opportunities to bring in new material. The few published claims
we could find regarding the benefits of incorporating research in
undergraduate classes rely on indirect measures such as selfreports, and show mixed results. Jenkins et al. used data from
student focus groups to argue that integrating research can benefit
students through staff enthusiasm, credibility and institutional
reputation, and Neumann reported students opinions that
integrating research helped instructors impart a positive and
inquisitive approach to learning. It is certainly reasonable to
hypothesize that faculty could capitalize on their research experience
in the classroom using inductive methods. For example, skilled
faculty researchers could take the methods they use in their scholarly
activities and translate them into an inductive teaching environment
by borrowing elements of their own research or choosing challenges
more appropriate to the subjects and levels of the courses they are
teaching. The facultys research knowledge and experience,
including their knowledge of the relevant literature, familiarity with
current information finding strategies, knowledge of modern
laboratory techniques, experience supervising research students,
140
awareness of colleagues doing related work in the field or simply

their intimate familiarity with the research process itself, could all
be brought into their teaching and thereby enrich student instruction
in this classroom environment. Students taught in this manner
would get excellent training in the skills required for graduate study
and research careers. More importantly, it would help students to
develop critical thinking and problem- solving skills that will serve
them well in any career path they undertake.
II. Involving Students in Research Projects :
Engaging students in research projects is frequently cited as an
effective way to link faculty research and undergraduate teaching,
a major goal of this study. While this activity clearly has the potential
to benefit students (proposition 1), determining whether
undergraduate research strengthens the research-teaching nexus
in practice (proposition 2) requires an analysis of how much
undergraduate research programs have benefited students and
what percentage of students have reaped those benefits. It is also
worthwhile to examine how programs should be structured to
maximize any benefits and extend them to a broad spectrum of the
student body.
Another potential strategy to strengthen the connection between
faculty research and undergraduate teaching is to broaden the
definition of research to include forms of scholarship other than
conventional frontier research, such as research on teaching and
learning. If faculty members study innovative instructional methods,
evaluate the extent to which the methods improve knowledge
acquisition and skill development, apply the outcomes to their own
courses, and publish relevant findings that can be used by other
instructors to improve their teaching, it is reasonable to hypothesize
that improved learning should result.
III. Broadening the Definition of Research :
Another potential strategy to strengthen the connection between
faculty research and undergraduate teaching is to broaden the
definition of research to include forms of scholarship other than
conventional frontier research, such as research on teaching and
141
learning. If faculty members study innovative instructional methods,

evaluate the extent to which the methods improve knowledge
acquisition and skill development, apply the outcomes to their own
courses, and publish relevant findings that can be used by other
instructors to improve their teaching.
Top-tier research universities are centres of excellence for the
creation of new knowledge, set up with the vision to emerge as
national and international leaders in research output and
intellectual property. They enroll a selective set of talented, researchoriented students to be taught by stellar faculty. Faculty and students
at the university attract handsome research grants and exhibit the
greatest international diversity. Going beyond traditional scientific
and applied research, these universities have phenomenally
broadened the scope of Indias research capabilities to new
interdisciplinary areas of scholarship that present the greatest
opportunity for the creation of new knowledge and hold most
relevance for India in the new world. For example, Indian universities
are at the forefront of research in bioscience, environment and
climate change, inclusive development and leadership. Leveraging
their cost and competitive advantage, Indian research universities
have pioneered the model of blended research where they
collaboratively produce cutting-edge research with other top-rung
universities around the world.
IV. Learner Centered Approach :
In the learner-centred paradigm of education, students are
encouraged to take greater responsibility for their learning outcomes.
The professor ceases to be the fount of knowledge filling the empty
receptacles of students minds; instead, students actively participate
in the discovery of knowledge. They are encouraged to be reflexive
and thoughtful learners, learning from themselves, their peers and
their immediate environment just as much as they would from their
professors. Accordingly, the teaching-learning methodology
involves less lecturing and rote note-taking and more hands-on
activities to allow for experiential and interactive learning. Over
the years, such emphasis on learning has impacted students and
learning outcomes in ways that have far-reaching impact for Indian
142
economy and society. Firstly, by stoking students innate curiosity

and encouraging them to learn in self-directed ways, it has enabled
Indian graduates to be independent, critical thinkers. As a result, it
has greatly enhanced the countrys innovation capability and
entrepreneurial ambition, positioning it amongst the most attractive
R&D hubs for dozens of multinationals. Secondly, the learnercentered paradigm has helped Indias thriving human resource
base to keep pace with the changing needs of their work
environments. Over the years, with evolution of the knowledge
economy, learning and work have become inseparable, making
constant on-the-job learning and up-gradation indispensable.
Trained to be active and adaptive lifelong learners, the Indian
workforce is known to be dynamic and agile even in the face of
disruptive progress. Lastly, but importantly, the learner-centered
approach has helped correct for the problem of equity in Indian
higher education. As Indias enrolment numbers grow, and access
to higher education expands, the learner-oriented method has
helped sensitize educators to difference in learning styles and
student expectations that result from diversity in student
backgrounds. By placing the student at the centre of the learning
process, the approach on the one hand has enabled institutions to
devise new and innovative ways to reach diverse learners, and on
the other, helped students discover and exercise their distinctive
learning styles to chart an educational pathway that is personally
meaningful and relevant.
Following are the suggestions for measures that could move
universities in this direction:
1.
Formally recognize and reward faculty members who

successfully integrate their teaching and research.
2.
Establish faculty development programs in both teaching

and research at the school or college level, including ways
to integrate the two domains.
3.
Promote involvement in research for a broad spectrum of

undergraduates, and make sure there is meaningful contact
between the researchers and their advisors:
143
4.
At the national level, government and philanthropic

research funding agencies should stipulate in their
proposal evaluation criteria that a subset of the projects
they fund must have measurable impacts on undergraduate
education.
5.
Encourage faculty members to use inductive teaching

methods (e.g., inquiry-based, problem-based, and projectbased learning); provide faculty development programs that
prepare them to do so; recognize and reward those who
use the methods effectively; and assess the effectiveness of
the methods for integrating research and teaching.
This paper highlights the importance of promoting a strong

link between faculty research and undergraduate teaching, while
demonstrating thatdespite widespread opinion to the contrary
the evidence for the existing link is weak at best. The state of the
research- teaching nexus affects the quality of the education
provided by universities across the research spectrum. Weak
linkages between teaching and research are also an issue at colleges
with strong teaching missions, since expectations for research have
been rising steadily there as well. We believe, however, that research
has a clear potential to make significant contributions to the quality
of undergraduate education.
REFERENCES :
1.
Colbeck, C.L., Merging in a Seamless Blend: How Faculty

Integrate Teaching and Research, Journal of Higher Education,
Vol. 69, 1998 pp. 647671.
2.
Pocklinton, T., and A. Tupper, No Place to Learn, Vancouver,

Canada: UBC Press, 2002.
3.
Jenkins, A.H., and M. Healy, Institutional Strategies to Link

Teaching and Research, York, U.K.: The Higher Education
Academy, 2005.
4.
Neumann, R., Perceptions of the Research-teaching nexus: A

Framework for Analysis, Higher Education, Vol. 23, 1992, pp.
159171.
144
5.
Prince, M.J., and R.M. Felder, The Many Faces of Inductive

Teaching and Learning, Journal of College Science Teaching, Vol.
36, 2006, 1420, http://www.ncsu.edu/felder-public/Papers/
Inductive (JCST)
6.
Badley, G., A Really Useful Link Between Teaching and

Research, Teaching in Higher Education, Vol. 7, 2002, pp. 443
455.
7.
Elton, L., Research and Teaching: Conditions for a Positive

Link, Teaching in Higher Education, Vol. 6, 2001, pp. 4356.
8.
Brew, A., Teaching and Research: New Relationships and

Their Implications for Inquiry-Based Teaching and Learning
in Higher Education, Higher Education Research & Development,
Vol. 22, 2003, pp. 318.
9.
Pascarella, E.T. and Terenzini, P.T., How College Affects

Students: A Third Decade of Research, San Francisco: JosseyBass, 2005.
10. Seymour, E., Hunter, A., Laursen, S.L. and Deantoni, T.,
Establishing the Benefits of Research Experiences for
Undergraduates in the Sciences: First Findings From a ThreeYear Study, Science Education, Vol. 88, 2004, pp. 493534.
11. Heath, T., Predicting the Educational Aspirations and
Graduate Plans of Black and White College and University
Students: When Do Dreams Become Realities? Association for
the Study of Higher Education Annual Meeting, Minneapolis, MN,
1992.
12. Nagda, B.A., Gregerman, S.R., Jonides, J., von Hippel, W. and
Lerner, J.S., Undergraduate Student-Faculty Research
Partnerships Affect Student Retention, Review of Higher
Education, Vol. 22, 1998, pp. 5572.
13. Lopatto, D., The Essential Features of Undergraduate
Research, Council on Undergraduate Research Quarterly, 2003,
pp. 139142.
145
19
DISTANCE EDUCATION CHALLENGES TO
FORMAL EDUCATION
Mr. Ravindra S. Netawate
Introduction :
Among the few innovation in the field education .Distance
education has a very high rank. It has been in existence for quite a
few decades. In India education has a great tradition our ancient
reformers have focused on education right from the beginning.
Mahatma Phule and savitri bai Phule started the education
For the girls, Maharshi dhondav Keshav Karve devoted his life
for the education in India, and the great reformer and scholar Dr.
Babasaheb Ambedkar planted the root of education in the deprived
class of the society. Education is the temple of knowledge where
man can develop mentally as well as socially. In India
The trend of formal education is developing since one hundred
and fifty years. Private organisations with governments blessings
running the various courses by charging unexpected fees and
donations. Due to this structure of education many students who
cant peruse their education. In remote and village area the
education facilities are not available; there is great desire among
the areas students, but due to
Financial problems, family problems and distance problems
these students cant continue their education.
146
Distance Education Challenges to Formal Education
The former Prime Minister Rajive Gandhi had visited the foreign
countries; there he saw the concept of distance education, A dynamic
prime Minister Introduced the Distance education concept in the
form of IGNOU. Before that in 1982 the first distance Education
University was established in Andhra Pradesh by
The name of Dr, B. R. Ambedkar Open University. Later on
several open Universities have been started in various states of
india such as Madurai Kamraj, Anna Malai, Mysore University
and In Maharashtra in 1988,
Yashwantrao Chavan Maharashtra Open University (YCMOU)
started. The concept of this education is to bring those students in
the education streams who have discontinued their education in
their life and also the second purpose of this education is those
learner wish to have education he/she may take education at any
stage of the age.
The modern communication technology, its importance is being
realised by educationists and policy makers all over the world .
Although the distance education catching up very fast in all
countries, developed, developing, socialist and even in capitalist.
What is Distance Education?
There is no one meaning of distance education. In Australia it
is known as the External system, all campus study, correspondence
education,independent study , Home Study, private schools,
Femunterricht, educacion a distancia, In India three terms are used
to this kind of education as External appearance, Correspondence
education and distance education. In this connection it will useful
to know about the two terms of which is useful to tnterchangeably
and about there has been controversy. Poen learning and Distance
education , in open learning are innovations and reforms included
are changes that aim at improving such things as the participation
of learners , instructional design , method of transmitting
information and support to learners. A very comprehensive
document entitled Open learning system and problem in post
secondary education which brought by UNESCO Open learning
such system design to offer opportunities for past time study, for
learning at a distance and for innovations in the curriculum, they
147
are intended to allow access wider sections of adult populations, to

enable students to compensate for lost opportunities in the past or
to nacquire the new skills and qualification for the future.
Origin Of The Problem :
In urban area the sources of educations are available at a large
scale but in rural area such kinds of education facilities are not
available. India is agriculture country, though the winds of
industrialisation are flowing, still 60% population is engaging in
agriculture activities. Due to financial problems, family problems
social problem and cultural problems the learner couldnt continue
their further education in spite of strong desire.
Many learners cant take the formal education due to job, timing
problems as well as financial problems, there for this kind of
educational problems can remove the distance education especially
in rural area the sources of education is very rare.
Review of Literature :
According to M. M. Ansari, attempts to isolate the factor which
may be responsible for making the system of distance education
cost efficient and cost effective. The following factors have been
identified as major determinants of distance learning system.
The choice of educational media, number of students, and
number of courses both new and those being already offered and
are to be maintained in future.
Prof. Rudar Dutta, argues that the distance education system
has tremendous potential for economies of scale. A distance
education institution with an enrolment of more than 10000students
can generate economies of scale. The state subsidy to the institution
of distance education is much lower than that of conventional
education institution, while the amount of the fees charged from
the student of former system much higher than that of the latter. He
suggested that there should be equal distribution of resources for
the good infrastructural facilities.
According to Dr. Ram Takwale , the concept of distance
education is relatively new one and arouse out of the development
of modern communication technology . In order to explore the
dimensions and extensions of the new concept. , it is necessary to
148
consider the factors that created the concept and the social and the
technological imperatives that are creating diverse and extensive
application of distance education.
According to Bakhsish sing being an innovative system
distance education has always been open to all teaching methods
and media. It is a teaching learning system which combine s both
the teaching and learning activities. It imparts the education to the
students at a distance, from the above thought it is clear that distance
education has created a new insight among the new generation.
According to Gomathi Mani, the cheapest way to pass on
learning from one generation to another was by human contact till
printing was invented. Changes in technology and communication
provided new ways of living to many adults, if they had received
relevant education, the education system could not bear the double
demand for school and adult education and this scale of the demand
necessitated alternative methods of education to reach more people
economically. Distance education satisfies these demands.
Objective of The Study :
1) To understand the concept of distance education for
different learners.
2) To study the impact of distance education on rural and
urban learners.
3) To suggest reforms in the distance education system.
4) To make the study of curriculum of distance education.
Significance of The Study :
The above concept of distance education is very significant for
the government , one third amount the government is spending in
higher education and its infrastructure, though the education
ministry couldnt bring the quality education, this sort of education
can reduce the extravagant expenditure on higher education.
Many students can persue their education due to financial and
timing problem, within a reasonable cost student afford such type
of education. This education has no age bar , it can over come on
cultural barriers as well as social problems in the society.
149
The teachers have more scope for using innovative techniques

in their teaching learning process. They should be more active and
interactive with the students and imparts the quality of education.
Collection Of The Data :
Primary Data : The primary data is collected from the students
of distance education . Hundred students interviewed through the
questionnaire to know the exact purpose of the research study .
Secondary Data : The secondary data is collected from the
refertences related to distance education
As well journale related to education . Published articlescare
also used for the research study.
Descriptive and quantitative research methodology are used to
know the attitude of the learners towards distance education .
Sampling Method :Random sampling method is applied to get the information
related to the research problem.
Analysis of Data :
Level
Male
Female
Total
Post Graduate
Under Graduate
772328
1213524
531536
785429
1303864
1998953
PG Diploma
Diploma
Certificate
Integrated
All
44661
70580
37231
1523
2139847
18003
45595
38671
478
1419712
62664
116175
75902
2001
3559559
From the above data it is clearly indicated that the flow of the
students of various disciplines moving very rapidly towards the
distance education overall in India. Though the figures of distance
educations are not totally overtake the formal education but it is the
future challenges to the regular educational institutions as well as
the recognised universities. The main cause of turning down the
students from formal education to the distance education is that the
150
time duration of the study is very short. Syllabus framing is very

flexible, communication facilities are tremendously introduce in
this new pattern of education. There is no bar of distance, the main
impact of the distance education is that the cost of fees structure is
very reasonable and the admission process is very simple and
smooth. Due to these reasons the distance educations acquiring
maximum students day by day and this university are introducing
various innovative courses which are match to the needs of the
students and their future employment.
Hypothesis:
The following hypothesis is formulated for the study.
Ho There is a strong association of the students with distance
education,
Hi The popularity of formal education system especially in arts
and science has been decreasing.
H2 There is significant difference in the formal education and
distance education.
H3 Economically the formal education is very costly as
compared to Distance education.
Suggestions :
1.
From the analysis of data it cxame to know that the concept

of distance education is very
2.
Innovative and cost saving, but such universities should

frame the syllabus as copared to the lavel of formal
education universities.
3.
To bring the quality education distance education should

not focus on the therotical aspects of study but practical
aspects should be implemented for the sound development
of the students.
4.
The distance education only introduce the courses for the

arts and commerce students , it should be consider for the
science as well as Law students.
5.
The Universities have introduced various innovative

techniques of teaching and learning but evaluation of it
should be conducted after a regular interval whether
students have been assessing such facilities .
151
Scope For The Study:

The distance education has more scope in this competitive
education, the floe of learners increasing tremendously ,
Curriculum can be frame on the basis of formal education so
that distance education can face the Competition.
The Distance education has very wide scope for increasing the
vast area if proper marketing is done systematically.
The adult education system has a great scope , because many
adults are interested to have such education.
Limitation of The Study:
The above study is based on the social behaviour of the
respondent whatever information is collected which will not be
cent percent accurate and it will not be universal.
The research period was very short so that the researcher could
not research to maximum respondent ant still the corses have not
been started regularly thertefor very short data is collected for the
above study.
Conclusion :
From the above research and the analysis of data , it is cleared
that the distance education has brighe future . This movement is
spreading every parts of our country , which is cost saving
knowledge effective. On the other hand it need to see the formal
education system and according to that distance education has to
bring the changes in its curriculum and co-curriculum
Activities. In short it is concluded that , the distance education
has created easy learning option for the forthcoming generation
and big challenges to the formal education universities.
Bibliography :
Distance Education by G.M Reddy Sterling educations.
Modern Method of Life Long Learning & Distance Education

by Shaloo Sharma published by Saurabh & Sons .
Distance Education open learning VS Vertual University

Concept by Amarnath Rai Published by Authors Press Scholars
press.
152
20
E-LEARNING
IN
AS AN INNOVATIVE
TECHNIQUE
HIGHER EDUCATION
Dr. Sabita Padhi
Abstract :
The Indian educationsystem has witnessed a phenomenal
expansion both in terms of growth and diversity. The functioning
of a higher education institution is multidimensional. It finds itself
in a market oriented environment with internal and external
customers and has been motivated to emphasise its attention from
the quantitative expansion to the enhancement in quality and
excellence. In the recent time the higher education in India has
evolved a large number of innovative tools and techniques for the
improvement of quality. The present paper highlights the use and
importance of E-learning as an effective technique for quality
framework of higher education. It is an alternative to trdiditional
form of education and involves imparting education with the help
of technology. In short it helps disseminate knowledge to a large
number of students in one go and low cost as well .An
implementation of such technique can help the higher education to
grow and survive in the rapidly changing Indian scenario.
Keywords:- E-learning, information and communication
technology, education satellite DTH, ministry of HRD.
153
INTRODUCTION :
The demand for higher education is growing globally and there
is a vast scope in India as the country is poised to be a source of
quality manpower supplier to the rest of the world. India is seriously
short of institutions to provide effective higher education to the
millions of aspirants. While enrolment in higher education has
grown six times in the last 30 years, faculty strength has grown
only four times resulting the shortage of faculty and high studentteacher ratio and there by impacting the education quality. There is
also a huge demand supply gap in India as far as imparting higher
education is concerned. To bridge this gap and provide higher
education opportunity to more and more people different
methodologies are adopted. E learning is one such initiative which
can effectively bridge the gap.
Objectives: Objectives of the paper lie in emphasising on Elearning as an innovative and vital technique to bring about the
quality enhancement in higher education.
Methodology of the study: The whole research paper is based
on secondary sources like books, articles, journals and some
important reference from the Website.
ABOUT E-LEARNING :
E learning is an alternate to traditional form of education and
involves imparting education with the help of technology using
internet as a platform to disseminate the knowledge. There are many
approaches to E-learning. E-learning can be through live interaction
where students and teachers met each other on line at the same time
or it could be through recorded audio, videos lectures which can be
viewed by the student on their own time and at their own pace.Many
organizations are now using learning management solution for
imparting E-learning. A typical LMS consists of Audio, Video or
text based study materials, Blog for interaction (with co-students
andteachers)and an online test to evaluate the student along with
certification.
E-learning is an effective method to impart education to a large
number of students in one go. This is also low cost as compared to
154
the classroom education. Another advantage of E-learning is the

convenience it provides to both teacher and students in managing
their own time. Particularly it is a boon for all the working
professionals who aspires to avail higher education but are unable
to spare time for class room education. E-learning is also location
neutral and the courses are globally available. This provides
students an opportunity to enrol themselves for E-learning at the
University of their Choice and get the best of the education. Another
advantage of E-learning is that it creates a level.
GOVT INITIATIVE :
Government has started the process of digitizing India and
plans to provide internet to every nook and corner of the country.
The number of internet users in India is expected to rise by manifold
in the coming days. This provides an excellent opportunity for
universities and other educational institutions to offer online
courses and increase its student base.
National Mission on Education through Information &
Communication Technology (NMEICT) is a landmark initiative of
the Ministry of HRD to leverage the potential of ICT in teaching and
learning process for the benefit of all the learners in higher education
institutions in any time anywhere mode. This mission has an
ambitious vision of catering to the learning needs of more than 50
Cr working Indian population and providing a one stop solution to
all the requirements of the learning community. The mission seeks
to bridge the digital divide i.e gap in the skills to use computing
devices for the purpose of teaching and learning among urban and
rural teachers/learners in higher education domain and empower
those who have hitherto remained untouched by the digital
revolution and have not been able to join the mainstream of the
knowledge economy. The mission also focuses on appropriate
pedagogy for e-learning, providing facility of performing
experiments through Virtual Labs, on line testing and certification,
on line availability of teachers to guide and mentor learners,
utilization of available Education Satellite (EduSAT) and DTH
platforms and empowerment of teachers to effectively use the new
method of teaching. The mission has made significant progress
155
since its inception in 2009 in providing connectivity, creating econtent and coming out with a low cost access device. The mission
has provided internet connection to 26000 + colleges, 2000
polytechnics and 419 universities. They have also made available
875 + courses online for the benefit of the students.
CONCLUSION :
E-learning is emerging as the future trend of learning in India
and would be the preferred mode of education in the coming days.
E-Learning has created new dimensions in education and bringing
many innovative practices into the field of teaching. Although
Government is taking necessary steps in this direction, private
participation is also necessary to reach out to all the Indians who
desire to pursue higher education. Education sector present huge
opportunities to all those who wants to provide quality education.
For a middle class household in India, spending on education comes
second only to their spending on food and groceries. Competition
among various participants will also lead to innovation and
experimentation of various methodologies to be adopted for
imparting E-learning.
Reference:
[1] Abouchedid, K., Eid, G.M. (2004), E-Learning challenges in
the Arab World: revelations from a case study profile, Quality
Assurance in Education, Emerald Group Publishing Ltd., Vol 12,
No. 1, pp 15-27.
[2] Bagert, D.J., Mu, X. (2005), Current State of Software
Engineering Masters Degree Programs In The United Stated,
Proceedings of the Frontiers in Education Conference, Indianapolis,
IN, USA, October 19-22.
[3] Berge, Z.L. (1998). Technology and changing roles in education.
In Z.L. Berge & M. Collins (Eds), Wired together: Computermediated communication in K-12: Vol. 1: Perspective and
instructional design. Cresskill, NJ : Hampton Press.
[4] Clark, T. (2001, October). Virtual Schools: Trends and Issues.
Retrieved November 25, 2007, from http://www.wested.org/
online_pubs/virtualschools. Pdf
156
[5] Chadha, G., Kumail, S. M. (2002), E-Learning. First Edition.

[6] Ennew, C.T., Young, A.F. (2006), Weapons of mass instruction?
The rhetoric and reality of online learning., Marketing
Intelligence and Planning, Emerald Group Publishing Ltd. , Vol. 24,
No. 2, pp 148-157.
[7] Falowo, R.O. (2007), Factors Impeding Implementation of WebBased Distance Learning AACE Journal, 15(3), pp 315-338.
[8] Figure1: A Studio for delivering online lecture. Retrieved December
5, 2007, from http://www.mcli.dist.maricopa.edu/ocotillo/
spotlig ht/images/ed_kelty.jpg
[9] Figure2: An Interactive E-Learning Session with Dr. A.P.J.Abdul
Kalaam (former President, India) at AMRITA. Retrieved December
5, 2007 from http://ites.amrita.ac.in/images/estudio.gif
[10] Galusha, J.M. (1997, December). Barriers to learning in distance
education. Interpersonal Computing and Technology: An Electronic
Journal for the 21st Century, 5(3-4), 6-14. Retrieved November 25,
2007, from http://www.emoderators.com/ipctj/ 1997/n4/
galusha.html
[11] Greenberg, G. (1998, Winter). Distance education technologies:
Best practices for K-12 settings. Proceedings of the International
MultiConference of Engineers and Computer Scientists 2008
Vol I IMECS 2008, 19-21 March, 2008, Hong Kong ISBN: 978988-98671-8-8 IMECS 2008 IEEE Technology and Society Magazine,
17(4), 36-40.
[12] Hayashi, T., Tominaga, H., Yamasaki, T. (2006), How to
construct low cost studio for making e- Learning contents,
Proceedings of the International Conference on IT Based Higher
Education and Training, July 2006, pp 503-6.
157
21
FOSTERING QUALITY TEACHING
EDUCATION
IN
Ms. Sajida Shaikh

Abstract :
The fundamental changes in employment over the past 50 years
imply a rise in demand for nonroutine cognitive and interpersonal
skills and a decline in demand for routine cognitive and craft skills,
physical labour and repetitive physical tasks. Graduates are
entering a world of employment that is characterised by greater
uncertainty, speed, risk, complexity and interdisciplinary working.
University education, and the mode of learning whilst at
university, will need to prepare students for entry to such an
environment and equip them with appropriate skills, knowledge,
values and attributes to thrive in it. There is a strong drive to build
and create knowledge together with an understanding of working
life and reformulate the concept of knowledge in learning situations.
Tighter connections with working life through different academic
projects provide opportunities to learn both generic and professional
competencies as well as to build networks and pathways for
employment after graduation.
Keywords Education, Fostering, Learning, Quality Teaching,
Introduction :
Quality teaching is the use of pedagogical techniques to produce
learning outcomes for students. It involves several dimensions,
Fostering Quality Teaching in Education
158
including the effective design of curriculum and course content, a

variety of learning contexts (including guided independent study,
project-based learning, collaborative learning, experimentation, etc.),
soliciting and using feedback, and effective assessment of learning
outcomes. It also involves well-adapted learning environments and
student support services. Experience showed that fostering quality
teaching is a multi-level endeavour. Support for quality teaching
takes place at three inter-dependent levels:
1.
At the institution-wide level: including projects such as policy

design, and support to organisation and internal quality
assurance systems.
2.
Programme level: comprising actions to measure and

enhance the design, content and delivery of the programmes
within a department or a school.
3.
Individual level: including initiatives that help teachers

achieve their mission, encouraging them to innovate and
to support improvements to student learning and adopt a
learner-oriented focus.
These three levels are essential and inter-dependent. However,

supporting quality teaching at the programme level is key so as to
ensure improvement in quality teaching at the discipline level and
across the institution.
Literature Review :
Biggs (2001) and Tam (2001) define quality as an outcome, a
property, or a process in higher education. Quality teaching is
understood by Hnard and Roseveare (2012) as the use of
pedagogical techniques to produce learning outcomes for students.
This involves the effective design of curriculum and course content,
a variety of learning contexts and effective assessment of learning
outcomes. They see quality teaching important in higher education
despite the continuous changes experienced by institutions. It is a
part of a global quality approach and of the institutional strategy
and should not be isolated from the institutional quality culture. In
his paper, Fielden (1998) argues that a high quality and well
motivated teaching staff and a supportive professional culture are
159
essential in building excellence. It is not what the lecturer can offer

and students learn, but the quality of both teaching and learning.
Increasingly, there is a need to view teaching as an intellectual act
that contributes to the transformation of knowledge (Boyer, 1990).
The presence of the learning content is no assurance that learning
will take place. Gravett and Geyser (2004) argue that it is the quality
of the learning experience that determines successful learning.
Objectives :
To assist higher education institutions, university leaders

and practitioners in fostering quality teaching.
To know the factors influencing the quality of teaching.
The research design is based on the secondary data collected
from Google, EBSCO, and Shodhganga repository. Also websites of
the World Bank, OECD etc were referred. The research is exploratory
in nature.
Findings of Study :
Institutions engage in fostering quality teaching essentially for
the following reasons:
To respond to the growing demand for meaningful and

relevant teaching. Students as well as employers want to
ensure that their education will lead to gainful employment
and will equip them with the skills needed to evolve
professionally over a lifetime.
To demonstrate that they are reliable providers of good

quality higher education, while operating in a complex
setting, with multiple stakeholders, each with their own
expectations (ministries, funding agencies, local
authorities, employers).
To balance performance on teaching and learning

achievements along with research performance, since even
for elite, world-class universities, research performance is
no longer sufficient to maintain the reputation of the
institution.
160
To more effectively compete for students against the

backdrop of higher tuition fees and greater student mobility.
To increase the efficiency of the teaching and learning

process as funding constraints become more stringent.
Teaching quality throughout the world is also influenced by

contextual shifts within the higher education environment. Current
factors influencing the quality of teaching include:
The internationalisation of higher education.
The increasingly broadening scope of education and

greater diversity of student profiles.
The rapid changes in technology, which can quickly make

programme content and pedagogies obsolete.
The demand for greater civic engagement of graduates and

regional development of higher education.
The increased pressures of global competition, economic

efficiency.
The need to produce a skilled workforce to meet the

challenges of the 21st century.
New paradigms for Quality Teaching :

Universities across the globe are increasingly pressed to find
ways of proving their worth not only in the preparation of students,
but also how they are linked to business and industry. Learning
rooted in working life could help institutions to interpret and
respond pedagogically to the challenges of this environment, using
other forms of teaching and learning patterns, like project-based
learning.
Higher education can no longer be owned by a community of
disciplinary connoisseurs who transmit knowledge to students.
Both the complexity and uncertainty of society and the economy
will require institutions to continuously adapt while upholding
quality standards. In practice, institutions will have to learn how to
best serve the student community. Students have become the focal
point of the learning approach in many areas of the world.
161
At the same time, students appear to have become more sensitive

to equality of treatment and demand to be provided with equal
teaching and learning opportunities, to be assessed fairly and get
the education they deserve for job and social inclusion. The
expansion of higher education providers along with the
diversification of student types put the issue of equity at the very
centre of quality issues.
With this view of learning, the role of higher education teachers
is therefore changing. In addition to being, first and foremost, a
subject expert acquainted with ways to transmit knowledge, higher
education teachers are now required to have effective pedagogical
skills for delivering student learning outcomes. They also need to
co-operate with students, colleagues from other departments, and
with external stakeholders as members of a dynamic learning
community.
Key elements to consider in fostering quality teaching :
The ultimate goal of quality teaching policies is to improve

the quality of the learning experiences of students and
through this the outcomes of learning. Policies and
practices to foster quality teaching should therefore be
guided by this ultimate goal.
Teaching and learning are inherently intertwined and this

necessitates a holistic approach to any development
initiative.
Sustained quality teaching policies require long-term, nonlinear efforts and thus call for a permanent institutional
commitment from the top-leadership of the institution.
Definitions and conceptions of quality teaching are varied

across contexts and evolve over time. They require
adaptability and an empirical basis to remain useful for
development. Instilling a culture of change will be key in
ensuring relevance and sustainability.
Quality teaching initiatives respond to specific objectives

of an institution and could therefore be irrelevant when
implemented in another institution, or in another
162
department or school within the same institution. Ensuring

the alignment of differing approaches in regard to teaching
and learning and their contribution to the institutional
strategy are key.
Quality teaching policies should be designed consistently

at institutional, programme and individual levels. The
programme levels are the pivotal place where quality
teaching is likely to flourish.
Encouraging a quality teaching culture will consist in interlinking the various types and levels of support so that
collaboration and its likley impacts on the teaching and
learning are enhanced among leaders, teachers, students,
staff and other stakeholders.
Strengthening horizontal linkages and creating synergies

is a particularly effective way of supporting the
development of quality teaching.
Learning experiences can be gained in many different forms

of learning environments, not to be limited to auditoriums
and class-rooms. Learning happens also outside the
institution and also from a distance.
The temporal dimension counts in quality teaching: what

can be done at a certain point of time cannot be done later
and vice-versa. There are opportunity windows to catch.
The environment, students profiles and demands, job

markets requirements, reputation and history of the
institution are the prominent factors amongst others that
influence a strategy of teaching improvement.
There are no predetermined thresholds to be attained in

quality teaching. The lack of Quantitative indicators should
not be a barrier to assess the impacts. Interpreting results of
the impact of quality teaching initiatives is key.
Few quantitative standards can be prescribed and

measured. Each institution is primarily responsible for the
quality of its teaching and should set the bar internally.
163
Comparative analysis within and across institutions is

however likely to provide new benchmarks, as long as the
method used is reliable and transparent.
Quality teaching is a part of a global quality approach and

of the institutional strategy and should not be isolated from
the institutional quality culture.
Incentives are more impactful than regulations and coercive

stands. Ministerial authorities, funding bodies and quality
assurance agencies should contribute to foster a climate
for change. Robust and trustful partnership between actors
is key.
The size of an institution is irrelevant with respect to quality

teaching. Small specialized polytechnics or large multidisciplinary universities can equally improve quality
teaching provided:
A teaching and learning framework is set and

understood by the community,
Resources, time and provisions are provided

consistently,
Leadership is a driver for change and is clearly

identified at all levels,
Synergy of policies is sought as it serves teaching and

learning improvement.
Although money matters, the quality of teaching can start

improving without a significant investment.
Sustaining quality improvement will require prioritisation,

consistent with the educational model and goals set by the
institution.
Quality teaching happens first in the classroom. Not all

teachers are innovators, and few innovations can be
disseminated and sustained without an efficient
organisational structure.
Higher education institutions ought to cast themselves as

learning organisations in order to embrace quality teaching.
164
Conclusion :
As a proactive measure, many institutions have implemented
specific teaching and learning strategies and have designed
mechanisms and instruments to improve the quality of education.
With diminishing resources and increasing competition, the
challenges may seem insurmountable, but nevertheless higher
education institutions can, and are, doing much to foster quality
teaching and improve student learning outcomes.
References :
Books :
Bhattacharya, I. & Sharma, K. (2007), India in the knowledge
economy an electronic paradigm, International Journal of
Educational Management Vol. 21 No. 6, Pp. 543- 568
Chandra, S. & Patkar, V. (2007), ICTs: A catalyst for enriching the
learning process and library services in India, The International
Information & Library Review Vol. 39, No. (1), Pp; 1-11.
Cholin,V. S. (2005), Study of the application of information
technology for effective access to resources in Indian university
libraries, The International Information & Library Review
Vol.37,No.(3), 189-197.
Websites :
http://files.eric.ed.gov/fulltext/EJ855017.pdf
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/
EXTEDUCATION/0,,contentMDK:20533883~menuPK:
617610~pageP K:148956~piPK:216618~theSitePK:282386~
isCUR L:Y~isCURL:Y~isCURL:Y~isCURL:Y,00.html
http://www.nyu.edu/classes/keefer/waoe/amins.pdf
http://www.reiseducational.org/contenuti/file/ict_impact.pdf
http://www.oecd.org/edu/imhe/QT%20policies%
20and%20practices.pdf
165
22
A VIABLE TEACHING METHOD IN LEGAL
EDUCATION: CASE STUDY
Dr. Sandhya P.Kalamdhad
ABSTRACT :
Today nobody will deny the importance of legal education in
any civilised society as well the fact of deterioration of legal
education in Indian society. Therefore it is a high time where we
must think about the rejuvenating of legal education in India.
However, it is not the only responsibility of government or regulatory
bodies but the collective responsibility of each and every participant
of legal system. This is how legal educational institutions and
professors also have responsibility to introduce some healthy
changes into existing legal education. Therefore the authors attempt
in this paper is to talk about the case study method, as one of the
very good technique to improve, give quality and learners friendly
education to law students. Author claims here that use of this
technique has unquestionable importance and even illustrates as
how it shall be used with few samples of problems in case study
method, developed and used by author in her career.
Keywords : Legal Education, Viable Teaching Method, Learning
Friendly Approach, Revitalization of Legal Education, Case Study.
Legal education in India was severely criticized at many time,
which compelled the various responsible bodies to take appropriate
steps for revitalization of legal education. Accordingly various steps
166
A Viable Teaching Method in Legal Education: Case Study
have been taken to upgrade the legal education, one of the result is
introduction of semester pattern in National as well as traditional
law colleges and universities. Generally speaking semester pattern
is rigorous and therefore students learn a lot in it. After five years
and three years rigorous training students get sufficient knowledge
of law and legal materials and this is how acquire ability to work in
existing legal system. But our society is full of new problems
demanding new solutions due to enormous changes in
technological and scientific development, as well as changes and
challenges in economic, social and political fields. Unfortunately
Indian lawyers are not capable enough to accept this accelerating
demands and somewhat existing legal education is to blame for
this.
The plain fact is that Indian legal education and especially its
formative first year, remains remarkably similar to the curriculum
invented a long ago. Invented, that is, not just before the internet,
but before the telephone. 1 Undoubtedly, there have been
modifications of structural designing of syllabus and so on, but
Indian legal system astonishingly stable and stick to traditional
methods of teaching law.
Recently, The Bar Council of India, who is responsible for
maintaining standard in legal education appointed a curriculum
Development committee (CDC) for overhauling changes into legal
education. The CDC provides guidelines and would also assist the
University Faculties with any other suggestion that they may be in
need of. The report of the committee says inter alia, The Faculty of
the University concerned has to ensure that: (a) the course design is
up-dated each time and keep the study-materials dynamic; (b)
develop appropriate methodology of teaching-learning based on
the object and objectives (variables) of the study; and (c) evaluate
the standard achieved by the learners without unduly pressurizing
only the memory level but emphasizing the skill of application of
law and in detailing the fact analysis with lawyers analytical
precision.2 Thus BCI insist upon incorporation of new teaching
1
Todd D. Rackoff and Martha Minow, A Case for Another Case

Method, 60 Vand.L.rev.597 (2009), retrieved from heinoline.org.
2 Report of Curriculum Development Committee, Vol.I, BCI, New Delhi,
15th Feb.2010.
167
method and gives full freedom and autonomy to concerned

universities and professors to adopt more effective teaching
methods.
Being one of the teachers of law, author suggests Case Study
method, as one of the best tool and teaching method to impart
professional education in law. Strictly speaking legal education
has double role to play i.e. imparting value education and
professional education. As far as value education as a part of legal
education is concerned, it is to be taken care by educational
institutions and many educational institutions are taking care of
this, as a matter of their internal policy. However to attain higher
level of professional education, skills and specialized knowledge,
it is required to design a standard curriculum as well appropriate
teaching method taking into consideration the requirement and
role of legal education in building up the strong society.
Today, law graduates from universities land up directly into
the profession and therefore if proper professional training is lacked
at this level justice delivery system naturally will get severally
affected. Perhaps, this is why law colleges/universities has wide
responsibility to carry on its higher educational experiment by
adopting innovative teaching methods for integration of knowledge
in addition to its usual or traditional method of teaching law.
Therefore apart from a thought over the shaping and potentially
reshaping the curriculum, we should seriously think over the
adoption and inculcation of innovative teaching method. In this
paper, authors attempt is to discuss about the case study method as
one of the viable option to meet the professional demands of legal
education. We shall start with the discussion of what is it?The
author leaves to others the task of giving an adequate historical and
sociological account of the persistence of the Langdellian case
method and wish to start with a structural question.
What is it in the design of Langdells case method?
It is easy to get confused between thecase study methodand
thecase method, particularly as it applies to legal education. The
case method in legal education was invented by Christopher
Columbus Langdell, Dean of Harvard Law School from 1870 to
168
1895. Langdell conceived of a way to systematize and simplify legal

education by focusing on previous case law that furthered principles
or doctrines. To that end, Langdell wrote the first casebook,
entitledA Selection of Cases on the Law of Contracts, a collection of
settled cases that would illuminate the current state of contract law.
Students read the cases and came prepared to analyze them during
Socratic question-and-answer sessions in class.
According to J. Creswell, data collection in a case study occurs
over a sustained period of time.One approach sees thecase
studydefined as aresearch strategy, an empirical inquiry that
investigates a phenomenon within its real-life context. Case-study
research can mean single and multiple case studies, can include
quantitative evidence, relies on multiple sources of evidence, and
benefits from the prior development of theoretical propositions.
https://en.wikipedia.org/wiki/Case_study - cite_note-Yin-2As
such, case study research should not be confused withqualitative
research, as case studies can be based on any mix of quantitative
and qualitative data. Similarly,single-subject researchmight be
taken as case studies of a sort, except that the repeated trials in
single-subject research permit the use of experimental designs that
would not be possible in typical case studies. At the same time, the
repeated trials can provide a statistical framework for making
inferences from quantitative data.
The case study is sometimes mistaken for thecase methodused
in teaching, but the two are not the same.
Case Study Method:
Uses a narrative of a legal dilemma to exemplify principles

of law
Employs skill-building as well as discussion and teamwork

between participants
Analyzes the dilemma as it unfolds
Case Method:
Uses a court decision to exemplify principles of law
169
Employs hub-and-spoke discussion between professor

and student, otherwise known as the Socratic method
Analyzes the dilemma after it has been resolved.3
The Harvard Business School case study approach grew out of

the Langdellian method. But instead of using established case law,
business professors chose real-life examples from the business world
to highlight and analyze business principles. Likewise this can be
developed in law in respect of almost all the subjects of law, for
example, with the help of decided case laws, experience and
knowledge of professor, professor can formulate some hypothetical
questions or problems. Author has formulated and used following
examples while giving training in respect of Criminal Law and
Law of Torts to many professionals at Nagpur, as follows:
1.
Mr. Maitrey, Inspector General of Prison and Mr. Sony, the

Deputy Inspector of General of Prison are on duty. Mr.
Maitrey put the prisoner in a filthy room thereby causing
death of a prisoner. Mr. Soni DIG, only seen him and turned
away. Now Mr. Maitrey and Mr. Soni are charged for the
offence of murder of a prisoner.
What would be the criminal liability of IGP & DIGP?
2.
Allen is the occupier and the licensee of a refreshment

house. He did not manage it of himself but employed a
manager and visited the house once or twice in a week. He
has given express instructions to his manager that no
prostitutes were to be allowed to congregate on the premises.
In disobedience to those instructions the manager allowed
women, whom he knew to be prostitutes, to congregate on
the premises?
What is the criminal responsibility of Allen?
3.
3 For
Kavita married Dipak in September 15, 2000. In November

2001 he deserted her. She enquired about his whereabouts
from all the possible sources. As a result of her enquires
she believed that he had been lost in a vessel which went
down with all hands on board. In January 2007 she
believing herself to be a widow went through the ceremony
more information please go through HLS Case Studies Blog: Legal

Educations 9 Big Ideas.
170
of marriage with Ajay. The circumstances were known to

the Ajay and there was no concealment of the
ceremony.Suddenly within few days of her marriage Dipak
appeared and charged Kavita for Bigamy.
Is Kavita legally responsible for the offence of bigamy
under494 of IPC?
4.
Dahi handi programme was organized by the set of students.

They worked hard to make this programme success. In
between the students from other college broke the curd pot
without permission from the organizers. Neither were they
invited for the programme. Is it Tort?
5.
X use to steal the electricity from nearby electric cable. Once

when he was doing so he got electrocuted and died. His
wife claim compensation from the electricity board.
Will she succeed?
6.
Young girl of 16 Years old came to a doctor for seeking

advice on the contraceptives. Doctor advised her. Later on
parents of the daughter brought suit against the Doctor for
acting irresponsibly and encouraging a minor child to
indulge into immoral conduct.
Is doctor negligent here?
Why are case studies important for professional development?

People learn best through the power of story and discussion,
and professional development requires context. Law firms and legal
educators are now realizing that the typical talking-head panel
discussions or partner-delivered PowerPoint presentations on legal
topics are mostly ineffective for helping lawyers put theory into
practice. Lawyers are all smart enough and enough online resources
exist for them to come up to speed on basic legal concepts and
frameworks. Rather than waste valuable, in-person instruction time
regurgitating such content, instructors using the case study method
can assume a base level of subject matter competency and move
forward to actively helping participants to work with the relevant
material and understand how it really matters.4
4
Prof. Scott Westfahl88, Case Studies Conversations, Harvard Law

School, Feb.12,2014.
171
The beauty of case study is that participants also learn from

each other. Theyre seasoned professionals, and case studies
facilitate learning by getting them to talk about challenging
scenarios. Theres no right answer to these challenges. The case
studies allow educators to introduce frameworks, research, and
concepts. Because the case studies are stories rooted in real
situations, participants remember them and are able to apply what
they heard as soon as they encounter analogous situations. 5 In
authors career to train various other professional at reputed training
centres at Nagpur, it was incredibly helpful, when participants
were given different legal situations and were asked to analyse
them and thereafter discussing law points involved. They could
draw lessons from those cases and understand the law with more
effectiveness.
Case studies are about teaching judgment in addition to
substantive law. If practicing law only about knew substantive law,
we may not need case study method. But its not.Judgment is the
most important factor in learning law. So a case study method that
develops judgment and perspective for law students is a critical
complement to the case study method through which students learn
legal doctrine. For the good of our profession and to fulfil our mission
as a professional school as well as an academic institution case
study method need to be developed and adopted.
Conclusion :
If you ask any lawyer who studied law only through traditional
method, he would agree that very little of what he had learned in
law school directly applied to his work as a practicing lawyer. And
I am confident that case study method would change the scenario,
because its cases place students in the middle of real situations that
lawyer face and ask students to work in teams to figure out what
they should do as the lawyers in those situations. Case study method
directly involves lawyering skills. Author has a hope that if case
method approach is continuously developed, it will contribute a lot
in making good professionals for society.
5 Ibid, Prof. Scott Westfahl is a pioneer in developing case study method
at Harvard Law School.
The Rise of Creative Class
172
23
THE RISE
OF
CREATIVE CLASS
Mr. Santosh Yadav
ABSTRACT:
Presently, traditional educational approaches have resulted in
a mismatch between what is taught to the students and what the
industry needs. As such, many institutions are moving towards
problem-based learning as a solution to producing graduates who
are creative, can think critically and analytically, and are able to
solve problems. In todays era each and every person from child to
old aged enter in a rat race of competition and tries to prove his
identity. It is a need of time to create intellectual young generation
which will lead the country towards success. Rather than looking
at education simply as a means of achieving social upliftment, the
society must view education also as an engine of advancement
when there is a willingness to change, there is hope for progress in
any field. Creativity can be developed and innovation benefits both
students and teachers. The purpose of this paper is to evaluate the
methods of teaching as well as multimedia teaching and to suggest
other useful teaching methods that can be attempted in imparting
knowledge to the students.
Keywords: Interactive, Multimedia learning environment,
Critical thinking exercise. Teamwork.
INTRODUCTION :
Education is an engine for the growth and progress of any
society. It not only imparts knowledge, skills and inculcates values,
173
but is also responsible for building human capital which breeds,

drives and sets technological innovation and economic growth.
Teaching does not mean simply pouring a lot of information into
the head of the learners .Throughout the growth of human
civilization education play vital role in conserving, transmitting
and creating the knowledge belief and values to be internalized by
the society. The general statement is that the reasons behind the
innovative teaching and learning methods and approach are the
failures and weaknesses of the traditional methods. Traditional
methods are not enough to promote adequate level and quality of
student learning . It tends to be teacher-centered methods, while
ignoring the student-centered aspects of teaching and learning.
During the last two decades there have been intensive calls for
implementing reforms in education No doubt teachers should be
the ones that put the innovative approaches into practice.
Unfortunately real modifications are not as widespread as was
expected.
What is deep learning?
Retain knowledge and apply it in new and different

contexts
Focus on relating ideas and making connections between

new and prior knowledge
Able to see concepts, ideas, and/or the world differently
Engage in analytical thinking
Engage in active learning by interacting with others
LITERATURE REVIEW :
Barbara Clark, (2007) Meanwhile, teachers with professional
competency are able to adopt different teaching methods under
various circumstances, foster interaction with students within
creative teaching activities and cooperate with students to enrich
educational values. Bruner (2002) similarly asserts that humor is
the quality that makes something funny and amusing. He further
posited that humor from a learning perspective, has been the subject
of investigation, and recently sprang from the disciplines of
174
psychology, philosophy and medicine.Chen (1998) Both teachers

and students are responsible for the implementation of curriculum
design and learning activities to create a lively atmosphere Chen
(1998). Therefore, teachers and students should alternate their roles
and cooperate with others. Ranson et al. (1996) suggests that
learning helps us move beyond isolation and separation,
transcending regionality and familiarity and exploring the unknown
world. As a facilitator, coordinator and resource person, the main
function of teacher is to create a 5 positive and open learning
environment so that gifted students have the opportunity to interact
with peers with same level of intelligence. Zhang, Lin, Liu, (2002).
Comparing with traditional society of the past, modern classroom
management integrates science, art and philosophy. Only love and
patience do not guarantee effective classroom management. Teachers
should also enhance their professional competency
RESEARCH OBJECTIVES :
To make the process of teaching and learning an enjoyable

and non- monotonous process
To make students work in collaborative and competitive

fashion.
To bring about the aspect of student involvement and

making class more interactive
To use of Visual and audio aids with Emphasis on thinking

rather than just learning
To study the Comparison between traditional way of

teaching and innovative teaching method in teacher
education
By using stress free innovative teaching method to know

the effectiveness of students about i) Achievement ii)
Response
SOME INNOVATIVE IDEAS THAT WILL HELP TEACHERS

REINVENT THEIR TEACHING METHODS AND MAKE THEIR
CLASSES INTERESTING.
The biggest challenge any teacher faces is capturing the
students attention, and putting across ideas in such a way that it
175
stays with them long after they have left the classroom. For this to
happen, classroom experience should be redefined and innovative
ideas that make teaching methods more effective should be
implemented.
1. Creative Teaching :Take the help of creative tools to
stimulate creativity. Include playful games or forms of visual
exercises that will excite the young minds and capture their interest.
This is a time tested method to identify young students creative
abilities and encourage creative contributions. Think of ways to
develop their creative ideas. Encourage different ideas, give them
freedom to explore
2. Real-World Learning : Link your lessons to real world
learning. Infusing real world experiences into your instructions
will make teaching moments fresh and enrich classroom learning.
Relating and demonstrating through real life situations, will make
the material easy to understand and easy to learn. It will spark their
interest and get the children excited and involved
3. Brainstorm :Make time for brainstorming sessions into your
classrooms. These sessions are a great way to get the creative juices
flowing. When you have multiple brains focusing on one single
idea, you are sure to get numerous ideas and will also involve
everyone into the discussion. These sessions will be a great platform
for students to voice their thoughts without having to worry about
right or wrong. Set some ground rules before you start.
4. Storyboard Teaching :Rudyard Kipling rightly said If
history were taught in the form of stories, it would never be
forgotten. Storyboarding is a great way to teach any subject which
requires step-by-step memorization or visualization highlyconceptual ideas. History teachers can use a storyboard to recreate
a famous event. Such visually stimulating activity will ensure that
even complex ideas are easily put across to students. You can also
encourage the use of storyboards as a form of communication and
let the students tell a story in pictures using their imagination.
5. Classes Outside the Classroom :Some lessons are best
learnt, when they are taught outside of the classroom. Organize
field trips that are relevant to the lessons or just simply take students
for a walk outside of the classroom.
176
6. Audio & Video Tools:Incorporate audio-visual materials

in your sessions. Supplement textbooks with models, filmstrips,
movies and pictorial material. Use info graphics or other mind
mapping and brain mapping tools that will help their imagination
thrive and grow. These methods will not only develop their ability
to listen, but will also help them understand the concepts better.
TEACHING WITH SENSE OF HUMOUR :
Humor is the salt of personality. Good humor is a tonic for
mind and body. It is the best antidote for anxiety and depression.
Research has shown that humor has the ability to influence creative
and divergent thinking in students. It also increases connection or
neutral activity when analyzing and appreciating humor.
Experience has revealed that humor has the ability to help learning
and help retain information.
Perception of the students on effect of Humor on teaching :
Humor is all about making the subject matter well

understood.
Humor can have a psychological positive effect.
Humor is a good learning device

LEARNING ENVIRONMENT
TRADITIONAL METHOD A ONE WAY FLOW
TEACHER
STUDENT
MULTIMEDIA LEARNING AN INTERACTIVE LEARNING PROCESS
177
DIFFERENCES BETWEEN TRADITIONAL LEARNING

ENVIRONMENT & MODERN LEARNING ENVIRONMENT :
Traditional Learning Environment
Modern Learning Environment
Teacher-centered instruction
Single-sense stimulation
Student centered instruction

Multisensory stimulation
Single media
Isolated work
Information delivery
Passive learning
Factual, knowledge-based learning
Isolated, artificial context
Multimedia
Collaborative work
Information exchange
Active/exploratory/inquiry-based learning
Critical thinking and informed decision-making
Authentic, real-world context
Note. From National Educational Technology Standards for Students:

Connecting Curriculum and Technology (p. 5), by the International
Society for Technology in Education, 2000.
RESEARCH METHODOLOGY :
Research is common parlance refers to a search for knowledge.
This paper is based on secondary data only,
Sources of Secondary Data are:
Journals
Research papers
Websites
ANALYSIS :
Teachers in the beginning stages of creating a differentiated
classroom must begin with the individual levels of their students,
accepting that children learn in different ways. This requires that
teachers seriously rethink their professional roles, becoming
diagnosticians and learning partners rather than dispensers of
knowledge. These teachers then continue to cultivate their own
knowledge and expertise. They hold universally high expectations
and provide the support that students need to achieve their
academicl goals. The supportive teacher can make all the difference
in creating a healthy environment where the individuality of each
student is appreciated, which is crucial to the success of a
differentiated classroom. Positive energy and humor are important.
The use of multimedia in education industry has been extensive, as
it has been effective in increasing productivity, where research has
shown that people remember 20% - what they hear, 30% - what
178
they read, 40% - what they say, 50% - what they write, 80% - what
they do, 100% - what we teach. Anyone who stops learning is old,
whether at twenty or eighty. Anyone who keeps learning stays
young. LEARNING NEVER ENDS
CONCLUSION :
Despite that the conventional methods of teaching have been
more or less similar around the world, the adaptation of teaching
strategies and styles to different social, economical and educational
contexts has been always an issue for consideration. It should be
noted however that, students background knowledge, academic
performance and learning abilities need to be taken into
consideration for the selection of the most suitable teaching method
and combination of teaching applications. In light of the above, it
could be argued that modern teaching methods, strategies and tools
should adopt and integrate Information and Communication
Technologies on the premise that the latter are adapted to each
student populations interests, abilities and ambitions. Individual
differences should always be taken into account while
studentteacher interaction needs to be encouraged in all cases. By
doing so, the learning process becomes more effective and interesting
while students will be able to broaden their knowledge, develop
key skills and competencies to remain competitive in the market
place as well as meet industry demands for well trained, creative
and productive employees.
Reference :
Agnew, P. W., Kellerman, A. S. & Meyer, J. (1996). Multimedia in the
Classroom, Boston: Allyn and Bacon.
Damodharan, V. S. & Rengarajan, V., Innovative Methods of
Teaching.
Lindstrom, R. (1994). The Business Week Guide to Multimedia
Presentations:
Neo, M. & Neo, K.T.K. (2001). Innovative teaching: Using multimedia
in a problem-based learning environment, Educational
Technology & Society 4 (4).
Vaughan, T. (1998). Multimedia: Making it Work (4th Ed.), Berkeley,
CA: Osborne/McGraw-Hill
179
24
DIGITAL COLLEGE
FOR
DIGITAL INDIA
Dr. Shaikh Mehmood Hasan

Abstract:
Information technology plays a vital role in education system in India.
Education system has high hopes from digital India initiative, with
implementation of National Optical Fiber Network (NOFN) and
integration of internet with Smartphone, tablets and mobiles. Digital India
initiative revamped the education system, seeing positive changes and
bringing closer to reality a dream of high tech education accessible to all
section of the society.
Keywords: Digital India, Digital College, E-learning, Virtual
Classroom, Education.
IT + IT = IT India Today (IT) + Information Technology (IT) =
India Tomorrow (IT)
Honble Prime Minister of India, Narendra Modi
Digital India is centered on three key areas, Digital
infrastructure as a utility to citizen, Governance and service on
demand and Digital empowerment of citizen. The first concept is to
connect every access point on India demographic map using high
speed internet, facility center in district rural & urban areas, cloud
space for every citizen and secure access to cyber caf. The second
concept is to provide fast, reliable, convenient, transparent and real
time government services through digital governance making the
process electronic and cashless. It also integrates GIS (Geographical
180
Digital College for Digital India
Information System) for decision support like precision and site

specific farming, location based services, GPS (Global Positioning
Service), mobile mapping and many such advance developments.
The third concept is to provide globally accessible multilingual
digital literacy & resources.[1]
Programs Involved in Digital India:
National Digital Literacy Mission: NDLM is a key program in
digital literacy, to reach out the unreached. It is unique digital
program to connect rural citizens digitally through various training
and building programs.[5]
Digital Empowerment Foundation: DEF aim to inform,
communication and empower. Projects like Digital Panchayat,
Soochna Seva, Digital Knowledge Center, GyanPedia and various
others are carried out under DEF.[6]
Digital Locker or DigiLocker: Developed by Ministry of
Information and Communication to provide each citizen a personal
storage for digitally signed e-documents that can be linked by many
issuer departments and Aadhar number.[7]
National Optical Fiber Network: NOFN project will provide a
way to implement various services, such as e-health, e-education
and e-governance etc. by establishing broadband connectivity on
optical fiber to 2, 50,000 village panchayats across India. The
Network thus forms the core of ambitious Digital India project. [8]
India is the third largest and fastest growing population on
internet as reported in June 15 with more than 200 million after
USA second with 275 million and China first with 620 million.
According to Indian Exprss, Mumbai stands first with 12 million,
New Delhi second with 8.7 million and Hyderabad third with 7.1
million. Also, 36% internet population is between the age of 15 to 24
years and 39% is between the age of 25 to 35 years, i. e. 75% of
internet population in India is between the age 15 and 35 years.
e-Kranti is one of the key pillars of nine pillars of Digital India.
It focuses on electronic delivery of services. It also aim to use
technology in education by connecting all schools with broadband,
free wi-fi in more than 2, 50, 000 schools, Digital Literacy and Online
181
open Courses. Digitization of school and colleges has become the

newest rave in educational organization. School or Colleges requires
digital infrastructure, operating system, supporting software and
digital resources. Digital infrastructure comprises of all hardware
components required to take input data, store data, process data,
generate output and transfer data. Infrastructure can be
implemented in-house by an organization or can be used from cloud.
A cloud service provides storage space, hardware, software,
operating system, network, security and platform fully managed by
the provider. Google, Amazon, Microsoft, IBM, Yahoo, Oracle are
some of the cloud service providers. Software systems like ERP, MIS
can be used for day to day college activities like admission, timetable,
attendance, assessment, results etc. Connectivity is provided using
local area network through copper wire cables, broad band internet
access, wi-fi access points etc. Resources can be made available in
digital form like E-Books, E-Journals, E-Magazine, E-Newspaper,
E-Thesis, E-Paper, Audio Books, E-Tutorials, CBT, and Pre Recorded
Videos etc. An E-Book is a electronic version of a printed book, EJournals are electronic documents providing like printed journals,
E-Magazine is digital bulletin board, E-Newspaper is an digital
version of printed news paper, E-Thesis is a repository of research
work in electronic format, E-Tutorials and Computer based tutors
(CBT) are interactive software learning tools and pre recorded videos
are captured from ongoing lecture session using camera or virtual
class room. Also these resources can be easily translated in different
languages to study in locale specific languages for convenient
transformation of knowledge.
A high speed internet service can be used to access through
personal computer or Wi-fi routers and access points (AP) can be
made available for easy and convenient access to resources using
smart phones, mobiles and tablets. A good user interface motivates
the use to access more digital resources. Lilian Genaro Motti has
provided the study report & comparative of researcher to compute
the experience of different age of people for diverse technique uses
indirect inputs i.e., touch panel, mouse, keyboard and wireless
pen.[10]
182
Conclusion:
Digital India program is a highly ambitious program by the

Government of India. It will open various new opportunities for all
the stake holders. Digitization reduces human efforts, cost and time.
Also provides flexibility by using multiple channels, User Interfaces,
language and technology.
References:
1.
www.deity.gov.in - Digital India, a programme to transform

India into digital empowered society and knowledge economy,
Department of Telecom and Information Technology,
Government of India.
2.
http://economictimes.indiatimes.com/
3.
http://indianexpress.com/article/india/india-others/
cabinet-clearsdigital-india-programme/
4.
Management information systems: using a simulated testing

package to assess student performance
5.
http://www.ndlm.in/
6.
http://defindia.org/who-we-are/aboutdef/
7.
https://digitallocker.gov.in/
8.
http://www.business-standard.com/article/companies/
b s n l - wo r k i n g o n - m o d i s - d i g i t a l - in d i a - p r o j e c t- i n u p 115010900722_1.html
9.
Vision of Digital India: Challenges Ahead for Political

Establishment
10. Tao Feng, Ziyi Liu, Kyeong- An Kwon, Weidong Shi, Bogdan
Carbunary, Yifei Jiangz and Nhung Nguyen, Continuous
Mobile Authentication using Touchscreen Gestures, IEEE
Xplorer, ISBN 978-1-4673-2708-4
183
25
NEED OF QUALITY BASED HIGHER
EDUCATION SYSTEM IN INDIA
Ms. Sheela S Hosamani
ABSTRACT :
Due to enormous increase in the numbers of colleges,
universities and students. Its result comes out due to the decline in
the quality of higher education is deteriorating. Nothing illustrates
this better than the plummeting faith of education. Importance of
quality in higher education is enormous one. Through the quality
parameters only institutions can possible to develop competencies
among its learners. Quality and excellence are the watch-words in
todays liberated environment. The future will need greater
competencies and as a consequence higher education must provide
improved and speedy methods to meet todays needs and face
tomorrows challenges. All this will happen only when the existence
of strong framework of quality mechanism. . The paper attempts to
look in to the need of quality issues related to higher educational
institutions in India. This article also throws a light upon scenario
of higher education in the Country. This article is an analysis of
concerned efforts to be taken while in introducing the quality
mechanism for maintaining standards in various spheres of higher
educational institutions.
Introduction :
Quality and relevant higher education is able toequip students
with the knowledge, skills and core transferable competencesthey
184
Need of Quality Based Higher Education System in India
need teaching. Quality assurance allows people to have confidence

in the quality of higher education. Every to succeed after graduation,
within a high quality learning environment which recognises and
supports good higher education institution should have a rigorous
system of internal quality assurance, assessed by Quality Assurance
Agencies which make external checks. While higher education
graduates are more likely to find employment than people with
lower levels of qualifications, higher education curricula are often
slow to respond to changing needs in the wider economy, and fail
to anticipate or help shape the careers of tomorrow.
The National Assessment and Accreditation Council (NAAC)
in the country is helping the higher education institutions in
maintaining internal quality mechanism. Adopting quality
mechanism by the institutions promotes modernising education
programmes to provide graduates with high-level, employable skills,
as well as thetransferable skillsthat equip graduates for a fastchanging job market.
There is a strong need forflexible, innovative learning
approaches and delivery methodsto improve quality and relevance
while expanding student numbers. One key way of achieving this,
in line with the transformational benefits of ICTs and other new
technologiesto enrich teaching, improve learning experiences and
support personalised learning.
The reform and modernisation of Indias higher education
depends on the competence and motivation of teachers and
researchers, yet staffing levels have often not kept pace with
expanding student numbers, putting further pressure on already
strained capacities. Better working conditions, including
transparent and fair recruitment procedures, better initial and
continuing professional development, and better recognition and
reward of teaching and research excellence, are essential to ensure
that India produces, attracts, and retains the high quality academic
staff it needs.
Statement of the Problem:
The study primarily aims to look into the analyse the quality
issues pertained to the higher educational institutions in India.
185
Thus, the problem selected for the study has to be stated as Need
of Quality Based Higher Education System in India.
Objectives of the Paper :
The paper has the following objectives,
1.
Know the issues arising while implementing the quality

aspects in higher educational institutes in India.
2.
To find out the reasons for need of the quality mechanism

in higher educational institutions in India.
3.
Attempt to evaluate the problems facing by the higher

educational institutions.
4.
To analyse the emerged issues in implementing quality

aspects.
Research Methodology:
Looking in to requirements of the objectives of the study the
research design employed for the study is doctrinal, analytical and
descriptive type. Keeping in view of the set of objectives framed,
this research design was adopted to have greater accuracy and in
depth analysis of the research study. The present study used has
got its own limitations.
Tools Used for Gathering Information:
Required information for the study has been gathered from
secondary resources. Available information from secondary sources
like books, periodical articles and from the Internet are used for the
study. Further, all the information collected from different sources
for the study has been collated and presented herewith.
Review of Literature:
Review of literature pertained to the research study has been
collected from selected Information and sources from various forms
such as books, journal articles, periodicals, reports from the Internet
and has been presented herewith. The information related to
research topic on Need of Quality Based Higher Education
System in India has been investigated and reported by various
186
researchers. Few selected works of the researchers in the field have

to be reviewed herewith as part of the research study.
European Commission (2015) has brought out reports on quality
and its relevance in higher education in Europe. Sharma, R (2015)
elaborated on importance of quality parameters in higher education.
Soni, N K and Patel, T P (2014) explained on quality teaching and
higher education system in India. Gadade, S T & others (2009) edited
a seminar proceedings volume contained research papers pertained
to methods and procedures for quality enhancement. Mishra, S
(2006) analyses the various aspects of quality in higher education.
Mohammedbhai, G (2006) highlighted in existing quality assurance
mechanisms in India. NAAC (2004) brought out a volume on various
aspects of adopting quality in higher education and for sustainable
development. NAAC (2004) published a volume on collective
research papers of best practices in higher education. Powar, KB
(2003) elaborately explained on importance of adopting the quality
aspects. Stella, A (2002) reported a case study in pertains to the role
of NAAC in maintaining quality in higher education. Finally, Stella,
A (2001) reported on issues of impact and future perspectives of
quality in Indian higher education.
Hypotheses :
Based on the set of objectives and review of literature of the
research study, we can draw the following hypothetical statements.
1.
With the implementation of quality aspects in higher

educational institutions bring standardisation in all levels
of the institution.
2.
Quality issues will pave for developing the competitiveness

among the institutions.
3.
Quality aspects will empower the Indian higher

educational institutions for competing with educational
institutions at global level in many ways.
4.
Not implementation or adoption of the quality issues by

the institutions will have adverse effect on their growth in
the highly competitive world.
187
5.
These quality aspects are necessary for perspectives of the

institutions.
6.
Quality issues will pave for greater chances of employable

opportunities for graduates in knowledge driven
companies.
7.
Knowledge based industries will require specialised skill

oriented manpower. This has been possible to achieve only
by implementing internal quality mechanism by the
institutions.
8.
Without adopting quality aspects it is very difficult for

survival for the higher educational institutions because of
highly competitive world.
Purposes for Adopting Quality Aspects:

Over the past couple of decades, quality assurance in higher
education has become increasingly important due to various
purposes.
1.
There has been a dramatic growth in student population

in higher education in India. Student enrolments have
doubled or trebled over the past decade, and continue to
increase. This sudden increase in students enrolments has
posed a challenge for providers of the higher education. It
affects the quality of higher education provided, especially
in view of diminishing public funding. There is also the
issue of the relevance and employability of the very large
output of graduates.
2.
Because of internationalization and globalization, there is

increasing mobility of students and academics across
national frontiers and graduates now frequently seek
employment in countries other than their own. It has
therefore become necessary for the of an institution to be
recognized in another country. This will happen only when
quality mechanism existed in the institutions.
3.
Higher education institutions are increasingly finding that

they have to be accountable to their stakeholders whether
it is the state that provides the bulk of the funding, or the
188
students who are their clients, or the employers who employ

their graduates. Institutions have to show that the money
being invested is well spent, and that the students are
getting value for money. Proper utilisation of funding can
only be achieved when money can spent qualitatively.
4.
Because of the heavy demand for higher education, there

are now a large number and a wide range of providers,
local and foreign from public universities to private and
corporate institutions, from distance learning to purely
online learning. Competition among the institutions,
globalization, and commercialization of higher education
have made it imperative for quality. control measures to be
introduced in order to protect students from poor quality
education.
Findings of the Study:

We can note down few of the important findings of, the study
as follows :
1.
Need of quality mechanism is necessary for institutions of

higher education as it enables them to compete with
institutions at the regional and global level also.
2.
There are plethora of quality tools are there to enhance the

institutional capabilities to project their visibility also.
3.
NAAC in the country is acting as an apex body in guiding

the institutions of higher education in adopting quality
measures and helps in sustenance of the same in future.
4.
NAAC has taken various initiatives in maintenance of

quality mechanism by conducting the various sensitisation
programmes and bringing out literature pertained to the
quality.
5.
It is found that, various challenges are existed while

initiating and maintain internal quality mechanism in the
institutions.
6.
From the review of literature, we found that various

researchers and NAAC has brought out various studies
related to the quality mechanism.
189
Suggestions:
A few important suggestions have been noted down as an part
of the discussion have been made which it is hoped that, it will be
helpful in to bring further measures as on part of the quality
mechanism i8n institutes of higher education. The few suggestions
are as follows,
1.
NAAC has to make it compulsory for all higher educational

institutions to go for accreditation process within framed
time limit.
2.
Before adopting quality mechanism, institutions have to

conduct sensitization workshop for their staff on benefits
of adopting quality issues at institutional level. It helps to
wipe out fear and inhibitions among them.
3.
Proper and constant support from authorities sustenance

of quality mechanism is required.
4.
Merely initiating quality mechanism at institutional level

is not enough, but stabilization and sustenance for the
future is also very important one.
Conclusion:
Need of quality initiatives at institutional level will play an
important role in enhancing the visibility of the institutions and
developing the competitiveness at local and global levels. There is a
plethora of quality tools exists. Thus, adopting quality mechanism
is need of the day for all types of higher educational institutions in
India. It enables our Country to compete with other developed
Countries of the world in many ways.
References:
1.
Gadade, S T & others (2009). Seminar Proceedings of

Reaccreditation A Process Towards Quality Enhancement :
Methods & Procedures, CKT College, Panvel.
2.
EC(2015),Quality and relevance in Higher Education,

www.ec.europa.eu/education/policy/highereducation/
quality-relevance-en.htm. on 26/7/2015.
190
3.
Mishra, S (2006). Quality Assurance in Higher Education : An

Introduction, retrieved from www.naac.gov.in/docs/pdf. on
13/8/2015.
4.
Mohammedbhai, G (2006). Quality Assurance mechanisms in

Higher Education, retrieved from www.jopurnal.asci.org.in/
vol.36(200608/36_1/06%20mohammedbhai.pdf on 13/8/
2015.
5.
NAAC (2004). Best Practices in Higher Education, NAAC,

Bengaluru,
6.
NAAC (2004). Quality Higher Education and Sustainable

Development, NAAC, Bengaluru.
7.
Powar , K B (2002). Indian Higher Education, Concept, New

Delhi.
8.
Sharma, R (2015). Quality Parameters in Higher Education,

retrieved from www.boloji.com/index/cfm?md=content&sd
=articles&articleID=12719. on 13/08/2015.
9.
Soni, N K & Patel, T P (2014). Quality Teaching and higher

Education System in India, International Journal of Scientific
and Research Publications, vol.4, jan2014 retrieved from
www.ijsrp.org/research-paper-0114/ijsrp-p25109.pdf on 13/
8/2015.
10. Stella, A (2002). External Quality Assurance in Indian Higher

Education: A Case Study of the NAAC, retrieved from
www.datatopics.worldbank.org//nnp/files/edstats/
INDpub02a.pdf on 13/8/2015.
11. Stella, A (2001). Quality Assessment in Indian Higher
Education: Issues of Impact and Future Perspectives, Allied,
Mumbai.
191
26
QUALITY ENHANCEMENT IN AFFILIATED
COLLEGES: THE COLLEGE PRINCIPAL AS
AN ACADEMIC LEADER
Dr. Shobha Menon
Abstract :
Higher education in India is going through a period of
unprecedented changes. There are changes in each and every aspect
from funding, leadership and management, quality assurance,
accountability, relationships with industry, international
collaboration, right up to the way research and teaching are done.
To be successful in todays changing environment, higher
education institutions need to continuously upgrade themselves
and in order to do this they need competent, effective academic
leaders. This paper discusses how crucial the role of the principal
is in transforming colleges into quality institutions which foster
academic excellence. It outlines the approach to be adopted by a
principal as well as the challenges that arise in the process of quality
enhancement. It draws attention to the need for training to be given
as they try to bridge the gap between academics and administration.
Key words: Academic leader, Higher education, Principal.
A business short on capital can borrow money, and one with a
poor location can move. But, a business short on leadership has little
chance for survival.
Warren Bennis, Leaders: The Strategies, For Taking Charge
192
Quality Enhancement in Affiliated Colleges: The College ...
The environment of higher education is changing at an

unprecedented speed on a global scale and India is no exception. In
the Indian affiliated college system principals play the pivotal
leadership role. As in the case of business organizations, leadership
is the key to the success of educational institutions. To be successful
in todays changing environment, higher education institutions
need to continuously upgrade themselves and in order to do this
they need competent, effective academic leaders. However this role
is often ignored and leadership in academia is a neglected area.
This paper highlights the need to change this approach and
discusses how crucial the role of the principal is in transforming
colleges into quality institutions which foster academic excellence.
Higher Education Scenario in India:
Higher education in India is going through a period of
unprecedented changes. There are changes in each and every aspect
from funding, leadership and management, quality assurance,
accountability, relationships with industry, international
collaboration, right up to the way research and teaching are done.
This transformation is being driven by various factors both national
and global. Some of the factors responsible are economic growth,
demographics, internationalization of education, global competition
for talent and research funding and primarily the commoditization
of education.
Under the new five-year plan (2012-17), undergraduate
education, for the first time, has been elevated to a top priority
position in the governments push on expansion, inclusion and
excellence. The undergraduate sector in India is huge: currently
14.6 million (86%) students are enrolled on undergraduate courses,
compared to 2 million (12%) on post-graduate courses .If there is
one overall structure which defines Indian higher education, it is
the affiliated college system. In India a major chunk of students
study at public and private colleges which are affiliated to state
universities, teach the courses, curricula and examinations specified
and regulated by their parent state university. The affiliated college
sector in India is huge, enrolling over 90% of undergraduates, 70%
of postgraduates and 17% of doctoral students(British Council India,
193
2014). State universities are run and funded through their respective
state governments funding falls far short of their requirements. State
universities depend on affiliation fees paid by the colleges for their
survival. These fees, supplemented by state government funding,
are generally used to pay salaries and little else; most have poor
infrastructure and conduct little research, although pockets of
excellence exist. Many state universities spend much of their time
administering the exams and admissions to their affiliated colleges
leaving little time and resources for growth.
Considering the fact that there are a large number of students
enrolled in undergraduate courses in affiliated colleges in India it
follows that any change in the higher education scenario in India
can happen only when there are changes in this component. As the
paying power of the middle classes increase it is this segment which
will see a movement out of the country and if we need to stop this
exodus of students it is this area which must transform itself. In
years to come student populations will become more demanding
and expect better value for money, competition which has already
started to rear its head will increase and these undergraduate
affiliated colleges will have to transform themselves in all respects
to survive.
Organizational transformation is heavily influenced by its
leadership. A number of affiliated colleges are managed by
businessmen or educational trusts .These managements have
financial resources and business acumen but in many cases lack
the knowledge of the education sector. Hence they depend on heads
of institutions i.e. principals to lead the way to organizational
transformation. This means that the principal of an affiliated college
is actually the leader who can lead the college on the path of progress.
However in India there is little understanding and appreciation of
their role as leaders. In fact though there is considerable work on
areas like leadership and motivation not much of this focuses on
colleges as organizations.
Understanding Leadership :
Leadership is the capacity to release and engage human
potential in the pursuit of common cause. Principals as academic
194
leaders exercise their leadership within settings that are markedly

different as compared to the organizations in which business leaders
typically exercise their leadership. However the essence of
leadership remains the same across both situations.
Leadership is purposeful. It is about having a vision, shared

values and a common cause in mind. The leader may not
create the vision, but there must be a vision and this must
be shared by the others and they must willingly commit
themselves to the achievement of this vision.
Leadership empowers people to act. It is about allowing

followers to discover and develop their interests and
abilities and to challenge their own limits. Leaders do not
put these interests or abilities into people rather it is about
supporting people to discover their hidden potential.
Leadership is not about high individual performance.

Although leaders often are high individual performers it is
about making others high individual performers.
Leadership in Higher Educational Institutions :

Principals as leaders of higher educational institutions have to
face a number of challenges. The primary reason for this is the
existence of multiple stakeholders, such as students, faculty
members, etc so an academic leader must has to look upon every
one individually and use different policies to deal with them (Sathye
2004). In fact academic leaders in the Indian affiliated college set
up are often caught between the conflicting interests of faculty
members, administrative staff, college managements, funding
agencies like the government and regulatory bodies like the
university they are affiliated to. Principals as leaders may find
themselves oscillating between the desires of these multiple
stakeholders. Hence effective leadership in higher education has a
great deal to do with balance. Gmelch (2000, p 1) captures the essence
of the problem when he writes that: in order to be a leader in higher
education, one must be a dove of peace intervening among warring
factions that are causing destructive turbulence in the college, a
dragon driving away both internal and external forces that threaten
the college, and a diplomat guiding, inspiring, and encouraging
195
people who live and work in the college environment. The

environment in which academia in India operates is increasingly
political, and the stakes economic and otherwise have never
been higher for colleges. It is imperative that leaders emerge who
can successfully negotiate the turbulent times that lie ahead and
can reinvent academia so that it retains its relevance in a world
which desperately needs what higher education has to offer.
Leadership that is required in higher education is referred to as
academic leadership. According to Ramsden (1998) academic
leadership in higher education includes a number of factors. Some
of the crucial aspects of this role are discussed below.
The principal of an affiliated college as an academic leader

must take up leadership in teaching and research i.e.
introducing new ideas of teaching, adding excitement to
teaching.
The principal of an affiliated college creates the conditions

within which the teaching and non-teaching staff works.
The principal must work along with the management to

have a common vision for the college. This vision needs to
be communicated to the staff because the vision can be
achieved only with the efforts of the followers in this case
the teaching and non-teaching staff. Principals must
articulate their vision using effective communication skills
so as to make the vision understandable, precise, powerful
and engaging.
Principals must challenge followers with high standards,

communicate optimism about future goals, and provide
meaning for the task at hand. Followers will then be
motivated to act because purpose and meaning provide
them with energy. Then followers are willing to invest more
effort in their tasks; they are encouraged and optimistic
about the future and believe in their abilities.
A principal cannot get the whole job done by working alone

so he/she must be a team player. The principal as a leader
must take the entire team along towards the vision and this
196
can happen only when the principal is able to align

institutional goals with individual ones.
Principals as leaders will have to win the trust of faculty,

administrative staff and students alike. They must be proud
of their institution and must be able to instill this pride in
their followers. This will inspire people to give their full
and try to achieve difficult objectives. An environment of
openness and trust coupled with support will encourage
faculty, administrative staff and students to work together
towards common goals.
Principals must stimulate and encourage creativity in their

followers rather than encourage unquestioning obedience.
They must nurture and develop people who think
independently. This is extremely important in colleges
because the followers are not uneducated people they are
well read individuals with strong opinions who want and
look for intellectual stimulation.
The principal must create a situation where each member

of the team must know how to perform the work and is
empowered to do the needful so as to reach given goals. As
people work some may excel others may err, it is necessary
to give feedback and support so that they are not
demoralized. The principal must have and use
interpersonal skills effectively.
As discussed earlier the principal or head of institution of a

college has to play the leadership role. However the issue is not
many of them are really trained for this role. In the Indian context
the principal essentially comes from the ranks of academia and has
specialized knowledge in his or her field of study and has good
research credentials in the same. As a faculty member during the
course of his or her service the person may have handled certain
aspects of college administration. However they may not have
played major decision making roles and may lack the ability to
have a holistic perspective on the organization. There is a huge gap
between being an academic and moving into a leadership role.
Further the environment today is highly volatile and many of them
197
have a traditional mindset. They lack experience in running

educational institutions as business enterprises in a competitive
set up. This did not become a major hindrance in the past as long as
colleges functioned in a protected environment because almost all
colleges and courses received government funding. However with
globalization and the entry of private players who manage their
educational institutions like corporations many things have
changed. There is emphasis on innovation and sustainability,
government is gradually moving out and colleges of the future will
have to generate their own resources much like corporations,
The phenomenon of leading an educational institution as a
business creates a need for a leader to have feet in both camps; the
academic side of the college and the business aspects of leading a
dynamic, forward moving institution. These potential leaders may
be described as hybrid leaders who have academic excellence with
industrial relevance. This is the kind of leadership colleges will
need but this is not going to emerge on its own. Colleges and
universities must consciously work towards developing such
leaders. Quality enhancement of institutions can happen only
through a planned process of developing trained academicians to
take on leadership roles. Leadership training programs for leaders
in academia should encompass all aspects of running an
organization including marketing, finance, human resources with
special emphasis on educational institutions. Such a well rounded
training program which aims at developing efficient administrators
out of academicians will help fulfill the leadership void that exists
in most academic institutions today and help take the institution
on the path of quality growth.
Conclusions :
There is a leadership crisis in academia as regards affiliated
colleges in India. The growth of any institution to a large extent
depends on the type of leadership it has and colleges are no
exception. So there should be greater emphasis on the professional
development of academic leaders. Programs must be designed for
professional development for those who are willing and interested
in becoming leaders. Since the success and growth of higher
198
education depends on leadership that can function effectively and

efficiently in an increasingly complex society, every effort must be
made to provide that leadership.
References :
Gmelch, W.H. (2000), Building leadership capacity for institutional
reform, Iowa State University College of Education, Ames, IA.
Ramsden, P. (1998). Learning to Lead in Higher Education. London,
Routledge
Sathye, M. (2004). Leadership in higher education: a qualitative
study, Qualitative Social Research, 5(3), 1-11
Understanding India - The Future of Higher Education and
Opportunities for International Cooperation(2014) British
Council India
199
27
A ROADMAP FOR QUALITY ENHANCEMENT
OF HIGHER EDUCATION IN INDIA
Dr. Swarnim Ghosh
ABSTRACT :
In a progressively knowledge-driven society, more and more
people seek education as the hope for a healthier future, the key to
good jobs and careers and to meaningful and fulfilling lives. It clears
the fact that Higher Education will nourish in the coming years. So
the requirement to provide advance education will become a more
strategic issue for the colleges and universities.
In order to develop the Higher Education, the role of TQM cannot
be underestimated. The study can be conducted by consulting
existing literature through historical, analytical and empirical
approaches. TQM in the educational institutions is the need of the
hour. Due to this, the authorities involved in the management of
Higher Education in India like UGC, AICTE, QCI, DEC, BCI have
made serious efforts to improve the quality education in India and
also to match Indian educational standards with the international
norms.
In this paper we discuss the importance of the effective
implementation of a Quality Assurance Strategy (QAS). The strategy
outlines where the Higher Education System intends to be in 201516 facing challenges of the time and realizing the available resources
using TQM; GQM and BSC technique. Effective implementation of
A Roadmap for Quality Enhancement of Higher ...
200
action plan to reduce weakness of the departments activities will

give opportunity to enhance education quality.
KEYWORDS: Continuous improvement, Higher education,
Higher educational institutions, Quality, Quality Assurance,
Quality enhancement, Total Quality Management.
INTRODUCTION:
An examination of a knife would reveal that its distinctive quality is
to cut, and from this we can conclude that a good knife that cuts well.
-Aristotle.
Higher education not only means to generate larger personal
and social wealth, it is also a means to intellectual, cultural and
aesthetic development. The raw materials of Higher Educational
Institutions are its teachers, researchers and its curriculum.
Knowledge can be imparted to the student by various methods just
are tools the effectiveness of these tools depends on the teacher.
How well and smoothly the teacher seeks attention creates interests
and involves students in the teaching and learning process,
determines the quality of imparting knowledge. Now the question
arises in this concern that- What is quality and what is quality
enhancement? Quality-Fitness for Purpose- Juran. Conformance
to requirements- Crosby. It is an ongoing process ensuring the
delivery of agreed standards. Quality Enhancement is the process
of positively changing activities in order to provide for a continuous
improvement in the quality of institutional provision. Quality does
not require doing the same things that we have always done, but
finding new ways to achieve the goals that have always been there.
Quality in Higher education, According to Article 11 of the World
Declaration on Higher education published by the United Nations,
is a multi-dimensional concept, which should embrace all its
functions and activities; teaching and academic programs, research
and scholarship, staffing, students, buildings, faculties, equipment,
services the community and the academic environment. Higher
education improves with measuring the three Quality dimensions:
Quality of design
Quality of conformance
Quality of performance
201
A set of measurement parameters to be used in evaluating the

quality of research and curriculum development and the tools and
techniques necessary for evaluating them.
HYPOTHESIS :
It would be envisaged that adaptation of the most successful
and relevant strategies and tools / techniques would help
educational institutions in creating higher standards of quality in
education.
RESEARCH METHODOLOGY:
The study has been conducted by consulting existing literature
through historical analytical and empirical approaches. Historicalanalytical method has been taken into consideration while observing
the reports related with the study and while examining the other
literature relevant to the study. The present study is a descriptive
macro level study based on secondary data collected Economic and
political weekly, and Economic Times and other newspapers.
PURPOSE:
To purpose an evaluation model for the quality
implementations in Higher education through an analysis of quality
systems and program evaluation using a systems approach.
RESEARCH LIMITATIONS/IMPLICATIONS :
The implementation of the model in a real university/college
setting is necessary for the clarification of the processes.
ORIGINALITY/VALUE:
A novelty of work lies in the use of a mix of qualitative and
quantitative approach, which not only evaluates the present system
but develops an understanding of future challenges to continuous
environment.
Objectives of the study:
1.
To study the need of continuous quality improvement,

component of TQM and challenges of TQM in higher
education.
202
2.
To study the means and strategies adopted by different

educational institutions for ensuring TQM.
3.
Traditional education and modern education in India with

special reference to students.
4.
Aspects of present day education.
5.
What is the need of the hour?
6.
Comparison of Indian education system with western

education system.
7.
Make the desire for quality and overreaching principle in

every operation.
8.
Be knowledgeable about the needs of the students and

academics,
9.
Creating desirability for the Higher Educational

institutions (HEIs) through meeting social and economical
trends while maintaining high level of academic integrating
and superior quality.
One of the most important goals of the state and society is to

improve the quality of education. Higher education system in India
has an important role in achieving long-term and sustainable
human capacity building to prepare a new generation to be viable
and responsive to the current- business environment. Higher
education of India needs intensive attention and rigorous efforts to
develop strategic management frameworks that will help enhance
education quality and prepare qualified specialists. The main
reason for University/ College strategy development is better
relocation of resources. These essential resources will help
administrators determine which programs and services are most
efficient to the University/college mission.
To achieve the envisioned state in 2030, transformational and
innovative interventions would be required across all levels of the
higher education system.
Need of Higher education architecture and foundation:
1. Curricula and pedagogy : Adopt a learner centered paradigm
of education. Introduce liberal arts approach and multi-disciplinary
203
courses for students to get a holistic exposure. Introduce basic skillbased courses and enable flexibility/ multiple points to enter and
exit the HES. Introduce/ adopt the flipped classroom model to
improve learning in the class-room.
50% content delivered face to face + 50% content delivered
online.
2. Faculty : Ease recruitment norms and elaborate on the
benefits of teaching as a career option for them. Promote a tenure
based system in Indian higher education institutions, public and
private, to retain the best talent. Develop a strong performance
culture by introducing a rewards based system. Introduce faculty
development and exchange program.
3. Research : Adopt mentor model. Develop centers of
excellence in higher education institutions to conduct high quality
research activity, promote applied research.
4. Partnerships : Strengthen industry academic linkages and
tie ups between higher education institutions and skill based
training providers.
5. Infrastructure: Increase capacity of the higher education
system, targeting specific outcomes by setting up new institutions
and increasing intake of existing ones. Develop technology based
models such as virtual classrooms to widen access to high quality
teaching, like BITS virtual university, utilize existing infrastructure
and schemes to increase access and improve quality of education
imparted through NKN (national knowledge network) and
NMEICT (national mission on education through ICT).
6. Funding : Provide competitive access to government
research grants through a merit based system to incentivize and
support R&D activity.
7. Governance/ Leadership: Introduce reforms in the regulatory
framework governing higher education to reduce ambiguity and
promote self regulation. Promote disclosure of information by all
higher education institutions to make the system accountable and
transparent.
204
Some tools and techniques for quality enhancement in higher

education :
Demings 14 principles:
The mentioned goal can be reached by using Demings 14
principles. The implementation of these principles at the higher
education of India means to increase the power of HRs by
motivation, to foster an environment of full cooperation between
teachers. Students and HEIs.
Students Career Centre(SCC):
Another important result was the established SCC with the
help of which interface between the career interest of university/
college graduates and the demands of the labour market created in
order to improve employment opportunities of graduates.
Education Quality Control Management(EQCM):
University / college needs to improve all the basic factors of
education process. In order to achieve this goal an education Quality
Control Management division was established.
Internal Assessment or Self-Assessment:
Designed to identity areas for improvement to allow the
university to develop strategies that will help faculties enhance
their education quality and prepare the University for External
Audit.
Balanced Scorecard Methodology (BSC):
The BSC is based on the TQM philosophy, emphasizing
customer satisfaction, as well as providing information regarding
processes and results for continuous improvement of the strategic
performance and actions.
Key performance indicators (KPIs):
In BSC it is important to define key performance indicators. To
be used as measures in BSC we employ the Goal-Question-Metric
(GQM) method.
205
Goal-Question-Metric(GQM):
Goal: continuous improvement effectiveness of teaching and
learning.
Question: what appropriate conditions are created?
Metrics: Adequacy of academic plans to the requirements of
State educational standards.
COTLS:
An essential part of the success equation for higher education;
i.e. centers of works as promoters of teaching and quality teaching
learning.
SOTL:
Scholarship of teaching and learning.
AQIP and CQI:
Academic quality improvement program and continuous
Quality improvement program.
NEED OF THE HOUR:
The need of the hour is
The choice of course available should be wider enough to

cater to the need of Indian population and combination of
disciplines should be permitted so that everyone studies
according to the his inclination.
Another very important need is to shift the emphasis from

Teaching to Learning.
CONCLUSIONS AND FURTHER WORK :

The challenges in the future involve effective implementation
of the action plan that aims to reduce weaknesses. Further work
will involve the measurement and monitoring of performance over
the short-term period and the use of the results for the continuous
improvement of policy and strategy for quality assurance, all
academic programs will be subject to on-going monitoring and
review. Objective 2.4 of the strategic plan states:
206
Create necessary prerequisites and supportive mechanisms to improve

the quality and effectiveness of teaching and learning.
REFERENCES :
1.
Allen, D.K & Fairfield, N.(1999) Re-engineering change in higher

education. Information Research, 4(3). Available at: http://
information.net/ir/4-3/paper56.html (retrieved 23.01.2011).
2.
Higher education in India: Issues, concerns and new directions,

2003, recommendations of UGC golden jubilee seminars-2003
held at eleven universities in India, UGC, and New Delhi.
3.
Thakkar C.M.(2011).Quality management in higher

education, Indian Streams Research Journal, 1(4):1-6.
4.
Agarwal Pawan, Indian Higher Education: Envisioning the

Future, Sage, 2009.
5.
Economic survey, Government of India, 2010-11.
6.
Government of India, National Knowledge Commission,

Innovation in India, National Knowledge Commission, New
Delhi, 2007.
7.
Kulandai Swami V.C Higher education in India: crisis in

management, viva Books, 2003.
8.
Deming E. (1986). Out of the crisis: quality, productivity and

competitive position, Massachusetts, USA.
9.
DNV Quality Assurance, ISO9000: 2000 Seminar, the Changes,

Course Notes.
207
28
QUALITY ENHANCEMENT OF STUDENTS BY
ENSURING AND PROMOTING CLASS
PARTICIPATION AT THE UNDERGRADUATE
LEVEL
Ms. Vaishali Anuj Ghodeswar
Introduction :
The rapid changes and increased complexity of todays world
present new challenges and put new demands on our education
system. There has been generally a growing awareness of the
necessity to change and improve the preparation of students for
productive functioning in the continually changing and highly
demanding environment. In confronting this challenge it is
necessary to consider the complexity of the education system itself
and the multitude of problems that must be addressed. Clearly, no
simple, single uniform approach can be applied with the expectation
that significant improvements of the system will occur.
Indeed, any strategy for change must contend with the diverse
factors affecting the education system, the interactions of its parts,
and the intricate interdependencies within it and with its
environment.
As we consider these problems, we become increasingly
cognizant of the various possibilities of using concepts and methods
of the study ofcomplex systemsfor providing direction and
Quality Enhancement of Students by Ensuring and ...
208
strategies to facilitate the introduction of viable and successful

changes. A key insight from complex systems is that simple solutions
are not likely to be effective in cases such as the education system,
and that providing a balance or coexistence of what seem to be
opposites may provide the greatest opportunities for successful
courses of action.
Teaching Goals:
Integrating the commonly polarized goals of education; i.e.

the goal that focuses on transmitting knowledge with the
goal that emphasizes the development of the individual
student.
Adapting teaching to different student characteristics by

using diverse methods of teaching. Adaptation to the ability
levels, patterns of different abilities, learning styles,
personality characteristics, and cultural backgrounds.
Integrating the curriculum by developing inter-disciplinary

curriculum units that enable students to acquire knowledge
from different disciplines through a unifying theme while
having the opportunity to contribute in different and special
ways to the objectives of the integrated units.
Teaching Strategies and Students Characteristics :

Among the most difficult problems faced by the education
system are those associated with teaching effectiveness. The current
preparation of teachers for specific age levels, specific subject matter,
specific academic skills, etc., does not take into consideration
sufficiently the complexity of factors such as students various
characteristics. There is a strong need to train teachers to adapt
instruction to the diverse student abilities, learning styles,
personality traits and needs by using more differentiated teaching
strategies (See also Complexity in the Classroom (link to be added
soon)).
In addition to the preparation of teachers to more differentiated
teaching, there could be more divergent use of teaching resources.
Worthwhile teaching can be done with advantageous results by
persons other than the traditional classroom teachers. Furthermore,
209
teaching can be enhanced by volunteers, retirees, people with

various areas of expertise from the worlds of science, business,
engineering, medicine, public service, entertainment, and others.
Also, high-tech resources such as multimedia technology, computer
programs, telecommunication, the Internet, audio-visual techniques,
and others can provide beneficial options. Student learning can be
greatly enriched further by traveling - near and far; interaction with
people of different cultures; different geographical areas; different
occupations, different ways of life; different outlooks. Undoubtedly,
many possibilities exist that are not often implemented even though
they could make the teaching and learning process more effective
and more beneficial by providing a variety of experiences and
alternative strategies for adaptation to students characteristics.
Educational Goals :
The approaches to teaching can be categorized according to
major educational goals that affect teaching strategies. On one hand
the goal of education is viewed as the transmission of knowledge
by the teachers to the students. On the other hand the goal of
education is viewed as facilitating students autonomous learning
and self expression. The former approach which converges toward
the teaching of specified subject matter, may be termed convergent
teaching and the latter approach which stresses open ended selfdirected learning may be termed divergent teaching. The convergent
approach is highly structured and teacher-centered; the students
are passive recipients of knowledge transmitted to them and
learning achievements are measured by standardized tests. The
divergent approach is flexible, student-centered, where the students
are active participants in the learning process and learning
achievements are assessed by a variety of evaluation tools such as
self-evaluation in parallel to teacher evaluation; documentation
portfolios; and special projects (see also Niche Selection (link to be
added soon)).
In the highly complex education system there may be various
combinations of the different approaches to teaching and probably
no pure convergent or divergent teaching. Still, the tendency in
the education system of today is toward the convergent approach.
In fact, among the current suggestions for implementing educational
210
reforms to deal with the considerable problems of the education

system, there has been a strong emphasis on setting convergent
goals, an aspect of which is the use of across-the-board
standardized testing. Testing has been commonly viewed as a
prudent way to determine the success or failure of the teaching and
learning process. There has been a relatively limited use of other
means of evaluation which are more complicated and more
demanding in terms of application and interpretation.
As educators seek ways to meet the demands put upon the
education system in todays world of rapid changes and ever
increasing complexity, it may be helpful to recognize that there is a
need for both convergent and divergent approaches to teaching
and learning. Educators who stress the importance of the
acquisition of specific knowledge as a useful way to prepare the
students for productive future functioning, must come to realize
that even for the purpose of this goal alone, a divergent approach is
needed today. With the great proliferation of knowledge and rapid
changes in most fields as well as the appearance of many new
fields, it is critical to develop students capacity for self-directed
learning and self growth. On the other hand, those who emphasize
the importance of autonomous growth and creative self-expression,
must realize that the students need academic skills (such as reading,
writing, calculating, etc.) as prerequisites for productive self
expression. Since the creative process involves new ways of using
existing knowledge, it is important to provide opportunities for
students to acquire such knowledge (which can be acquired by
convergent teaching). Hence, convergent and divergent teaching
strategies are both needed and the challenging question is how to
find the balance between them within the complexity of the process
of teaching and learning. It is likely that the two approaches may
increasingly become not mutually exclusive but interrelated and
interdependent.
Need For Change in Teaching Methodology :
Promoting discussion in your class :
The first class is an appropriate time to establish guidelines for
class participation and discussion and to ask for students
211
cooperation in implementing these guidelines. Here are a few

guidelines to share with your students:
listen carefully to everyone, particularly those with different

perspectives.
dont stereotype people by who they are or what they have

said before
keep what is said confidential, especially personal

information
speak from your own experience, do not generalize to other

groups
speak from literature or other evidence you have gathered
do not blame or scapegoat
avoid generalizations about groups of people dont

dominate discussions focus on your own and other
learning
Making student presentations more of a learning experience for

the listeners :
Asking students to make presentations in class is a good way
to get the presenters very engaged with the material. However, the
student-audience may not be as engaged. Therefore, give the
audience a specific assignment to do in relation to the presentation.
Depending on the level of the class, you might ask them to be critics
on the content presented, come up with an argument for the opposite
side, think of themselves as researchers having to come up with the
next research question to follow from this work, etc. Or you might
ask the students to summarize the presentation in a few bullet
points and hand in their summaries, write down 3 questions that
the presentation raised, 3 areas the listener wanted to learn more
about relating to the topic. These hand-ins might be given to the
presenters for feedback to them.
Making class discussions more of a group event :
One of the unintended consequences of holding class
discussions is that a few people dominant the discussion. Often the
212
discussion really is a series of 1:1 dialogues between the student

and the teacher and not a true discussion. Perhaps we are
encouraging students to think of only their own contributions and
not how to make it more of a collective learning experience. To
encourage more people to participate, you might give a few points
to everyone if majority or all of the people talk, depending on the
size of the class; if each person only talks once during a class; or if
the discussion really builds on others comments - reflective,
questioning, critical, new ideas coming from other student comments
and not a series of 1:1 dialogues.
Making group presentations better and more meaningful learning
experience :
As a result of group projects, students often give a group
presentation. Many times the students divide the presentation and
only prepare their own section. The presentation is often dis-jointed
and students dont learn all of the parts. As you prepare students to
give presentations from group work tell them that only one student
per group will present and that you will randomly pick the
presenter. This method ensures that they all work together
throughout the project and that everyone learns the entire project
presentation. If a student is unprepared or has not adequately
worked with the group, you should allow another student to do the
presentation and mark down only the unprepared one.
Getting students to participate more in class :
To get more students involved in class participation, assign
each student to facilitate a class discussion. The student should
prepare the readings very well, develop focused questions, and be
prepared to answer questions raised by other students. A few days
prior to the class, the facilitator-student should meet with the
instructor to be sure the student is on the same wave length and
well prepared. After the class that student or another student should
prepare a summary of the class discussion, which after approval
by the instructor, can be posted on the Blackboard site for the class.
At the beginning of the class, the instructor needs to explicitly model
and discuss good facilitation skills. Sometimes students will
213
participate more for fellow students than they do for faculty. The
work done as a facilitator and summarizer should count as part of
the class participation grade.
Using brief questions to students in class :
Many faculty are asking students brief questions in class. These
questions are an excellent technique because they serve as a quick
check on student comprehension, to break up the lecture and to get
the students more actively involved with the material. However,
when you use these questions, please make sure the students
actually try to answer the question. You probably need to give the
students a little more time to think about the questions and not just
let the fastest students answer for everyone. Some students use this
time for questions just to finish their notes or to chat with their
neighbors.
Getting your students to work better in groups or teams :
If you require your students to work in groups or teams, you
probably want them all to work effectively. Yet you probably do not
have much time to devote to the topic of group performance. One
way for students to learn how to function better in small groups is
to give them a short article about group functioning and have them
write a short reflection on the article and how it relates to their
group functioning in your course.
Introducing and reinforcing active learning :
If you plan to use active learning in your course, introduce an
active learning exercise on the first day of class. Then use that
technique or similar ones a few times during the semester to help
the students master the technique and thus concentrate learning
the material from your course.
Motivating Students by appreciating and giving marks for
participation:
Students, if motivated become very enthusiastic, in the process
of learning they always need motivation and appreciation and these
two things can be well justified when they are given marks for
participation.
214
Giving Practical examples to clear the concepts :

Students get confused in complex theoretical concepts which
can be solved and made easier by giving practical examples and
asking them any practical examples which they can give to justify
the concept in a the teacher also comes to know the way of thinking
process of students and students also start interacting with teacher.
Conclusion :
An important development is the growing awareness that
academic achievement could improve by adapting teaching to
students individual differences. This awareness is finding its most
distinct expression in the education systems attempts to deal with
the issues of students with special needs. However, other aspects of
adaptation to students individual differences get far less attention.
The above suggestions of some different possibilities of
implementing changes, stem from the conviction that such special,
differentiated approaches can be very beneficial and can have
significant positive effects on the teaching and learning process in
our education system.
In the highly complex education system there may be various
combinations of the different approaches to teaching and probably
no pure convergent or divergent teaching. Still, the tendency in
the education system of today is toward the convergent approach.
In fact, among the current suggestions for implementing educational
reforms to deal with the considerable problems of the education
system, there has been a strong emphasis on setting convergent
goals, an aspect of which is the use of across-the-board
standardized testing. Testing has been commonly viewed as a
prudent way to determine the success or failure of the teaching and
learning process. There has been a relatively limited use of other
means of evaluation which are more complicated and more
demanding in terms of application and interpretation.
As educators seek ways to meet the demands put upon the
education system in todays world of rapid changes and ever
increasing complexity, it may be helpful to recognize that there is a
need for both convergent and divergent approaches to teaching
215
and learning. Educators who stress the importance of the

acquisition of specific knowledge as a useful way to prepare the
students for productive future functioning, must come to realize
that even for the purpose of this goal alone, a divergent approach is
needed today.
References:
Brookfield, S.D. (1999).Discussion as a Way of Teaching. San

Francisco: Jossey-Bass Inc.
Hollander, J.A. (2002). Learning to discuss: strategies for

improving the quality of class discussion.Teaching
Sociology, 30 (July), 317-327.
Adsit JN. Designing and delivering effective lectures. 2012.
Aronson E, Patnoe S.Cooperation in the classroom: the

jigsaw method.3rd ed. London, GB: Pinter & Martin; 2011.
Persellin D, Goodrick T. Faculty development in higher

education: long-term impact of a summer teaching and
learning workshop.J Scholarship Teaching &
Learning.2010;10:113.
Mantras for Effective Classroom Teaching
216
29
MANTRAS
EFFECTIVE CLASSROOM
TEACHING
FOR
Dr. Vandana Pandey

Dr. Prabha Shankar Pandey
We want that education by which character is formed, strength

of mind is increased, the intellect is expanded, and by which one can
stand on ones feet
Swami Vivekananda
Teaching is always an affection point of intellectual class of
society. They always want to select teaching as profession and give
knowledge to society. We can not say that it is a new phenomena. It
has historical status. In ancient time Gurukul was the form of school
and colleges, or university, there many Shishyas was taken
Deekhsha in Gurukul and teachers were called as GURU. They
were have the knowledge of Shastras, Ved, Yog- vidyas and
techniques of operating weapons by mantra vidya. As paasage of
time teaching techniques has changed, now adays books has
occupied the place of shashtras, information technology is the form
of communication, shastra has fully lased with advance technology
and teaching pattern changed by new methods ie. video
conferencing , smart classes, internet etc. in new educational system,
education pattern also has been changed, everyone be an expert of
specialized field. Different types of courses, streme, sector, expertise,
subject expert are the character of new educational system.
217
But inspite of this a big question arises that How to make

teaching more effective, because corporate world is more
challenging and traditional teaching pattern and method is not
sufficient in skilled full competitive era. So, all responsibility has
come on the soldier of teachers because they are knowledge provider
of society. It is thoroughly depends on teachers and teaching pattern
that how will they replace traditional teaching style by advanced
teaching style.
Quality of leader is depends on contents inside of mind of leader.
It will depends of skill and efficiency, communicating skill and
sharing nature from outside not to be close person and a leader can
not run organization without the help of others skill and other
domain knowledge.
( Education is the manifestation of perfection alreadyin man)
- Swami Vivekanand
For making teaching effective, following ways may be helpfulBy using the following way, a teacher can improve the teaching
method.1
Teaching through films- while taking classes ,teacher can use
this technique in teaching pattern. He can give references of movies
which made on different message based themes. It may be helpful
to students to learn different issues of success.2
Indian movies made on different subjects or themes. Different
types of movies are the best messenger for the society as leading
quality. Ramayan , Krishna, Mahabharat are the movies of great
leadership and character defines leadership quality.
For example -Bhagh milkha bhagh, Do aankhein barah hath,
corporate , 3 idiots movies given different messages to society.
Bhagh milkha bhagh has given message about hard work and
individual skill to society that a person can do everything and
achieve decided goal.
Assistant prof. in deptt. of Commerce. S. M. M. T. College, Ballia (U.P.)
Assistant prof. in deptt. of Economics. S. A. K. P. G. College, Varanasi
(U.P.)
1
2
218
Lagan has given message to society that team work is the key of
success.
Do annkhein barah hath- a good leader can identify the hidden
good qualities of a person.
Corporate everything possible in business. Up and down is
the part of business but after knowing short-comings leader can
change the pictures, he becomes as successful businessman.
The lesson are :
A leader how can change the requirement.
Have to change accordingly requirement
Become more and more creative as per passage of time.
Teaching through animation films and multimedia : Animation

are the best form of dealing any subject in attracting manner. It
present any topic through cartoon and make it interesting.
Different means of marketing Different mean of marketing is
also one of best mean of teaching.
Direct marketing.
Advertisement.
Competition.
Government rules and regulation restriction of trade/

business.
Condition.
Same product uses different techniques or ideas for

advertisement.
Attracting to customer.
Example- Bourvita dhoodh ka calcium mila kya

Horlicks dhoodh ki shakti badaye.
Boost is the secrete of my energy
Overall, same product but the advertisement mean is different
for attracting people.
219
Lesson based story :

Different types of stories also be one of the method to give
knowledge to students. They can learn different qualities for
achieving goals ie. :
The story of tiny frogs - it is always good to be individually
brilliant and have core-competencies but hard work as different
individuals have different skills and core-competency. So, never
give up.
The story of Hare and tortoise hard work, never give up and
team work is the key of achieve target.
The story of goose and leadership quality motivation to others
and replacing by other, old knowledge retained in business, never
forget front liner contribution are the key of success.
Dahi- handi competition team work and core competency is
the need for success.
Classroom teaching - class room teaching is one of effective
part for attracting students and make teaching more interesting
and useful. As education advances with the help of technology, it
becomes very clear that the modern that classroom needs are very
different from the conventional classroom needs.
The evolved 21st century classroom is a productive environment
in which students can develop the skills they will require in the
workshop and teachers are facilitators of their learning. The focus
of 21 st century classroom is on students experiencing the
environment they will enter as modern day workers and developing
their higher order thinking skills, effective communication skills,
collaboration skills, making them adept them using technology and
all other skill that they will need in 21st century workplace.
The traditional practices of the conventional classroom are no
longer effective and teachers should have develop the old pattern of
teaching replaced by new teaching strategies.
The following characters maybe helpful in making classroom
teaching more effective :
Student centric
Computing devices
220
Active learning
Adaptive learning
Invitational environment
Mutual respect
Students understand and follow the rules and procedures
Performance based assessment
Collaborative learning etc.
Integrated technology
Cooperative learning structure
Goal setting
Cross-curriculum teaching
Assessment for learning etc.
The educational practices of the conventional classroom

teaching are no longer effective and teachers have to enhance new
teaching techniques that are radically different from old conventional
classroom teaching pattern.
So teachers must keep the following facts in mind while making
teaching more effective in classroom :
The modern day classroom should be more centered on students
and teachers should take the role of facilitators and guides instead
of being mere providers of knowledge.
They must ensure that they engage their students in learning
and provide effective instruction using a variety of instructional
methods and following different pedagogical approaches aided
with technology.
They should be active participants in their own learning and
must seek out professional development to improve their
performance and their students learning.
The following characters will change the entire picture of
conventional teaching pattern and become the teaching as per
requirement of 21st century
Student centric : this type of classroom has the character where
students play an active role in their learning and teachers serve as
221
mere guides. teachers are not only deliver lectures but they act as
facilitators of learning than lectures.
They helps students think critically and learn by doing and act
as a resource while their students discover new concepts.
This type of classroom emphasis on students interest first and
focused on each students, their needs, abilities, grasping power,
learning style.
Computing devices : computers are become a necessary need of
modern education. As passage of time, it replacing the utilities of
pen and paper. They not only give students the means to conduct
online research and be master of technology skill, but they also give
opportunities to teachers to increase the knowledge about their
lessons .computing device greatly assist in teaching and learning
and make more engaging and effective.
Adaptive learning : adaptive learning refers to the learning ability
of students. Any classroom covers different type of students have
different type of learning capabilities which often challenge for
teachers that all of them will understand the concept. The modern
approach of adaptive learning gives students the freedom to learn
their own interesting concept and in the way they are most
comfortable with. There are various kind of software available for
adaptive learning that can use to enrich the learning of their students.
Invitational environment : invitational environment refers to a
favourable nature of classroom which should not be overcrowded.
Modern classroom should have cover by basic required material for
teaching such as , interactive whiteboards and LCD projectors.
Teachers can be allow to students to bring own devices such as,
laptops, tablets in the classroom for better personalized learning.
Teaching by technological equipments make classroom teaching
environment more effective and interesting, stimulates students
engagement, eases the work of teachers and makes it easy for
students to focus on learning.
Students understand and follow the rules and procedures : the
learning environment is carefully planned and well- organized.
Time to time Class rules, procedures, and notices should be paste at
222
appropriate place or on notice board to convenient to students about

upcoming activities that they should present at concerned place.
Student must follow the class routine and understand that what
they are expected to achieve each day and how they are to go about
it.
Performance based assessment : performance based assessment
are carried out by teacher through various methods which are not
restricted to test. The form of assessment can be through quize and
polls, debate, extempore , project work, home and class assignment
etc. it give a complete knowledge about students caliber and interest
area.
Collaborative learning : it is one of most effective form of learning.
Group discussion, group project, collaborative writing, debate, joint
problem solving are the technique of collaborative learning. learning
in groups increase the scope of learning and develop critical ability,
improve self and knowing shortcomings.
Overall, technology plays prominent role in developing the
character of education in classroom and out of classroom activities.
These classroom develop the knowledge and learning power of
students which will help in future in case of higher study, campus
selection, workshop and workforce.
It is not secret that the scenario of education system has been
changed from last 10 years or so. Teachers are working hard and
learn new techniques for holding students in classroom because
the need of time is that students should have equip by skill which is
most required eligibility of competitive era of 21st century world.
In addition to instilling in students the flexibility to readily
adapt to changing technologies so, teachers must emphasis on foster
learning environment that induce to students and encourage,
enhance the
critical ability,
move towards creativity,
problem solving ability,
effective communication skill,
collaboration,
awareness towards global changes,
quality of invention and innovation
leadership quality etc.
223
Integrated technology : today youths were born in the age of

information technology. In early age they see the mobile, smart
phone, television and play with advanced technical and electronic
toys and become young. Integrating technology means tapping into
students interests and strengthening their technical skills, all while
providing enriching learning opportunities. For this purpose
teachers should have connect the students by the ability to
conversant with the technology that comes so naturally to the young.
As passage of development, often new techniques are coming day
to day and many teachers to be update as per the need of time and
keep up with new techniques but the need of that they should have
proper knowledge to operate new tools as well as meaningful
reflection about how to use them to enhance learning. There are
many interactive website for students which make innovative ability
in teachers to enhance learning power among students.
Cooperative learning structures : cooperative learning means
encouraging interaction among the students by creative teaching.
Through this skill teacher rather than calling on one student at a
time and allows students to discuss class material with other
students or it may be apply on a group. It helps in maximizing the
number of students in take active participation in interaction.
A good character of cooperative learning structure is, the
teachers role become as a facilitator and no longer one man show,
everyone be an important part of classroom. Now days teachers
are more interested to prefer this technique which turn classrooms
into lively scene of both movement and stimulating discussion.
Differentiated instruction : teacher can share learning
experiences among students as per individuals needs in the
classroom. There are three main learning style cab be adapt while
teaching :
Visual
Auditory and
Kinesthetic.
Congnitive learning style describes the characteristics of these
learner as well as the types of activities in which they best thrive,
224
with the caveat that it is only learning style being described, to be

distinguished from cognitive styles. teachers can also readiness
levels, offering appropriate intervention or extension activities as
required. Teachers can allows to student to select area of interest,
activities and do work. Offering choice is do act as excellent
motivator for students. Differentiation central offers insightful
information, as well as a short video of educator, author and speaker
and can share experiences and views.
Cross- curriculum teaching : in contrast to the traditional
teaching subjects is isolation, teaching multiple subjects
simultaneously can help students go much deeper in learning
concepts and skills.
Conclusion :
Overall, the primary task of a society is to find a real teacher,
one who performs his duty with perfection and dedication and is a
perfect moral example for the society. The quality of nation is depend
upon quality of citizen and quality of citizen depends upon quality
of education and quality of education is depends upon quality of
teachers.
Thus, teachers play prominent role in making citizen and turn
up society in a right direction where the citizens contribute in the
making of skill- nation. A leader can give a sound shape to society
by channelize youth power and mold their character in right
direction. It is rightly said that, teachers are the back bone of the
nation and play a leading role in improving the quality of higher
education by dedication and commitment, motivation, skill
development, imparting value based education, impact of caliber,
lateral thinking, efficient use of resources, designing need based
curriculum, special attention to research and academic
development, quality awareness and self evaluation.
References :
1.
Gumja D. Changing Role of Teachers and Quality Education in

Arunachal. http:\\arunachalnews.com.2009:1:2
2.
Quality Education and the Key Role of Teachers.www.ibe.

unesco.org:1-20
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3.
Gnanasekaran G. Responsibilities of Teachers in Higher

Education. University News 2010;48(23):1-2
4.
Batra R & Ahmad S. Academic Development and recognition

of teachers in higher education. University News 2010; 48(34):17.
5.
Joshi S. Paradigm shift in higher education for quality

enhancement. University News 2010; 48(45):8-14.
6.
Jaiswal V and Kumar A. Students perception of quality higher

education: A case study. University News 2010; 48(30):5-12.
7.
Wake DJ, Dysthe D, Mjelstad S. New and changing teacher

roles in higher education in a digital age. EduTech Soc 2007;
10:40-51.
8.
Badley G, Habeshaw T. The changing role of teacher higher

education. Br J In-service Edu 1991; 17:212-218.
9.
Pathania A. Teachers role in quality enhancement and value

education. Academe 2011; XIV: 19-26.
10. NAAC Manual for Health Science Institutions. Core Values

2013:5-8.
11. Madu CN, Kuei C. Dimension of Quality Teaching in higher
institutions, Total Quality Management 1993; 4(3).
12. Tam M. Measuring Quality and performance in Higher
education, Quality in Education. 2001; 7(4): 4-54
13. Douglas J, Douglas A. Evaluating Teaching Quality, Quality in
Higher Education 2006; 12(1).
14. McCaffrey DF, Lockwook JR, Koretz D, Louis TA, Hamilton L.
Modes of Value added modeling of teacher effects. J Edu
Behavioral Stat 2004; 29:67-101.
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5: 97-109.
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Modern Strategies for Quality Enhancement of Higher ...
30
MODERN STRATEGIES FOR QUALITY
ENHANCEMENT OF HIGHER EDUCATION: A
BLUEPRINT
Mr. Vinit Kumar, Mr. Krishna Kumar Yadav,
Ms. Neha Gupta
Abstract :
Education is a big service industry because it cultivates human
mind and makes them important and useful players in the economy
of a nation. India has a massive system of higher education. The
objective of the study is to explore the various factors which can be
useful in quality enhancement at higher education such as degree
colleges, universities, research institution etc. Scenario of higher
education suggests that it does not match with the global quality
standard. Colleges are becoming the factory of degree production.
They are providing only degree to the students not knowledge and
hence there is a critical need to provide the quality education at
higher level.
Keywords: approach, college, innovative, teacher, student
1.
Introduction :
Higher education is becoming a major driver of economic

competitiveness in an increasingly knowledge-driven global
economy. As higher education systems grow and diversify, society
is increasingly concerned about the quality of programmes. Quality
of higher education is a multi-dimensional concept. It lies in
227
effectiveness of transmitting knowledge and skill; the authenticity,

content, coverage and depth of information; availability of reading/
teaching materials; help in removing obstacles to learning;
applicability of knowledge in solving the real life problems;
fruitfulness of knowledge in personal and social domains;
convergence of content and variety of knowledge over space
(countries and regions) and different sections of the people; costeffectiveness and administrative efficiency (Mishra, 2008).
Enhancing quality is a holistic process. The synergistic
relationship among the students, teachers, management, parents,
public, government and the production system is essential to achieve
an enduring multiplier effect on quality enhancement (Kuanr, 2007).
Much attention is given to public assessments and international
rankings of higher education institutions. However these
comparisons tend to over emphasize research, using research
performance as a yardstick of institutional value. If these processes
fail to address the quality of teaching, it is in part because measuring
teaching quality is challenging (OECD). The present study focuses
on factors and modern tools and techniques which can enhance
the quality of higher education.
2.
Present Scenario of Higher Education in India :
In India, there are about 700 Universities & 35,000 affiliated

colleges who are providing higher education and accounting for
the largest number in the world (enrolling more than 20 million
students). In comparison, U.S. had only 6,706 higher education
schools and China had 4,000 (Nandi, 2014). Number of university
level institutions and colleges has grown up from 28 to 467 and 578
to 25951 respectively from 1951 to 2009. It has been found that only
10 % of Indian youth go to college. This percentage is 40-50% in
developed countries. Two third of the Indian universities are
providing sub-standard education while 90 % colleges in India are
below average. Today, most of the institutions have become factory
of degrees only. Students / teachers are running after attaining or
providing degrees and not towards the gaining knowledge and
wisdom (Nagoba and Mantri, 2015). In terms of expenditure
incurred on education, particularly on higher education, during
228
the year 201011, the government spent around Rs.15, 440 crores
which is about 85 per cent of the revised budget estimates for the
year ((Nandi, 2014). The State Government has already been
spending 20-30 per cent of its revenue budget on education. It could
not afford to spend more. We can say that over the period of time,
growth have been take place in higher education in terms of
institutions, enrolments etc. but it is not sufficient. Indian economy
is facing various challenges regarding higher education, which
need to overcome through appropriate policy formation and their
effective implementation (Walia, 2013). The overall scenario of
higher education in India does not match with the global quality
standards.
3.
Quality Enhancement in Education :
Higher education is being challenged by new opportunities

relating to technologies that are improving the ways in which
knowledge can be produced, managed, disseminated, accessed and
controlled. Equitable access to these technologies should be ensured
at all levels of education systems.
i. Role of Teacher : The success of any education system
depends on the quality of teachers, which, in turn, depends on the
effective teaching / learning process. Teaching is considered as
one of the noblest professions but unfortunately this profession is
losing its status in the society because of modernization, political
influence, castism, corruption and other unfair means. Teachers
role is of vital significance for the development of society and
appropriate changes in the society.Teacher roles are acted out in
concert with the conditions and characteristics of a teachinglearning environment (Entwistle et al., 2002). The conditions for
teaching in higher education are being increasingly influenced by
the use of digital tools for pedagogical purposes, and governmental
strategic planning documents express high expectations about the
positive effects that technology will have on teaching and learning
(Wake et al., 2007). Teachers play crucial role in improving the
quality of higher education in Dedication and Commitment,
Motivation, Skill Development, Imparting Value Based Education,
Lateral Thinking, Use of Resources, Curriculum Design, Special
229
Attention to Research, Academic Development, Quality Awareness

and Self Evaluation, Professional Freedom and Professional Ethics.
The teachers participation with vision to make education
meaningful and valuable will contribute to the overall development
of the system of higher education of the country as a whole.
The primary task of a society is to find a real teacher, one who
performs his duty with perfection and dedication and is a perfect
moral example for the society.
Swami Vivekananda
ii. Involvement of Students : The main primary beneficiaries
of quality teaching initiatives are Students. Students can collaborate
with teachers and leaders in the definition of the initiative interaction
in teaching, learning environments, quality and teacher attitudes
are essential. Student groups can bring new ideas and influence
the institutional policy on quality teaching by launching discussions
and raising problems (Kumar, 2013). Students become actively
involved in knowledge creation rather than simply being passive
recipients of facts that they are required to repeat on demand at
assessment. This provides students with the basis for continuing to
learn and develop throughout life. Factual knowledge can quickly
become obsolete: understanding lays the basis for reformulation,
adaptation and continuation of learning throughout life. The nature
of learning in higher education therefore fundamentally involves
students as partners in the learning process.
Students dominant view of the purpose of higher education
was as a pathway to advance your career, but this subsumed
ideas of higher education as vocational training, a personally
transformative experience and getting a job. Employability can be
considered as a process and product of learning in higher education
(Aamodt and Havnes, 2008).
iii. Self-Evaluation : Self-evaluation has gained more and more
importance in a number of educational contexts, both as selfevaluation at an individual level and as institutional self evaluation.
Institutional self-evaluation is defined as participatory evaluation
initiated in the institution (school, language centre, programme) by
the school / centre personnel or project team to facilitate periodic or
230
continuous improvement of the teaching operation / language

services / the overall activity (Muresan, 2009).
4.
Modern Approaches for Quality Enhancement in Education:
Due to the rapid expansion of higher education systems, there

is now a more diverse range of providers of higher education,
comprising public and private institutions, cross-border institutions
and distance education organizations. Some modern approaches
help to enhance the quality of education.
i. Role of Social Media : Social media generally refer to media
used to enable social interaction. Social networking is built on the
idea of how people know should know and interact with each other.
It gives people the power to share their papers, making the world
more open and connected. Incorporating social media approaches
in the course contributed to extending student learning to outside
the classroom, as it was especially easy for students to form study
groups (Gangwar et al., 2013).
ii. Role of Information and Communication Technology :
Information and communication technology is basically an
umbrella term that encompasses all communication technologies
such as internet, wireless networks, cell phones, satellite
communications, digital television etc. that provide access to
information. It is powerful tool having the potential to transform
the educational systems and opportunities for all students
including those who are normally excluded by virtue of their special
circumstances and special educational needs. The use of this
technology can break down some of the barriers that lead to
underachievement, student disaffection and educational exclusion.
Information and communication technology increases the flexibility
of delivery of education so that learners can access knowledge
anytime and from anywhere (Lakshmi, 2013).
iii. Role of Globalization : Globalization promises to bring
significant gains for India. Globalization of higher education is in
full bloom all over the world. India cannot remain aloof and should
exploit the opportunities. India should encourage reputed foreign
universities to open their campuses in India. It will improve our
231
educational standards as well as solve the burgeoning problem of

enrolment. With comparatively low cost of living, India may become
a preferred destination for students in many developing countries
(Khan, 2013).
Conclusion :
It can be concluded that existing education level in Indian
colleges and universities does not match with the global quality
standard. There is an urgent need for institution of higher learning
to enhance the education quality by incorporating modern
techniques in the organization. The institutions should also organize
training programs for teachers, staff and students to harness such
modern advancement to improve the quality in education.
References :
1.
Aamodt, P.O. and Havnes, A. (2008). Factors affecting

professional job mastery: Quality of Study or Work Experience?
Quality in Higher Education, 14(3), 233248.
2.
Nagoba, B.S. and Mantri, S.B. (2015). Role of Teachers in Quality

Enhancement in Higher Education. Journal of Krishna Institute
of Medical Sciences University, 4 (1), 177-182.
3.
Entwistle, N., McCune, V. and Hounsell, J. (2002). Approaches

to Studying and Perceptions of University Teaching Learning
Environments: Concepts, Measures and Preliminary Findings.
ETL Project Occasional Report 1, ETLProject, Universities of
Edinburgh, Coventry and Durham.
4.
Khan, S.H. (2013). Globalization and its impact on Indian Higher

Education: Promises and Perils. Global Research Analysis, 2
(1), 27-28.
5.
Lakshmi, N.P. (2013). Quality Enhancement in Higher

Education through ICT, Indian Scenario. International Journal
of Arts Commerce and Literature, 1 (4), 192-201.
6.
Gangwar, S., Deshbhratar, A. and Garg, P. (2013). Social Media

in Quality Enhancement in Higher Education. International
Journal of Research and Development A Management Review,
2 (1), 93-97.
232
7.
Kumar, R.R. (2013). Quality improvement in Higher Education

in India: A Review. International Journal of Educational
Research and Reviews, 1 (2), 44-46.
8.
Mishra, S.K. (2008). Possibilities of Quality Enhancement in

Higher Education by Intensive Use of Information Technology.
SSRN: http://ssrn.com/abstract=1131824.
9.
Walia, N. (2013). Higher Education in India: Present Issues &

Challenges. Indian Journal of Applied Research, 3 (11), 94-96.
10. Nandi, R. (2014). Indias Position in the Global Community:

With Respect to Higher Education Scenario. International
Journal of Educational Planning & Administration, 4 (1), 3748.
11. OECD. Learning Our Lesson: Review of Quality Teaching in
Higher Education. Institutional Management in Higher
Education.
12. Wake, J.D., Dysthe, O. and Mjelstd, S. (2007). New and Changing
Teacher Roles in Higher Education in Digital Age. Educational
Technology and Society, 10 (1), 40-51.
13. Muresan, L. (2009). Quality Enhancement in Higher Education
through Self-Evaluation and Targeted Professional
Development. In Proceedings: Symposium on Educational
Technologies on Electronic Platforms in Engineering Higher
Education, 8-9 May, Bucharest, Romania.
14. Kuanr, J. (2007). Attainment of Excellence through Higher
Education. Orissa Review, Feb-Mar, 59-63.
233
31
A META-ANALYSIS ON LEARNER'S
EXPECTATION AND PARTICIPATION IN
CURRICULAR AND CO-CURRICULAR
ACTIVITIES.
Dr. Vinay Pandit
1.
Introduction :
Competition in the market is a perennial and ever-increasing

problem for educational institution for higher education. How
institutions can meet this pressure and find ways to attract the best
learners is a continuing question and one that will get more onerous
as the government funding for education is, in relative terms,
decreasing. One of the ways in which colleges can show their worth
is; having best quality teachers and being able to show potential
clients how their staff contribute to the academic success of their
graduating/post graduating students. This study considers the
relationship between teachers attitudes toward their work and the
expectations and the extent to which their attitudes and
expectations predict the academic achievements of their learners.
Results found that academic achievement is enhanced when college
leadership provides an academically oriented context where values
and expectations of high academic achievement are part of the
institute culture. Other teacher variables found to improve academic
achievement are the teachers need for greater input into decisionmaking at their institutions, encourages contacts between learners
234
A Meta-Analysis on Learner's Expectation and ...
and faculty, develops reciprocity and cooperation among learners,

uses active learning techniques, gives prompt feedback, emphasizes
time on task, communicates high expectations, respects diverse
talents and ways of learning.
For the overall development of a learners, curriculum is not
only the single criteria. The holistic growth as well as to develop
the various facets of personality development of a learners
classroom teaching should be supplemented with co-curricular
activities. Co-curricular activities may be defined as the activities
undertaken to strengthen the classroom learning as well as other
activities both inside and outside the classroom to develop the
personality of the learner- according to Bhatia (1996).
These out of class activities affect all domains of life such as
cognitive (intellectual), emotional, social, moral, cultural and
aesthetic. Co-curricular activities meaning are more focused upon
cognitive aspects thereby help in intellectual development.
enthusiasm are few of the ethics of extra-curricular activities which
strengthen the meaning of co-curricular activities in higher
education.
2.
Research methodology :
2.1 Research problem :

Competition in the market is a perennial and ever-increasing
problem for educational institution for higher education. How
institutions can meet learners expectation from curricular and Cocurricular aspect is a continuing question. Also learners
engagement/ participation in curricular and co-curricular activities
is equally important for an overall development of a learner. One of
the ways in which institution can show their worth is by focusing
on best faculty practices and student expectation and participation
in curricular and co-curricular activities. Thus, being able to show
potential clients how the institution as whole can contribute to the
success and overall development of their students. With this view
an attempt was made by the researcher to find expectation and
participation of learners via curricular and co-curricular activities.
235
2.2 Objectives of study :

To study Learners expectation from teachers with curricular
and Co-curricular aspect.
To study learners engagement/ participation in curricular and
co-curricular activities.
To study relationship between faculty practices and student
engagement/ participation.
2.3 Scope of study :
For the intention to complete this research an attempt was made
by the researcher to define the scope of the study which was restricted
to the students of graduate and post graduate level. Also scope of
the study was confined to majority students studying in Mumbai.
The test was restricted to only few parametric and non-parametric
test for the purpose of the analysis.
2.4 Hypothesis :
Ho: Faculty practices have no impact on learners engagement/
participation.
H1: Faculty practices have an impact on learners engagement/
participation.
2.5 Method of Data collection :
The data collected for the research was secondary as well as
primary in nature. Secondary data was collected to view past
research so as to construct the research problem and primary data
was conducted to find the views of students regarding their
expectation and participation in curricular and Co-curricular
activities.
2.6 Research Instrument :
The research instrument considered by the research was
questionnaire which was made in correlation with the objectives of
the research. The questions framed were both closed ended as well
as open ended.
2.7 Statistical tools and techniques :
The analysis of the research was done by student t test, analysis
of variance, chi square test of independence and multiple
discriminate analysis. These tests were performed by using SPSS
14.0.
236
2.8 Research design :

The need of the research demanded reviewing literature in depth
so that the base of research is made strong, thus giving a name of
research design as exploratory. Also the research deployed is
descriptive in nature as it is statistical research.
2.9 Limitation of study :
3.
1.
The study is confined to mostly Mumbai city.
2.
The study is restricted with the sample of 150 respondents.
3.
Respondents biasness, time and cost are also constraint of

the study.
4.
Questionnaire considered was without validity and

reliability test.
5.
Study includes only few variables for analysis.
Data analysis and interpretation :
In order to generate credible evidence to test the hypotheses,

statistical tests were used on the primary data collected, beginning
with dependent/ independent models.
The relationships between dependent variable and independent
variables were analyzed using SPSS statistical package. These
included the descriptive procedures for univariate statistics,
followed by inferential analyses like chi Square analysis, t test, and
multiple discriminate analyses. The rational of using these test
procedures and their respective parameter settings and control
procedures adopted, are given at the beginning of every section.
Profile of respondents for the study :
A description of demographic profiling of the respondents is
as follows. Theses profiles have also been discussed at each point
in our analyses, wherever relevant.
Distribution of respondents gender wise
Table 3.0
Gender
Male
Female
Total
Source: Survey
Frequency Percent
74
76
150
49.33
50.67
100.0
Valid
Cumulative
Percent
Percent
49.33
50.67
100.0
49.33
100.0
237
The above table shows the total number and percentage of males
and females students taken into consideration while conducting
survey. The sample consists of 49.33% of male students and 50.67%
of female students which formed graduate and post graduate forum.
3.1 To find the factors affecting Learners expectation from teachers
with curricular and Co-curricular aspect; An Overall Analysis :
Table 3.1.1 Group Statistics
Gender
Mean
Std.
Deviation
Std. Error
Mean
Encourages contacts
between students and
faculty
Male
74
2.82
1.271
.059
Female
76
2.79
1.221
.064
Develops reciprocity
and cooperation
among students
Male
74
3.61
1.484
.069
Female
76
3.66
1.489
.079
Uses active learning

techniques
Male
74
3.66
1.416
.066
Female
76
3.68
1.434
.076
Male
74
3.18
1.260
.058
Female
76
3.14
1.182
.062
Male
74
3.18
1.260
.058
Female
76
3.15
1.240
.065
Male
74
3.13
1.234
.057
Female
76
3.12
1.212
.064
Male
74
5.00
.066
.003
Female
76
4.99
.117
.006
Male
74
3.52
1.443
.067
Female
76
3.47
1.431
.076
Male
74
2.87
1.109
.051
Female
76
2.88
1.028
.054
Male
74
2.82
1.242
.058
Female
76
2.78
1.199
.063
Gives prompt
feedback
Emphasizes time on
task
Only text book
interpretation
Dictatorship/Autocracy
Unidirectional
expectation
Communicates high
expectations
Respects diverse
talents and ways of
learning.
Source: Survey
238

Table 3.1.2
T-test for Equality of Means
t-test for Equality of Means
T
Df
Sig. (2-tailed)
.403
148
.047
Develops reciprocity and cooperation

among students
-.479
148
.032
Uses active learning techniques
.012
Encourages contacts between students and

faculty
-.237
148
Gives prompt feedback
.448
148
.05
Emphasizes time on task
1.395
148
.013
Only text book interpretation
.443
148
.658
-.114
148
.909
Unidirectional expectation
-.515
148
.607
1.285
148
.019
.783
148
.044
Communicates high expectations

Respects diverse talents and ways of
learning.

with curricular and Co-curricular aspect; An Analysis of graduate
learners.
Table 3.2.1
T- Test for Equality of Means for graduate students group
t-test for Equality of Means
T
Df
Sig. (2-tailed)
Encourages contacts between students

and faculty
3.937
98
.000
Develops reciprocity and cooperation

among students
2.183
98
.029
Uses active learning techniques
2.923
98
.004
Gives prompt feedback
.443
98
.028
Emphasizes time on task
1.315
98
.019
Only text book interpretation
2.085
98
.557
-.619
98
.536
Unidirectional expectation
.303
98
.762
-.587
98
.037
-.896
98
.0408
Communicates high expectations

Respects diverse talents and ways of
learning.
239

with curricular and Co-curricular aspect; An Analysis of Postgraduate students.
Table 3.3.1
ANOVA for Post graduate students group
Sum of
Squares
Df
Mean
Square
Sig.
1.861
.000
1.160
.013
1.891
.010
3.210
.013
1.234
.025
1.211
.305
5.604
.700
5.617
.600
7.574
.000
4.732
.001
Encourages contacts
between students
and faculty
Between Groups
12.59
3.14
Within Groups
134.93
46
1.69
Develops reciprocity
and cooperation
among students
Between Groups
9.52
2.38
Within Groups
161.19
46
2.05
Total
Uses active
learning
techniques
Gives prompt
feedback
50
Total
50
Between Groups
13.66
3.41
Within Groups
149.31
46
1.80
Total
50
Between Groups
23.59
5.89
Within Groups
154.62
46
1.83
Total
Emphasizes time on
task
50
Between Groups
9.34
2.33
Within Groups
159.21
46
1.89
Total
Only text book
interpretation
50
Between Groups
8.36
2.09
Within Groups
144.85
46
1.72
Total
Dictatorship/Autocr
acy
50
Between Groups
34.00
8.50
Within Groups
122.32
46
1.51
Total
Unidirectional
expectation
50
Between Groups
44.48
11.12
Within Groups
161.51
46
1.98
Total
Communicates
high expectations
50
Between Groups
53.30
13.32
Within Groups
141.05
46
1.76
Total
Respects diverse
talents and ways of
learning.
50
Between Groups
39.82
9.95
Within Groups
173.08
46
2.10
Total
50
Findings :
The above factors were analyzed in different groups, namely
graduate and undergraduate learners group. In both the groups the
significant factors which are responsible for learner expectation
240
were Encouragements, reciprocity and cooperation, active learning

techniques, prompt feedback, Emphasizes time on task,
Communicates high expectations, respects diverse talents and ways
of learning.
3.4 Relationship between faculty practices and learners
engagement/ participation. (Overall Analysis)
Ho: Faculty practices have no impact on learners engagement/
participation.
H1: Faculty practices have an impact on learners engagement/
participation.
Table 3.4.1
Learners Engagement/
Participation
Faculty practices
Total
Competiveness
Excellence
Creativeness
Enthusiasm
No
23
Yes
30
35
27
35
127
35
41
34
40
150
Total
Source: Survey
Table 3.4.2
Chi-Square Tests
Pearson Chi-Square
Value
Df
Asymp.
Sig. (2-sided)
4.531(b)
.033
Continuity Correction(a)
3.509
.061
Likelihood Ratio
4.508
.034
4.525
.033
Fisher's Exact Test

Linear-by-Linear Association
N of Valid Cases
Exact Sig.
(2-sided)
Exact Sig.
(1-sided)
.041
.031
150
The above hypothesis is tested at 5% LOS

P value = 0.031
Since p= 0.031 < 0.05 therefore Null hypothesis is Rejected by
the Researcher.
241
Therefore Faculty practices have an impact on learners

engagement/ participation; An Analysis for graduate students :
Table 3.5.1
Chi-Square Tests
Value
Df
Asymp. Sig.
(2-sided)
10.000(a)
.019
Likelihood Ratio
10.029
.018
Linear-by-Linear
Association
7.110
.008
N of Valid Cases
50
Pearson Chi-Square
The above hypothesis is tested at 5% LOS

P value = 0.019
the Researcher.
engagement/ participation; An Analysis for Post-graduate
students
Table 3.6.1
Chi-Square Tests
Value
Df
Asymp. Sig.
(2-sided)
28.860(a)
.000
Likelihood Ratio
31.037
.000
Linear-by-Linear
Association
22.038
.000
N of Valid Cases
50
Pearson Chi-Square
242
P value = 0.000
the Researcher.
3.7 Multiple Discriminant analysis of overall development of
students with expectation participation
Discriminant Analysis (Grouping variable = Overall
development of students with expectation and participation)
Table 3.7.1 Group Statistics
Factors for overall development of the
students
Males
Females
Total
Valid N (list wise)

Un weighted
Weighted
Competiveness
74
74
Excellence
74
74
Enthusiasm
74
74
Creativeness
74
74
High expectation
74
74
Reciprocity
74
74
Teachers Attitude
74
74
Feedback
74
74
Competiveness
76
76
Excellence
76
76
Enthusiasm
76
76
Creativeness
76
76
High expectation
76
76
Reciprocity
76
76
Teachers Attitude
76
76
Feedback
76
76
Competiveness
150
150
Excellence
150
150
Enthusiasm
150
150
Creativeness
150
150
High expectation
150
150
Reciprocity
150
150
Teachers Attitude
150
150
Feedback
150
150
243
3.7.2 Tests of Equality of Group Means

Wilks' Lambda
df1
df2
Sig.
Competiveness
.937
27.702
148
.000
Excellence
.895
47.911
148
.000
Enthusiasm
.998
.640
148
.527
Creativeness
.965
14.815
148
.000
High expectation
.996
1.807
148
.165
Reciprocity
.995
2.203
148
.111
Teachers Attitude
.938
26.955
148
.000
Feedback
.994
2.678
148
.069
Yellow marked are significant factors.

Table 3.7.3 Variables in the Analysis
Tolerance
Sig. of F to
Remove
Competiveness
1.000
.000
Competiveness
.819
.000
.937
Excellence
.819
.002
.895
Competiveness
.811
.000
.930
Step
1
2
Wilks' Lambda
Excellence
.819
.002
.886
Creativeness
.988
.012
.882
Competiveness
.987
.000
.937
Excellence
.987
.002
.895
Competiveness
.985
.012
.930
Teachers
Attitude
.865
0.03
.895
Only 4 factors viz., Competiveness, Excellence, Creativeness and

Teachers Attitude contribute significantly for overall development
of the students.
Number of
Variables
Lambda
Step
Exact F
Statistic
Sig.
.895
47.911
.000
.882
26.495
.000
.873
19.217
.000
.875
17.125
.000
244

Table 3.7.5 Canonical Discriminant Function Coefficients
Function
1
Competiveness
.036
-.086
Excellence
.041
.041
Creativeness
.047
.050
Teachers Attitude
-.721
1.035
(Constant)
-2.198
1.479
Discriminant Score = -2.198 + 0.036* Competiveness + 0.041*

Excellence+ 0.047* Creativeness 0.721* Teachers Attitude
Correct prediction: Males-71%, Females 74.5%, Over-all76.40%. Thus there is a possible error of 23.60%
4.
Conclusions and Recommendations :
The findings and their analysis in the study tend to suggest

that in the Indian context, there are different factors which have an
influence on learners engagement/ participation and expectation
who are in bracket of graduate or Post-graduate. Factors such
Encouragements, reciprocity and cooperation, active learning
techniques, prompt feedback, Emphasizes time on task,
Communicates high expectations, respects diverse talents and ways
of learning influences the attitudes that rule learners engagement/
participation and expectation.
This study uses different data sets (graduate and undergraduate)
to explore the relationship between faculty practices and student
engagement. From the findings the researcher strongly interprets
that learners reciprocates to higher levels of engagement and
learning at institutions where faculty members use active and
collaborative learning techniques, engage students in experiences,
emphasize higher-order cognitive activities in the classroom,
interact with students, challenge students academically, and value
enriching educational experiences. Also Competiveness, Excellence,
Creativeness and Teachers Attitude play a significant role in overall
development of a learner.
245
Thus the literature on role of a Teacher in curricular and Cocurricular Activities is justified with few mathematical Statistics
models which may be listed as follows.
The teacher should have to perform multi-dimensional
functions in organizing and executing extra-curricular activities. It
is also the institution, which play pivotal role in conducting cocurricular activities. It is the teacher or the institution who finally
should take the responsibility how activities should proceed further.
The teacher can be a planner, leader, innovator, director, organizer,
manager, recorder, advisor, motivator, communicator or coordinator.
While executing such activities, the teacher may face lots of
difficulties. But he/she should not get discourage and complete the
assignment after consultation with seniors and college
administrator.
5.
6.
Scope of Further Research :

1.
The study was limited to Mumbai city thus giving an

opportunity to other researchers to focus on other
demographic parts of the India.
2.
Increasing number of variables and the sample size for the

further research may also lead to new dimensions/
interpretation of quality so that the error factor may be less
than 23.60%
3.
Further research may take into consideration Post hoc test.
References :
Astin,A. 1993What Matters in College: Four Critical Years

RevisitedJossey BassSan Francisco
Astin,A. 1996Involvement in learning revisited:Lessons we have
learnedJournal of College Student Development37123134
Braxton, J. M., Sullivan, A. V., and Johnson, R. M. Jr. (1997).
Appraising Tintos theory of college student departure. In J.
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248
Mythologies to Multiple Intelligence: Innovations for ...
32
MYTHOLOGIES TO MULTIPLE INTELLIGENCE:
INNOVATIONS FOR MODERN DAY
TEACHING
Ms. Munmy Chhetry Baruah
It is an undeniable fact that today students and the world around

is completely changed than what it was before. Hence,
communication is very important. Technology, innovations and all
machines around are just instrument. They are just the instrument
but not a substitute to the actual and the genuine teaching because
the most important part in any teaching is inspiring, that machines
cannot. Machines cannot connect to the students and inspire, only
teachers can. Those traditional methods of yester years teaching
are relevant even today. Despite, all the sophisticated infrastructure
and teaching innovations the significance of gurukul method of
teaching could not be outdated at all where disciples staying away
from home in theguru ashram(todays residential school)had to learn
every skill and art that is necessary to live and lead an earthly life.
The example of legendry disciple, Aruni or sage Uddalak is an
example that any knowledge without its practical approach is of
no use. Similarly, Disciple Karna and his guru Parshurams legendry
story about Karnas patienceand above all, Eklavyas learning in
solitude without any facilitator called teacher hints at the idea of
distance education which existed even during those days.
Teacher was there, Teacher is still relevant and will continue
to live and exist. As Huges echoes in his The Negro Speaks of
249
River.Fortunately in India too, we never had the dearth of teachers,

educationist and innovations in teaching to make teaching better.
In this context, Mr. Gardeners theory/research has been very
enlightening who is the first of his kind to come out with the
multiple intelligence theory that says every child is born with some
inherent talent which is to be harnessed and developed.
Todays Teachers are more challenged as they have to cater to
the needs of all different types of talents and individualities. He/
she has to be versatile to reach out all, identify the inherent talent of
the student and develop them into the individuality of the Learner.
The theory of multiple intelligence, actually offers a Teacher an
opportunity to develop innovative teaching strategies that are
relatively new to the educational scene.
Key words: Mythology, Multiple intelligence, Teaching,
Innovations etc.
INTRODUCTION :
It is an undeniable fact that today students and the world around
is completely changed than what it was before. Hence,
communication is very important. Technology, innovations and all
machines around are just instrument. They are just the instrument
but not a substitute to the actual and the genuine teaching because
the most important part in any teaching is inspiring, that machines
cannot. Machines cannot connect to the students and inspire; only
teachers can. Those traditional methods of yester years teaching
are relevant even today. Despite, all the sophisticated infrastructure
and teaching innovations the significance of gurukul method of
teaching could not be outdated at all where disciples staying away
from home in the guruashram ( todays residential school) where
disciple had to learn every skill and art that is necessary to live and
lead an earthly life and after those basic leanings only they were
introduced to higher learning and intellectual discourse.
SOME EXAMPLES FROM MYTHOLOGIES :
The example of legendry disciple, Aruni or sage Uddalak is an
example that any knowledge without its practical approach is of
no use. Similarly, Disciple Karna and his guru Parshurams legendry
250
story about Karnas patience that once when tired Parshuram was
resting on his lap. Suddenly, then a wild insect stings Karna, he
endures all pain patiently and overlooks his bleeding else his
teachers peaceful slumber will be interrupted but Parshuram wakes
up feeling slightly damp owing to Karnas bleeding. Once again it
suggests that that all higher and good knowledge and intellectual
discourse from the teacher to the learner involves a lot of patience,
endurance and perseverance like Karna. And above all, Eklavyas
learning in solitude without any facilitator called teacher hints at
the idea of distance education which existed even during those
days. That however eager and hardworking a disciple may be,
learning and education in the real sense cannot take place without
the Teacher and if at all it does it cannot compete with the guru
and gurukul system in terms of excellence which is as practically
relevant with the todays Distance Education System as it was in
Eklavyas time that failed him.
Teacher was there, Teacher is still relevant and will continue to
live and exist. As long as Teaching is there, Teacher too will continue
to live. Teaching is an eternal entity like that of Langstan Hughess
The Negro Speaks of River
Ive known rivers:
Ive known rivers ancient as the world and older than the flow of
human blood in human veins.
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln went down to
New Orleans, and Ive seen its muddy bosom turn all golden in the sunset.
Ive known rivers:
Ancient, dusky rivers.
Like Rivers of Huges, Education too is multidimensional. It is
the testimony of civilization, race, politics, humanity, geography
and above all it has no boundary and border.
251
Fortunately in India too, we never had the dearth of teachers,

educationist and innovations in teaching to make teaching better.
All the Vedas and Upanishads are the actual discourse between
the Teachers and the Taught. Vishnu Sharma himself is said to
have composed Panchatantra to tutor the royal princes on ethics
and moral issues.
UNDERSTANDING MULTIPLE INTELLIGENCE :
At this critical juncture - to revive the lost glory of learning
comes the idea of innovations.
How can we innovate to make our teaching learning a lively,
intellectual discourse and exercise that would appeal to all and all
the different inherent qualities of a learner. In this context, Mr.
Gardeners theory/research has been very enlightening who is the
first of his kind to come out with the multiple intelligence theory
that says every child is born with some inherent talent which is to
be harnessed and developed. Howard Gardeners theory of multiple
intelligence is the outcome of French Psychologist Alfred Binets
intelligence and iQ score a researched theory developed under
the instruction of the minister of Public Instruction in Paris, in 1904.
It is in his book Frames of Mind (1983) that Gardener talks
about the existence of at least seven basic intelligences as follows:
1. Linguistic Intelligence: The capacity to use words effectively
whether orally ( orator, story teller) or in writing (poet, playwright,
editor, columnist) etc.
2. Logical Mathematical intelligence: The capacity to use
numbers effectively as an accountant, statistician and
mathematician and computer programmers) etc.
3. Spatial Intelligence: The ability to understand the visualspatial world precisely with accuracy (like a hunter, scout, guide)
and manifest those perceptions into concrete (like interior decorators,
architect, painter etc). This intelligence also includes the capacities
to represent the visual and spatial ideas graphically.
4. Kinesthetic Intelligence : Ones expertise in using ones
kinesthetic movements and body to express ideas and feelings( for
example an actor, an athlete or a dancer) and using hands with all
diligence and sophistication to transform things (like a mechanic,
sculptor, surgeon etc).
252
5. Musical Intelligence: The ability to perceive, discriminate,

transform and express musical forms. It also includes the sensitivity
to rhythm, pitch, melody tone etc. of a musical price. Example singer,
composer, music critics etc.
6. Interpersonal Intelligence : The capacity to understand and
distinguish in moods, intentions, motivations and feelings of other
people and the ability to respond effectively to those cues and moods.
Example, Interpreter, Public Relations Officers, Statement,
Ambassadors etc.
7. Intrapersonal Intelligence: Having self-knowledge and the
ability to act adaptively on the basis of that knowledge. It also
includes having an accurate picture on oneself including ones
strength and weaknesses. Example, Spiritual leaders, Ascetics etc.
Armstrong (Multiple intelligence in the class room,1994)
advocates that every teacher can actually be an innovator in his/
her classrooms with students having diversified intelligence
provided he/she adopts the following strategies:
Teaching Strategies for Linguistic Intelligence:
It is one of the easiest intelligence because its cultivation begins
at a very early stage in schools. Apart from the text books, worksheets
and lectures the activities like Storytelling, brainstorming, tape
recording, journal writing and publishing etc. will further enhance
the already existing intelligence.
IDENTIFYING INTELLIGENCE IN THE CLASS ROOM AND
TEACHING APPROACH FOR MULTIPLE INTELLIGENCE :
Teaching Strategies for Logical-Mathematical Intelligence:
The traditional understanding of it is restricted to mathematics
and science only while the fact is it has even affected the social
sciences and humanities. Through the following strategies it can be
developed further:
i.
Calculations and Quantifications,
ii. Classification and categorizations,

iii. Socratic questioning
253
iv. Heuristics ( a loose collection of strategies, rules of thumb,

guidelines and suggestions for logical problem solving).
v.
Science thinking.
Strategies for Spatial Intelligence:

This ability among humans dates back to the cave drawings
and the pictorial presentation to mean, understand and decode the
information. But unfortunately in todays classroom teachings
where spatial intelligence is imparted through linguistic practice
that occasionally includes visual and auditory modes as well. Once
again the following points could be taken as the ways to enhance
this ability among the children:
i.
Visualization,
ii. Colour cues,

iii. Picture Metaphors
iv. Idea sketching
v.
Graphic symbols etc.
Strategies for Bodily-Kinesthetic Intelligence:

A student may keep aside his books learning kits, stationeries
but they carry their bodies everywhere they go. Body movements,
parts and expression too could be used for advanced learning. Even
today a young learner is taught counting by counting his/her own
body parts. Here too the following points could be considered for
this intelligence:
i.
Body answer
ii. Using class room as a theatre

iii. Kinesthetic concepts like game of charades
iv. Hands on thinking
v.
Body Maps.
Musical Intelligence:
The transformations of ideas and knowledge has been passed
on from generation to generation and preserved as well through the
medium of singing and chanting. In the modern context even the
Advertising agencies have identified that the musical jingles help
people to remember their clients product and services while
254
educators have lagged behind in the same. The following could be

used in the curriculum to integrate music:
i.
Rhythm, songs, raps and chants,
ii. Use of tapes, recorder, power point presentation etc to

illustrate, amplify and remember things.
iii. musical concepts and,
iv. mood music etc.
Strategies for Interpersonal Intelligence:
For optimum function some learners need time to bounce their
ideas off the other people. An educator can appear a strategy to
encourage interaction among people. The following approach can
be used to tap a students need for following and connecting to
others:
i.
Peer sharing,
ii. Co-operative groups,

iii. Board games,
iv. Simulations etc.
Intra-personal:
For kids with this talent, the learning ambience with
overcrowded students, social atmosphere actually appears more
claustrophobic then enhancing learning. Hence, the teacher has to
create opportunities and space for such students to experience their
autonomous existence with a sense of deep individuality. The tactics
mentioned below were the suggestions (Armstrong,1994) to
accomplish this aim:
i.
One minute reflection periods
ii. Personal connections,

iii. Choice time,
iv. Goal setting sessions
CONCLUSION :
If the only tool that you have is a hammer,
Everything around you is looks like a nail.
Anonymous.
255
As it is believed, gone are the days when every Learner in the

class followed his/her teacher and wanted to be one like him/her
and so did the teacher created his students in his/her own image.
Todays Teachers are more challenged as they have to cater to the
needs of all different types of talents and individualities. He/she
has to be versatile to reach out all, identify the inherent talent of the
student and develop them into the individuality of the Learner. The
theory of multiple intelligence actually offers a teacher an
opportunity to develop innovative teaching strategies that are
relatively new to the educational scene.
As all learners have different inherent productivities hence no
one set of teaching approach will appeal all. Due to individual
differences among students, it is a challenge for every teacher to
keep on innovating in their teaching strategies from presentation to
presentation. As per Darwins definition on the survival of species
even in case of teaching and teachers too, only those will
survive; who will constantly adapt to change and innovate for
survival and meaningful existence.
REFERENCES :
1.
Armstrong, Thomas. 1987. In Their Own Way: Discovering and

Encouraging Your Childs Personal Learning Style. Los Angeles,
California : Jeremy P.Tarcher. A good introduction to multiple
intelligences for parents and teachers.
2.
Armstrong, Thomas. 1994. Multiple Intelligences in the

Classroom.USA: ASCD Publications.
3.
Gardener, Howard. 1993. Multiple Intelligences: The Theory in

Practice. New York : Basic Books.
4.
Wass, Lane Longino. 1991. Imagine That : Getting Smarter

Through Imagery Practice. California: Jalmar Press.
5.
Winn, Marie. 1991. New views of Human Intelligence. New

Yorks Time Magazine, pp. 16
6.
Subramaniam, Kamala.1965. The Mahabharata. Mumbai:

Reginald Monteiro at Associated Advertisers and Printers.
Quality Perspective of Higher Education in India
256
33
QUALITY PERSPECTIVE OF HIGHER
EDUCATION IN INDIA
Ms. Sujata Kadli
Abstract :
Three main key determinants of quality in higher education are the
adequate availability of quality faculty, optimum and adequate
infrastructure and resources and availability of third party quality
assurance system. It has been observed that while majority of students in
higher education go to universities and colleges which come under the
state system, they lack adequate resources in terms of manpower and
infrastructure. Five issues quantity/quality, regulation, privatization,
staffing, and studying abroad form the core of this note on the state and
the prospects of higher education in India. This paper provides an
overview of the Higher Education in India. Students are the primary
customers in an educational setup and it is strongly supported by many
researchers. Students involve in different roles: they are the product of the
process, the internal customer for campus facilities, the laborers of the
learning process and the internal customer of the delivery of the course
material. The paper gives a overview on Higher Education statistics and
challenges that are being faced by Higher Education Institutions and finally
tries to bring out some suggestions to improve the Quality in Higher
Education.
Keywords: Higher Education, Higher Education Institutions, Quality
Education, GERs
257
Introduction:
Education both at lower level and higher level has been given a
supreme place of special importance because it can provide ideas
to shape the future of an individual, society and the country as a
whole. A fully educated man is considered to be an important real
human resource and hence, he is a tangible asset to the country. In
fact, the economic growth and development of a country fully
depends upon such real assets. Education at higher level is called
as Higher Education which is obviously for getting meaningful
careers and at the same time for moulding the young minds.
As Dr. A.P.J. Abdul Kalam says Empowerment of Higher
Education is the critical need of the hour. The teachers should put
their own house in order, they must introduce the kind of
innovations that will transform educational institutions into
dynamic, creative, self reforming organizations to the development
needs of the country and best that is known about effective
education. The teachers have to relate the educational programs to
the changing goals of India and be agents of change. The need is to
strike a fine balance between academic and practical learning.
The Indian higher education system is one of the largest in the
world in terms of the number of colleges and universities. From 350
universities and 16,982 colleges in 2005-06, the numbers have gone
up to 713 universities, 36,739 colleges, and 11,343 diploma-level
institutions in 2013-14.
Twelfth Five Year Plan and Higher Education:
Higher education is perilous for developing a modern economy,
a just society and a vibrant polity. It equips young people with
skills relevant for the labor market and the opportunity for social
mobility. It provides people already in employment with skills to
negotiate rapidly evolving career opportunities. It prepares all to be
responsible citizens who value a democratic and pluralistic society.
Thus, the nation creates an intellectual storehouse of human capital
to meet the countrys needs and shapes its future. In order to realize
the potential of countrys demographic dividend it is must that
higher education combines access with affordability and
258
guarantees high-quality undergraduate and postgraduate

education.
It is estimated that developed economies and even China will
face a shortage of about 40 million highly skilled workers by 2020,
while, based on current projections of higher education, India is
likely to see some surplus of graduates in 2020. Thus, India could
capture a higher share of global knowledgebase work, for example
by increasing its exports of knowledge intensive goods and services,
if there is focus on higher education and its quality is globally
benchmarked. The country cannot afford to lose time.
Education provides skills and competencies for economic wellbeing and strengthens democracy by imparting to citizens the tools
needed to fully participate in the governance process. It also acts as
an integrative force in society, imparting values that foster social
cohesion and national identity. The Twelfth Plan places an
unmatched focus on the expansion of education, on significantly
improving the quality of education imparted and on ensuring that
educational opportunities are available to all segments of the society.
According to Harvey (1995), quality as fitness for purpose is
defined as quality in terms of fulfilling a customers requirements,
needs or desires. Theoretically, the customer specifies requirements.
In education, fitness for purpose is usually based on the ability of
an institution to fulfill its mission or a programme of study to fulfill
its purpose. McNealy (1993) supported this definition stating that
quality is a dynamic state and one definition of it is meeting or
exceeding customer needs and expectations and these needs and
expectations are determined through communication with the
customers. Oakland (1995) added to this by stating that quality is
simply meeting the customers requirements. Furthermore,
Goetsch and Davis (1994) said that quality involves meeting or
exceeding customer expectations and applies to products, services,
people, processes and the environment (Dejager & Nieuwenhuis,
2005).
IMPORTANCE OF QUALITY IN HIGHER EDUCATION :
Quality in higher education means the educational process is
such that it ensures students to achieve their goals and there by
satisfies the needs of the society and help in national development.
259
Management of Quality in Higher Education System :

Quality of Management implies responsibility of all levels of
management but it must be led by the highest level of management.
Quality management centered upon those strategies, structures,
techniques and operations enabling the institution to demonstrate
that it evaluates. Its performances of quality insurance and
improvement, and its systems of information demonstrate the results
of the learning and research processes. The system of quality
management in higher education institutions are based upon the
existence of standards (models) acting like referential or a system of
criteria in the case of external evaluation (quality insurance) or as a
guide for internal organization (quality management) (Ahuja, 2013).
According to the reports of United Nations Educational,
Scientific, Cultural Organizations (UNESCO) and the World Bank,
social and private returns of the higher education are less than
those of primary and secondary education. It is estimated that social
return of primary education is 25% while that of higher education
is only 1%. This has led to the thinking that the returns of higher
education are largely private and therefore, subsidy on this should
be reduced (Zakuan, etal. 2012).
Every educational curriculum starts from study objectives to be
achieved during the learning process. To meet expectations and
stated studying goals, with more emphasis on various advanced
management concepts and methods. Within basic divisions,
detailed content of topics is provided as a contribution to the map
of necessary knowledge expected from quality personnel managers
and experts (Zivoninoic, 2007).
At present united focus should be on two aspects such as
Quality Assessment and Quality Assurance, which are like two
sides of a coin. In response to quality aspects, the institutions have
adopted various quality management system initiatives like ISO
9001 Certification, Six
Sigma, National Assessment and Accreditation Council
(NAAC), National Board of Accreditation (NBA) and more
importantly have started applying Total Quality Management
(TQM) concept in education. The objective of TQM is to build an
260
institution that produces products or services, which fulfill

customers requirements and thereby delighting them (Misra, 2012).
Management Leadership is a key factor in the success of TQM in
higher education institutions (Pandi etal. 2009).
Recent reports suggest that Indian Institutions are far behind
in delivering quality in education on the world map. Only one IIT
(place not mentioned) has been listed as 41 ranks among the top
100 educational institutions of the world (Krishnan, 2011).
CHALLENGES IN TQM IMPLEMENTATION IN HIGHER
EDUCATIONAL INSTITUTIONS :
Leadership: Unlike CEOs of business organizations, Vice
Chancellors/Directors of
Universities/ Institutions do not enjoy ultimate authority hiring
and firing personnel and allocating resources. Institutional heads
can set goals, organizational values and performance expectations.
However since they lack necessary authority, it is difficult for them
to deploy these values and goals through the layers of higher
education institutions.
Cultural and Organizational transformation: Many business
organizations have adopted
TQM and transformed their institutions culture into a total
quality culture that involves elements such as teamwork, employee
participation, customer and market focus etc. However higher
education institutions have deep-rooted traditions dating back to
several centuries and are resistance to change. Eg. Universities and
colleges are organized on departmental units. In adopting TQM
culture, organizations move from product focus to market focus.
But for faculty, particularly research faculty, primary loyalty lies in
the academic field. Market requirement for their students are of
secondary importance to them except for some professional schools
as business and engineering. In business organizations there is
cross linkage and well communication between the various
functional departments. But in the case of higher educational
institutions, most of the individual departments operate in vacuum.
This is one reason that interdisciplinary study and research is a
rarity.
261
Customer Identification: A different aspect of customer issue

here is customer loyalty. In businesses, customer loyalty is very
important because repeat buying by loyal customers has a direct
effect on profitability. However higher education is once in a
lifetime activity.
If students are considered as customers, this concept makes
sense only when they make donations as alumni. However if
employers are customers, repeat purchase means recruiting at same
institutions every year (Ali & Shastry, 2009).
SUGGESTIONS FOR IMPROVING OF TOTAL QUALITY
MANAGEMENT IN HIGHER EDUCATION :
1.
Need for review of course content :
It is necessary to have a good look at the courses being offered

now not merely for the organizational purposes of graded
facilities. Mere accumulation of information is not knowledge, and
complete knowledge by itself does not give the necessary wisdom.
The purpose of education is not to produce educated individual
at one stretch by putting all information and knowledge into course
at one time, but, on the other hand, it is to take the individual to
progressive stages where he would be in a position to acquire what
further information and knowledge he wants for his future activities.
If we accept this philosophy, it is to be conceded that what is
important is not to load the curriculum but to arrange it in such
a way that different requirements and needs of the individuals
calling are provided in the process of life-long education.
The credit system no doubt can go quite some way in this regard.
But a deliberate attempt is to be made to recognize the fact that
many of those who pursue these courses of studies will remain as
technologists whereas quite a few of them might end up as
managers. Further even a technologist has to have sufficient insight
into the marginal areas of the allied fields, if not in-depth study in
that field itself. The course content therefore should be so modified
as to allow for the technologist to have an overall view in addition
to this core discipline, e.g., the professional may have to have
managerial training in addition to his professional calling.
262
The education in our institution campuses should break away

from the rigid stand of a unidisciplinary approach and a fixed
framework but cater to a larger interest to acquaint and give an
insight in various fields of expertise of which the institutional faculty
and facilities are capable of, by offering on a massive scale refresher
courses, study programmes, etc. Attempts should also be made even
in the undergraduate programme to provide for an intensive
managerial training for those who desire it within the course frame
work apart from those who want to pursue the technological
programme. Complementary courses might also be provided for
the technologist to acquaint himself with the necessary management
techniques and practices, and vice versa.
2.
Diversification, new courses, etc. :
The infrastructure that has been built up appears to be quite

adequate to meet the major requirements of the system for most of
the efforts mentioned above. However, with the changing technology
and development there may be many areas where specialized
personnel are required. Many of the emerging areas have been
enumerated in Annexure G, for industrial and rural requirements,
etc. A cluster of courses might be required; organization of
diversification on a large scale and occasionally new courses also
might be called for. This has to be looked into by appropriate
agencies taking care at the same time to see that the fresh inputs for
any such effort would be marginal and capable of diversion,
whenever required. This is easily said than achieved in practice,
but nonetheless the issues are important to be considered.
3.
Proliferation of courses :
The facilities available at various levels right from the craftsman

to the post-graduate level are adequate and any further expansion
of these facilities has to be gone into only after a deep study and
with caution. The ratio between the graduate, technician and
craftsmen in some of the more industrialized economies is of the
orders of 1:3:5; facilities for education being also provided for in
that order. With us, the facilities provided at the graduate and
technician level are in the ratio of 1:2, but in the output the ratio
comes down to about 1:1. Organisation of any new course/
263
diversification at one or the other levels has to take into consideration

a systematic study of the manpower requirement and utilization,
linked with the occupational structure of the various employing
sectors. It is, therefore, necessary to keep this in mind while
organizing any new course/diversification at any level right from
the craftsmen to the post-graduate so that the entire spectrum of
activities in the employing fields are kept in mind. This is not to
forget the needs of the research and development activities where
academic considerations might point to growth potential at a
particular level.
4.
Sisterhood programmes :
While there is no doubt that certain segments of the Technical

Education system have built up strong potential (IITs, University
Departments, some of the State Colleges, for example), there are
others which are rather weak. It is here that practicable and effective
system of cooperation programmes between institutions of different
types at different levels are to be organized. Desirable are the
programmes of exchange of teachers on short term and long-term,
on a massive scale planned in relation to specific levels and goals
of development, providing opportunities and appropriate
programmes for making available at specific and for known periods
the facilities available at the better institutions for the use of the
staff of the not-so-well-off institutions, organizing of special
programmes of refresher courses, extension lectures, etc. by the
faculty of the better institutions at the other institutions etc. Efforts
at curriculum development, faculty development etc., though now
well organized and recognized, have yet to be gone through on a
much larger scale and in a more purposeful way. Preparation of
manuals for lectures, workshop practice etc., production of textbooks, preparation of teaching aids etc. also have to be undertaken
by all the institutions by pooling the resources that are available.
5.
Industry-Institution Collaboration :
For the improvement and further development of the system it

is necessary that there is interaction between technical institutions
and industry and other field organizations. There has been an
264
awareness of the need for such interaction: creation of agencies

such as Industrial Liaison Boards in the States, Co-option of
Industrial representatives on the various academic bodies such as
the Boards of Management, Boards of Studies etc., and the system of
Visiting Professorship/guest lectures etc. has helped to an extent
in breaking this ground. But much more remains to be done in this
direction. This initiative so far has been with the technical education
system with the industry and field organizations, unfortunately,
not always showing more than lukewarm interest. This attitude
had radically to be changed in that both technical institutions, who
produce manpower for the industry and the field organizations,
and also the latter themselves are partners in the same enterprise of
developing the economy; and it is high time that this responsibility,
is duly realized by setting up this interaction. The employing sector
should go all out to associate and involve itself in all matters and at
all levels of technical education, planning and implementation. On
the other hand, the technical education system should make this
possible by appropriate incentives and safeguards for such
involvement by personnel from the industry and employing
organizations. A stage has been reached where purely academic
consideration in a system of professional education should not be
the criteria in determining about the suitability of personnel for
technical education. Sufficient credit should be given by the
educational authorities for giving appropriate recognition for field
expertise- while considering the faculty requirements. Schemes such
as adoption of institutions by industry etc., which have been
initiated, should be encouraged totally by the industry.
6.
Improvement of teaching methods :
Productions of textbooks, other teaching material and teaching

aids which have been started now on a small measure have to be
considerably stepped up. Manuals for better utilization of the
laboratory and workshop equipment, use of the library as a resource
centre both by the teachers and the students have to be encouraged.
In all these attempts of preparation of teachers and students
materials, emphasis also has to lay on the possible slower
comprehension of the non-urban student to the methods employed
in the urban situation.

7.
265
Integration of practical training with the institutional courses:
Because of the lack of sufficient training places in industry

and field organizations, the provision of training under the
Apprenticeship Training Programme has been after the institutional
course. For a more effective and coordinated approach, it is necessary
to think in terms of integrating the practical/industrial training
with the institutional course itself, at appropriate stages of the
course. This will lead not only to better supervision but also better
comprehension of the field precepts and practices by the student.
8.
Simplification of procedures :
Easy operation and flexibility are the basis for simplification of

procedures. Simplifications of procedures are to be attempted
through systematic recording analysis and critical examination of
existing methods. Method study improves the how to do work not
only in individual operations but also in processes, procedures
and systems.
9.
Clarity in Responsibilities :
Definite and clear-cut responsibilities should be assigned to

each staff member with provisions for exercising adequate control
at different levels. Confusion and unclear assignment of
responsibilities lead to chaos. So, specific job assignment should be
made to different sub-ordinates for ensuring certainty of work
performance.
10. Committee Management :
The concept of decision making and management through
committees is far superior in vesting the decision making and
management in the hands of a single person. There should be ample
scope for effective interaction, exchange of thought, deliberation,
consultation etc. This is possible through Committee Management.
11. Effective Leadership :
Leadership is the paramount necessity in planning, organizing,
financing and fund raising, operational policies and expansion.
The application of these qualities of leadership is the force which
determines the effectiveness functions of college administration.
266
Some of the qualities of leadership which a college administrator

should possess are vitality and endurance, decisiveness,
persuasiveness etc.
Role of other Stakeholders in Quality Enhancement :
College and Faculty can take capacity building initiatives to
transform the learning landscape by setting up centres and cells in
college. These initiatives can focus on scaling up their aptitude,
skill and making them employable
Transforming learning Landscape through Career Focussed
Initiatives
Few initiatives taken by the academia to transform learning
landscape are discussed below:
Placement Cell
The Placement Cell of the commerce colleges can facilitate

campus recruitment by giving a common platform to students
seeking jobs. It can invite companies/institutions relating to
entrepreneurship, auditing, finance, human resources, marketing,
teaching and other recruiters to be a part of the placement. The
Profiles that these companies offer relate to article ship, management
trainees, auditors, teaching fellows executives, research analyst etc.
Entrepreneurship cell
The cell can encourage students who are budding entrepreneurs

who think out of the box and have a creative bent and the cell can
motivate the students to realize their potential and take efforts to
empower them as job providers rather than job seekers.
Skill Centre
The centre can skill and empower youth and other stakeholders
with right knowledge, aptitude and applied skills.The centre can
create programmes which will provide skilled manpower for
industry and other sectors. The Multi-Skill Development Centre
can bridge the gap between industry and academia, develop specific
skills of a high order to make students employable with diverse
knowledge and applied skills.
267
Role of IQAC and Quality Enhancement:

NAAC has been instilling a momentum of quality consciousness
amongst higher educational institutions (HEIs or institutions),
aiming for continuous improvement. NAAC is triggering a quality
culture among the various constituents of the higher educational
institutions, as well as enhancing the awareness of institutional
quality assurance with all stakeholders.
IQAC has many functions but in this article emphasis is on
facilitating the creation of a learner-centric environment which is
conducive for quality education and faculty maturation to adopt
the required knowledge and technology for participatory teaching
and learning process. Internal quality assurance cell has ignited
quality culture in the higher educational institutions and has led
quality movement. Teachers and students are representatives of
quality and through Internal Quality Assurance cell a conducive
environment of quality culture is created which enables teachers
and other stakeholders to be active participants in enhancing the
quality of higher education.
REFERENCES :
1.
A. Pal Pandi, U. Surya Rao, D. Jeyathailagar, A Study on

Integrated Total Quality Management Practices in Technical
Institutions Students Perspective, International Journal of
Educational Administration, Vol. 1, No. 1, 2009, pp. 17 30.
2.
Annual Status of Higher Education of States and UTs in India

(ASHE 2013),Ministry of Human Resource Development,
Confederation of Indian Industry & Deloitte, November, 2013.
3.
Archana Krishnan, Quality in Higher Education: Road to

competitiveness for Indian Business Schools, Opinion-Volume
1, No. 1, December 2011, pp. 9 -15.
4.
Devesh Kapur and Pratap Bhanu Mehta, Indian Higher

Education Reform: From Half-Baked Socialism to Half-Baked
Capitalism, Center for International Development (CID), Harvard
University, Working Paper No. 108, September 2004.
5.
H.J. Dejager & F.J. Nieuwenhuis, Linkages between Total

Quality Management and the Outcomes based Approach in an
268

Education Environment, Routledge Journal of Quality in Higher
Education, Vol. 10, No.3, November, 2005, pp. 251 260.
6.
H.P. Misra, Higher Education: New Challenges and Emerging

Roles, Odisha Review, July, 2012, pp.39 43.
7.
Hans N. Weiler, Higher Education in India: Reflections on Some

Critical Issues, Stanford University.
8.
Ms. Rajani Bhalla, Study on Indian Higher Education: A TQM

Perspective, Journal of Arts, Sciences and Commerce, Vol. III, Issue
4 (2), October, 2012, pp. 24 29.
9.
Murad Ali and Rajesh Kumar Shastri, Implementation of Total

Quality Management in Higher Education, Asian Journal of
Business Management, 2(1), 2010, pp. 9 16.
10. Norahati Zakuan, Shalini Muniandy, Muhamad Zameri Mat

Saman, Mohd Shoki Md. Ariff, Sapiah Sulaiman, Rozita Abd
Jalil, Critical Success Factors of Total Quality Management
Implementation In Higher Education Institution: A Review,
International Journal of Academic Research in Business and Social
Sciences December 2012, Vol. 2, No. 12, pp. 19 -32.
11. Patanjali Mishra, Prof. Asha Pandey, Barriers in implementing
total quality management in Higher Education, Journal of
Education & Research for Sustainable Development, Volume-1,
Issue-1, September, 2013, pp. 1 11 .
12. R.B. Solanki, TQM in Higher Education, Delhi Business Review,
Vol. 5, No. 1, January - June 2004 pp. 109 111.
13. R.O. Oduwaiye, A.O. Sofoluwe, D.J. Kayode, Total Quality
Management and Students Academic Performance in Ilorin
Metropolis Secondary School, Nigeria, Asian Journal of
Management Sciences and Education, Vol.1, No.1, April, 2012, pp.
141 152.
14. Robert C. Winn, Robert S. Green, Applying Total Quality
management to the Educational process, International Journal of
Engineering Education, Vol. 14, No. 1, 1998, pp. 24 29.
15. Sanat Kaul, Higher Education in India: Seizing the Opportunity,
Indian Council for Research on International Economic Relations
(ICRIER), Working Paper No. 179, May, 2006.
269
16. Shukhdeo Thorat, Higher Education in India Emerging Issues

Related to Access, Inclusiveness and Quality, Nehru Memorial
Lecture, University of Mumbai, November, 2006.
17. Stevan Zivoninoic, Integrated Quality Management As a Subject
in Higher Education Curriculum, International Journal of Quality
Research, Vol. 1, No. 1, 2007, pp. 87 95.
18. Subrahmanyam Annamdevula, Raja Sekhar Bellamkonda,
Development of HiEdQUAL for Measuring Service Quality in
Indian Higher Education Sector, International Journal of
Innovation, Management and Technology, Vol.3 No.4, August,
2012, pp. 412 416.
19. Vadana Ahuja, Application of Quality Management Systems
in Higher Education, International Journal of Applied Services
Marketing Perspectives, Volume 2, Number, 2, April June, 2013,
pp.417 421.
Further Reading :
1.
Conference on Higher Education Pedagogy, Feb5-7, 2014,

Virginia Tech.
2.
Quality Approaches in Higher Education, Vol.3, No.1, 2012,

ISSN 2161-265X.
3.
Annual Report, Department of School education and literacy,

Department of Higher Education. (2013-14)
4.
Higher education in India: Moving towards global relevance

and
5.
Competitiveness, FICCI Higher Education Summit. (2014)
6.
Higher Education in India: Vision 2030 FICCI Higher Education

Summit International Journal of Educational Planning &
Administration.(2013)
7.
Nandi Rahul (2014) Indias Position in the Global Community:

With Respect to Higher Education Scenario ISSN 2249-3093
Volume 4, Number 1 (2014), pp. 37-48
8.
Soni Nandkishor, Prasad Patel(2014) Quality teaching and

higher education system in India, International Journal of
270

Scientific and Research Publications ISSN: 2250-3153, Volume
4, Issue 1, January.
9.
Deb Gautam Chandra (2014), Higher Education in India: An

Analysis, Journal of Humanities & Social Science, Volume-II,
Issue-III January 2014.
10. Anthony Rose, Shravan Kadvekar ICT Adoption Model for

Educational Institutions, Journal of Commerce and
Management Thought, Vol VI , No 3 ,2015, Pp 558-570
11. Dr I Bhanumurthy, Shekhar Sawant, Globalization of Higher
Education in Indian Context An Analysis, Journal of
Commerce and Management Thought, Vol I, No 4, 2010, Pp
413-425
12. Dr Sudhakar Jadhavar, Impact of Foreign Universities on
Indian High Education, Journal of Commerce and Management
Thought, Vol II , No 1 , 2011, Pp 119-127.
271
34
CO-CURRICULAR ACTIVITES TO
COMPLEMENT THE ACADEMIC CURRICULUM
. THE LLIM WAY
Dr. Arati D. Kale
Abstract :
Todays world is a competitive world full of undue anxiety and
overstress. B-School life is the most exciting, unforgettable and
transforming experience. It stands for dreams, building of character
& skills, and defining a persons life. Engagement with nonacademic pursuits is not only beneficial to student development,
but is known to be highly valued by employers. The general belief
that given the right tools, students will thrive in taking charge of
their own development, but to help them do this, the faculties need
to reassess their role as higher education providers. The faculties
should not just provide the opportunities for students to achieve
good academic results but actively promote the benefits of a wider
curriculum to students. B-School especially LLIM has invested
resources to offer a comprehensive range of co-curricular activities,
be it sports, societies, part-time work, entrepreneurial schemes or
volunteering. After all, B-School should be seen as a transformative
experience through which students can prepare themselves to
succeed in the many and varied roles they will undertake in future
life. The faculties should place the onus on them to shape and
develop their studies and interests which will assist their
development and showcase evidence of their skills and capabilities
to future employers.
272
Co-Curricular Activites to Complement the Academic ...
Keywords: curricular activities; co-curricular activities;

faculties; students; B-School; LLIM;
Skills development should be embedded in academic
programmes, rather than an add-on, to give students the best chance
of shaping their future.
Marilyn Andrews
Business School (B-School) is a social organization by virtue of
the fact that the faculty and the students have common interest
involved in the B-school based activities for which they coordinate
their efforts for the welfare of the students. Few decades ago it was
comparatively easy to delineate co-curricular activities because all
of them were organised and promoted largely by students
themselves, with moderately little helpfrom faculties. Equipments
were meagre, little official recognition was given and no credit was
allowed for participation and was truly considered as
extracurricular. Today, it is difficult to define co-curricular activities
because it is definitely outlined and all faculties have some
unequivocal obligations regarding their organisation.
Time and again employers tell us that a degree alone is not
indicative of a well-rounded graduate. According to modern
education thinkers, curriculum is not only teaching and learning
in classroom but also comprises of various activities including
numerous informal contacts between faculty and students. These
are termed as co-curricular activities and form an integral part of
curriculum of the institution.
Co-curricular activities promote enthusiasm, vitality, positive
thinking and team spirit which in turn, contribute to personality
development. Co-curricular activities facilitate the development of
various domains of mind and personality such as intellectual
development, emotional development, social development, moral
development and aesthetic development. To realize the all-round
development of student, curricular activities should be
amalgamated with co-curricular activities.
CURRICULAR :
Curricular refers to the course of study which is followed in a
particular B-school or by a board. In education, a curricular activity
273
is broadly defined as the totality of student experiences that occur

in the educational process.
CO-CURRICULAR :
Co-curricular activities may be defined as the activities
undertaken to strengthen the classroom learning as well as other
activities both inside and outside the classroom to develop the
personality of the student. Co-curricular activities affect all domains
of student life and are an effective platform to enthral values like
social, aesthetic, cultural, recreational and discipline along with
the holistic growth and personality development of students.
enthusiasm are few of the ethics of co-curricular activities which
strengthen the meaning of co-curricular activities in B-School. Cocurricular activities provide support to students to venture into any
professional field.
The various co-curricular activities that are prominent in BSchools are
Festivals, Inductions, Competitions, Case Studies, Social

and Cultural Events
Business plans, Entrepreneurial ventures, Seminars,

Conferences
The social service and community service initiatives
Experience Cultural diversity, gender issues, recreational

activities, wellness activities, spiritual activities, political
clubsand sports activities
Workshops, crazy competitions, events, parties or other

activities
Multi-cultural interactions, multiple talents and thoughts,

speaking to Alumnus and the benefits and reflections
THE ROLE OF CO-CURRICULAR ACTIVITIES IN B-SCHOOLS:

Importance of co-curricular activities have increased manifold
in modern life. There are profound benefits of the co-curriculum
being integrated into the syllabus especially in B-Schools :
It helps to develop the all-round personality of the students

to face the undaunted task and turbulent world of future.
274
Experience and accolades gained through many of these

activities help during internships and other B-School
sponsored work programs.
These activities aim to develop a sense of competitive spirit,

co-operation, leadership, diligence, punctuality and teamspirit. It also helps to provide a backdrop for the
development of their creative talents. Whenever someone
is given leadership in certain matters, it boosts selfconfidence and sense of achievement with an essence of
responsibility and accountability.
Some tasks require precision, management and

organizational skills that provide training to prepare
students for the outside world.
Resume is considered loaded if backed up with B-school

certificates of such activities and carries more weightage to
potential employers.
Students in the form of Alumni etc., act as counsellors or

guides in their respective institutions in such matters. They
impart what they have learned to their juniors. Whilst doing
so, they are imparting knowledge and helping in the
development of a productive society.
Another positive aspect is that such activities divert

students attention from harmful activities like substance
abuse, law-breaking etc. It channelizes their energies in
fruitful activities.
Success in organizations requires more than high intellect.

Thus, B-school recruiters commonly examine job
candidates co-curricular activities in search of wellrounded, emotionally intelligent, and interpersonally
skilled students.
FACULTYS COMMITMENT IN THE MANAGEMENT OF COCURRICULAR ACTIVITIES :

For the better benefits of co-curricular activities, certain
principles and rules have to be followed to have more and more
275
advantage of these activities. It is also the B-school, which play a

pivotal role in conducting these activities. All the faculties are
expected to undertake co-curricular activities and promote an
attitude of sportsmanship, commitment and self-discipline.
The B-School with the guidance and participation of faculties
should provide a wonderful impetus to boost camaraderie and skills
of individuals and groups. The faculty can be a planner, leader,
innovator, organizer, manager, recorder, advisor, motivator,
communicator or coordinator.Faculties nurture the students and
by being the guiding force can create energetic, enterprising,
empowered explorers, innovators, visionaries, problem solvers, who
can turn challenges into opportunities and win any game.
The faculty needs to perform multi-dimensional functions in
organizing and executing these activities in a democratic manner
and all the students should be given opportunity to lead their
respective teams. Regularity, programme schedule and necessary
tools should be arranged and maintained to give it a proper direction.
All faculties should be encouraged to support and attend
special co-curricular events that involve a significant degree of
student planning and preparation such as cultural and seminar
events.
CO-CURRICULAR ACTIVITIES THE LLIM WAY :
Lala Lajpatrai Institute of Managements (LLIM) vision is to
equip in its students a Freedom of Spirit. To carry forward the
spirit of our culture that enables one to dream and believe not only
to be effective and efficient leaders but also visionaries with the
faith and courage to redefine limits and rise above the ordinary by
creating an effective learning environment that favours the
development of students managerial and entrepreneurial skills
and fosters their sense of global responsibility.
The endeavour of LLIM is to evolve its system of education to
equip the students with necessary knowledge and skill for facing
the challenges of an emerging brave new world along with grooming
young minds to be dynamic, flexible and adaptable to changing
business environment. LLIM has unique ways of complementing
the curricular activities with the co-curricular activities.
276
The faculties take active interest and involve themselves in

moulding and shaping the holistic development of the management
students. Be it community services or seminars/conferences or
cultural fest or competitions or Industrial visits or Entrepreneurship
melas or sports etc. - the faculties facilitate the students from
planning to host the events. The execution doesnt stop here as the
faculty-students do step out of the college as representatives of LLIM
and participate in intercollegiate events. The faculty-students thrive
hard and along with the curriculum regime squeeze out time and
prepare themselves for these co-curricular activities and win some
or lose some. But the efforts put in both ways are beyond comparison.
The efforts are just not restricted to the faculties or students but the
management too actively involve themselves and motivate/push
strongly to the co-curricular activities and they stalwartly believe
that these are a must along with the regular studies for the students
to bloom fully.
Few co-curricular activities that are organised (start to end
processes) by the faculties in partnership with the students are
listed below:CHAKRAVYUH :
Chakravyuh, LLIMs annual inter B- school management, sports
and cultural fest is a confluence of the finest brains. It is a two-day
long event held during September/October. It attracts major sponsors
and extensive media coverage. Organized independently by the
students of the institute, the annual flagship festival with its
cartloads of activities and games provides the perfect opportunity
to form networks, test managerial skills and put classroom
knowledge to practice. The stimulating event has garnered huge
amount of attention over the past years and brings together talent
from all over, to celebrate everything from academics to management
to music and arts.
CORPORATE SOCIAL RESPONSIBILITY :
Regarding the interaction of the Institute and Community, there
is a definite process in place. To highlight the same, LLIM conducts
every year events in the Institute for the benefit of the community at
large such as Blood Donation Drive, Yoga Camp, Eye Check-up
277
Camp, Thalassemia Awareness, Stem Cell Registration, Anti-Cancer

drive, Toy Donation Drive, Enactus (Social Entrepreneurship),
Exhibition of Handicrafts made by handicap people, Road Safety
Campaign, Self Defence, Sexual Harassment Cautions, AntiSmoking Drive, Narcotics cell, the like
ENACTUS :
LLIM-Enactus is a part of Enactus India that works with leaders
in business and higher education to mobilise students to make a
difference in their communities while developing their skills to
become socially responsible business leaders. The students form
teams along with their faculty advisors and apply business concepts
to develop outreach projects that improve the quality of life and
standard of living for people in need. Through the Enactus India
National Competition, teams are provided a forum to present the
results of their projects, and to be evaluated by business leaders
serving as judges. The Enactus India National Champion team
advances to the prestigious Enactus World Cup. In addition to the
community focus of the program, Enactuss leadership and career
initiatives create meaningful opportunities for learning and
exchange among the participants as well as the placement of
students and alumni with Enactus partner companies in search of
emerging talent. Workshops are conducted by Enactus-India which
are attended by the faculty & students to encourage their
entrepreneurial skills. The speakers motivating words leave a
lifetime imprint on the minds of the students and invigorated them
to act to their fullest potential. Further they also leave the students/
participants stimulated with high emphasis on passion and
celebrating failure.
GUEST LECTURES / WORKSHOPS :
LLIM gives utmost importance to practical exposure and
interaction to its budding managers. LLIM always strives to rope in
industry experts, fine academicians and entrepreneurs to deliver
guest talks at the campus.
Guest speakers from industry can form a valuable real-world
adjunct to class room education and complement the pedagogical
goals with exposure to the real world experience of successful
278
practitioners. Through lectures, courses taught in partnership with

faculty, and a variety of other forums, they provide invaluable realworld insight into critical management issues. Creating and
improving this academia / industry through the use of guest
speakers can lead to the networking opportunities for both
professors and students alike, as well the opportunity for industry
to potentially meet students that fulfil employment needs.
Moving a step ahead, LLIM every year conducts Knowledge
Mould, SAP Course, Six Sigma Certification and IBPS Course.
INDUSTRIAL INPUTS :
Industrial tours and visits attempts to bridge the gap between
theoretical knowledge and practical exposure. LLIM believes that it
helps students gain first-hand information regarding the
functioning of the industry and provides an insight into the real
working environment of the industry. It also helps them understand
the various skills required to be successful in the workplace and
envision themselves in their respective future roles enabling them
to make decisions regarding their career path.
LEADERSHIP STUDY CENTRE :
LLIMs primary objective of setting up of Leadership Study
Centre is to promote an understanding of the processes of leadership
in the Indian, Social, Cultural and Economic Environment.
Eventually these studies are published as monographs or books.
In-house faculties, eminent industrialists & professionals facilitate
the programs of this centre.
RECREATIONAL CENTRE :
In the current competitive world stress has become a part and
parcel of our lives. LLIM provides stress free environment to the
students through a host of recreational activities that the students
can indulge in so that they can rejuvenate their energies to face the
world with same zeal and enthusiasm.
SEMINARS & CONFERENCES :
Seminars and conferences bring fresh perspectives to the world
of business. LLIM sponsors several research seminars to encourage
279
constructive dialogue about topics of importance to academics.

Seminars and conferences are a regular feature at LLIM providing a
forum for presenting research work and discussing important
issues of global interest. These events bring together Academics,
Corporates & Policy-makers and are an opportunity to network
and learn. National and International conferences are planned right
in the beginning of the academic year and are conducted in every
quarter; one of each stream i.e. Finance, Human Resources,
Marketing and Operations. These events reflect a high level of
engagement with the faculty, students & external stakeholders and
ensure that they remain at the forefront in the fields of management
education, research and best-practices. Industry interaction and
interface is developed through regular seminars and conferences
that help students to learn the recent trends in the industry & the
corporate world.
STORM :
Storm is an intercollegiate case study competition. Pioneered
by LLIM faculties and one of the highlights of the LLIM experience,
Storm is a profound educational innovation that presents the
greatest challenges confronting leading companies, non-profits, and
government organizationscomplete with the constraints and
incomplete information found in real business issuesand places
the student in the role of the decision maker. There are no simple
solutions; yet through the dynamic process of exchanging
perspectives, countering and defending points, and building on
each others ideas, students become adept at analysing issues,
exercising judgment, and making difficult decisionsthe hallmarks
of adept leadership. The Faculty steers the conversation by making
occasional observations and asking questions and the out of box
thinking is awarded.
SYNERGY :
Networking is important because the peer, faculty, and alumni
support and influence is a major asset while in B-school and for the
rest of a graduates life in the job market. Primarily, this is as a
result of each B-schools emphasis on creating their own society, so
that those MMS alumni who graduated decades earlier remain
280
committed to their younger cohort, often helping them with

introductions, mentorships, and recommendations. Students are
indoctrinated with the idea of giving back to the B-school in many
ways, and helping others is certainly one of those ways. With a
search engine full of contacts to some of the worlds most influential
business magnates, active involvement with the alumni network
could open the doors to new and exciting opportunities.
Participating in the MMS alumni network allows the students
to give and/or get the subjective-matter expertise on every industry,
function or market imaginable, human and financial capital for
business growth, access to decision makers and potential customers
who are friends or associates of a fellow MMS graduate, career help
i.e. informational interviews, internships and even full-time jobs.
And guru faculty tend to remain at the same school for decades,
thus giving graduates an even stronger sense of connection. Last
but not the least, the chance to recapture and relive the joys of Bschool at social events and membership meetings.
CONCLUSION :
Education is not graduation. Its a multitalented holistic
development of an individual ensuring his/her physical,
intellectual, emotional, spiritual, social and moral development that
can be achieved only when co-curricular activities are effectively
implemented in the B-Schools. Since a B-School is expected to
encapsulate useful educational ideas and information in teaching
programmes that include teaching practice modules, such
programmes must be devised and presented to ensure that student
faculties acquire the necessary skills to discharge their duties and
responsibilities effectively. Such experiences go a long way in
producing multi-faceted personalities which, in due course of time
may bring honour to the country as well. Participation in cocurricular activities is an indispensable part of student faculties
preparation for these duties.
The paper concludes that co-curricular activities cater to the
development of a students entire personality, draw out the latent
powers of students of different temperaments, complement
281
academic work and develop social & civic sense. Without these
activities students would be mere book-worms.
Creativity is as important now in education as literacy and we
should treat it with the same status..
Ken Robinson
REFERENCES :
1.
Hewitt, Barbara.L (2002), Effects of Academic Achievement,

Extracurricular Involvement and Work Experience on Entrylevel Employment of College Graduates, Dissertation Abstracts
International -A 63/05, 1725
2.
Holloway, John (2000), Co-curricular Activities: The Path to

Academic Success? Educational Leadership, December 1999January 2000.
3.
www.llim.edu
4.
www.ehtmlnactusindia.org/about_us.
5.
http://edglossary.org/co-curricular/
6.
http://www.gyanunlimited.com/education/co-curricularactivities-meaning-definition-examples-importance-benefits/
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EXPLORING INNOVATIVE TOOLS &

TECHNIQUES FOR QUALITY

VAKRATUND BOOK HOUSE

Coordinator -Research Cell

It deserves to mention here the valuable support of all committee

Dr. Jayadev H. Kadli

Role of Cloud ERP in performance improvement for

Application of New Techniques for Quality Improvement

A Study on The Role of Competent Administration in

Improvisation Tools in Higher Education to Make it More

Developing Soft Skills in Learners Dr. JyotiMaliwar

Changing needs of Distance Education in India with

Application of New Techniques for Quality Improvement

A Study of Quality Enhancement in higher education

Teachers Expectations, Participation and Responsibilities

10. The Role of Co- Curricular and Extension Activities in

11. The Use of Information Technology among College

12. Use of Innovative Teaching Techniques In Higher

13. A study on quality enhancement in higher education with

14. Application of new techniques for quality improvement

Mr. Santosh Yadav 172

24. Digital College for Digital India

26. Quality Enhancement in Affiliated Colleges: The College

Ms. Nidhi Singh, Coordinator, Department of BSc. Information

Ms. Vaishali Anuj Ghodeswar, Research Scholar, JJT University,

Mr. Ahtesham Shaikh

Abstract: Teaching and Learning is an enormous and continuous

Role of Cloud ERP in Performance Improvement for Students

Cloud computing delivers IT resources in terms of Hardware

Role of Cloud ERP in Performance Improvement for Students

USER INTERFACE LAYER

Figure: Cloud ERP System for College Management System.

Role of Cloud ERP in Performance Improvement for Students

performance. Did he or she not receive appropriate training? Does

Role of Cloud ERP in Performance Improvement for Students

combine many learning techniques like observation, reading, class

Provides a new and improved benchmark to begin a new

Helps grouping students in divisions for precision teaching

Helps to diagnose individual pupils.

Provide base for promotion and retention plan for learner.

A long term, timely and user friendly availability of

Each assessment is valid, authentic and unbiased for a

Helps the learner to develop a peak performance state of

Conclusion: Cloud based ERP is a simple and easy solution for

A Comparative Study of Cloud based ERP systems with

Role of Cloud ERP in Performance Improvement for Students

Analysis of cyber attack on cloud Research Dimension Volume

White Paper on role of Teacher Evaluation in Student

Management information systems: using a simulated testing

Oracle White paper SAP ERP on Cloud, Oracle Corporation

Enterprise Resource Planning, Alex Leon, Tata McGraw Hill

ERP- A Managerial Perspective, S. Sadagopan, Tata McGraw

To develop learner friendly approach in classroom with

To increase students participation in classroom with the

To cultivate habit of creative thinking and innovation

Application of New Techniques for Quality Improvement ...

Application of New Techniques for Quality Improvement ...

Reinforcement: Applaud creative thinking, even (or especially)

That it is impossible to do somethingparticularly within

That something works because of certain rules or

That people believe, think or need certain things.

For example I might assume that deliveries take a minimum of