SlideShare una empresa de Scribd logo
1 de 25
Question of Faculty
    Assessment in
Management Education:
 A Model for Faculty
    Accreditation

    M. M. Bagali and Sheelan Misra
Department of Management Studies / New Horizon College of Engineering /
                Bangalore / Karnataka State, / 560 103




           Working Paper of Department of Management Studies / NHCE / 2011


                                         1
Question of Faculty Assessment in Management Education:
           A Model for Faculty Accreditation @


                                M. M. Bagali*# and Sheelan Misra*
Abstract
Accreditation is the process of monitoring, assessing and evaluating the standards and quality of education a
student receives at a college, university, or other institution of higher learning. Accreditation provides a strong
belief to the student that the education they are paying is valuable and worthwhile. There are organizations in
India and Internationally which accredit institution and their programmes 1. Faculty profile and their research
publications help the institution to get accredited. In India, there are more than 3000 business schools
producing over 2-3 lakhs management graduates every year 2. Imagine the number of management faculty
who are part of these institutions as facilitators of management education. When the question comes of
faculty accreditation in India, there is only one organization, i.e.: AIMA, which accredits the faculty of
management 3.

The Proposal is to facilitate additional dialogue of standards and rigorous evaluation criteria within the
context of maintaining high academic contribution by faculty. The faculty is academically qualified, but one
also looks at their professional qualification in different academic components to have overall quality
standards. The Accreditation principle lies on the platform that, apart from degree, multiple categories of
Academic activities and/or outcomes that may support qualification including Professional activity,
Professional development, Intellectual contribution, academic contribution, et al. are the key to demonstrate
the credentials as Quality faculty.

The present paper emphasizes that with the accreditation of institutes and programmes, there is also a strong
need of faculty accreditation at a larger level, with reputable councils and competent authority on higher
education taking the initiative of accrediting management faculty to establish and certify as a certified
teacher in the field of management education. The paper elaborates upon the need for accreditation and
a model developed for accrediting management faculty for all the affiliated Engineering colleges with
MBA programme, under the banner of VTU. It also looks into procedure, process and the methodology to
be adopted.


Key Words: Accreditation, Performance Measurement, Evaluation, Professional Qualification

*M. M. Bagali, PhD, Dean, MBA program, and Sheelan Misra, PhD, Professor, Department of Management
Studies,   New  Horizon   College   of Engineering,    Bangalore,   Karnataka   State,  560   103.
sanbag@rediffmail.com / sheelan@gmail.com

@ Both the authors are AIMA-AMT, Accredited Management Teacher in Management Sciences. The first
author holds this honor in HR and PMIR area since 1994, and the second in the area of Marketing
since 2001. The paper is based on the experience of having such Accreditation Certification for
Assessing Quality and Professional Status to faculty of Management Sciences.

# Correspondence and discussion on the paper with the author at sanbag@rediffmail.com. Email
correspondence for initial discussion is highly appreciated.




                           Working Paper of Department of Management Studies / NHCE / 2011


                                                             2
Introduction:
There is lot of debate and discussion in improving education system and the delivery of education
Pedagogy across the globe 4. All discussion focuses on the areas like infrastructure, facilities, library,
faculty in-put and the like.

There are several surveys which speak about Ranking of B-Schools based on certain parameters like
infrastructure, knowledge delivery, corporate interface, placements, and pedagogy approach apart
from Intellectual generation, paper publication, paper presentation, book published and the like.
Even Audits are conducted from time to time to verify the standards maintained in these areas (ISO
Audits). Further, surveys focus on facilities available like canteen, recreational facilities, health care,
wi-fi, laptops, apart from organizing Industrial visits, corporate guest faculty, soft skills training,
student - faculty exchange, tie-up-MOU and the like. Further, when the discussion is focused in area
of faculty contribution, focus is on PhD degree, paper presentation, and foreign visits, students-
faculty ratio, MDPs, formal feedback system, apart from post-doctoral work. The most crucial area
like “Accreditation of Faculty” is never brought to the table of discussion nor figures in any of the
process or audit, per se. If we look at the surveys and ranking of any B-School, there has not been a
subject of “Accreditation” of the faculty as a criteria and points defined. When, every other area in
education requires accreditation and ISO certification including publications in ISBN and ISSN
journals, faculty accreditation as a system for assessing and evaluating faculty contribution for
overall development of student and academia should be part of assessment, contribution and
evaluation. Infact, NET/SET, M.Phil, and PhD are the pre-requirements which certify the with the
eligible qualification. In that case, Accreditation should be a step further for quality academic review
and honoring professional qualification and contribution along with academic qualification.

Accreditation: The Paradox for Excellence:


A layman’s understanding of Accreditation is the establishment of the status, legitimacy or
appropriateness of an institution, programme (i.e. composite of modules) or module of study. The
Council for Higher Education Accreditation (CHEA, 2001)5 describes Accreditation as the process of
external quality review used in higher education to scrutinize colleges, universities, and higher
education programmes for quality assurance and quality improvement. Success of any educational
                       Working Paper of Department of Management Studies / NHCE / 2011


                                                     3
school results in an accredited institution and/or programmes. The Higher Education Funding
Council for England (HEFCE 2010)6 has a narrower definition; i.e. Accreditation is the approval of a
higher education course by an authorized body. Chernays (1990)7 definition is rather more specific:
Accreditation assures the educational community, the general public, and other agencies or
organisations that an institution or programme: (a) has clearly defined educationally appropriate
objectives, (b) maintains conditions under which their achievement can reasonably be expected, (c)
is infact accomplishing them substantially, and (d) can be expected to continue to do so. Similarly,
the Universal Council for Online Education Accreditation (2003)8 states that: ‘Accreditation is a
system or process for providing public confidence and a tool for improvement used by educational
institutions’. It promises a basic level of quality in an educational institution through a process that
examines a school's faculty, course content, recruiting practices, admission procedures, and more.
The purpose of accreditation is to ensure quality education programs through the use of standards
and rigorous evaluation criteria; to stimulate institutions towards higher levels of quality and
efficiency; and to provide a system for public trust and accountability. For example, in Hungary,
prioritise professional accreditation, which states that it is a process of certifying the quality and
standards of educational provision carried out by institutions, and judging the suitability of provision
in institutions for conferring professional status on the holders of degree qualifications from that
institutions.9



While Harvard University is accredited by New England Association of Schools and Colleges
Commission (NEASC) on Institutions of Higher Education with the objective of ensuring that the
university has appropriate and clear goals, sufficient resources to fulfill its objectives, and the
willingness to do so (www. neasc.org).

Importance of Accreditation:

Accreditation is the tool to evaluate the standards and quality of the education a student receives at a
college, university, or other institution of higher learning. Accreditation speaks about one’s
reputation and highest discipline in academic field. 10-A, B While a student who attends an accredited
college or university is fine with his or her way of receiving a quality education, students should
remember that a college or university's accreditation does not automatically guarantee a student's
success. It is up to the individual student to make the most out of the education he or she recieves.
But, if many students attending a college or university are not successful, and do not demonstrate a
                      Working Paper of Department of Management Studies / NHCE / 2011


                                                    4
high level of educational performance, an accreditation organization may need to step into and
examine the effectiveness of the institution and evaluate what aspects can be improved. Infact, if one
divides equally the stake holders in providing the Quality Education Deliverables, then ‘Faculty’
forms the major percentage in this segment. All the knowledge workers (faculty) have to leverage
learning curve and intellectual capital for growth. This is possible only with quality inputs by
faculty, continuous innovation and the delivery system along with contribution in various facets of
academic areas .11


The Stake Holders Advantage:


As a Student: Accreditation provides an assurance to a student that the programme in which he or
she is enrolled in or is considering to enroll in, is engaged in a continuous review and improvement
of its quality, content delivery that matches the national /international standards in the profession,
and that it is accountable for achieving what is anticipated to achieve.
As a Faculty Member: Accreditation provides a formal process for ongoing evaluation and
improvement of the programme and faculty development outcomes, a process by which faculty,
students and administration can work together in advancing the educational institution's mission.
As a Management Teacher: Accreditation provides a forum in which educators and practitioners of
management can exchange ideas on future needs of the profession and the ways which address these
needs in professional education and training.
As a Member of the Public: Accreditation ensures public accountability of a programme or an
institution -- that it has the means and demonstrates the outcomes for its educational process that are
consistent with its goals and objectives (American Psychological Association, 2010).12
As an Alumnus: The credit what one gets wherever one is placed reflects in ones quality of work.
This is sure because of ones academic programme accreditation. Corporate is also assured of
contribution and positive financial gains because of the rigorous training received from accredited
programme/institutes/colleges.

As an International Community: It assures of the outcomes at global level, and a deep belief for
global corporation that the human resource/student will be recruiting is of good standard, quality and
assured return on investment (ROI) and right selection.



                      Working Paper of Department of Management Studies / NHCE / 2011


                                                    5
GAP Analysis:

In India we have currently more than 3000 business schools producing over 2-3 lakhs management
graduates every year (Times of India, 25th July, 2011) and this analysis makes us realize the huge
number of management faculty, who are involved in teaching in these institutions and who are the
actual facilitators of management education. They become a very crucial section of the community
when an institution is accredited, but then what really matters is their recognition as management
faculty. Is there a way by which they are formally recognized for their professional excellence and
get certified for their professional credentials? Academic grades are given due credit and because of
that, they are in the process of imparting management education, per se. When it comes to the
question of professional excellence, contribution and quality delivery, there should be an honor of
recognition, opportunity for reflection and award for their contributions in different academic
domains .This is where researchers felt that there is a need, that some more organizations like AIMA
or similar competent authority in Higher Education should take the initiative to recognize
management faculty by adopting a procedure and analyzing them on certain parameters which
evaluates them for their expertise as management teachers, thus, recognizing and confirming
Professional Status – a stamp for excellence & quality.

To add, such recognized faculty can add more value & quality to the institutions, and this is where
‘accreditation’ will recognize their ability to provide quality education as this is the area where
Indian institutes are struggling. It is also proposed that the institutes should also get extra weightage
during audits/assessment by NAAC / NBA or other International bodies for having more number of
accredited teachers in their schools/departments. This accreditation of management faculty should be
recognized in India and worldwide as an honored award to faculty credentials for academic
excellence. Infact, the ranking agencies and the NBA/NAAC should stress high points/scores on
Accredited Teachers certification while grading/ranking the B-Schools.


Present Practices of Accreditation:

The present practice of accreditation is done in the areas of curricular aspects, teaching-learning
evaluation, research, consultancy and extension, infrastructure, student support and progression,
governance, leadership and Innovative practices.13 The various ways through which accreditation is
done in areas include Institution, Programmes, Academic environment, Student Development,
                      Working Paper of Department of Management Studies / NHCE / 2011


                                                    6
Faculty Development and Pedagogy/Pedagogical tools, and the like. The quality is assessed and
accredited by recognized institutes like NAAC - accredits institutions of higher education in the
country; and NBA provides accreditation to the technical colleges under AICTE, apart from the
International accreditation agencies, that award accreditation for professional programmes and
academic units in particular fields of study.14

Faculty Accreditation- Differentiating is Key:

With increased number of B-Schools in India, there are, however, possibilities especially for the B-
Schools to differentiate themselves in this monopolistically competitive market. Infact, the
customers of these B-Schools can look at alternatives to make their choices meaningful. There is
dearth of PhD qualified faculty in most B-Schools. Even, if some schools do have PhD qualified
faculty, their continuous engagement in research is significantly low compared to their top ranked
counter parts as well as those compared to universities elsewhere in the world.

Business schools imparting quality education can only excel and produce competent future business
managers who can take on challenges to perform in the changing business environment. It is true
that differentiating factor for a good management institute is the ‘quality faculty’. It is absolutely
essential for any management institute to be abreast of the happenings in the present business
environment, develop strategies for continuous development, and improve quality faculties as the
drivers for this. Infact, most of the B-Schools are driven by well qualified and well trained faculty,
who go beyond their academic qualification and reflect true Professionalism. Hence, there is a need
to differentiate themselves and cut an edge over other B-Schools in terms of Quality Faculty, who
are certified and accredited for their Academic performance and qualitative differences and
contribution.



Therefore, the 3 most important principles for Faculty Accreditation include:

       1. Un-Questionable Integrity for Academic Excellence

       2. Quality Academic contribution with continuous improvement, and

       3. To match the delivery and set patters to benchmark the Foreign University




                      Working Paper of Department of Management Studies / NHCE / 2011


                                                    7
Need for Faculty Accreditation:


Seriously there is the need for Accreditation of Faculty in education sector. Accreditation is the
Professional status awarded to the faculty for exceeding the stated standards in academic
performance. This Accreditation specifies that, in addition to Masters and Doctorate; one becomes a
certified and an Accredited Teacher for the Professional excellence and contribution in ones area of
expertise. On the other side, there could be less assurance that, a person with master’s and Doctorate
degrees need not be proved as Best Teacher. And, also there may be same instances of people who
proved themselves as best teacher without a formal Doctorate Degree. In light of this observation,
Accreditation of teachers with specially designed process of evaluating the educational and
professional contribution of management faculty to education field is the need of the hour. Apart
from academic qualification, one should have Professional Qualification too. Infact, while
looking at positions and responsibilities of Dean/Director of B-school, Faculty Accreditation
requirement should be one criteria for short listing the candidates for the position, per se.

Other than AIMA, there is no other organization which has this formal system and process of
Faculty Accreditation in India. The need is high, and with a fine scientific procedure and assessment
parameters, India will have the best of best management professionals to teach India’s future
generation.

Thus, when we say Faculty Accreditation, we necessarily mean:

       1. Exceeding stated standards of quality performance in academics and related academic
              areas

       2. Production of Intellectual contributions and Professional Development

       3. The need for maintaining Academic Qualification and also the Professional Qualification,
              and

       4. On entering at very senior leadership roles and higher levels in academics (Dean/
              Director), an Accredited teacher on the resume will stand out more to employer than one
              of questionable integrity.



                        Working Paper of Department of Management Studies / NHCE / 2011


                                                      8
Model for Faculty Accreditation:


The standing of individual academic credentials is evaluated through NET/SET, PhD, publications,
et al. to determine eligibility for lectureship and for award of Junior Research Fellowship (JRF) for
Indian nationals in order to ensure minimum standards for the entrants in the teaching profession and
research. 15



A step further should be the Accreditation of Faculty for academic contribution and eligibility for
higher positions in Academic field.       Faculty should be seen as somebody involved in the overall
development of the students, institution as well as the community. They are the change agents in any
society. Therefore, evaluation and assessment of faculty for accreditation should be holistic
considering their contribution in all the areas, which effect economic development of the nation.
When we say all the areas, we definitely mean the contribution that the faculty as a faculty can
undertake and the areas should be Teaching, Discovery, Integration of Knowledge and Service.



Faculty for accreditation process will be judged in each of these four areas (within the context of
superior accomplishment), with an opportunity for reflections:
       a.      A record of superior accomplishment in the scholarship of TEACHING
       should contain clear and compelling evidence related to Academic Development:
       (i) instruction; and (ii) student development and learning, which may include
       teaching, best practices adopted, case development, monograph and the publication
       of text books.


       b.      A record of superior accomplishment in the scholarship of DISCOVERY
       should contain clear and compelling evidence related to:             (i) scholarly works
       (objective, subjective, and/or artistic); and (ii) scholarly activities (new knowledge
       and research), which include publications, projects and PhD guidance, member of
       advisory board of journals, reviewers of papers, patents, copyrights, editor of
                        Working Paper of Department of Management Studies / NHCE / 2011


                                                      9
professional journals, editorial review board member, associate editor, and the like.
      c.       A   record     of     superior    accomplishment    in   the    scholarship   of
      KNOWLEDGE INTEGRATION should contain clear and compelling evidence
      related to: (i) curricular development, which includes the nominee’s discipline in
      larger interdisciplinary and cross-disciplinary contexts; and (ii) meaningful
      connections between a nominee’s discovery and teaching. This may include
      collaborative work by nominee for consultancy, corporate networking and
      international visiting assignments, post doctoral contribution, advisory board on
      international journals and other such assignments.


      d.       A record of superior accomplishment in the scholarship of SERVICE
      should contain clear and compelling evidence related to: the application of
      knowledge and expertise in the broader contexts of (i) institution building; (ii)
      community/society; and (iii) professional service. This may include administration
      responsibility and positions held, member of any functional committee of the
      institute,   academic        excellence    areas   like   fellowships,     associateships,
      awards/scholarships,     certifications,     membership     to    professional    bodies,
      International conferences held, support in instituting a ‘Chair’, et al.



The Model: A Proposed System

A fool proof procedure and system should be in place. Based upon a holistic approach of academic
and related areas of faculty contribution, a model has been proposed for Professional Accreditation
of Management Faculty under VTU, Karnataka State. These are the areas where faculty can
contribute significantly, and demonstrate superior and differentiating work.

Eligibility:

All those faculty/teachers, who are into teaching in management schools with PhD from a
recognized university, are eligible for the Professional Accreditation Teacher (PAT) award.
Further, a full time teaching experience at PG level with 5 years should be mandatory. The
experience in teaching at PG level should be considered equal to the corporate experience at middle
management level. SOP-Statement of Purpose of getting PAT may be justified.

                      Working Paper of Department of Management Studies / NHCE / 2011


                                                    10
The Assessment Criteria scale and sub parameters could be designed as specified below:
Table No.1: Professional Accreditation Teacher (PAT) Model

Sl    Areas                      Sub Area/Measures                  Minimum          Marks
No.                                                                 Score            obtained
                                                                    Requirement/

                                                                    Against
                                                                    Maximum
                                                                    Marks
1     Academic                   1.1. Teaching Best                 75/150
      Development                Practices adopted/ New
      300 points                 delivery mode

                                 1.2. Course                        20/40
                                 Development - Off-On-
                                 line /Introduction/shaping
                                 curriculum

                                                                    25/50
                                 1.3. Case development
                                                                    15/30
                                 1.4.Monographs / Text
                                 books
                                                                    15/30
                                 1.5. Executive Education

2     Administration and         2.1. Responsibility held           7.5/15
      positions
      50 points                  2.2. Position held                 5/10

                                 2.3. Committees /                  5/10
                                 Councils

                                 2.4.Board Member                   5/10

                   Working Paper of Department of Management Studies / NHCE / 2011


                                                11
2.5. Support in           2.5/5
                             Instituting Chair of
                             Excellence / Establishing
                             Centre of Excellence

3   Intellectual             3.1. Research                      25/50
    Contribution             Publication
    200 points
                             3.2. Projects                      20/40

                             3.3. PhD guidance                  15/30

                             3.4. PhD Awarded                   12.5/25

                             3.5.Advisory Board on              7.5/15
                             Journals, including
                             Editor / Reviewer of
                             papers

                             3.6. Patents and                   15/30
                             copyrights

                             3.7. Working papers                5/10

4   MOU/Collaboration, 4.1. Consultancy                         15/30
    and Consultancy
                       4.2. Corporate network                   5/10
    100 points
                       4.3. Training held for                   10/20
                             academics
                             4.4. Training held for             10/20
                             corporate
                             4.5. Industry based                10/20
                             projects


5   International            5.1.Visiting Assignments 15/30
    Assignment and
               Working Paper of Department of Management Studies / NHCE / 2011


                                            12
Network                    5.2. Collaboration                 10/20
    150 points                 Partnership

                               5.3. Post-Doctoral work            20/40

                               5.4. Fellowship                    10/20

                               5.5. Scholarship                   05/10

                               5.6. Conference and                15/30
                               Workshops organized

6   Social                     6.1.Association with               10/20
    Responsibility             NGO’s or Red Cross or
    towards Nation             CRY
    100 points
                               6.2. Social impact                 10/20
                               projects

                               6.3. Work at School level 10/20

                               6.4. Economic                      10/20
                               Development Activity or
                               rural development work

                               6.5. Teach India                   10/20
                               Program


7   Supporting                 7.1.Associateship                  5/10
    Academic
    Excellence areas /         7.2. National/ State               20/40
    Off campus activity        Awards/
    100 points                 Fellowship/Scholarship

                               7.3. Certifications and            15/30
                               competency
                               enhancement courses

                 Working Paper of Department of Management Studies / NHCE / 2011


                                              13
7.4. Membership and                  05/10
                                         positions to
                                         Professionals Bodies

                                         7.5. Cultural/ Sports                05/10
                                         promotion


8     Any Other                          Contributions towards                00/10
      Contributions to                   Innovation@work;newe
      mention                            r ideas and systems;                 No minimum
      10 points                          creating great place to              points
                                         work; interests and                  required
                                         hobbies, etc

                                         Could also be the scores
                                         of TOFEL,GMAT, GRE


Qualifying Grade or Points Cut-Off: The minimum eligibility criteria points for qualifying
preliminary stage to next stage could be 50% of the maximum marks (1000), which also requires
50% marks in all the sub parameters too, based upon the review of nomination application filed by
the nominee for the award of accreditation (as per the annexure 1). Considering nominees'
accomplishments within Assessment parameters [The total qualifying points 501+ onwards]; or
Qualify in each area with 50% of total points; or Qualify in each section with 50% of total points. At
the discretion of Experts and Scrutiny team, higher points than the points assigned may be evaluated
based on the merit of work, per se. But, a minimum point to qualify holds as is defined.

Requirements for sub-parameters

    1.3. The case might have been published/ revision at IIM-A, B, C, etc, or European case clearing house,
    Sage publication, et al. They may also be part of teaching at various management institutes in India. It
    could also be in the form of content development

    1.4. It could be survey based or a concept proposal. Substantial writing and concept development stage
    is what is expected.

    2.5. The assignment could be heading / In-charge of the already established centre of excellence, or
    could also be in the form / process of dimensions. A substantial evidence/work/proposal for instituting a
    chair, while approach/attempt for sponsor stage.

    3.2. The project (minor/major) as part of funded from UGC, AICTE, ICSSR, AMDISA, ILO, UNO,
    NPO and the like. Consideration will also be for the self funded projects with evidence and proof of work

                           Working Paper of Department of Management Studies / NHCE / 2011


                                                        14
undertaken. Criteria could be in terms of number of proposals sent/in progress/in process/results awaited
    with range of the grants.

    3.7. Working papers could be written and communicate/published at Economic and Political Weekly;
    IIM; IIT, r peer reviewed journals.

    5.4/5.5. Any grant from UGC, AICTE, ICSSR, ISTE, ISTD, EDI, will be the parameter. Fellowship,
    Assistantship and financial support for Books Review, case writing, summer school, etc will also be
    considered. Chapters in the book and news paper writing would be added features.

    5.6. Focusing on how you are educating your students about global happenings, your contribution to
    seminar, conference, workshop, et.al. It could also be in the form of Industry-Institute interface and
    network and evidence of corporate coming to B-School. Also includes sharing the serious round table,
    panel discussion.

    6.2. The area could be Green promotion, Environment protection, Social impact activity, field action
    project, and the like. address the problems of national development, particularly issues concerning self-
    reliance, economic growth, employment and social and national integration; inculcate social, moral and
    spiritual values in the people

    6.4. It could be in the form of Fund Raising activity

    7.1. It could be from IIAS-Shimla, or any other council for Higher Education.

    7.2. It could be from UGC/AICTE/AIMS, AMDISA, ILO, and ICSSR, AIMA, Fulbright’s,
    Commonwealth or awards and support from any other organization/Institute.

    7.4. The Professional bodies in the field of management or related to management. Few examples could
    be: MTHR, NHRD, NIPM, CII, ISTE, SMFI-Strategic Management forum of India, BMA, Retail
    association of India, IT forum QC forum of India, AIMA, and it could also be Executive committee
    membership and other official positions in academic/govt /NGO, et al.

Note: A year or two teaching feedback from student’s scores may be enclosed. Two Teachers
reference details to be appended.



Selection Panel:

In India, the stake holders for the Management Education are the UGC, AICTE, and Local Affiliated
University, including Deemed Universities/institutions. The committee may have representatives and
experts from these councils. On macro thinking, representatives from National/ State Knowledge
Commission, State Innovative Council, IIM, IIT, AIU, National Mission on Education, National
Institute of Advanced Studies, AIMA, Local Management Association, NASCCOM, NHRD, AIMS-
Association of Indian Management Schools, IIAS, and university representatives may form part of
selection team/Board. Further, a call can also be taken from corporate houses that have done
significant noteworthy academic work like Infosys Leadership Institutes, WIPRO, et al. There could
                        Working Paper of Department of Management Studies / NHCE / 2011


                                                            15
also be International Faculty team / panel and institutes like Sloan School of Management, Harvard
Business School, Michigan State University, London School of Business, Asian Institute of
Management, SIM and other institutes of international repute may be involved.


VTU - PAT
The Structure:

This is a hypothetical example, in case the VTU implements this Accreditation to MBA faculty. All the
Technical Colleges including MBA under engineering colleges in Karnataka State come under Visvesvaraya
Technological University. This is a hypothetical example, in case the VTU implements this Accreditation to
MBA faculty. This is purely the idea of the authors.

                                             Nodal Centre – VTU

                                          Main Coordinator-VTU

                                 Additional/ Supporting Coordinator

                                         Advisory/ Working team

VTU - Regional Office            VTU - Regional Office       VTU - Regional Office        VTU - Regional Office
     Bangalore                        Belgaum                      Mysore                      Gulbarga

 Selection Committee/            Selection Committee/         Selection Committee/         Selection Committee/
         Team                            Team                         Team                         Team

    Representatives                 Representatives              Representatives              Representatives
         VTU                             VTU                          VTU                          VTU
         AIU                             AIU                          AIU                          AIU
  AICTE- Council of               AICTE- Council of            AICTE- Council of            AICTE- Council of
Management Education            Management Education         Management Education         Management Education
         UGC                             UGC                          UGC                          UGC
         NIAS                            NIAS                         NIAS                         NIAS
      Knowledge                       Knowledge                    Knowledge              Knowledge Commission
     Commission                      Commission                   Commission                   Experts from
     Experts from                    Experts from                 Experts from                  IIM/IIT/etc
      IIM/IIT/etc                     IIM/IIT/etc                  IIM/IIT/etc             International Faculty
 International Faculty           International Faculty        International Faculty           Industry Body
    Industry Body                   Industry Body                Industry Body              Research Institutes
  Research Institutes             Research Institutes          Research Institutes         Institute of National
 Institute of National           Institute of National        Institute of National             Importance
      Importance                      Importance                   Importance              Central Advisory Board of
 Central Advisory Board of       Central Advisory Board of    Central Advisory Board of            Education
         Education                       Education                    Education              National Council for
   National Council for            National Council for         National Council for         Technical Education
   Technical Education             Technical Education          Technical Education               Consultants
        Consultants                     Consultants                  Consultants
                             Working Paper of Department of Management Studies / NHCE / 2011


                                                             16
Any other
         Any other                  Any other                    Any other




The Selection process shall comprise of two major (2) stages:

Stage 1: Peer Review Stage: The eligible candidates can be short listed based on the parameter as
defined in table No.1 by a peer review panel, comprised of independent reviewers selected from the
above mentioned high level committee.

Peer reviewers will select the nominees for second stage after the blind review by:

   •      Considering nominees' accomplishments within the context of the filed application by the
          nominee

   •      Reviewers use criteria from Nomination Guidelines as basis for evaluation; beyond these
          criteria, use their discretion in distinguishing the nominees.

Stage 2: Final Review Stage: This stage should comprise of two processes, which includes
presentation and interview.

   I.        Presentation

             There could be 20 minutes presentation on the subject of expertise by the candidate. The
             presentation could focus on the specialization in which the candidate wishes to get
             accredited as mentioned in the broader areas of specialization, and the maximum points
             assigned are 100.[ Broader areas of specialization appended]

   II.       Interview

             Interview with the Panel of experts, Chaired by a chair person and comprises of Members
             of Academic-Research Community, Leaders of Business Community and Government
             chosen from the above mentioned high level committee. The panel of experts should
             reflect the specialization of the person for meaningful interaction and engaged discussion.
             This could be for 20 minutes leading to the final selection for accreditation award and the
             maximum points assigned are 100.

                         Working Paper of Department of Management Studies / NHCE / 2011


                                                        17
Accredited Teacher

The Committee/Council/ Panel would decide on the number of Accreditation each year that it would
be awarding. After going through both the steps of selection, a list would be put up amongst the top
candidates based on the decided number of Accreditation Award each year. A total consolidate
points obtained in all the steps will be the final count for Professional Accreditation Teacher–
PAT Award certification. Once it is certified, it holds good as long as the Individual feels the need
to have Re-Accreditation. Otherwise, the process should be held once and the certificate with” No
expiry” can be awarded to keep the excellence in work on continuous long term period.

While awarding, the criteria could be finalized based on the percentage of points secured/
gained/obtained and can be placed in six different categories:

…………………………………………………………………………………………………………
State Level STAR               Category                Percentage       Final certification   Star Color
State A Star                   Best in Class           91-100%          High Honors           Red
State A Star                   Excellent               80-90%           A-Distension          Green
State A Star                   Above Average           60-79%           B- Distension         Blue
State B Star                   Average                 40-59%           A-Merit               Red
State B Star                   Poor                    20-39%           B-Merit               Green
State B Star                   Zero based              00-19%           C-Merit               Blue
…………………………………………………………………………………………………………
Post Accreditation Utility:

The Accredited faculty is eligible and preference may be given to be part of several Academic
excellence areas, like:

   1) Member of Board of Studies and Board of Examiners

   2) Member, Paper steers for different courses

   3) Eligible to guide Project work of MBA

   4) Eligible to get grants and Research funding from University

   5) Eligible to be part of Board/Member/knowledge commission or any other state level board
                      Working Paper of Department of Management Studies / NHCE / 2011


                                                   18
6) Eligible for overseas travel grants, if any

   7) Eligible to be part of member, LIC Committee of university, any other ad-hoc committee

   8) Corporate may call Accreditation teachers for offerings of MDP, Consultancy, and design of
        training tools and programs




Directory:

A Directory may be published as part of database. Since, UGC is planning to have a directory of
eligible persons as database for “VC” positions, on similar lines; a database of Accredited Teacher
may be formulated, and called as Professional Accreditation Teacher - PAT. The University may
send this database for all the colleges/institutes and management including Board of Director, for
their available manpower information of quality faculty. Infact, a step further could be the service
rendered by VTU in advising institutes and their management of eligible candidates for
Dean/Director for their B-Schools.




Fees:

Nominal fees may be charged for the entire process. The expenses incurred in terms of processing
application form, directory publication, certification of Accreditation, posting on website, etc will be
part of charges. There could be an Annual International Conference in the area of Management
Education of the PAT alumina, inviting all the stake holders and other professionals, students with
wide held discussions, paper presentations, round table sessions, case discussion, newer technologies
& ways of teaching, et al.




End Note: Quality of Faculty - A Big Task:

Over the years, with several thousand students opting for Management education, the number is
expected to increase further in coming years. Acknowledging the importance of B-Schools in
shaping-up Management professionals for the India Inc., it is vital to look at quality of faculty. The
very objective of setting the entire process of PAT is to focus on high standards, quality output of

                      Working Paper of Department of Management Studies / NHCE / 2011


                                                    19
faculty and continuous contribution. An Accreditation is a step towards ensuring ongoing academic
excellence and professional status of faculty, per se. The face value of Accreditation globally can
also increase the brand equity of the person, in terms of International visibility, connectivity and
collaborations.




Since, NET, PhD, Paper publication in ISBN / ISSN, are part of continuous evaluation of faculty
work in India, Accreditation is an attempt in this regard. Since, Accreditation is part of most
academic institutes elsewhere, one need to look at this process as another attempt to prove the
academic credentials of Professionally Qualified Faculty. Infact, all the higher positions and
responsibilities in Academic Institutes should stress the requirement of Faculty Accreditation
Certification.




Future Scope of Research:

The present model is given for the recognition of management faculty under VTU in the Karnataka
state. The same model when successfully implemented may also be replicated at all the other
branches and streams. It may also be initiated at other Universities in Karnataka State for such
process.




End Notes:
1. AACSB 2009c, “Deploying Professionally Qualified Faculty: An Interpretation of AACSB Standards” (AACSB
International), March 2009, and In US, Business schools are accredited by Association of Advance Collegiate Schools of
Business, Divinity Schools by Association of Theological Schools, Graduate Schools of Design by National
Architectural Accrediting Board, Landscape Architectural Accreditation Board, American Institute of Certified Planners,
Kennedy School by National Association of Schools of Public Affairs and Administration, Law School by American Bar
Association, Medical School by liaison Committee on Medical Examination, School of Dental Medicine by Commission
on Dental Accreditation. School of Engineering and Applied Sciences by ABET and school of Public Health by council
on education for public health.

2. Times of India, 25th July, 2011, page:1 and 4, which discuss on the value and present status of MBA in India. It says
that, as of now, there are 3150 MBA institutes in India, of which 2100 are AICTE approves; 1050 autonomous colleges.


                         Working Paper of Department of Management Studies / NHCE / 2011


                                                         20
Further, in Karnataka State, a total of 303 institutes, of which 198 are AICTE approved and 105 are autonomous. A total
of 2.8-3 lakhs students crunch out each year

3. The AIMA Accredited Management Teacher Award is a prestigious national recognition and a hallmark of the basic
comprehension and ability to provide quality instruction in his/her area of specialization and familiarity with the latest
pedagogical tools and instructional methodologies

4 and 5 Council For Higher Education Accreditation (CHEA) 2001, Glossary of Key Terms in Quality Assurance and
Accreditation, http://www.chea.org/international/inter_glossary01.html

6. Higher Education Funding Council for                    England     (HEFCE),      2010,      Glossary,   available   at
http://www.hefce.ac.uk/aboutus/glossary/glossary.htm

7. Chernay, G., 1990, Accreditation and the Role of the Council on Postsecondary Accreditation (COPA), Washington
DC, COPA


8. Universal Council for Online Education Accreditation, 2003, FAQs, http://www.ucoea.org/html/faq.htm#1


9.. Rozsnyai , C., 2004, ‘A decade of accreditation in Hungary: lessons learned and future directions’, Quality in Higher
Education, 10(4) pp. 129–38, http://www.informaworld.com

10 A. Sensicle, A., 1992, ‘The Hong Kong initiative’, in Craft A. (Ed.), 1992, Quality Assurance in Higher Education
(London, Falmer)


10 B. World widelearn, 2011, http://www.worldwidelearn.com/accreditation/importance-accreditation.htm


11. Harvey, L., 2004, ‘The power of accreditation: views of academics’, Journal of Higher Education Policy and
Management, 26 (2), pp. 207–223.

12. APA, 2010, http://www.apa.org/support/education/accreditation/importance.aspx

13. NAAC, 2011, NAAC Assessment methodology, http://www.naac.gov.in/publications.asp

14. Few examples of accreditation agencies are: AACSB, USA Educational Excellence-International, UK; British
Accreditation Council for Independent Further and Higher Education for UK; American Association of Collegiate
Schools of Business, US; Association of MBA, US; European Quality Standards, UK; European Federation of
Management Development; International Assembly for Collegiate Business Education, US; and New
Millennium Accrediting Partnership for Educators Worldwide, US. In India, UGC, AICTE are part of certifying councils
for quality assessment and evaluation

15. UGC, 2011, National eligibility test, about the NET, http://www.ugc.ac.in/inside/net.html




References:

Campbell, C. & Rozsnyai, C., 2002, Quality Assurance and the Development of Course
Programmes. Papers on Higher Education Regional University Network on Governance and
Management of Higher Education in South East Europe Bucharest, UNESCO
                          Working Paper of Department of Management Studies / NHCE / 2011


                                                          21
European Network of Quality Agencies (ENQA), 2003, The Bologna Process, Glossary,
Accreditation, http://www.bologna-berlin2003.de/en/glossary/glossar_eng.htm


European Training Foundation (ETF), 1998, Quality Assurance in Higher Education: Manual of
Quality Assurance in Higher Education: Procedures and Practices (Turin: European Training
Foundation)


Fraser, M., 1994, ‘Quality in higher education: an international perspective’ in Green, D. (Ed.),
1994, What is Quality in Higher Education? pp. 101–111 (Buckingham, Open University press and
Society for Research into Higher Education)


Haakstad, J., 2001, ‘Accreditation: the new quality assurance formula? Some reflections as Norway
is about to reform its quality assurance system’, Quality in Higher Education, pp. 77–82
Harris, R.W., 1990, ‘The CNAA accreditation and quality assurance’, Higher Education Review,
23(3), pp. 34–53


Harvey, L and Mason, S. with Ward, R., 1995, The Role of Professional Bodies in Higher
Education Quality Monitoring. Birmingham, QHE


International Network of Quality Assurance Agencies in Higher Education (INQAAHE), 2001,
Annex: Clarification and Glossary


Jones, D.P., 2002, Different Perspectives on Information About Educational Quality: Implications
for the Role of Accreditation. Washington, CHEA Occasional Paper, April


Middle States Commission on Higher Education (MSCHE), 2003, Frequently Asked Questions:
What is accreditation? http://www.msche.org


Van Kemenade, E. & Hardjono, T.W, 2010, ‘A critique of the use of self-evaluation in a
compulsory accreditation system’, Quality in Higher Education, 16(3), p. 258
Wojtczak, A., 2002, Glossary of Medical Education Terms, http://www.iime.org/glossary.htm,
December, 2000
                     Working Paper of Department of Management Studies / NHCE / 2011


                                                  22
STEP WISE FLOWCHART FOR THE AWARD OF ‘PAT’



                                                                             Final Step
                                       RESULTS: PAT


                                                                             Step: 5
                           Presentation & Interview on the
                                   allocated dates


                         Peer reviewed applications with 501                 Step: 4
                         and above marks are called for final
                                   selection stage


                                                                             Step: 3
                                    Peer review of all the
                                  received applications and
                                    allocate them marks



                                   Acknowledgement by                        Step: 2
                                        Organizer


                                                                             Step: 1
                                      Receipt of Entries




                                                                             Step: 0
                                      Advertisement/
                                  Announcement: inviting
               Working Paper of     applications for PAT
                                  Department of Management Studies   / NHCE / 2011


                                              23
Note: The Award Ceremony / Giving the final certification would follow with a Conference/ Meet/
Round Table/ Debate / Panel of Discussion by Experts in Management Education




BROAD DISCIPLINE FOR ACCREDTATION

[The list is not all included]



Human                Managerial                Probability                  Strategic
Resources            Economics/                and Statistics               Management
                     Macroeconomic
                     s

Marketing            Business,                 Internet                       Business
                     Government                Technologies                    Policy
                     and Society               for Business

Finance              Managerial                Entreprenurshi               Labour
                     Communication             p                            Legislatio
                                                                            n

Qualitative          Operations                Legal Aspects                General
Techniques           Management                of Business                  Management

Organizationa        Software                  Business                     Public
l Behavior           Enterprise                Taxation                     System
                     Management

Production                  PMIR               Information                  Family
and                                            Systems for                  Business
Operations                                     Business/MIS                 Dynamics
Management

Hospital               Agriculture             Business                     And many
Management            Business and             Research                     more
                                               Methods                      too……………
                        Management

                     Working Paper of Department of Management Studies / NHCE / 2011


                                                  24
Working Paper of Department of Management Studies / NHCE / 2011


                             25

Más contenido relacionado

La actualidad más candente

A Study of Student Satisfaction with College Education at Colleges in and Aro...
A Study of Student Satisfaction with College Education at Colleges in and Aro...A Study of Student Satisfaction with College Education at Colleges in and Aro...
A Study of Student Satisfaction with College Education at Colleges in and Aro...iosrjce
 
Iec university naac ppt dr bhanul
Iec university naac ppt dr bhanulIec university naac ppt dr bhanul
Iec university naac ppt dr bhanulBhanuSagar3
 
Human Resource Management for Vocational Schools at Bac Ninh Province, Vietn...
 Human Resource Management for Vocational Schools at Bac Ninh Province, Vietn... Human Resource Management for Vocational Schools at Bac Ninh Province, Vietn...
Human Resource Management for Vocational Schools at Bac Ninh Province, Vietn...Research Journal of Education
 
Qaep management system pwp
Qaep management system pwpQaep management system pwp
Qaep management system pwpBroto Mudjianto
 
Improving Quality of Technical Training : Human Resource Persectives
Improving Quality of Technical Training : Human Resource PersectivesImproving Quality of Technical Training : Human Resource Persectives
Improving Quality of Technical Training : Human Resource PersectivesDr Sraban Mukherjee, PCC(ICF)
 
ACE- Blackboard CBE Research
ACE- Blackboard CBE ResearchACE- Blackboard CBE Research
ACE- Blackboard CBE ResearchDeborah Everhart
 
CCBA Research paper
CCBA Research paperCCBA Research paper
CCBA Research paperNo Limit
 
Criteria for NAAC Accreditation
Criteria for NAAC AccreditationCriteria for NAAC Accreditation
Criteria for NAAC AccreditationDr. Mani Madhavan
 
A quality probe of the private mba program evidence from bangladesh
A quality probe of the private mba program evidence from bangladeshA quality probe of the private mba program evidence from bangladesh
A quality probe of the private mba program evidence from bangladeshAlexander Decker
 
Opportunities and Challenges Inherent In Technical and Vocational Schools; Co...
Opportunities and Challenges Inherent In Technical and Vocational Schools; Co...Opportunities and Challenges Inherent In Technical and Vocational Schools; Co...
Opportunities and Challenges Inherent In Technical and Vocational Schools; Co...inventionjournals
 
Program Review ACCJC Presentation
Program Review ACCJC PresentationProgram Review ACCJC Presentation
Program Review ACCJC PresentationBradley Vaden
 
Provisional_Accreditational_for_Colleges_PAC_Final_02_03_2022.pdf
Provisional_Accreditational_for_Colleges_PAC_Final_02_03_2022.pdfProvisional_Accreditational_for_Colleges_PAC_Final_02_03_2022.pdf
Provisional_Accreditational_for_Colleges_PAC_Final_02_03_2022.pdfDrAmitJain14
 
A case study of an affiliated undergraduate engineering institution showing f...
A case study of an affiliated undergraduate engineering institution showing f...A case study of an affiliated undergraduate engineering institution showing f...
A case study of an affiliated undergraduate engineering institution showing f...Premier Publishers
 
M M Bagali, Recruitment Project, Hrm, Hrd,
M M Bagali, Recruitment Project, Hrm, Hrd,M M Bagali, Recruitment Project, Hrm, Hrd,
M M Bagali, Recruitment Project, Hrm, Hrd,dr m m bagali, phd in hr
 

La actualidad más candente (20)

Naac criteria
Naac criteriaNaac criteria
Naac criteria
 
A Study of Student Satisfaction with College Education at Colleges in and Aro...
A Study of Student Satisfaction with College Education at Colleges in and Aro...A Study of Student Satisfaction with College Education at Colleges in and Aro...
A Study of Student Satisfaction with College Education at Colleges in and Aro...
 
Iec university naac ppt dr bhanul
Iec university naac ppt dr bhanulIec university naac ppt dr bhanul
Iec university naac ppt dr bhanul
 
Naac
NaacNaac
Naac
 
Human Resource Management for Vocational Schools at Bac Ninh Province, Vietn...
 Human Resource Management for Vocational Schools at Bac Ninh Province, Vietn... Human Resource Management for Vocational Schools at Bac Ninh Province, Vietn...
Human Resource Management for Vocational Schools at Bac Ninh Province, Vietn...
 
Qaep management system pwp
Qaep management system pwpQaep management system pwp
Qaep management system pwp
 
Improving Quality of Technical Training : Human Resource Persectives
Improving Quality of Technical Training : Human Resource PersectivesImproving Quality of Technical Training : Human Resource Persectives
Improving Quality of Technical Training : Human Resource Persectives
 
ACE- Blackboard CBE Research
ACE- Blackboard CBE ResearchACE- Blackboard CBE Research
ACE- Blackboard CBE Research
 
Final Year Research
Final Year ResearchFinal Year Research
Final Year Research
 
CCBA Research paper
CCBA Research paperCCBA Research paper
CCBA Research paper
 
Student satisfaction survey(SSS)
Student satisfaction survey(SSS)Student satisfaction survey(SSS)
Student satisfaction survey(SSS)
 
Criteria for NAAC Accreditation
Criteria for NAAC AccreditationCriteria for NAAC Accreditation
Criteria for NAAC Accreditation
 
A quality probe of the private mba program evidence from bangladesh
A quality probe of the private mba program evidence from bangladeshA quality probe of the private mba program evidence from bangladesh
A quality probe of the private mba program evidence from bangladesh
 
Opportunities and Challenges Inherent In Technical and Vocational Schools; Co...
Opportunities and Challenges Inherent In Technical and Vocational Schools; Co...Opportunities and Challenges Inherent In Technical and Vocational Schools; Co...
Opportunities and Challenges Inherent In Technical and Vocational Schools; Co...
 
Naac by unus
Naac by unusNaac by unus
Naac by unus
 
Program Review ACCJC Presentation
Program Review ACCJC PresentationProgram Review ACCJC Presentation
Program Review ACCJC Presentation
 
Provisional_Accreditational_for_Colleges_PAC_Final_02_03_2022.pdf
Provisional_Accreditational_for_Colleges_PAC_Final_02_03_2022.pdfProvisional_Accreditational_for_Colleges_PAC_Final_02_03_2022.pdf
Provisional_Accreditational_for_Colleges_PAC_Final_02_03_2022.pdf
 
Naac new
Naac newNaac new
Naac new
 
A case study of an affiliated undergraduate engineering institution showing f...
A case study of an affiliated undergraduate engineering institution showing f...A case study of an affiliated undergraduate engineering institution showing f...
A case study of an affiliated undergraduate engineering institution showing f...
 
M M Bagali, Recruitment Project, Hrm, Hrd,
M M Bagali, Recruitment Project, Hrm, Hrd,M M Bagali, Recruitment Project, Hrm, Hrd,
M M Bagali, Recruitment Project, Hrm, Hrd,
 

Similar a Ijte 2011

Quality assurance
Quality assuranceQuality assurance
Quality assurancePoojaWalia6
 
AAP Benchmarking Resources Booklet
AAP Benchmarking Resources BookletAAP Benchmarking Resources Booklet
AAP Benchmarking Resources BookletChristine Slade PhD
 
academicmanagement-benchmarking-karen-may-h.mendoza.pptx
academicmanagement-benchmarking-karen-may-h.mendoza.pptxacademicmanagement-benchmarking-karen-may-h.mendoza.pptx
academicmanagement-benchmarking-karen-may-h.mendoza.pptxivymacalalad1
 
Quality standards and enhancement in zimbabwean universities; the role of lec...
Quality standards and enhancement in zimbabwean universities; the role of lec...Quality standards and enhancement in zimbabwean universities; the role of lec...
Quality standards and enhancement in zimbabwean universities; the role of lec...Daisy Ifeoma
 
To Study the Role of Quality Management System to Improve Effectiveness of Qu...
To Study the Role of Quality Management System to Improve Effectiveness of Qu...To Study the Role of Quality Management System to Improve Effectiveness of Qu...
To Study the Role of Quality Management System to Improve Effectiveness of Qu...lalikjan
 
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...IJAEMSJORNAL
 
How do you think naac is ensuring external and internal quality at higher edu...
How do you think naac is ensuring external and internal quality at higher edu...How do you think naac is ensuring external and internal quality at higher edu...
How do you think naac is ensuring external and internal quality at higher edu...Abhishek Nayan
 
Quality Assurance and institutional accreditation performance indicators and ...
Quality Assurance and institutional accreditation performance indicators and ...Quality Assurance and institutional accreditation performance indicators and ...
Quality Assurance and institutional accreditation performance indicators and ...Ganesh Shukla
 
Transformational Management Roles of a Teaching Learning Centre in an Academi...
Transformational Management Roles of a Teaching Learning Centre in an Academi...Transformational Management Roles of a Teaching Learning Centre in an Academi...
Transformational Management Roles of a Teaching Learning Centre in an Academi...Padmanabhan Krishnan
 
Role of QECs in public sector colleges
Role of QECs in public sector collegesRole of QECs in public sector colleges
Role of QECs in public sector collegesSamina Ashraf
 
Action research into the quality of student learning: A paradigm for faculty ...
Action research into the quality of student learning: A paradigm for faculty ...Action research into the quality of student learning: A paradigm for faculty ...
Action research into the quality of student learning: A paradigm for faculty ...ninaisofea
 
Internal Program Audit NaRM (Autosaved) (Autosaved).docx
Internal Program Audit NaRM (Autosaved) (Autosaved).docxInternal Program Audit NaRM (Autosaved) (Autosaved).docx
Internal Program Audit NaRM (Autosaved) (Autosaved).docxBantideru
 
Internal Program Audit NaRM (Autosaved) (Autosaved).docx
Internal Program Audit NaRM (Autosaved) (Autosaved).docxInternal Program Audit NaRM (Autosaved) (Autosaved).docx
Internal Program Audit NaRM (Autosaved) (Autosaved).docxBantideru
 
Peer Review: Promoting a Quality Culture
Peer Review: Promoting a Quality CulturePeer Review: Promoting a Quality Culture
Peer Review: Promoting a Quality CultureMark Brown
 
Role of qe cs in public sector colleges
Role of qe cs in public sector collegesRole of qe cs in public sector colleges
Role of qe cs in public sector collegesSamina Ashraf
 
Assessment Selection Paper-Herman_Heritage_Goldschmidt (2011)
Assessment Selection Paper-Herman_Heritage_Goldschmidt (2011)Assessment Selection Paper-Herman_Heritage_Goldschmidt (2011)
Assessment Selection Paper-Herman_Heritage_Goldschmidt (2011)Research in Action, Inc.
 

Similar a Ijte 2011 (20)

Quality assurance
Quality assuranceQuality assurance
Quality assurance
 
Naac criteria
Naac criteriaNaac criteria
Naac criteria
 
AAP Benchmarking Resources Booklet
AAP Benchmarking Resources BookletAAP Benchmarking Resources Booklet
AAP Benchmarking Resources Booklet
 
academicmanagement-benchmarking-karen-may-h.mendoza.pptx
academicmanagement-benchmarking-karen-may-h.mendoza.pptxacademicmanagement-benchmarking-karen-may-h.mendoza.pptx
academicmanagement-benchmarking-karen-may-h.mendoza.pptx
 
Assessment and verification: A higher education perspective
Assessment and verification: A higher education perspective Assessment and verification: A higher education perspective
Assessment and verification: A higher education perspective
 
Quality standards and enhancement in zimbabwean universities; the role of lec...
Quality standards and enhancement in zimbabwean universities; the role of lec...Quality standards and enhancement in zimbabwean universities; the role of lec...
Quality standards and enhancement in zimbabwean universities; the role of lec...
 
To Study the Role of Quality Management System to Improve Effectiveness of Qu...
To Study the Role of Quality Management System to Improve Effectiveness of Qu...To Study the Role of Quality Management System to Improve Effectiveness of Qu...
To Study the Role of Quality Management System to Improve Effectiveness of Qu...
 
44444
4444444444
44444
 
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...
 
How do you think naac is ensuring external and internal quality at higher edu...
How do you think naac is ensuring external and internal quality at higher edu...How do you think naac is ensuring external and internal quality at higher edu...
How do you think naac is ensuring external and internal quality at higher edu...
 
Qa handbook
Qa handbookQa handbook
Qa handbook
 
Quality Assurance and institutional accreditation performance indicators and ...
Quality Assurance and institutional accreditation performance indicators and ...Quality Assurance and institutional accreditation performance indicators and ...
Quality Assurance and institutional accreditation performance indicators and ...
 
Transformational Management Roles of a Teaching Learning Centre in an Academi...
Transformational Management Roles of a Teaching Learning Centre in an Academi...Transformational Management Roles of a Teaching Learning Centre in an Academi...
Transformational Management Roles of a Teaching Learning Centre in an Academi...
 
Role of QECs in public sector colleges
Role of QECs in public sector collegesRole of QECs in public sector colleges
Role of QECs in public sector colleges
 
Action research into the quality of student learning: A paradigm for faculty ...
Action research into the quality of student learning: A paradigm for faculty ...Action research into the quality of student learning: A paradigm for faculty ...
Action research into the quality of student learning: A paradigm for faculty ...
 
Internal Program Audit NaRM (Autosaved) (Autosaved).docx
Internal Program Audit NaRM (Autosaved) (Autosaved).docxInternal Program Audit NaRM (Autosaved) (Autosaved).docx
Internal Program Audit NaRM (Autosaved) (Autosaved).docx
 
Internal Program Audit NaRM (Autosaved) (Autosaved).docx
Internal Program Audit NaRM (Autosaved) (Autosaved).docxInternal Program Audit NaRM (Autosaved) (Autosaved).docx
Internal Program Audit NaRM (Autosaved) (Autosaved).docx
 
Peer Review: Promoting a Quality Culture
Peer Review: Promoting a Quality CulturePeer Review: Promoting a Quality Culture
Peer Review: Promoting a Quality Culture
 
Role of qe cs in public sector colleges
Role of qe cs in public sector collegesRole of qe cs in public sector colleges
Role of qe cs in public sector colleges
 
Assessment Selection Paper-Herman_Heritage_Goldschmidt (2011)
Assessment Selection Paper-Herman_Heritage_Goldschmidt (2011)Assessment Selection Paper-Herman_Heritage_Goldschmidt (2011)
Assessment Selection Paper-Herman_Heritage_Goldschmidt (2011)
 

Más de dr m m bagali, phd in hr

Dr MM Bagali, AICTE - UKIERI Leadership Program / CMI Certified, 2021
Dr MM Bagali, AICTE - UKIERI Leadership Program / CMI Certified, 2021Dr MM Bagali, AICTE - UKIERI Leadership Program / CMI Certified, 2021
Dr MM Bagali, AICTE - UKIERI Leadership Program / CMI Certified, 2021dr m m bagali, phd in hr
 
MM Bagali / Resume / CV/ Biodata / MM Bagali / Resume / CV/ Biodata / CEO/ HR...
MM Bagali / Resume / CV/ Biodata / MM Bagali / Resume / CV/ Biodata / CEO/ HR...MM Bagali / Resume / CV/ Biodata / MM Bagali / Resume / CV/ Biodata / CEO/ HR...
MM Bagali / Resume / CV/ Biodata / MM Bagali / Resume / CV/ Biodata / CEO/ HR...dr m m bagali, phd in hr
 
Industry institute centre .....MM Bagali / Dr. M M Bagali
Industry institute centre .....MM Bagali / Dr. M M Bagali Industry institute centre .....MM Bagali / Dr. M M Bagali
Industry institute centre .....MM Bagali / Dr. M M Bagali dr m m bagali, phd in hr
 
Bagali MM....member, editorial advisory board, research journals 2
Bagali MM....member, editorial advisory board, research journals 2Bagali MM....member, editorial advisory board, research journals 2
Bagali MM....member, editorial advisory board, research journals 2dr m m bagali, phd in hr
 
Bagali MM....PhD Details - Supervised and Awarded ....PhD awarded
Bagali MM....PhD Details - Supervised and Awarded ....PhD awarded Bagali MM....PhD Details - Supervised and Awarded ....PhD awarded
Bagali MM....PhD Details - Supervised and Awarded ....PhD awarded dr m m bagali, phd in hr
 
Bagali MM 2010 onwards Publications/ Papers/ Publications/
Bagali MM 2010 onwards Publications/ Papers/ Publications/ Bagali MM 2010 onwards Publications/ Papers/ Publications/
Bagali MM 2010 onwards Publications/ Papers/ Publications/ dr m m bagali, phd in hr
 
Bagali MM 2010 onwards Publications/ Research/ Papers / Publications
Bagali MM 2010 onwards Publications/ Research/ Papers / Publications  Bagali MM 2010 onwards Publications/ Research/ Papers / Publications
Bagali MM 2010 onwards Publications/ Research/ Papers / Publications dr m m bagali, phd in hr
 
Bagali ....... Webinar 2020 .... Higher Education Sector ....
Bagali ....... Webinar 2020 .... Higher Education Sector  ....Bagali ....... Webinar 2020 .... Higher Education Sector  ....
Bagali ....... Webinar 2020 .... Higher Education Sector ....dr m m bagali, phd in hr
 
Bagali - Webinar 2020 - Future University - Future Education - Future Models...
Bagali - Webinar 2020  - Future University - Future Education - Future Models...Bagali - Webinar 2020  - Future University - Future Education - Future Models...
Bagali - Webinar 2020 - Future University - Future Education - Future Models...dr m m bagali, phd in hr
 
MM Bagali .....IPL ..... miss you this time; come soon .....
MM Bagali .....IPL  ..... miss you this time; come soon  ..... MM Bagali .....IPL  ..... miss you this time; come soon  .....
MM Bagali .....IPL ..... miss you this time; come soon ..... dr m m bagali, phd in hr
 
MM Bagali - UK-india project ( presentation aug, 2020 ) Industry - Institute...
MM Bagali  - UK-india project ( presentation aug, 2020 ) Industry - Institute...MM Bagali  - UK-india project ( presentation aug, 2020 ) Industry - Institute...
MM Bagali - UK-india project ( presentation aug, 2020 ) Industry - Institute...dr m m bagali, phd in hr
 
MM Bagali / PhD in Management Science / PhD / Research / Management ..........
MM Bagali  / PhD in Management Science / PhD / Research / Management ..........MM Bagali  / PhD in Management Science / PhD / Research / Management ..........
MM Bagali / PhD in Management Science / PhD / Research / Management ..........dr m m bagali, phd in hr
 
MM Bagali / PhD in Management Science / PhD / Research / Management
MM Bagali  / PhD in Management Science / PhD / Research / Management MM Bagali  / PhD in Management Science / PhD / Research / Management
MM Bagali / PhD in Management Science / PhD / Research / Management dr m m bagali, phd in hr
 
MM Bagali / Workshop on Productivity Measurement in the Higher Education Sect...
MM Bagali / Workshop on Productivity Measurement in the Higher Education Sect...MM Bagali / Workshop on Productivity Measurement in the Higher Education Sect...
MM Bagali / Workshop on Productivity Measurement in the Higher Education Sect...dr m m bagali, phd in hr
 
MOOC..... Bagali MM / IIMB / On Line course / Management / HRM
MOOC..... Bagali MM / IIMB / On Line course / Management / HRMMOOC..... Bagali MM / IIMB / On Line course / Management / HRM
MOOC..... Bagali MM / IIMB / On Line course / Management / HRMdr m m bagali, phd in hr
 
AHRB - CAMi - Global Certification / MM Bagali / India / Organisational HRM
AHRB - CAMi - Global Certification / MM Bagali / India / Organisational HRM AHRB - CAMi - Global Certification / MM Bagali / India / Organisational HRM
AHRB - CAMi - Global Certification / MM Bagali / India / Organisational HRM dr m m bagali, phd in hr
 
APO - NPC - Higher Education Workshop / MM Bagali / India / 2017
APO - NPC - Higher Education Workshop / MM Bagali / India / 2017APO - NPC - Higher Education Workshop / MM Bagali / India / 2017
APO - NPC - Higher Education Workshop / MM Bagali / India / 2017dr m m bagali, phd in hr
 

Más de dr m m bagali, phd in hr (20)

Industry Interaction Talks 2019-2020
Industry Interaction Talks 2019-2020 Industry Interaction Talks 2019-2020
Industry Interaction Talks 2019-2020
 
Dr MM Bagali, AICTE - UKIERI Leadership Program / CMI Certified, 2021
Dr MM Bagali, AICTE - UKIERI Leadership Program / CMI Certified, 2021Dr MM Bagali, AICTE - UKIERI Leadership Program / CMI Certified, 2021
Dr MM Bagali, AICTE - UKIERI Leadership Program / CMI Certified, 2021
 
Industry - Institute Interface !!!!!
Industry - Institute Interface !!!!! Industry - Institute Interface !!!!!
Industry - Institute Interface !!!!!
 
MM Bagali / Academic Work / 2020
MM Bagali / Academic Work / 2020MM Bagali / Academic Work / 2020
MM Bagali / Academic Work / 2020
 
MM Bagali / Resume / CV/ Biodata / MM Bagali / Resume / CV/ Biodata / CEO/ HR...
MM Bagali / Resume / CV/ Biodata / MM Bagali / Resume / CV/ Biodata / CEO/ HR...MM Bagali / Resume / CV/ Biodata / MM Bagali / Resume / CV/ Biodata / CEO/ HR...
MM Bagali / Resume / CV/ Biodata / MM Bagali / Resume / CV/ Biodata / CEO/ HR...
 
Industry institute centre .....MM Bagali / Dr. M M Bagali
Industry institute centre .....MM Bagali / Dr. M M Bagali Industry institute centre .....MM Bagali / Dr. M M Bagali
Industry institute centre .....MM Bagali / Dr. M M Bagali
 
Bagali MM....member, editorial advisory board, research journals 2
Bagali MM....member, editorial advisory board, research journals 2Bagali MM....member, editorial advisory board, research journals 2
Bagali MM....member, editorial advisory board, research journals 2
 
Bagali MM....PhD Details - Supervised and Awarded ....PhD awarded
Bagali MM....PhD Details - Supervised and Awarded ....PhD awarded Bagali MM....PhD Details - Supervised and Awarded ....PhD awarded
Bagali MM....PhD Details - Supervised and Awarded ....PhD awarded
 
Bagali MM 2010 onwards Publications/ Papers/ Publications/
Bagali MM 2010 onwards Publications/ Papers/ Publications/ Bagali MM 2010 onwards Publications/ Papers/ Publications/
Bagali MM 2010 onwards Publications/ Papers/ Publications/
 
Bagali MM 2010 onwards Publications/ Research/ Papers / Publications
Bagali MM 2010 onwards Publications/ Research/ Papers / Publications  Bagali MM 2010 onwards Publications/ Research/ Papers / Publications
Bagali MM 2010 onwards Publications/ Research/ Papers / Publications
 
Bagali ....... Webinar 2020 .... Higher Education Sector ....
Bagali ....... Webinar 2020 .... Higher Education Sector  ....Bagali ....... Webinar 2020 .... Higher Education Sector  ....
Bagali ....... Webinar 2020 .... Higher Education Sector ....
 
Bagali - Webinar 2020 - Future University - Future Education - Future Models...
Bagali - Webinar 2020  - Future University - Future Education - Future Models...Bagali - Webinar 2020  - Future University - Future Education - Future Models...
Bagali - Webinar 2020 - Future University - Future Education - Future Models...
 
MM Bagali .....IPL ..... miss you this time; come soon .....
MM Bagali .....IPL  ..... miss you this time; come soon  ..... MM Bagali .....IPL  ..... miss you this time; come soon  .....
MM Bagali .....IPL ..... miss you this time; come soon .....
 
MM Bagali - UK-india project ( presentation aug, 2020 ) Industry - Institute...
MM Bagali  - UK-india project ( presentation aug, 2020 ) Industry - Institute...MM Bagali  - UK-india project ( presentation aug, 2020 ) Industry - Institute...
MM Bagali - UK-india project ( presentation aug, 2020 ) Industry - Institute...
 
MM Bagali / PhD in Management Science / PhD / Research / Management ..........
MM Bagali  / PhD in Management Science / PhD / Research / Management ..........MM Bagali  / PhD in Management Science / PhD / Research / Management ..........
MM Bagali / PhD in Management Science / PhD / Research / Management ..........
 
MM Bagali / PhD in Management Science / PhD / Research / Management
MM Bagali  / PhD in Management Science / PhD / Research / Management MM Bagali  / PhD in Management Science / PhD / Research / Management
MM Bagali / PhD in Management Science / PhD / Research / Management
 
MM Bagali / Workshop on Productivity Measurement in the Higher Education Sect...
MM Bagali / Workshop on Productivity Measurement in the Higher Education Sect...MM Bagali / Workshop on Productivity Measurement in the Higher Education Sect...
MM Bagali / Workshop on Productivity Measurement in the Higher Education Sect...
 
MOOC..... Bagali MM / IIMB / On Line course / Management / HRM
MOOC..... Bagali MM / IIMB / On Line course / Management / HRMMOOC..... Bagali MM / IIMB / On Line course / Management / HRM
MOOC..... Bagali MM / IIMB / On Line course / Management / HRM
 
AHRB - CAMi - Global Certification / MM Bagali / India / Organisational HRM
AHRB - CAMi - Global Certification / MM Bagali / India / Organisational HRM AHRB - CAMi - Global Certification / MM Bagali / India / Organisational HRM
AHRB - CAMi - Global Certification / MM Bagali / India / Organisational HRM
 
APO - NPC - Higher Education Workshop / MM Bagali / India / 2017
APO - NPC - Higher Education Workshop / MM Bagali / India / 2017APO - NPC - Higher Education Workshop / MM Bagali / India / 2017
APO - NPC - Higher Education Workshop / MM Bagali / India / 2017
 

Ijte 2011

  • 1. Question of Faculty Assessment in Management Education: A Model for Faculty Accreditation M. M. Bagali and Sheelan Misra Department of Management Studies / New Horizon College of Engineering / Bangalore / Karnataka State, / 560 103 Working Paper of Department of Management Studies / NHCE / 2011 1
  • 2. Question of Faculty Assessment in Management Education: A Model for Faculty Accreditation @ M. M. Bagali*# and Sheelan Misra* Abstract Accreditation is the process of monitoring, assessing and evaluating the standards and quality of education a student receives at a college, university, or other institution of higher learning. Accreditation provides a strong belief to the student that the education they are paying is valuable and worthwhile. There are organizations in India and Internationally which accredit institution and their programmes 1. Faculty profile and their research publications help the institution to get accredited. In India, there are more than 3000 business schools producing over 2-3 lakhs management graduates every year 2. Imagine the number of management faculty who are part of these institutions as facilitators of management education. When the question comes of faculty accreditation in India, there is only one organization, i.e.: AIMA, which accredits the faculty of management 3. The Proposal is to facilitate additional dialogue of standards and rigorous evaluation criteria within the context of maintaining high academic contribution by faculty. The faculty is academically qualified, but one also looks at their professional qualification in different academic components to have overall quality standards. The Accreditation principle lies on the platform that, apart from degree, multiple categories of Academic activities and/or outcomes that may support qualification including Professional activity, Professional development, Intellectual contribution, academic contribution, et al. are the key to demonstrate the credentials as Quality faculty. The present paper emphasizes that with the accreditation of institutes and programmes, there is also a strong need of faculty accreditation at a larger level, with reputable councils and competent authority on higher education taking the initiative of accrediting management faculty to establish and certify as a certified teacher in the field of management education. The paper elaborates upon the need for accreditation and a model developed for accrediting management faculty for all the affiliated Engineering colleges with MBA programme, under the banner of VTU. It also looks into procedure, process and the methodology to be adopted. Key Words: Accreditation, Performance Measurement, Evaluation, Professional Qualification *M. M. Bagali, PhD, Dean, MBA program, and Sheelan Misra, PhD, Professor, Department of Management Studies, New Horizon College of Engineering, Bangalore, Karnataka State, 560 103. sanbag@rediffmail.com / sheelan@gmail.com @ Both the authors are AIMA-AMT, Accredited Management Teacher in Management Sciences. The first author holds this honor in HR and PMIR area since 1994, and the second in the area of Marketing since 2001. The paper is based on the experience of having such Accreditation Certification for Assessing Quality and Professional Status to faculty of Management Sciences. # Correspondence and discussion on the paper with the author at sanbag@rediffmail.com. Email correspondence for initial discussion is highly appreciated. Working Paper of Department of Management Studies / NHCE / 2011 2
  • 3. Introduction: There is lot of debate and discussion in improving education system and the delivery of education Pedagogy across the globe 4. All discussion focuses on the areas like infrastructure, facilities, library, faculty in-put and the like. There are several surveys which speak about Ranking of B-Schools based on certain parameters like infrastructure, knowledge delivery, corporate interface, placements, and pedagogy approach apart from Intellectual generation, paper publication, paper presentation, book published and the like. Even Audits are conducted from time to time to verify the standards maintained in these areas (ISO Audits). Further, surveys focus on facilities available like canteen, recreational facilities, health care, wi-fi, laptops, apart from organizing Industrial visits, corporate guest faculty, soft skills training, student - faculty exchange, tie-up-MOU and the like. Further, when the discussion is focused in area of faculty contribution, focus is on PhD degree, paper presentation, and foreign visits, students- faculty ratio, MDPs, formal feedback system, apart from post-doctoral work. The most crucial area like “Accreditation of Faculty” is never brought to the table of discussion nor figures in any of the process or audit, per se. If we look at the surveys and ranking of any B-School, there has not been a subject of “Accreditation” of the faculty as a criteria and points defined. When, every other area in education requires accreditation and ISO certification including publications in ISBN and ISSN journals, faculty accreditation as a system for assessing and evaluating faculty contribution for overall development of student and academia should be part of assessment, contribution and evaluation. Infact, NET/SET, M.Phil, and PhD are the pre-requirements which certify the with the eligible qualification. In that case, Accreditation should be a step further for quality academic review and honoring professional qualification and contribution along with academic qualification. Accreditation: The Paradox for Excellence: A layman’s understanding of Accreditation is the establishment of the status, legitimacy or appropriateness of an institution, programme (i.e. composite of modules) or module of study. The Council for Higher Education Accreditation (CHEA, 2001)5 describes Accreditation as the process of external quality review used in higher education to scrutinize colleges, universities, and higher education programmes for quality assurance and quality improvement. Success of any educational Working Paper of Department of Management Studies / NHCE / 2011 3
  • 4. school results in an accredited institution and/or programmes. The Higher Education Funding Council for England (HEFCE 2010)6 has a narrower definition; i.e. Accreditation is the approval of a higher education course by an authorized body. Chernays (1990)7 definition is rather more specific: Accreditation assures the educational community, the general public, and other agencies or organisations that an institution or programme: (a) has clearly defined educationally appropriate objectives, (b) maintains conditions under which their achievement can reasonably be expected, (c) is infact accomplishing them substantially, and (d) can be expected to continue to do so. Similarly, the Universal Council for Online Education Accreditation (2003)8 states that: ‘Accreditation is a system or process for providing public confidence and a tool for improvement used by educational institutions’. It promises a basic level of quality in an educational institution through a process that examines a school's faculty, course content, recruiting practices, admission procedures, and more. The purpose of accreditation is to ensure quality education programs through the use of standards and rigorous evaluation criteria; to stimulate institutions towards higher levels of quality and efficiency; and to provide a system for public trust and accountability. For example, in Hungary, prioritise professional accreditation, which states that it is a process of certifying the quality and standards of educational provision carried out by institutions, and judging the suitability of provision in institutions for conferring professional status on the holders of degree qualifications from that institutions.9 While Harvard University is accredited by New England Association of Schools and Colleges Commission (NEASC) on Institutions of Higher Education with the objective of ensuring that the university has appropriate and clear goals, sufficient resources to fulfill its objectives, and the willingness to do so (www. neasc.org). Importance of Accreditation: Accreditation is the tool to evaluate the standards and quality of the education a student receives at a college, university, or other institution of higher learning. Accreditation speaks about one’s reputation and highest discipline in academic field. 10-A, B While a student who attends an accredited college or university is fine with his or her way of receiving a quality education, students should remember that a college or university's accreditation does not automatically guarantee a student's success. It is up to the individual student to make the most out of the education he or she recieves. But, if many students attending a college or university are not successful, and do not demonstrate a Working Paper of Department of Management Studies / NHCE / 2011 4
  • 5. high level of educational performance, an accreditation organization may need to step into and examine the effectiveness of the institution and evaluate what aspects can be improved. Infact, if one divides equally the stake holders in providing the Quality Education Deliverables, then ‘Faculty’ forms the major percentage in this segment. All the knowledge workers (faculty) have to leverage learning curve and intellectual capital for growth. This is possible only with quality inputs by faculty, continuous innovation and the delivery system along with contribution in various facets of academic areas .11 The Stake Holders Advantage: As a Student: Accreditation provides an assurance to a student that the programme in which he or she is enrolled in or is considering to enroll in, is engaged in a continuous review and improvement of its quality, content delivery that matches the national /international standards in the profession, and that it is accountable for achieving what is anticipated to achieve. As a Faculty Member: Accreditation provides a formal process for ongoing evaluation and improvement of the programme and faculty development outcomes, a process by which faculty, students and administration can work together in advancing the educational institution's mission. As a Management Teacher: Accreditation provides a forum in which educators and practitioners of management can exchange ideas on future needs of the profession and the ways which address these needs in professional education and training. As a Member of the Public: Accreditation ensures public accountability of a programme or an institution -- that it has the means and demonstrates the outcomes for its educational process that are consistent with its goals and objectives (American Psychological Association, 2010).12 As an Alumnus: The credit what one gets wherever one is placed reflects in ones quality of work. This is sure because of ones academic programme accreditation. Corporate is also assured of contribution and positive financial gains because of the rigorous training received from accredited programme/institutes/colleges. As an International Community: It assures of the outcomes at global level, and a deep belief for global corporation that the human resource/student will be recruiting is of good standard, quality and assured return on investment (ROI) and right selection. Working Paper of Department of Management Studies / NHCE / 2011 5
  • 6. GAP Analysis: In India we have currently more than 3000 business schools producing over 2-3 lakhs management graduates every year (Times of India, 25th July, 2011) and this analysis makes us realize the huge number of management faculty, who are involved in teaching in these institutions and who are the actual facilitators of management education. They become a very crucial section of the community when an institution is accredited, but then what really matters is their recognition as management faculty. Is there a way by which they are formally recognized for their professional excellence and get certified for their professional credentials? Academic grades are given due credit and because of that, they are in the process of imparting management education, per se. When it comes to the question of professional excellence, contribution and quality delivery, there should be an honor of recognition, opportunity for reflection and award for their contributions in different academic domains .This is where researchers felt that there is a need, that some more organizations like AIMA or similar competent authority in Higher Education should take the initiative to recognize management faculty by adopting a procedure and analyzing them on certain parameters which evaluates them for their expertise as management teachers, thus, recognizing and confirming Professional Status – a stamp for excellence & quality. To add, such recognized faculty can add more value & quality to the institutions, and this is where ‘accreditation’ will recognize their ability to provide quality education as this is the area where Indian institutes are struggling. It is also proposed that the institutes should also get extra weightage during audits/assessment by NAAC / NBA or other International bodies for having more number of accredited teachers in their schools/departments. This accreditation of management faculty should be recognized in India and worldwide as an honored award to faculty credentials for academic excellence. Infact, the ranking agencies and the NBA/NAAC should stress high points/scores on Accredited Teachers certification while grading/ranking the B-Schools. Present Practices of Accreditation: The present practice of accreditation is done in the areas of curricular aspects, teaching-learning evaluation, research, consultancy and extension, infrastructure, student support and progression, governance, leadership and Innovative practices.13 The various ways through which accreditation is done in areas include Institution, Programmes, Academic environment, Student Development, Working Paper of Department of Management Studies / NHCE / 2011 6
  • 7. Faculty Development and Pedagogy/Pedagogical tools, and the like. The quality is assessed and accredited by recognized institutes like NAAC - accredits institutions of higher education in the country; and NBA provides accreditation to the technical colleges under AICTE, apart from the International accreditation agencies, that award accreditation for professional programmes and academic units in particular fields of study.14 Faculty Accreditation- Differentiating is Key: With increased number of B-Schools in India, there are, however, possibilities especially for the B- Schools to differentiate themselves in this monopolistically competitive market. Infact, the customers of these B-Schools can look at alternatives to make their choices meaningful. There is dearth of PhD qualified faculty in most B-Schools. Even, if some schools do have PhD qualified faculty, their continuous engagement in research is significantly low compared to their top ranked counter parts as well as those compared to universities elsewhere in the world. Business schools imparting quality education can only excel and produce competent future business managers who can take on challenges to perform in the changing business environment. It is true that differentiating factor for a good management institute is the ‘quality faculty’. It is absolutely essential for any management institute to be abreast of the happenings in the present business environment, develop strategies for continuous development, and improve quality faculties as the drivers for this. Infact, most of the B-Schools are driven by well qualified and well trained faculty, who go beyond their academic qualification and reflect true Professionalism. Hence, there is a need to differentiate themselves and cut an edge over other B-Schools in terms of Quality Faculty, who are certified and accredited for their Academic performance and qualitative differences and contribution. Therefore, the 3 most important principles for Faculty Accreditation include: 1. Un-Questionable Integrity for Academic Excellence 2. Quality Academic contribution with continuous improvement, and 3. To match the delivery and set patters to benchmark the Foreign University Working Paper of Department of Management Studies / NHCE / 2011 7
  • 8. Need for Faculty Accreditation: Seriously there is the need for Accreditation of Faculty in education sector. Accreditation is the Professional status awarded to the faculty for exceeding the stated standards in academic performance. This Accreditation specifies that, in addition to Masters and Doctorate; one becomes a certified and an Accredited Teacher for the Professional excellence and contribution in ones area of expertise. On the other side, there could be less assurance that, a person with master’s and Doctorate degrees need not be proved as Best Teacher. And, also there may be same instances of people who proved themselves as best teacher without a formal Doctorate Degree. In light of this observation, Accreditation of teachers with specially designed process of evaluating the educational and professional contribution of management faculty to education field is the need of the hour. Apart from academic qualification, one should have Professional Qualification too. Infact, while looking at positions and responsibilities of Dean/Director of B-school, Faculty Accreditation requirement should be one criteria for short listing the candidates for the position, per se. Other than AIMA, there is no other organization which has this formal system and process of Faculty Accreditation in India. The need is high, and with a fine scientific procedure and assessment parameters, India will have the best of best management professionals to teach India’s future generation. Thus, when we say Faculty Accreditation, we necessarily mean: 1. Exceeding stated standards of quality performance in academics and related academic areas 2. Production of Intellectual contributions and Professional Development 3. The need for maintaining Academic Qualification and also the Professional Qualification, and 4. On entering at very senior leadership roles and higher levels in academics (Dean/ Director), an Accredited teacher on the resume will stand out more to employer than one of questionable integrity. Working Paper of Department of Management Studies / NHCE / 2011 8
  • 9. Model for Faculty Accreditation: The standing of individual academic credentials is evaluated through NET/SET, PhD, publications, et al. to determine eligibility for lectureship and for award of Junior Research Fellowship (JRF) for Indian nationals in order to ensure minimum standards for the entrants in the teaching profession and research. 15 A step further should be the Accreditation of Faculty for academic contribution and eligibility for higher positions in Academic field. Faculty should be seen as somebody involved in the overall development of the students, institution as well as the community. They are the change agents in any society. Therefore, evaluation and assessment of faculty for accreditation should be holistic considering their contribution in all the areas, which effect economic development of the nation. When we say all the areas, we definitely mean the contribution that the faculty as a faculty can undertake and the areas should be Teaching, Discovery, Integration of Knowledge and Service. Faculty for accreditation process will be judged in each of these four areas (within the context of superior accomplishment), with an opportunity for reflections: a. A record of superior accomplishment in the scholarship of TEACHING should contain clear and compelling evidence related to Academic Development: (i) instruction; and (ii) student development and learning, which may include teaching, best practices adopted, case development, monograph and the publication of text books. b. A record of superior accomplishment in the scholarship of DISCOVERY should contain clear and compelling evidence related to: (i) scholarly works (objective, subjective, and/or artistic); and (ii) scholarly activities (new knowledge and research), which include publications, projects and PhD guidance, member of advisory board of journals, reviewers of papers, patents, copyrights, editor of Working Paper of Department of Management Studies / NHCE / 2011 9
  • 10. professional journals, editorial review board member, associate editor, and the like. c. A record of superior accomplishment in the scholarship of KNOWLEDGE INTEGRATION should contain clear and compelling evidence related to: (i) curricular development, which includes the nominee’s discipline in larger interdisciplinary and cross-disciplinary contexts; and (ii) meaningful connections between a nominee’s discovery and teaching. This may include collaborative work by nominee for consultancy, corporate networking and international visiting assignments, post doctoral contribution, advisory board on international journals and other such assignments. d. A record of superior accomplishment in the scholarship of SERVICE should contain clear and compelling evidence related to: the application of knowledge and expertise in the broader contexts of (i) institution building; (ii) community/society; and (iii) professional service. This may include administration responsibility and positions held, member of any functional committee of the institute, academic excellence areas like fellowships, associateships, awards/scholarships, certifications, membership to professional bodies, International conferences held, support in instituting a ‘Chair’, et al. The Model: A Proposed System A fool proof procedure and system should be in place. Based upon a holistic approach of academic and related areas of faculty contribution, a model has been proposed for Professional Accreditation of Management Faculty under VTU, Karnataka State. These are the areas where faculty can contribute significantly, and demonstrate superior and differentiating work. Eligibility: All those faculty/teachers, who are into teaching in management schools with PhD from a recognized university, are eligible for the Professional Accreditation Teacher (PAT) award. Further, a full time teaching experience at PG level with 5 years should be mandatory. The experience in teaching at PG level should be considered equal to the corporate experience at middle management level. SOP-Statement of Purpose of getting PAT may be justified. Working Paper of Department of Management Studies / NHCE / 2011 10
  • 11. The Assessment Criteria scale and sub parameters could be designed as specified below: Table No.1: Professional Accreditation Teacher (PAT) Model Sl Areas Sub Area/Measures Minimum Marks No. Score obtained Requirement/ Against Maximum Marks 1 Academic 1.1. Teaching Best 75/150 Development Practices adopted/ New 300 points delivery mode 1.2. Course 20/40 Development - Off-On- line /Introduction/shaping curriculum 25/50 1.3. Case development 15/30 1.4.Monographs / Text books 15/30 1.5. Executive Education 2 Administration and 2.1. Responsibility held 7.5/15 positions 50 points 2.2. Position held 5/10 2.3. Committees / 5/10 Councils 2.4.Board Member 5/10 Working Paper of Department of Management Studies / NHCE / 2011 11
  • 12. 2.5. Support in 2.5/5 Instituting Chair of Excellence / Establishing Centre of Excellence 3 Intellectual 3.1. Research 25/50 Contribution Publication 200 points 3.2. Projects 20/40 3.3. PhD guidance 15/30 3.4. PhD Awarded 12.5/25 3.5.Advisory Board on 7.5/15 Journals, including Editor / Reviewer of papers 3.6. Patents and 15/30 copyrights 3.7. Working papers 5/10 4 MOU/Collaboration, 4.1. Consultancy 15/30 and Consultancy 4.2. Corporate network 5/10 100 points 4.3. Training held for 10/20 academics 4.4. Training held for 10/20 corporate 4.5. Industry based 10/20 projects 5 International 5.1.Visiting Assignments 15/30 Assignment and Working Paper of Department of Management Studies / NHCE / 2011 12
  • 13. Network 5.2. Collaboration 10/20 150 points Partnership 5.3. Post-Doctoral work 20/40 5.4. Fellowship 10/20 5.5. Scholarship 05/10 5.6. Conference and 15/30 Workshops organized 6 Social 6.1.Association with 10/20 Responsibility NGO’s or Red Cross or towards Nation CRY 100 points 6.2. Social impact 10/20 projects 6.3. Work at School level 10/20 6.4. Economic 10/20 Development Activity or rural development work 6.5. Teach India 10/20 Program 7 Supporting 7.1.Associateship 5/10 Academic Excellence areas / 7.2. National/ State 20/40 Off campus activity Awards/ 100 points Fellowship/Scholarship 7.3. Certifications and 15/30 competency enhancement courses Working Paper of Department of Management Studies / NHCE / 2011 13
  • 14. 7.4. Membership and 05/10 positions to Professionals Bodies 7.5. Cultural/ Sports 05/10 promotion 8 Any Other Contributions towards 00/10 Contributions to Innovation@work;newe mention r ideas and systems; No minimum 10 points creating great place to points work; interests and required hobbies, etc Could also be the scores of TOFEL,GMAT, GRE Qualifying Grade or Points Cut-Off: The minimum eligibility criteria points for qualifying preliminary stage to next stage could be 50% of the maximum marks (1000), which also requires 50% marks in all the sub parameters too, based upon the review of nomination application filed by the nominee for the award of accreditation (as per the annexure 1). Considering nominees' accomplishments within Assessment parameters [The total qualifying points 501+ onwards]; or Qualify in each area with 50% of total points; or Qualify in each section with 50% of total points. At the discretion of Experts and Scrutiny team, higher points than the points assigned may be evaluated based on the merit of work, per se. But, a minimum point to qualify holds as is defined. Requirements for sub-parameters 1.3. The case might have been published/ revision at IIM-A, B, C, etc, or European case clearing house, Sage publication, et al. They may also be part of teaching at various management institutes in India. It could also be in the form of content development 1.4. It could be survey based or a concept proposal. Substantial writing and concept development stage is what is expected. 2.5. The assignment could be heading / In-charge of the already established centre of excellence, or could also be in the form / process of dimensions. A substantial evidence/work/proposal for instituting a chair, while approach/attempt for sponsor stage. 3.2. The project (minor/major) as part of funded from UGC, AICTE, ICSSR, AMDISA, ILO, UNO, NPO and the like. Consideration will also be for the self funded projects with evidence and proof of work Working Paper of Department of Management Studies / NHCE / 2011 14
  • 15. undertaken. Criteria could be in terms of number of proposals sent/in progress/in process/results awaited with range of the grants. 3.7. Working papers could be written and communicate/published at Economic and Political Weekly; IIM; IIT, r peer reviewed journals. 5.4/5.5. Any grant from UGC, AICTE, ICSSR, ISTE, ISTD, EDI, will be the parameter. Fellowship, Assistantship and financial support for Books Review, case writing, summer school, etc will also be considered. Chapters in the book and news paper writing would be added features. 5.6. Focusing on how you are educating your students about global happenings, your contribution to seminar, conference, workshop, et.al. It could also be in the form of Industry-Institute interface and network and evidence of corporate coming to B-School. Also includes sharing the serious round table, panel discussion. 6.2. The area could be Green promotion, Environment protection, Social impact activity, field action project, and the like. address the problems of national development, particularly issues concerning self- reliance, economic growth, employment and social and national integration; inculcate social, moral and spiritual values in the people 6.4. It could be in the form of Fund Raising activity 7.1. It could be from IIAS-Shimla, or any other council for Higher Education. 7.2. It could be from UGC/AICTE/AIMS, AMDISA, ILO, and ICSSR, AIMA, Fulbright’s, Commonwealth or awards and support from any other organization/Institute. 7.4. The Professional bodies in the field of management or related to management. Few examples could be: MTHR, NHRD, NIPM, CII, ISTE, SMFI-Strategic Management forum of India, BMA, Retail association of India, IT forum QC forum of India, AIMA, and it could also be Executive committee membership and other official positions in academic/govt /NGO, et al. Note: A year or two teaching feedback from student’s scores may be enclosed. Two Teachers reference details to be appended. Selection Panel: In India, the stake holders for the Management Education are the UGC, AICTE, and Local Affiliated University, including Deemed Universities/institutions. The committee may have representatives and experts from these councils. On macro thinking, representatives from National/ State Knowledge Commission, State Innovative Council, IIM, IIT, AIU, National Mission on Education, National Institute of Advanced Studies, AIMA, Local Management Association, NASCCOM, NHRD, AIMS- Association of Indian Management Schools, IIAS, and university representatives may form part of selection team/Board. Further, a call can also be taken from corporate houses that have done significant noteworthy academic work like Infosys Leadership Institutes, WIPRO, et al. There could Working Paper of Department of Management Studies / NHCE / 2011 15
  • 16. also be International Faculty team / panel and institutes like Sloan School of Management, Harvard Business School, Michigan State University, London School of Business, Asian Institute of Management, SIM and other institutes of international repute may be involved. VTU - PAT The Structure: This is a hypothetical example, in case the VTU implements this Accreditation to MBA faculty. All the Technical Colleges including MBA under engineering colleges in Karnataka State come under Visvesvaraya Technological University. This is a hypothetical example, in case the VTU implements this Accreditation to MBA faculty. This is purely the idea of the authors. Nodal Centre – VTU Main Coordinator-VTU Additional/ Supporting Coordinator Advisory/ Working team VTU - Regional Office VTU - Regional Office VTU - Regional Office VTU - Regional Office Bangalore Belgaum Mysore Gulbarga Selection Committee/ Selection Committee/ Selection Committee/ Selection Committee/ Team Team Team Team Representatives Representatives Representatives Representatives VTU VTU VTU VTU AIU AIU AIU AIU AICTE- Council of AICTE- Council of AICTE- Council of AICTE- Council of Management Education Management Education Management Education Management Education UGC UGC UGC UGC NIAS NIAS NIAS NIAS Knowledge Knowledge Knowledge Knowledge Commission Commission Commission Commission Experts from Experts from Experts from Experts from IIM/IIT/etc IIM/IIT/etc IIM/IIT/etc IIM/IIT/etc International Faculty International Faculty International Faculty International Faculty Industry Body Industry Body Industry Body Industry Body Research Institutes Research Institutes Research Institutes Research Institutes Institute of National Institute of National Institute of National Institute of National Importance Importance Importance Importance Central Advisory Board of Central Advisory Board of Central Advisory Board of Central Advisory Board of Education Education Education Education National Council for National Council for National Council for National Council for Technical Education Technical Education Technical Education Technical Education Consultants Consultants Consultants Consultants Working Paper of Department of Management Studies / NHCE / 2011 16
  • 17. Any other Any other Any other Any other The Selection process shall comprise of two major (2) stages: Stage 1: Peer Review Stage: The eligible candidates can be short listed based on the parameter as defined in table No.1 by a peer review panel, comprised of independent reviewers selected from the above mentioned high level committee. Peer reviewers will select the nominees for second stage after the blind review by: • Considering nominees' accomplishments within the context of the filed application by the nominee • Reviewers use criteria from Nomination Guidelines as basis for evaluation; beyond these criteria, use their discretion in distinguishing the nominees. Stage 2: Final Review Stage: This stage should comprise of two processes, which includes presentation and interview. I. Presentation There could be 20 minutes presentation on the subject of expertise by the candidate. The presentation could focus on the specialization in which the candidate wishes to get accredited as mentioned in the broader areas of specialization, and the maximum points assigned are 100.[ Broader areas of specialization appended] II. Interview Interview with the Panel of experts, Chaired by a chair person and comprises of Members of Academic-Research Community, Leaders of Business Community and Government chosen from the above mentioned high level committee. The panel of experts should reflect the specialization of the person for meaningful interaction and engaged discussion. This could be for 20 minutes leading to the final selection for accreditation award and the maximum points assigned are 100. Working Paper of Department of Management Studies / NHCE / 2011 17
  • 18. Accredited Teacher The Committee/Council/ Panel would decide on the number of Accreditation each year that it would be awarding. After going through both the steps of selection, a list would be put up amongst the top candidates based on the decided number of Accreditation Award each year. A total consolidate points obtained in all the steps will be the final count for Professional Accreditation Teacher– PAT Award certification. Once it is certified, it holds good as long as the Individual feels the need to have Re-Accreditation. Otherwise, the process should be held once and the certificate with” No expiry” can be awarded to keep the excellence in work on continuous long term period. While awarding, the criteria could be finalized based on the percentage of points secured/ gained/obtained and can be placed in six different categories: ………………………………………………………………………………………………………… State Level STAR Category Percentage Final certification Star Color State A Star Best in Class 91-100% High Honors Red State A Star Excellent 80-90% A-Distension Green State A Star Above Average 60-79% B- Distension Blue State B Star Average 40-59% A-Merit Red State B Star Poor 20-39% B-Merit Green State B Star Zero based 00-19% C-Merit Blue ………………………………………………………………………………………………………… Post Accreditation Utility: The Accredited faculty is eligible and preference may be given to be part of several Academic excellence areas, like: 1) Member of Board of Studies and Board of Examiners 2) Member, Paper steers for different courses 3) Eligible to guide Project work of MBA 4) Eligible to get grants and Research funding from University 5) Eligible to be part of Board/Member/knowledge commission or any other state level board Working Paper of Department of Management Studies / NHCE / 2011 18
  • 19. 6) Eligible for overseas travel grants, if any 7) Eligible to be part of member, LIC Committee of university, any other ad-hoc committee 8) Corporate may call Accreditation teachers for offerings of MDP, Consultancy, and design of training tools and programs Directory: A Directory may be published as part of database. Since, UGC is planning to have a directory of eligible persons as database for “VC” positions, on similar lines; a database of Accredited Teacher may be formulated, and called as Professional Accreditation Teacher - PAT. The University may send this database for all the colleges/institutes and management including Board of Director, for their available manpower information of quality faculty. Infact, a step further could be the service rendered by VTU in advising institutes and their management of eligible candidates for Dean/Director for their B-Schools. Fees: Nominal fees may be charged for the entire process. The expenses incurred in terms of processing application form, directory publication, certification of Accreditation, posting on website, etc will be part of charges. There could be an Annual International Conference in the area of Management Education of the PAT alumina, inviting all the stake holders and other professionals, students with wide held discussions, paper presentations, round table sessions, case discussion, newer technologies & ways of teaching, et al. End Note: Quality of Faculty - A Big Task: Over the years, with several thousand students opting for Management education, the number is expected to increase further in coming years. Acknowledging the importance of B-Schools in shaping-up Management professionals for the India Inc., it is vital to look at quality of faculty. The very objective of setting the entire process of PAT is to focus on high standards, quality output of Working Paper of Department of Management Studies / NHCE / 2011 19
  • 20. faculty and continuous contribution. An Accreditation is a step towards ensuring ongoing academic excellence and professional status of faculty, per se. The face value of Accreditation globally can also increase the brand equity of the person, in terms of International visibility, connectivity and collaborations. Since, NET, PhD, Paper publication in ISBN / ISSN, are part of continuous evaluation of faculty work in India, Accreditation is an attempt in this regard. Since, Accreditation is part of most academic institutes elsewhere, one need to look at this process as another attempt to prove the academic credentials of Professionally Qualified Faculty. Infact, all the higher positions and responsibilities in Academic Institutes should stress the requirement of Faculty Accreditation Certification. Future Scope of Research: The present model is given for the recognition of management faculty under VTU in the Karnataka state. The same model when successfully implemented may also be replicated at all the other branches and streams. It may also be initiated at other Universities in Karnataka State for such process. End Notes: 1. AACSB 2009c, “Deploying Professionally Qualified Faculty: An Interpretation of AACSB Standards” (AACSB International), March 2009, and In US, Business schools are accredited by Association of Advance Collegiate Schools of Business, Divinity Schools by Association of Theological Schools, Graduate Schools of Design by National Architectural Accrediting Board, Landscape Architectural Accreditation Board, American Institute of Certified Planners, Kennedy School by National Association of Schools of Public Affairs and Administration, Law School by American Bar Association, Medical School by liaison Committee on Medical Examination, School of Dental Medicine by Commission on Dental Accreditation. School of Engineering and Applied Sciences by ABET and school of Public Health by council on education for public health. 2. Times of India, 25th July, 2011, page:1 and 4, which discuss on the value and present status of MBA in India. It says that, as of now, there are 3150 MBA institutes in India, of which 2100 are AICTE approves; 1050 autonomous colleges. Working Paper of Department of Management Studies / NHCE / 2011 20
  • 21. Further, in Karnataka State, a total of 303 institutes, of which 198 are AICTE approved and 105 are autonomous. A total of 2.8-3 lakhs students crunch out each year 3. The AIMA Accredited Management Teacher Award is a prestigious national recognition and a hallmark of the basic comprehension and ability to provide quality instruction in his/her area of specialization and familiarity with the latest pedagogical tools and instructional methodologies 4 and 5 Council For Higher Education Accreditation (CHEA) 2001, Glossary of Key Terms in Quality Assurance and Accreditation, http://www.chea.org/international/inter_glossary01.html 6. Higher Education Funding Council for England (HEFCE), 2010, Glossary, available at http://www.hefce.ac.uk/aboutus/glossary/glossary.htm 7. Chernay, G., 1990, Accreditation and the Role of the Council on Postsecondary Accreditation (COPA), Washington DC, COPA 8. Universal Council for Online Education Accreditation, 2003, FAQs, http://www.ucoea.org/html/faq.htm#1 9.. Rozsnyai , C., 2004, ‘A decade of accreditation in Hungary: lessons learned and future directions’, Quality in Higher Education, 10(4) pp. 129–38, http://www.informaworld.com 10 A. Sensicle, A., 1992, ‘The Hong Kong initiative’, in Craft A. (Ed.), 1992, Quality Assurance in Higher Education (London, Falmer) 10 B. World widelearn, 2011, http://www.worldwidelearn.com/accreditation/importance-accreditation.htm 11. Harvey, L., 2004, ‘The power of accreditation: views of academics’, Journal of Higher Education Policy and Management, 26 (2), pp. 207–223. 12. APA, 2010, http://www.apa.org/support/education/accreditation/importance.aspx 13. NAAC, 2011, NAAC Assessment methodology, http://www.naac.gov.in/publications.asp 14. Few examples of accreditation agencies are: AACSB, USA Educational Excellence-International, UK; British Accreditation Council for Independent Further and Higher Education for UK; American Association of Collegiate Schools of Business, US; Association of MBA, US; European Quality Standards, UK; European Federation of Management Development; International Assembly for Collegiate Business Education, US; and New Millennium Accrediting Partnership for Educators Worldwide, US. In India, UGC, AICTE are part of certifying councils for quality assessment and evaluation 15. UGC, 2011, National eligibility test, about the NET, http://www.ugc.ac.in/inside/net.html References: Campbell, C. & Rozsnyai, C., 2002, Quality Assurance and the Development of Course Programmes. Papers on Higher Education Regional University Network on Governance and Management of Higher Education in South East Europe Bucharest, UNESCO Working Paper of Department of Management Studies / NHCE / 2011 21
  • 22. European Network of Quality Agencies (ENQA), 2003, The Bologna Process, Glossary, Accreditation, http://www.bologna-berlin2003.de/en/glossary/glossar_eng.htm European Training Foundation (ETF), 1998, Quality Assurance in Higher Education: Manual of Quality Assurance in Higher Education: Procedures and Practices (Turin: European Training Foundation) Fraser, M., 1994, ‘Quality in higher education: an international perspective’ in Green, D. (Ed.), 1994, What is Quality in Higher Education? pp. 101–111 (Buckingham, Open University press and Society for Research into Higher Education) Haakstad, J., 2001, ‘Accreditation: the new quality assurance formula? Some reflections as Norway is about to reform its quality assurance system’, Quality in Higher Education, pp. 77–82 Harris, R.W., 1990, ‘The CNAA accreditation and quality assurance’, Higher Education Review, 23(3), pp. 34–53 Harvey, L and Mason, S. with Ward, R., 1995, The Role of Professional Bodies in Higher Education Quality Monitoring. Birmingham, QHE International Network of Quality Assurance Agencies in Higher Education (INQAAHE), 2001, Annex: Clarification and Glossary Jones, D.P., 2002, Different Perspectives on Information About Educational Quality: Implications for the Role of Accreditation. Washington, CHEA Occasional Paper, April Middle States Commission on Higher Education (MSCHE), 2003, Frequently Asked Questions: What is accreditation? http://www.msche.org Van Kemenade, E. & Hardjono, T.W, 2010, ‘A critique of the use of self-evaluation in a compulsory accreditation system’, Quality in Higher Education, 16(3), p. 258 Wojtczak, A., 2002, Glossary of Medical Education Terms, http://www.iime.org/glossary.htm, December, 2000 Working Paper of Department of Management Studies / NHCE / 2011 22
  • 23. STEP WISE FLOWCHART FOR THE AWARD OF ‘PAT’ Final Step RESULTS: PAT Step: 5 Presentation & Interview on the allocated dates Peer reviewed applications with 501 Step: 4 and above marks are called for final selection stage Step: 3 Peer review of all the received applications and allocate them marks Acknowledgement by Step: 2 Organizer Step: 1 Receipt of Entries Step: 0 Advertisement/ Announcement: inviting Working Paper of applications for PAT Department of Management Studies / NHCE / 2011 23
  • 24. Note: The Award Ceremony / Giving the final certification would follow with a Conference/ Meet/ Round Table/ Debate / Panel of Discussion by Experts in Management Education BROAD DISCIPLINE FOR ACCREDTATION [The list is not all included] Human Managerial Probability Strategic Resources Economics/ and Statistics Management Macroeconomic s Marketing Business, Internet Business Government Technologies Policy and Society for Business Finance Managerial Entreprenurshi Labour Communication p Legislatio n Qualitative Operations Legal Aspects General Techniques Management of Business Management Organizationa Software Business Public l Behavior Enterprise Taxation System Management Production PMIR Information Family and Systems for Business Operations Business/MIS Dynamics Management Hospital Agriculture Business And many Management Business and Research more Methods too…………… Management Working Paper of Department of Management Studies / NHCE / 2011 24
  • 25. Working Paper of Department of Management Studies / NHCE / 2011 25