college administration=presentation

7/28/2019 College Administration=Presentation

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College Administration

Prepared for a tutorial Program

Presented by Abeya Degefe

Dire Dawa University

16th of December 2012


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What does it really mean by college administration?

College administration or management is a collection of

processes, including: decision-making related to curriculum, resources, &

problem-solving

action-planning

the management of resources ( human, material, financial and

time).Thus, since a holistic approach to college

administration/management involves:

Curriculum Planning, development and implementation

policy making and Implementation,

monitoring activities and

evaluating results;


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Cont. it is the responsibility of the college management to

maintain dynamic equilibrium between:

work,

people,

Technology, and

information.With this understanding, in this tutorial session we will

briefly discuss about the:

Philosophical Foundation of education;

Planning, developing and implementing the collegeactivities (daily administrative routines, budget,instructional technology and decision-making) and

curriculum as core elements ofcollegeadministration.


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1. Philosophical Foundation of educationPhilosophy of Christian Education

Christian education assumes that the educational theory,methods, and practice must be built upon Christ as theircornerstone, in which the Power, Truth, and Love of Godshould be the foundations of the Christians Philosophy ofEducation.

According to the Christian Philosophy of education, thecontents of grammar and literature, of mathematics and

science, of health and physical education, of geography andhistory, and of social studies and the arts should beintegrated with the rules of the Bible as their foundationalhandbook

In the views of Christian philosophy of education every good

Philosophy of Education must address at least five majoringredients: the purpose/ goal of Christian education

the nature of the Christian learner

the role of the Christian teacher

the nature of the learning/teaching process, and

the scope/sequence/selection of subject matter


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The Purposes of Christian School Education

The major purposes of a Christian education are to:

learn the knowledge of God respond to God and His truth

live in harmony with God and His truth, and

impact others with the knowledge of God and His truth

The Nature of the Christian Learner Each student needs to understand the moral and ethical

foundation for life.

Each student needs absolutes that stand the test of time -

eternal absolutes mandated by eternal GodRole of the Christian Teacher

As a Christian teacher, the two main responsibilities are to be:

an academic leader and

a spiritual leader to students.


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Cont. As an academic leaderto students, the teacher must maintain a

safe environment to give students a sense of security in the

classroom, maintain and create stability through disciplinaryprocedures, and highlight the remarkable potential and theeternal worth of every student.

As a spiritual leaderto students, a Christian teacher mustwhole-hearted believe that the Bible is Gods infallible, and

authoritative Word.Nature of the Learning Process

Learning involves accepting a truth, making a heart-levelcommitment to that truth, and then acting upon that truth.

Selection/Scope/Sequencing of Subject Matter Bible truths should be applied within the planning and delivery

of integrated curriculum.

There must be the unification of Truth and Knowledge

Each educational subject area in some way reveals attributes ofthe Creator


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Secular Philosophical traditions of education

What are the major branches of Philosophy?

Metaphysics is the philosophical study of the real nature,

meaning, structure, and principles of things. While idealist sees reality as nonmaterial, realist sees reality

as material and objective, independent of humans

Epistemology is the philosophical study of the nature, origin,and limits of human knowledge.

While realists believe knowledge is gained through oursensations of real objects, Idealists believe knowledge is whatis constructed by our mind

Axiology - the philosophical study of goodness, or value, in the

widest sense of these terms. The two subdivisions of axiology are:

ethics - the discipline concerned with what is morally goodand bad, right and wrong, and

Aesthetics - the philosophical study of beauty and taste.


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Major philosophical foundations of Education

Idealism

Idealist stresses the central role of the ideal or the spiritual in theinterpretation of experience.

Idealist philosophers- Plato, Descartes, Kant

Realism

realism refers to the belief that the world of physical objects

exists independently of human observation, and it is the task ofscientists to investigate the nature of reality

Focuses on the scientific method and personal experience

The crux of realism is scienceempirical, objective, andexperimentalwith precise measurements

Realist philosophersAristotle, Comenius, Pestalozzi, Montessori, Hobbes, Bacon,

Locke

Pragmatism Pragmatism stresses the priority of action over doctrine, of experience over

fixed principles, and it holds that ideas borrow their meanings from theirconsequences and their truths from their verification.


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Cont. Pragmatist philosophers

Charles Peirce, William James, John Dewey

ProgressivismProgressivism emphasizes that educational concern must be on

the childs interest, desires and freedom as an individual ratherthan on the subject matter.

Progressivism philosophers

Jean Piaget, Jerome BrunerExistentialism is always about particular and individual. It is the

investigation of the meaning of being; it emphasizes thefreedom to make choices where there are no absolute valuesoutside the individual.

Essentialism stresses human experiences that they believe areindispensable to people living today or at any time. It put effortabove interest, subjects above activities, collectiveexperience above that of the individual, logical organizationabove the psychological, and the teacher's initiative above

that of the learner.


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Planning in Higher EducationTo what extent are an institutions policy, decision making and resource

allocation processes shaped by a systematic, evidence-based, and

mission-guided planning process?So, what is planning?

Planning has been defined as the conscious process by which an institutionassesses its current state and the likely future condition of itsenvironment, identifies possible future states for itself, and then developsorganizational strategies, policies and procedures for selecting and

getting to one or more of them.Why planning in HE?

Planning became a necessary component of higher-educationadministration afterWorld War II:

due to the rapid expansion and growth of federal policies regarding

access to, and financial support of, higher education colleges have become increasingly heterogeneous as more diverse

populations have been admitted, resulting in the need for planningregarding financial aid, student services, remedial education, andvocational education.


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The planning processLong-Range Planning

Following World War II and through the 1960s, the purpose of

long-range planning was tojustify resources. Use of long-range planning presupposes that the environment

is fairly stable and predictable, and that resources are certain.

The popularity of this method declined in the latter part of the1970s, because it did not account for certain environmental

aspects that became critical.Strategic Planning

Frequently advocated in the late 1970s and 1980s, the primarypurpose of strategic planning is to cultivate adaptation in arapidly changing environment by designing a plan and

corresponding strategies for the future. The institutional external situation is assessed for

opportunities and threats via scanning the regional, national,and global external environments

internal strengths and weaknesses are defined for needed

strategies for survival and enhancements.


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Cont.

Strategy implies that the approach is reactive to a currentsituation when the environment is unstable and relativelyunpredictable.

It is oriented towards the future, it aligns an organization with itsenvironment, establishing a context for accomplishing goals.

Contextual Planning

Whereas long-range planning is typically responsive in

nature, and strategic planning tends to be idea driven,reactive, and adaptive; contextual planning is proactive

Existing as part of an increasingly complex organization withlittle stability, contextual planning (new and different planning)models are constantly implemented based on:

political demands,business models, or

internal leadership This method of planning assumes uncertain financial resources, an ever

more competitive environment, and a critical public.


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Cooperation and Leadership in Planning

The higher-education song since the 1990s has called forimproved access for students, increased quality, enhanced

accountability of expenditures, and more and better use oftechnology.

In order to progress toward these goals, it has becomenecessary forstrategic planning to be linked to major programs,such as institutional research, institutional advancement

(also known as development or fundraising), and datamanagement (also known as data warehousing)

Due to the constantly changing environment of highereducation, research has shown that planning should be anongoing, rather than occasional, process, done in collaboration

with institutional research and assessment. Essentially, planning at the institutional level is connected to

planning at the division level, which is integrated with individualplans and includes leadership and vision at every level.


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Why Strategic Planning is essential in HEUniversities are driven to engage in a strategic planning process

by a variety of forces. These include:

increasing demand for higher education concurrent with adecline in government funding,

changing student demographics, and

A need to compete with the emerging models of highereducation while keeping the essence of a traditionalcomprehensive university.

Steps in the Strategic Planning Process:

Identifying vision and mission of the organization

Conducting a series ofSWOT analyses

Developing specific strategies including strategic goals,

action plans, and tactics. Exploring emergent strategies, challenging the intended

tactics, and altering the realized strategy.

Evaluating strategies and reviewing strategic plan, consideringemergent strategies and evolving changes.

C i l d i l i d l t d


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Curriculum design, planning, development, and

implementationWhy it is essential for college administrators to know about

curriculum and its features?

As a college leaders, you need to know what curriculum means inorder to:

Relate education to the socio-economic, technological, politicaland environmental demands of your society.

Relate content or the body of knowledge to your local setting.

Apply the most effective and relevant teaching and learningmethodologies.

Evaluate the teaching and learning processes in your educationsystem

Definition A curriculum is a plan or program of all experiences which the

learner encounters under the direction of a school.

A curriculum is more than a syllabus.

A syllabus describes the content of a programme and can be

seen as one part of a curriculum.


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Curriculum Foundation

At the foundation to every curriculum, including the

planning/design, development and implementation stages isthe educational philosophy of those directly involved in theprocess.

Often this can influence to a great extent the direction aschool or institution takes with its curriculum and instruction.

Rationalist

Rationalists say:

True knowledge is achieved by the mind.

Knowledge is a series of revelations/exposures

Empiricist

Empiriciststhink:

True knowledge is derived from evidence.

Authentic knowledge comes through the senses


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Pragmatist Pragmatistsbelieve that:Knowledge is hypothetical and changing constantly.

Knowledge is experienced.

Knowledge cannot be imposed on the learner.Knowledge is a personal activity.

Knowledge is socially constructed.

Existentialist.

Existentialists orphenomenologists conclude that:Knowledge is personal and subjective.

Knowledge is ones own unique perception of ones world.

Education should be less formal.

Curricula should be diverse, not common for all

It is important to consider each perspective as it relates to thefollowing: the learner

the teacher

methodology

curriculum


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Elements of Curriculum

The curriculum has fourelements that are in constantinteraction:

purpose (goals and objectives)

content or subject matter

methods or learning experiences

evaluation

Purpose

The purpose of a curriculum:

is based on the social aspirations of society,

outlines the goals and aims of the programme, and

is expressed as goals and objectives.

There are three categories of goals and objectives:

cognitive, referring to intellectual tasks,

psychomotor, referring to muscular skills, and

affective, referring to feeling and emotions


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Methods

The methods outlined in a curriculum:

deal with the teaching and learning experiences,

Involve organizational strategies, andInvolve methods of assessment

Evaluation

Evaluation is used to:

select appropriate content based on the aims andobjectives of the curriculum;

select appropriate methods to address the content andpurpose;

check the effectiveness of methods and learning

experiences used;check on the suitability and the appropriateness of the

curriculum in answering social needs;

give feedback to the planners, learners, teachers, industryand society; and

Provide a rationale for making changes.

T f C i l


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Types of CurriculaFormal Curriculum

Formal curriculum refers to what is laid down as the syllabus or that which iswell structured and time bounded.

Informal Curriculum

Informal curriculum is the curriculum in use from media, stories &observation

Actual Curriculum

Actual Curriculum refers to both written and unwritten syllabuses from whichstudents encounter learning experiences

Hidden Curriculum The nonacademic but educationally significant component of schooling

Curriculum planning/Design Curriculum planning is the thinking and design phase. It is the preliminary

phase of curriculum development that includes:

Identification and selection of the content within the syllabus, andScheduling the use of time

Designrefers to the general pattern orplanning of printedpages with respect to its pictures, line, font, tables, drawings,type face and size, paragraphs and other components of thematerial.


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The Bases for Curriculum Planning/design

When planning for curriculum development, two categories ofbases should be understood:

those that are institutional in nature and

Those that affect people directly

The institutional bases for curriculum planning include:

the context or characteristics of the school situation

the impact of current trends and issues, andthe use of strategic planning

Those bases of curriculum planning that affect people directlyinclude:

student and teacher needslocal curriculum problems to be addressed

competencies of the planners, and

pressures from inside and outside the school.


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Factors That Influence Curriculum DesignPolitical factors

National ideology and philosophy have a tremendous influence on theeducation system because politics determine and define the:

goals, content, and learning experiences, curricular materials,

funding,

entry into educational institutions,

the hiring of personnel and

evaluation strategies in education.

Social factors The community may include various groups with differing:

religious backgrounds,

ethnic bases,

cultural settings,

social goals,

plans for the future,

ideas and views .

Where their views need to be considered when designing a curriculum


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Economic factors As a teacher, you require classroom supplies that are products of industry

such as:

Text and reference books,

charts, equipment, real objects and models

chemicals for science experiments It is therefore crucial that serious consideration be given to economic

demands when designing the curriculum.

ICT context

The role of ICT in education cannot be over emphasized.

The world is going the digital way, and education is at the forefront of thisjourney

Environmental factors

Over time, people have become insensitive to their surroundings and naturalresources.

This has affected the sky, the land and the sea.

The end result is that humanity is being adversely affected by these in-considerations.

Child psychology

Theories of learning and child development have to be considered whendesigning the content (activities and experiences) of the curriculum and

how it is delivered.


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Curriculum development Curriculum development is the primary stage and the more

comprehensive term that includes planning, identification,organization, implementation, evaluation and revision of

the text materialModels of curriculum development

The objectives model

The objectives model takes as its major premise the idea thatall learning should be defined in terms of what students shouldbe able to do after studying the programme, in terms of learningoutcomes or learning objectives.

Using an objectives model enables the construction ofassessments which can be designed against the learningobjectives

Curriculum design according to this model follows four steps: Reach agreement on broad aims and specific objectives for the course

Construct the course to achieve these objectives

Define the curriculum in practice by testing capacity to achieve objectives

Communicate the curriculum to teachers


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The process model

Unlike the objectives model, this model does not consider

objectives to be important.

Approaches to course design under the process modelexamines the subject matter in terms of assumptions held in the

discipline with regard to a particular body ofinformation,

knowledge and skills.

Using this model presupposes that:Learning activities or content have their own value, can

stand on their own and can be measured in terms of their

own standard regardless of the achievement of objectives.

Content involves procedures, concepts and criteria thatcan be used to appraise the curriculum.

Translating content into objectives may result in

knowledge being distorted.

Th it ti l l i d l


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The situational analysis model

It involves the review of the cultural, political, and socialsituations and makes analysis of the interacting elements.

Strategies of curriculum development

Two strategies of curriculum development are recognized:

Centralized curriculum

Centralization can be seen at both national andorganizational levels.

Centralized curricula tend to be more structured andorderly and it is easier to ensure uniformity and a standardapproach to teaching and learning.

A centralized curriculum may allow better access to a wide

pool of expertise but be less sensitive to local needs. Decentralized curriculum

Decentralized curricula tend to be more appropriate to students localneeds and often ensure better ownership of the course by teachers.

Decentralization can allow for a variety of approaches to design and

delivery and enable comparisons of the strengths and weaknesses ofeach


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Stages of curriculum development The curricular cycle involves:

needs assessment or analysis

design and developmentImplementation, and

outcomes evaluation phases

Approaches to curriculum organization

Horizontal organizationVertical organization

Criteria for curriculum organization

Continuity

SequenceScope

integration

St t f d i /d l t


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Structure of course design/developmentIt begins with developing Course outline that includes:

Course title

Course code

Credit hour/pointCourse description/rationale

Course objectives

Course contents

Modes of presentation

Modes of assessment

References

Guidelines for Writing Instructional Objectives

Guideline 1: Objectives should be stated in terms of student

performance/behavior Guide line 2: Objectives should be stated in terms of the

learning outcomes and not in terms of the learning process.

Guide line 3: objectives should be sufficiently free from theinfluence of course content.


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Implementing the curriculum The implementation of a new curriculum usually requires

additional learning resources or at least a rethink of the existinglearning resources.

Pre testing and piloting the curriculum Before starting to fully implement the curriculum it is preferable

to try to pre test or pilot some or the whole of the curriculumthat has been developed.

The main objective ofpre testing and piloting is to try out the draft

curriculum in a small number of training situations and in the context inwhich the curriculum will be used.

This helps to highlight to the curriculum developers whether the curriculumis understandable and relevant to the users and whetherit works inpractice.

Monitoring the curriculum Monitoring can be defined as a continuous orperiodic check by thoseresponsible for the course at every level.

It should focus attention on processes and performance with the objectiveof drawing attention to particular features that may requirecorrectiveaction.

It includes putting activities in place to ensure that input deliveries, workplans, expected output and other actions are proceeding as planned.

What should be monitored?


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What should be monitored? Student recruitment and selection processes

Do the candidates meet the selection criteria?

Do the criteria provide students who are appropriate for the course?

Teaching staffAre the teachers available, motivated and capable of teaching the new

course?

Have any training needs for teachers been identified and addressed?

The teaching and learning process

How is the written curriculum translated into practice?Are the teaching and learning methods appropriate?

Is the balance between different types of learning mode appropriate inachieving the stated outcomes?

Assessment

Are the assessments appropriate in terms of level, reliabilityand validity and do they discriminate between assessing skills,knowledge and attitudes?

Are the regulations and procedures appropriate and are they

being followed?


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Learning resourcesAre the recommended books and journals and other teaching materials

available?

Is access to the library and other resources adequate?

Performance standardsAre the minimum performance standards being reflected and achieved?

Methods of monitoring curriculum implementation

Observation this is particularly valuable in the early stages ofimplementing a course but should be carried out separately fromobservations of teacher performance.

Feedback questionnaires questionnaires can be used to collectinformation from staff, students and external people or groups involvedwith the course.

Focus groups discussion/interviews structured or semi-structuredmeetings (with individuals or groups) and focus groups can be anotheruseful source of detailed information about a programme.

Student assessment results Results from both formative andsummative assessments should be analyzed regularly in order toevaluate whether individual assessments are performing reliably andvalidly and also whether minimum set standards are being achieved.

Reportsresults which the institution has to provide for internal use orexternal agencies can be useful sources of information about the

programme


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Factors That Influence Curriculum Implementation

The Teacher factors-qualification, experience, attitude,commitment, motivation

The Learner factors-The learner factor influences teachersin their selection of learning experiences

Resource Materials and Facilities

From your experience, you are aware that no meaningfulteaching and learning take place without adequate

resource materials Interest Groups

These include:

parents

parents and teachers associations

Development Associationsreligious organizations

Local authorities

companies and private school proprietors

Th S h l E i t


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The School EnvironmentOne other factor that influences curriculum implementation

concerns the particular circumstances of each school

Culture and Ideology

Some communities may resist a dominant culture orgovernment ideology and hence affect the implementationof the centrally planned curriculum

Instructional SupervisionCurriculum implementation cannot be achieved unless it

has been made possible through the supervisory function ofthe school head

AssessmentAssessment in the form of examinations influences

curriculum implementation tremendously

Definitions of Curriculum Evaluation Curriculum evaluation is a system of feedback, providing

information to planners, teachers/trainers, students, parentsand decision-makers.

Why we need to evaluate a curriculum?


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Why we need to evaluate a curriculum?To identify successes and failures of the curriculum with a view to

correcting deficiencies

To measure if stated objectives have been achieved

To assess if the curriculum is meeting the needs of learners, andcommunity

To measure the cost effectiveness of the curriculum

Some questions to ask when evaluating a course orprogramme

are the learning objectives realistic and relevant?

are the different parts of the course relate to each other meaningfullyin terms of sequence and organization?

are the subject matter content, teaching and learning methods, andinstructional materials relevant, accurate and up to date?

are the learners entry requirements well defined and at the rightlevel?

Is there enough time to ensure learning?

Do teachers have the knowledge and skills required to deliver the

curriculum?

Forms of Curriculum Evaluation


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Forms of Curriculum Evaluation

Formative Evaluation

Summative Evaluation

Evaluation Methods and Tools

A variety of methods and tools can be used to conductevaluations, including the following:observations

interviews

testsQuestionnaires

4. Developing competency based curriculumIn what ways Competency-Based Curriculum differs from

others?What is Competency-Based Curriculum?

A Competency-Based Curriculum is a framework or guidethat links competencies, associated methodologies,training and assessment resources.

Considerations about CBC


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Considerations about CBC

The CBC specifies the outcomes which are consistent with the

requirements of the workplace as agreed through the industry

and community consultations The process of developing competency-based curriculum takes

into account the:

Specifications of the competency standards that must

be appropriate to the industry and occupational needsand,

Background and requirements of the learners or trainees.

The process ofcompetency-based curriculum development

will involve representatives from:industry

curriculum developers and

Teachers or trainers experienced in the subject

matter/industry sector.

Why competency-based training?


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Why competency based training?

The traditional approach to education is for

teachers to determine what content needs to be

learned, teach it, and then test to see if thecontent was learned.

Competency-based training aligns training with

the outcomes and assessment of workerperformance in relation to specific work

conditions on professional expectations.

Competency-based approach to trainingrequires that educators and workers identify the

necessary knowledge, skills, and behaviors as

applied in real working conditions and settings.

Principles of competency based approach


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Principles of competency based approachcompetency based approach:

Is Systematic and based on learning outcomes/competencies

Provides trainees with high quality:

learning activities designed to help them master each task,periodic feedback designed to allow trainees to correct

performance as they go along

Requires trainees to perform tasks to high level of competencyin work settings

Assumes individual student differences in the mastery of a taskare as much to do with the learning environment as thelearners themselves

StepsIn planning a competency based Curriculum :

Step 1 carry out a needs analysis of context and of activitieswhich will be required

Step 2 carry out a task analysis - put major activities into subtasks or components, resulting in a list of specific knowledge,skills and attitudes that becomes the instructional content thetrainee will learn.

Cont


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Cont.

Step 3: deriving the objectives from the competencies required,and setting criterion for performance

Step 4: defining teaching and learning strategies

Step 5: determining assessment strategies

The components of a Competency- Based Curriculum are:

Modules of Instruction/Training

Course Design

Modules of Training It should not be assumed that one unit of competency will lead to one

module of training.

In some cases it may be appropriate to develop modules of training,which are applicable to several units of competency.

The structure of Course Design

Course Title : Automotive Servicing NC II

Nominal Duration : 360 Hours

Course Description


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Course Description

This course is designed to enhance the knowledge,desirable attitudes and skills of automotive service

technician in accordance with industry standards. It covers specialized competencies such as:test and service automotive batteries

service ignition system

install and repair wiring/lighting systemrepair wiper and washers

dismantle and assemble enginesub assemblies

maintain under chassis components and

perform shop maintenance It also includes competencies in workplace

communication, team work, safety, use of hand tools,and house keeping.

C O t


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Course Outcomes Upon completion of the course, the trainees/students must be

able to:

Perform diesel engine tune up.

Perform gas engine tune upService automotive battery

Test and repair wiring/lighting system.

Service ignition system

Perform under chassis preventive maintenance.Service charging system

Service starting system

Service engine mechanical system

Entry Requirements

Candidate /trainee must posses the followingqualifications:Able to communicate both oral and written

18 years old and above

Good moral character

Structure of the Training Module


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Structure of the Training ModuleUnit Title

A unit of competency which when applied in a worksituation can logically stand alone. It indicates a title and

express in outcome termsModule Title

Briefly describe the title of the moduleModule Descriptor

Brief description of the module, its scope and delimitation Level: Level of Qualification based on PTQF (NC 1, NC 2, NC

3, NC 4)

Nominal Duration

Estimated /suggested number of hours per module

Learning OutcomesSpecify the performance outcomes the learner will be expected to

demonstrate at the conclusion of the learning outcome

Assessment Criteria: Listings of criteria by which the achievement of the learning outcomes

will be judged

Conditions


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ConditionsOutlines the situations and contexts under which learners

will be assessed

Specify the conditions under which the learning and

assessment will take placeThese can include a list of tools and equipment, access to

learning resources and equipment manuals, and types offacility

Content List down the specific knowledge, skills, attitudes & safety that are to be

addressed within this learning outcome

Methodology State the different approaches, methods and techniques through which

learning process or courses will be delivered, such as:

Modular Demonstration

Lecture

Discussion

Dual training

Distance learning

Assessment Method


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Assessment Method

Specify the method used to gather evidence of sufficientquantity and quality on which to make sound judgment about acandidates competency

Assessment methods include:

Written examination

Demonstration of practical skills

Direct observation

Interview

Resources: Equipment

Vehicle

Engine Ignition timing light

testing instruments

Multi-meter

Test lamp

Battery tester

5 Budget administration in Higher Education


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5. Budget administration in Higher EducationWhat are the real focuses of higher education finance

accountability?

A first step in the implementation of any accountability

system based on higher education funding is to adequatelymeasure the finance side of institutions.

Such measures provide the necessary baseline and follow upinformation to judge the behavior of colleges.

However, the real focus of higher education finance

accountability must be on the expenditure side of highereducation finance how much and in what ways the institutionuses its resources.

College and university spending generally fall into one of fivemajor expenditure categories:

Education and related services Research and related activities

Public service and related activities

Financial aid (scholarships and fellowships) and

Auxiliary enterprises and hospitals

Higher Education Finance: Trends and Issues


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Higher Education Finance: Trends and Issues

Higher education officials and faculty are concernedabout providing a quality education with scarce

resources and sustaining their livelihood. Students and their families worry about how they are

going to pay for their education beyond high school.

In order to understand the system and trend of higher

education finance, the following macroeconomicconcepts can be of help:

measuring the overall level of support for highereducation from public and private sources;

estimating rates of return to education and highereducation; and

examining the relationship between levels ofparticipation and investment in higher education

Overall Level of Support


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pp

The overall amount of resources devoted to highereducation is a key determinant of both: the size (quantity) and

the quality of education

Rates of Return

The resources devoted to higher education should

inevitably be linked to a societys assessment of theworth of that education.

Societal decisions regarding how much to invest ineducation are tied to an assessment of how much

benefit education generates in that country.Levels of Investment and Participation

A countrys participation rate in higher education, likeits level of financial commitment, can be measured in

a number of ways:

Cont.


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the proportion of high school graduates who

continue their education beyond the secondary

level.dividing the number of students enrolled in higher

education by the total population of the country.

Sources of support to higher education

institutions

Higher education systems around the world

depend on a combination of:

public and

Private resources to fund their operations

Cont


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Cont.

In the majority of countries, institutions are primarily

financed through public resources in the form of:

government support; and

tuition fees

Governance issues related to fundingsystem:

How the overall level of funding is set---by government

agencies of one form or another that are political in their nature

How public funds are allocated to institutions---based on

funding policies:

Historical/political allocations---This funding approach

tends to be more input-driven, and is based primarily on

staff costs and institutional infrastructure needs.

Cont.


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Funding formulas. This approach usually is based on

enrollments and costs per student.

Policy-driven funding. This approach occurs when

funding formulas pay more foreconomically

disadvantaged students than other students.

Performance-based funding. This approach occurs

when funding is based fully or partially on the number of

graduates rather than simply the number of students whoenroll.

Categorical and competitive funds. This approach

occurs where only certain types or categories of

institutions qualify for assistance based on proposals frominstitutions or individual faculty

Tax-based policies. This approach includes providing

tax breaks for charitable contributions to institutions and

tax-based incentives for companies and others to conduct researchon cam us

Cont.


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The level of institutional autonomy in the expenditureof funds. A third critical governance issue in funding is thedegree to which institutional officials have autonomy in how

those funds are spent.Accountability models

Consider the following four kinds of accountability:

Audit and monitoring. This is the most basic kind of

accountability, ensuring that public funds are spent for thepurpose intended.

Regulatory performance measures. This focuses ongovernmental efforts to measure the performance ofinstitutions in various ways, including graduation rates,

student loan default rates, and pass rates for teachers

Performance funding. Basing funding on performancemeasures.

Market-based strategies. Developing policies that

replicate market type conditions.


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What features of HE make accounting of costs difficult? The first is the problem ofjoint products.

As is clear from the major groupings of college expenditures,

institutions have multiple missions (e.g., education,research, public service), and these missions overlap andmay even be reinforcing.

The goals are not easily separable from each other, andtherefore, parsing out which costs go with each mission can

be impossible Further, higher education does not fitthe traditional

economic model in which a firm uses a combination inputs ina production process to make its outputs.

Students are not only the outputs of the process (i.e., an

educated college graduate) but also important inputs.

Private Sources of Funds to Institutions


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Colleges and universities around the world depend on

a variety of private sources of funds to help support

their recurrent operations and fund their capitalimprovements. These private sources of revenues

include:

tuition fees;

gifts and other forms of charity;

payments from a variety of services; and

The commercialization of research conducted on campus

and for the support of other private entrepreneurial

enterprises.

Improving Coordination among Funding, Fee, andFi i l Aid P li i


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Financial Aid Policies

A fundamental weakness in the higher education financing

approach employed in most countries is the inadequate degree

of coordination among the three key elements of financing:the funding of institutions

the setting of tuition fees and

The provision of student financial aid

Among the many challenges in this coordination, three are mostprominent:

Lack of uniformity in government funding of institutions and

tuition fees across institutions or differentiated

Absence of clear data about what happens to governmentsupport in response to changes in tuition fees.

Absence of clear data indicative of the relationship between

fees and financial aid when fees are increased.

Recent Trends and Key Issues


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The fundamental financing issue facing higher education

systems around the world in the early part of the 21st century is

the real or perceived crisis ofenrollments growing faster than

resources.

Key trends and issues in developed and developing countries

that have led to this prevailing disconnect between resource

and enrollment growth includes the following:

Growing Demand Based on Increasing Rates of Return

Differential Growth in Resources and Enrollments

Calls for Greater Accountability

Growing Reliance on Market Mechanisms and Privatization

The Search for Innovative Approaches

6. E-learning in Higher Education


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g gWhat is e-learning?

How it is being practiced in HE?

Definition

o e-learning can be defined as a learning environment supportedby continuously evolving, collaborative processes focused onincreasing individual and organizational performance.

o e-Learning is the use of technology to enable people to learn

anytime and anywhereo e-Learning can include training, the delivery of just-in-time

information and guidance from experts

o It can be self-paced orinstructor-led and includes media inthe form of text, image, animation, streaming video and audio

From where does it evolve?

o The e-learning models of higher education today find their rootsin conventional distance education

When it is that e-learning is not important?


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g p When you have resources (time, material, finance) to

inexpensively bring together all of the people in yourorganization who need to learn to teach them, you would notneed e-learning.

When it is that e-learning is important?

When people have jobs to do and budgets are limited, yourlearning program will need e-learning (the power of technology)to overcome the limitations of time, distance and resources

What are e-learning delivery methods? Print:

e-text

textbooks

e-zines

Videostreaming video

video tape

satellite transmission

cable

Cont.A di


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Audiostreaming audio

audio tape

Review and Examselectronic

interactive

paper

CommunicationAsynchronous

email

threaded discussion, weblogs

forums

Synchronouschatvideoconferencing

teleconferencing

electronic white boards

Why it is important to use different e-learning delivery

th d ?


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methods?

In the real world people learn in many different ways

and at different times. So, to support these different

learning needs, you will need different e-learningdelivery methods.

No single e-learning method is best for every learning

need.Why there is a need to combine e-learning and

traditional learning methods?

A blended learning program combines e-learning and

traditional learning methods.

Blended learning can provide the convenience,

speed and cost effectiveness of e-learning with the

personal touch of traditional learning

Approaches to e-learning services


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Computer-based learning Computer-based learning (CBL) refers to the use ofcomputers as a key

component of the educational environment.

While this can refer to the use of computers in a classroom, the termmore broadly refers to a structured environment in which computersare used forteaching purposes.

Computer-based training Computer-Based Trainings (CBTs) are self-paced learning activities

accessible via a computer orhandheld device.

CBTs typically present content in a linear fashion, much like reading anonline book or manual.

CBTs are typically delivered via CD-ROM

Web-based trainingWBTs are Online Learning or Online Education.

WBTs are delivered via the Internet using a web browser.

Computer-supported collaborative learning (CSCL) CSCL is one of the most promising innovations to improve teaching and

learning with the help of modern information and communicationtechnology.

CSCL as instructional methods are designed to encourage or require

students to work together on learning tasks

Technology-enhanced learning (TEL)


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Technology enhanced learning (TEL) has the goal to provide socio-technical innovations (also improving efficiency and cost effectiveness) fore-learning practices, regarding individuals and organizations, independentof time, place and pace.

Why e-learning in HE? It provides the student with information that can be accessed in a

setting free from time and place constraints.

It gives students personalised web environments in which they canjoin discussion forums with their class or group

It has been used very effectively in university teaching for enhancingthe traditional forms of teaching and administration

It gives students much greater flexibility of study

The student can go through the lessons at his or her own pace

This interactive technology supports many different types of capabilityin students

It can be used to assess the progress and achievement of the studentonline

what impacts does e-learning have on the experience oflearning?


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learning?

intellectual interactive technology offers a new

mode of engagement with ideas via both material and

social interactivity online social - the reduction in social difference afforded by

online networking fits with the idea that students

should take greater responsibility for their own

learning

practical e-learning offers the ability to manage

quality at scale, and share resources across networks;

financial- Networks and access to online materialsoffer an alternative to place-based education which

reduces the requirement forexpensive buildings, and

the costs of delivery of distance learning materials

The link between e-learning and active learning


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E-learning serves the very paradigm shift that educators

have been arguing for throughout the last century, that is,

active learning.Thus, the need for colleges and universities to shift toward

the use of e-learning is simply a matter of aligning e-

learning with active learning that educators (such as

Piaget, Vygotsky, Bruner, Dewey) have long been arguing

for.

What are the key sectors of e-learning industry?

consulting

contenttechnologies

services and

support

What factors contribute to the expansion of e-learning?


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The development of:

internet and

Multimedia technologies

Communication technologies used in E-learning Communication technologies are generally categorized as:

asynchronous and

Synchronous

Asynchronous activities use technologies such as Electronicmail (Email), and discussion boards

The idea here is that asynchronous learning :

allows participants to engage in the exchange of ideaswithout the involvement of other participants at the same

time.gives students the ability to work at their own pace.

Is beneficial for students who have health problems.

Allow students complete their work in a low stressenvironment.

Cont.


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Synchronous activities involve the exchange ofideas and information with one or more participants

during the same period of time.A face to face discussion is an example of synchronous

communications.

Synchronous activities occur with all participants joining in atonce, as with an online chat session or a virtual classroomor meeting.

E-Learning Stakeholders

StudentsStudents are the consumers of e-learning.

InstructorsIn e-learning, as in traditional classroom learning, instructors

guide the educational experiences of students.

Depending on the mode of e-learning delivery, instructors may

or may not have face-to-face interaction with their students.

Cont.


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Educational Institutions

the rise in popularity of e-learning has lead to the creation of

new, online only educational institutions.Content Providers

The growth in e-learning has created a market forcommercialized educational content creators

Technology ProvidersTechnology providers develop the technology that enables

e-learning delivery.

Accreditation Bodies

institutions having e-learning accesses will be accredited

Cont.


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Employers

Often, there is a tendency for employers to view

online education from reputable traditional institutions

in a more positive light

The Implications of eLearning for students and

instructorsIncorporation of new Teaching Styles

Adapting to a change in Learning styles

7. Data-driven decision-making in HE


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What are Data-Driven Decision-Making (DDDM) and Data

Literacy?

How are decisions being made in respective organizations? Is it based on intuition or on actual data?

Definition

DDDM is the tendency to use assessment data and relevant

background information to inform decision-making. Data literacy means that a person possesses a basic understanding of

how data can be used to inform instruction.

What are the major steps in data-driven decision making?

Conducting assessments

Obtaining relevant data

Analyzing the data

Determining the conclusions

Planning the instruction

Implementing the instruction

Why is DDDM important in HE?


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y p

Research shows that ifinstructional plans are

based on assessment information relevant to the

desired learning outcomes for students, there willbe a probability to attain these desired learning

outcomes.

It is also assumed that data literacy is an integral

part in the:

planning

implementation

assessment and

revision of instruction

What types of Electronic Resources are available to enhance

DDDM?


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DDDM?Data Warehouses:Data warehouses are large integrated databases that

connect relevant information from other sources into asingle accessible format.

They allow users to look at data from multiple operationalsystems across multiple dimensions, including time

Data Analysis & Reporting SystemsThese systems provide the ability to examine aggregate

student performance measured across a wide array ofvariables

Curriculum Management SystemsThese systems integrate teachers' curriculum planning,

lesson plans, assessments and grade reporting into astandards-based system linked with data from thecollege's student information system.

Instruction & Practice Systems


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These systems are designed to help teachers align theircurriculum and instructional resources to state and localstandards.

Assessment and Diagnostic systemsThese systems provide assessment tools to determine

student strengths and weaknesses in various academicareas aligned with state curricular standards.

Guidelines to improve decision making Improving practical thinking

Practical thinking that includes creative and criticalthinking elements captures the strengths of how we thinkfor everyday problems, calling on experience more thanformal models.

self-reflection

making one's thinking habits more deliberate will promptself-reflection

Moving thinking upstreamthinking ahead and predicting the future potential will make


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thinking ahead and predicting the future potential will makeone better prepared to handle the unknown

Finding hidden assumptions

coming up with reasons against a preferred conclusion oroption will improve thoroughness of reasoning.

Keeping track of unexpected events

a natural tendency is to discount information when it doesnot fit into our expectations.

Thinking from varied perspectiveslooking at problems from different perspectives can improve

one's understanding of a situation

Applying practical reasoning

One way to improve one's reasoning ability is to have astandard set of questions to ask oneself when faced withuncertainty

Adapting to the situation

by increasing the awareness of one's own thinking,mental capabilities can be allocated to the problems at hand

A Theoretical Framework for Data-Driven Decision Making

W k th ti h th t i di id l h ti


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We make the assumption here that individuals have questions,

issues, or problems for which data must be collected, analyzed,

and examined in order to make informed decisions.

Data, information, and knowledge form a continuum in whichdata are transformed to information, and ultimately to

knowledge that can be applied to make decisions.

It is argued that:

Data exist in a raw form. They do not have meaning in and ofitself, and therefore, can exist in any form, usable or not.

Whether or not data become information depends on the

understanding of the person looking at the data.

Information is data that is given meaning when connectedto a context. Alone, however, it does not carry any implications

for future action.

Knowledge


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Knowledge is the collection of information deemed useful, and

eventually used to guide action.

Thus, the data - information - knowledge continuumprovides the foundation for the conceptual framework.

Guiding principles for developing decision making

capabilities

Provide an enterprise-class data infrastructure

Institutions need to understand and prioritize the demands

made by all of their constituents.

Design a comprehensive and scalable solution

This depends on the budget and resources available

Utilize familiar tools

institutions should design a data warehousesolution that is

easy to maintain.

Create true closed-loop analysis capabilities

Cl d l l i i i t d d t t i t l


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Closed-loop analysis is a process intended to set improvement goals,monitor progress, assess impact and realign objectives as required.

Design a maintainable and sustainable solution

Decision making information requirements will evolve over time as usersbecome accustomed to making use of information to improveadministrative performance.

Program lifecycle management Assess current capabilities and define operational needs: during this

stage the information requirements of each constituent are determinedand prioritized

Design data and system architecture: the data system (hardware,software and networking) and security components are architected andthe total solution is designed

Develop solution: during this stage the individual components aredeveloped, configured and tested

Implement solution : during this stage the system is taken live.

Evolve: ongoing maintenance and support begins, feedbacks fromconstituents are captured and retained, and lessons learned areincorporated

Major challenges for improving decision makingcapabilities


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p

The structure of decision making

lack of clarity of existing laws (due to unfinished legislation,

unclear legal frameworks, and the failure to implement anylegal framework) on roles and functions within and amongorganizations

resource availability

Lack of proper information communication among variousstakeholders

Lack of building trust among various stakeholders

Lack of access to and clarity of data/information

The culture of decision-making formal and informal rules

The political situation

Data fragmentation and disorganization

Problem of in-depth and critical analysis of the existing data


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The End!

Thank you!

college administration=presentation

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