ethics in education nair

8/6/2019 Ethics in Education Nair

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Welcome To This Presentationon

ETHICS IN

EDUCATION

Prof. V. N. M.NAIR


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5/15/2011 Ibra College of Technology,Department of Business Studies

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BENCHMARKING

SCHEME OF PRESENTATION

1. INTRODUCTION

2. WHAT IS ETHICS?

3. WHY ETHICS?

4. ETHICAL ISSUES IN EDUCATION

5. ETHICAL SOLUTIONS

6. CONCLUSION

7. QUESTIONS & ANSWERS SESSION


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BENCHMARKING

CHANGE IS REQUIRED

To Cherish Traditions, Old Buildings, Ancient

Cultures and Graceful Lifestyles is a worthy

thing.

but in the world of technology, to cling to

outmoded methods of teaching, learning and

training for teachers, students and institutions

respectively is a PRESCRIPTION TO SUICIDE


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BENCHMARKING

Many institutions of higher education have instituted policies

regarding ethics education. For example, the Faculty Handbook

of the Mays Business School at Texas A&M University includes

the following statement:

Therefore, faculty and staff have a responsibility for creating an

academic environment that promotes honest academic inquiryand teaches students ethical behavior in the process.


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BENCHMARKINGBUSINESS EXCELLENCE MODEL

Vision

ObjectivesAreas to be Addressed

Measurement Indicators

QUALITY INITIATIVES

Mission

Kaizen

ISO

Six Sigma

Benchmarking

Suggestion Schemes

Quality Circles

Professional Circles

5SKM BSC


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Benchmarking is a technique of identifying, understanding and

adapting superior practices from organizations locally and world wide to

improve performance and achieve priority business results

BENCHMARKING

OPERATIONAL DEFINITION

Comparing business

processes, not only

performance measures

External

focusImprovement,

not evaluation

A structured

techniqueLearn from others


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5/15/2011 Ibra College of Technology,Department of Business Studies 7

BENCHMARKING

STEPS IN BENCHMARKING1.DECIDING WHAT TO BENCHMARK

2.UNDERSTANDING CURRENT PERFORMANCE

3.PLANNING

4.STUDYING OTHERS

5.LEARNING FROM THE DATA

6.USING THE FINDINGS


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BENCHMARKING

STEPS IN BENCHMARKING

1. DECIDING WHAT TO BENCHMARK

Start with ICTs strategy for growth and

development . This is reflected in the Vision

and Mission statements of ICT

Identify the Critical Success Factors of ICT


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BENCHMARKING

Contd

Now based on the Vision, Mission and

CSFs, a decision has to be taken as to whatis to be benchmarked

E.g.. Teaching Learning Process, Records

Management, Absenteeism etc.

Decide the Metrics( Measurement)


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BENCHMARKING

2.UNDERSTANDING CURRENT PERFORMANCE

This is done to get a clearunderstanding

of How are we presently doing that

which has to be decided to undergo the

benchmarking process


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BENCHMARKING

3. PLANNING

The following things need clarification here.

-Whom do we benchmark with?

-Determine the data collection method

Benchmarking can be against a Process Competitor,

Industry, Product etc. Even secondary data can be

used to identify your benchmark partner.


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BENCHMARKING

4. STUDYING OTHERS (B

enchmarking Stu

dy)

Once the benchmark partner is

identified, the study should aim at two

things

(a) To find the best-in- class practices

(b) The measurable results of the best-in-

class practices


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BENCHMARKING

STUDYING OTHERS contd. The techniques used for conducting the

study are:

(i) Questionnaires(ii) Site Visits

(iii)Focus Groups


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BENCHMARKING

5.LEARNING FROM THE DATA:

Here we analyze the data colleted from the

benchmark study. This will help us to compare

what we are doing with what they are doing

This comparison leads to the discovery of

Performance Gap


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BENCHMARKING

LEARNING FROM THE DATA: contd Next an analysis is made to know why the gap

is present. This will tell us what the best-in-

class organization is doing uniquely to

overcome this gap

Now the learning organization tries to find the

impact of best-in- class practice if adopted and

the resultant improvement


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BENCHMARKING6. USING THE FINDINGS

If analysis made in the previous step reveals a

negative gap in performance, steps must be

taken to close this gap.

For closing the negative gap, information about

the best-in-class practices is used to come out

with goals, objectives and action plans that

when implemented will close the gap.


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BENCHMARKING

ADVANTAGES OF BENCHMARKING

Institution can become more competitive

Better students satisfaction

Helps in continuous improvement

Enables to understand the best industry

practices


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BENCHMARKING

ADVANTAGES contd

Helps in establishing effective goals

Helps in brand building

Benchmarking will help ICT to understand

ICTs weaknesses vis--vis the colleges oftechnology in Oman.


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BENCHMARKING

SUCCESS FACTORS FOR BENCHMARKING Top Management Support and guidance.

Aligning benchmarking with the vision and mission of

the organization .

Thorough process mapping and documentation of ones

own practices.

Committed Benchmarking team with creative and

innovative thinking .


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BENCHMARKING

SUCCESS FACTORS FOR BENCHMARKING contd..

Integrating benchmarking with other

improvement initiatives in the

organization. Selection of right benchmarking partner.

Willingness to learn and experiment .

Flexible mindset to accept change andfindings


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BENCHMARKING

BENCHMARKING PITFALLS

Mission, Goals and Objectives unconnected

Not relating to other improvement initiatives

Lack of sponsorship.

Unengaged process owner

Disinterested clients

Red tapism/ stifling regulations


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BENCHMARKING

BENCHMARKING PITFALLS contd

Own process not documented

Over emphasizing measures.

Not accepting findings.

Time and resources overlooked.

Notion that we are unique.


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BENCHMARKINGQuality issues of Technical Education

Creating relevance of curriculum

Management responsiveness

Motivating Faculty

Improving institutional academic climate Effective curriculum implementation strategies

Attitudinal change for achieving excellence

Linkage with industry and other institutions

Self learning & self paced learning Students taking initiative in learning

Effective evaluation system


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BENCHMARKING

QUALITY ISSUES OF TECHNICAL EDUCATION How to make the curriculum relevant to the needs of

society & industry.

How could the management become responsive to thequalitative improvement?

How to motivate faculty to play their multiple roles moreeffectively?

How to improve the academic climate of the institute?

How to design curriculum monitoring & implementation

strategies to develop in students the employable skills? How to establish strong linkage with the employerorganizations and network with organizations havingsimilar interest?


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5/15/2011 Ibra College of Technology,

Department of Business Studies

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BENCHMARKINGQUALITY ISSUES OF TECHNICAL EDUCATION CONTD

How to create an attitudinal change in the system towork for efficiency,

productively, and excellence?

How to provide self paling self-learning facilities tostudents and yet make them

successful? How can the students evaluation system be made more

objective, reliable and

valid?

How to inspire students and teachers to take moreinitiative in using better

Teaching -learning practices learning and developinnovativeness and creativity?


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BENCHMARKINGQUALITY ISSUES OF TECHNICAL EDUCATION CONTD

Creating relevance of curriculum

Management responsiveness

Motivating the faculty

Improving institutional academic climate Effective curriculum implementation strategies

Attitudinal change for achieving excellence

Linkage with industry and other institutions

Self learning & self paced learning Students taking initiative in learning

Effective evaluation system


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BENCHMARKINGAGENDA

TO IDENTIFY THE INDUSTRY EXPECTATIONS OF THE SKILL SETS

REQUIRED OF THE STUDENTS IN GENERAL, SO AS TO MAKE

THEM MORE COMPETENT AND EMPLOYABLE.

TO IDENTIFY THE AREAS OF TOTAL QUALITY MANAGEMENT IN

TECHNICAL EDUCATION

TO IDENTIFY THE CHANGES REQUIRED OF TEACHERS OF THE

TECHNICAL INSTITUTIONS


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BENCHMARKINGA PARADIGM SHIFT IN TEACHERS ROLE

TRADITIONAL MODERN

FOCUS ON TEACHER FOCUS ON LEARNER

EMPLOYEE PERFORMER

INVENTION APPLICATION

INDIVIDUAL TEAMS

FUNCTIONS PROCESSES

CONTROL EMPOWERMENT

LOCAL GLOBAL

SUPERVISOR COACH

LOYALTY TO ORGANIZATION LOYALTY TO PROFESSION


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BENCHMARKINGA PARADIGM SHIFT IN TEACHERS ROLE

TRADITIONAL MODERNEVALUATION VALUE ADDITION

RESPONSIBILITY ACCOUNTABILITY

DIRECTION FACILITATION

EMPLOYMENT EMPLOYABILITY

COMPETITION COLLABORATION

LECTURE ACTIVITY

BOOKS MULTIPLE MEDIA

RIGIDITY FLEXIBILITY

SINCERITY CAPABILITY


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BENCHMARKING

SOLUTIONS USING TQM/BENCHMARKING PRINCIPLES

1. CREATING RELEVANCE OF CURRICULUM

Identify hard and soft skill requirements for

employment; Identify generic skills and specific skills;

develop standards for each of the objectives

for all the subjects of study. Also develop

standards for practical skills.


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BENCHMARKING

2. MANAGEMENT RESPONSIVENESS Proactive approach

Long term planning

Creation of Internal Motivation


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BENCHMARKING

3. MOTIVATING THE FACULTY Recruitment of good faculty and their

induction, development, appraisal and

reward for retention.

If the faculty is motivated, lot of enthusiasm

will be seen in the campus for innovation,

development, good teaching- learning

practices and that of research.


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BENCHMARKING

4. IMPROVING INSTITUTIONAL ACADEMIC CLIMATE Good Teaching-learning practices, transparent

teacher evaluation and reward system,

encouragement for innovations and development

work, sponsored research work, and institutional andindividual consultancy work would change the total

academic climate of an institute for betterment.

Computation facilities, laboratory and workshop

facilities, library facilities need to be extended

beyond the academic routine hours


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BENCHMARKING5. EFFECTIVE CURRICULUM IMPLEMENTATION STRATEGIES

Institutions need to design and develop curriculum implementation strategies

such that responsibility and

initiative in learning is gradually shifted to students with

teachers playing the role of managing effective and efficient learning and creating

opportunities for self learning

and self pacing in learning.

Faculty development programme be geared towards improvement of professional

skills, viz. effective teaching-learning methods and innovations; and improvementof knowledge through subject related higher studies.


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BENCHMARKING6. ATTITUDINAL CHANGE FOR ACHIEVING EXCELLENCE

Both teachers and students community needs

to realize the need for positive thinking, and

positive attitude.

A successful career required Knowledge,Skill and Attitude (KSA) and now this has

changed to Attitude, Knowledge and Skill

(ASK). All stake holders now realize thatones Attitude decides his Altitude


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BENCHMARKING7. LINKAGE WITH INDUSTRY AND OTHER INSTITUTIONS

Marketing of product and services of ICT to

the society has to be planned and

implemented systematically.

The responsibility of students placement inindustry has to be jointly taken up training

and placement cell the heads of departments

and the students.


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BENCHMARKING

8. SELF LEARNING & SELF PACED LEARNING By proper design of the teaching learning

system, the students must be motivated to

learn by making their own efforts. Exploratory type teaching learning built

around open-ended problem solving activities

need to be practised.


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BENCHMARKING

9. STUDENTS TAKING INITIATIVE IN LEARNING Orientation program at departmental level

explaining the structure of the programme

and positions of the subject in the whole

curriculum has to be explained to the

students.

The relevance of study of the subjects and

their components have to the explained byteacher and by using experts from industry.


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BENCHMARKING10. EFFECTIVE EVALUATION SYSTEM

Student evaluation system must be valid,

reliable, and should be objectively designed.

Emphasis should be on assessing the higher

order cognitive skills like ability to think and

apply, ability to analyze and synthesize, and

of solving problems.


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BENCHMARKINGSKILLS REQUIRED FOR STUDENTS


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BENCHMARKING

CONCLUSION

Quality improvement initiatives are a must in Ibra

College of Technology to prepare students for local

employment as well as employment in the global

market.

For this ICT has to raise its level to international

standards in all respects A holistic approach instead

of piecemeal approach is a must for this.


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BENCHMARKING

CONCLUSION contd..

TQM, Re-engineering andBenchmarking may be used to convert

the threat of getting marginalized in the realm of technical

education to an opportunity to achieve excellence.

The difference between A good and poor learner is not the

sheer quantity of what the good learner learns, but rather

the good learners ability to organize and use information


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BENCHMARKINGCONCLUSION contd...

QUALITY

is an endless Journey and I take this opportunity to exhort all my colleagues to work as a team towards the

pursuit of perfection and transform ICT into

a Centre of Excellence and Pride of

SULTANATE of OMAN

Thank You

V. N. M. Nair


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REFERENCES

1. Nair V.N.M. The Problems and Prospects of Technical

Education a paper presented in the National Seminar on The

Future of Technical Education in India held at Bangalore.

2. Dr. S.K. Bhattacharya TQM Re-Engineering & Benchmarking forTechnical Education and Training in Science Tech Entrepreneur,

Jan.2006.

3. Lecture notes and presentations used by Prof. V.N.M. Nair at

SBM Jain College of Engineering, Bangalore to teach 4th

semester MBA core paper , Strategic Management.4. www.google.com, www.metacrawler.com


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In a recent Wall Street Journalarticle, Psychology Professor Steven Davis says

that cheating by high school students has

increased from about 20 percent in the 1940s

to 75 percent today.

Students say cheating in high school is for

grades, cheating in college is for a career.


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BENCHMARKING

SKILLS REQUIRED FOR STUDENTS

ATTITUDES REQUIRED

* ENTHUSIASM

* ETHICS & INTEGRITY* PROFESSIONALISM

* FRIENDLY & COLLABORATIVE

* COMMITMENT

* RESPONSIVE

* PROACTIVE


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BENCHMARKING


INDUSTRY AWARENESS SKILLS REQUIRED

*INDUSTRY TYPES*INDUSTRY DYNAMICS

* SERVICES

*PRODUCTS

* VISION

*MISSION,

*STRATEGY,

*GOALS

* CULTURE


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BENCHMARKING


BUSINESS SKILLS REQUIRED

*Entrepreneurship * Profit & Loss Account

* Budgeting & Costing * Business plans

*Financial accounting


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BENCHMARKING


COMMUNICATION SKILLS

* ACTIVE LISTENING

* SPEED READING

* USE OF BODY LANGUAGE

* PRESENTATION

* COMMUNICATION STYLES

* COACHING/ MENTORING

* QUICK TYPING


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BENCHMARKING

SKILLS REQUIRED FOR STUDENTS LIFE LONG LEARNING SKILLS REQUIRED

* NEED FOR LIFE LONG LEARNING

* LEARNING STYLES

* LEARNING TECHNIQUES

* TOOLS


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CREATIVE SKILLS REQUIRED

* Innovation

* Lateral Thinking

* Creativity

* Visualization

* Aesthetics


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PERSONAL PRODUCTIVITY SKILLS REQUIRED

* PERSONAL MASTERY

* SOFT SKILLS

* TIME MANAGEMENT

* PRIORITIZE

* ORGANIZE

* ATTENTION TO DETAILS


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BENCHMARKING


THINKING SKILLS REQUIRED

* SYSTEMS THINKING* LATERAL THINKING

* CREATIVE THINKING


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TECHNICAL SKILLS REQUIRED

* TECHNOLOGY TRENDS * APPLICATION DOMAINS

* ENGINEERING CONCEPTS * STANDARDS,

* TOOLS & TECHNIQUE * OPERATING MACHINERY

* EQUIPMENT * COMPUTER LITERACY

* WEB LITERACY

CONTD.


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BENCHMARKING


SOFT SKILLS REQUIRED

* Attitudes

* Enthusiasm* Ethics & value system

* Inter personal Relationships

* Team work

* Leadership


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BENCHMARKING

PRESENTATION SKILLS REQUIRED

* LANGUAGE * LOGICAL FLOW

* POISE/ BODY LANGUAGE

* CLARITY *TONE & VOLUME

* USE OF VISUALS

* TOOLS & DEMONSTRATIONS


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BENCHMARKING


ORGANIZING SKILLS REQUIRED

* MANAGE TIME, ENERGY, RESOURCES & RISK* PRIORITIZE WORK * SORT DATA/ OBJECT

*IDENTIFY & ANALYZE ALTERNATIVES AND TAKE DECISIONS

* PREDICT, MONITOR & CONTROL OUTCOMES


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BENCHMARKING


TEAM WORK SKILLS REQUIRED

* IMPORTANCE OF TEAMS* PURPOSE

* PLACE* POWER

* PLAN

* PEOPLE

* PROCESS


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PROCESS SKILLS REQUIRED

* PROJECT LIFE CYCLE * PRODUCT & SERVICES

* PROJECT MANAGEMENT * QUALITY ASSURANCE

* CUSTOMER SATISFACTION * PRODUCTIVITY

* STANDARDS & METRICS * PROCEDURES & GUIDELINES

* PROBLEM SOLVING SKILLS REQUIRED * PROBLEM DEFINITION

* THINKING SKILLS * COMPREHENSION * ANALYTICAL SKILLS

* LOGICAL SKILLS * SIMULATION & MODELING

* PLANNING * DESIGNING

ethics in education nair

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