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HIGHER EDUCATION LEADERSHIP ACADEMYStrategic Framework

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Foreword

In January 2014, the Ministry of Human Resource Development (MHRD), Government of India had requested Tata Institute of Social Sciences (TISS) to undertake a needs assessment and strategic planning exercise for the development of leadership programmes in State Higher Education systems. This endeavour assumes special importance in the context of the recently launched Centrally Sponsored Scheme named Rashtriya Uchchatar Shiksha Abhiyan (RUSA), which aims to strengthen State Higher Education systems through a reform-based, bottom up approach. One of the critical components for the successful implementation of RUSA is Higher Education leadership development.

During the period January-September 2014, detailed conversations with multiple stakeholders – such as academic administrators, faculty, state level administrators, sector specialists etc. – were carried out. These conversations were held across the country to get an informed view on the serious gaps that prevail in our higher education systems and the potential ways of addressing them, both in form and substance. We also held wide ranging consultations with scholars and institutions abroad, both in the US and UK.

All these conversations have helped us to come up with the Strategic Framework of the proposed Higher Education Leadership Academy (HELA), which delves into the key modalities of the leadership training programmes (such as content and delivery mechanisms) to be offered, and also the elements of the additional activities (such as research and policy advocacy) to be taken up to strengthen Higher Education.

We are very happy to present to MHRD the abovementioned Strategic Framework document of the proposed HELA. Given TISS’s past and ongoing involvement in efforts to strengthen India’s Higher Education system (including its role in the policy design and implementation of RUSA) and the extensive groundwork and stakeholder consultation that lies behind the finalisation of the Strategic Framework , we hope and expect that HELA – through its activities of leadership development, research and policy advocacy – will go a long way in building and upgrading the capacity of Higher Education leaders and administrators, especially in State Higher Education systems.

S. Parasuraman Director, Tata Institute of Social Sciences

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ContentsForeword iii

Acronyms vi

Executive Summary vii

Chapter 1

Introduction 1

About Tata Institute of Social Sciences (TISS) 1

About Higher Education Leadership Academy (HELA) 1

Chapter 2

Leadership Development Programmes 4Goal and Objectives of Leadership Development Programmes 4

Resource Persons and Delivery Mechanisms of Leadership Development Programmes 5

Overview of Content of Leadership Development Programmes 5

Prospective Participants and Nomination Process 6

Chapter 3

Course Modules: Curriculum of Leadership Development Programmes 7

Chapter 4

Research, Advocacy and Other Roles 30Carrying Out and Dissemination of Research with Respect to Higher Education Policy and Practice 30

Research based Advocacy 31

Carrying Out Evaluation and Performance Assessment of Higher Education Institutions and Bodies and Ranking of Higher Education Institutions 31

Forum for Sharing of Ideas and Networking 31

Chapter 5

The Expected Deliverables of HELA 33

Chapter 6

The Expected Outcomes of the Activities of HELA 34

Chapter 7

The Expertise of TISS with Respect to Setting Up of HELA 35

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AcronymsAICTE All India Council for Technical Education

HELA Higher Education Leadership Academy

MHRD Ministry of Human Resource Development

MIS Management Information System

RTI Act Right to Information Act

RUSA Rashtriya Uchchatar Shiksha Abhiyan

SHECs State Higher Education Councils

TISS Tata Institute of Social Sciences

UGC University Grants Commission

UKIERI UK-India Education and Research Initiative

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Executive Summary

Rationale and Significance While it is true that Higher Education Institutions are in general complex enterprises, in case of India it is even more challenging given its scale, size and complexities. The management of these Higher Education Institutions requires deep understanding, knowledge, skills and experience in leading and managing institutions. To build capacities of existing higher education leaders and administrators and to draw fresh talent into the management of higher education systems, it is proposed to administer training programs for higher education leaders through a leadership academy, the Higher Education Leadership Academy (HELA).

Leadership development programmes will be the major activity and main focus of the HELA. However, in addition to offering leadership development programmes, the HELA will also carry out related activities such as research on higher education, research-based advocacy, assessment of performance of higher education bodies and institutions and promotion of networking among higher education actors and leaders.

MissionThe mission of the proposed HELA is to:

1. Develop good quality higher education leaders and administrators to effectively lead and manage institutions of higher learning.

2. Contribute towards the advancement of higher education in India and the achievement of the goals of better access, equity and quality in the field of higher education.

Goals and Objectives The main goal of the leadership development activities of HELA would be to equip higher education leaders and administrators to competently and efficiently handle the complex problems and leadership challenges that arise in the academic, financial and administrative aspects of the functioning of their respective institutions, so that they are able to lead and manage institutions of higher learning in a more effective manner.

The specific objectives of the leadership development programmes would be to:

1. Adapt leadership and management practices to changing world of work.

2. Identify positive and negative examples of leadership and management practices.

3. Address common leadership and management challenges.

4. Develop critical leadership competencies and skills for effective organisational efficiency.

5. Develop interpersonal competencies, improve organisational effectiveness and develop personal characteristics for leaders and administrators.

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6. To lead and support the diverse workforce, promote team work and create positive working relationship throughout the institution, improve staff performance and efficiency, improve work processes to enhance efficiency and effectiveness of the organisation, use creativity and innovation to meet current and future leadership challenges.

7. Develop critical thinking, judgement and problem solving abilities.

Delivery Methods and Resource PersonsHELA, would impart, through regular leadership development programmes, leadership and managerial skills and knowledge to leaders of Higher Education Institutions. The leadership programmes are intended for individuals who either occupy/are most likely to occupy leadership positions in academic affairs, student affairs, finance and administration, and who would like to make an impact on responsibilities in college/university administration.

The leadership training sessions, imparted mainly in small group sessions, would necessarily have a practical focus and enable close networking among its participants, which in turn would promote mutual learning and exchange of lessons and insights among them.

The programmes would be provided to six levels/groups of leaders:

1. Group 1: Vice Chancellors, Pro-Vice Chancellors, Higher Education Policy Makers, Senior Higher Education Leaders and Administrators such as State Higher Education Council Chairperson, Principal Secretary etc.

2. Group 2: Deans, Chairpersons and Heads of Departments

3. Group 3: College Principals and Vice-Principals

4. Group 4: Registrars, Finance Officers, Controller of Exams, Director of Board of University and College Development

5. Group 5: Officials from State Higher Education Departments, State Higher Education Council, State Project Directorate and Chancellor’s Office

6. Group 6: Members of University Statutory Bodies (Executive Council, Academic Council, Senate and Board of Studies).

The Resource Persons of the leadership training programmes will be leading academics, scholars, academic administrators and leaders, and management experts both from India and abroad. The programmes will be delivered through an integrated teaching and learning method involving case studies, group activities, field visits and online virtual sessions. In addition, immersion programmes and exposure visits will also form a part of the training. Additionally, a Professional Experience Plan, developed by the participant and his/her mentor, is to be carried out in their homes or conveniently located campus. The programme duration could range from 2 days to 4 weeks depending on the level and length of the course.

Content ThemesThe content of the leadership programmes will broadly cover the following themes:

1. History of higher education in India.

2. Federal and state systems of higher education in India.

3. Leadership strategies for better performance management and governance functions.

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4. Financing for higher education.

5. Higher education – A comparative study/institutional research and strategic planning.

6. Curriculum and curricular development.

7. Students and student development.

The content of the proposed leadership programmes will be customized to each level/group of leaders.

DeliverablesOrganisation of regular leadership development programmes, catering to six levels/groups of leadership, each programme catering to a maximum of 30 participants. The total number of programmes expected to be held is 66 per year.

Expected Outcomes1. Creation of an expanded pool of capable and high thinking leaders and administrators.

2. Improved governance, managerial and leadership capacities of higher education leaders.

3. Improved interpersonal relationship management skills of leaders, leading to improved morale of staff in Higher Education Institutions.

4. Facilitation of implementation of the strategic plans of the institution.

5. More intense, focused and more fruitful networking and mutual learning among higher education leaders, thinkers and policy makers, across institutions and states.

6. All the above, in turn, is likely to lead to improved institutional governance and performance.

Higher Education Leadership Academy: Strategic Framework

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Introduction

About Tata Institute of Social Sciences (TISS)TISS was established in 1936 as the Sir Dorabji Tata Graduate School of Social Work. In 1944, it was renamed as the TISS. The year 1964 was an important landmark in the history of the Institute, when it was declared Deemed to be a University under Section 3 of the University Grants Commission (UGC) Act, 1956.

Since its inception, the vision of the TISS has been to be an institution of excellence in higher education that continually responds to changing social realities through the development and application of knowledge, towards creating a people-centred, ecologically sustainable and just society that promotes and protects dignity, equality, social justice and human rights for all.

The TISS works towards its vision through:

1. Creation and provision of socially relevant and high quality professional education in a wide range of inter-disciplinary areas of social sciences, to a larger number of students, from all sections of society in the country.

2. Facilitation of autonomous research and dissemination of knowledge.

3. Support knowledge creation through strong M.Phil. and Ph.D. programmes and Post-Doctoral scholars.

4. Strategic extension, field action and advocacy through training and capacity building of state and non-state institutions and personnel.

5. Initiate field action and advocacy to demonstrate and facilitate creation of policies and programmes.

6. Professional response to natural and human-made disasters, through participation in relief and rehabilitation activities.

Over the years, the Institute has made consistent contributions to civil society and the development sector through its education, research, field action and extension. Today, the TISS has earned recognition as an institution of repute from different Ministries of the Government of India; various State Governments; international agencies such as the United Nations; and the non-government sector, both national and international. One of the most significant achievements of TISS has been its partnership with the Government of India in the formulation and implementation of the Rashtriya Uchchatar Shiksha Abhiyan (RUSA). A high degree of freedom and autonomy shape the positive work ethos and creativity in the Institute facilitating strong linkages between education, research, field action and dissemination.

About Higher Education Leadership Academy (HELA)Higher education in India has undergone sea changes and rapid expansion over the last six decades. This sector has seen the rise of diverse set of institutions both in the public and the private space. Obviously, the increase in the number of institutions is in keeping with the stated objectives of improving access and equal opportunities

Chapter 1

Introduction

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to a large young population. Given that higher education plays a very important role towards the construction of knowledge society, teaching, research and related functions are fundamental to social and economic activities. In an increasingly competitive and global era Higher Education Institutions are today facing enormous amount of challenges.

While it is true that Higher Education Institutions are in general complex enterprises, in case of India it is even more challenging given its scale, size and complexities. The management of these Higher Education Institutions are quite extraordinary. This requires deep understanding, knowledge, skills and experience in leading and managing institutions. Broadly, the management of institutions focuses on a range of issues where professional expertise is desirable. To build capacities of existing higher education leaders and administrators and to draw fresh talent into the management of higher education systems, it is proposed to administer training programs for higher education leaders through a leadership academy, the HELA.

Leadership development programmes will be the major activity and main focus of the HELA. However, we believe that supplementing leadership development with activities such as research on topical issues in higher education, assessment of performance of higher education bodies and institutions, research-based policy advocacy and promotion of networking among higher education leaders and actors can generate a more decisive and holistic impact on the advancement of leadership of Higher Education Institutions, as well as on the quality and performance of higher education institutions and the overall advancement of higher education in India. For instance, the findings of the research carried out by HELA can be used to enrich the content of the leadership development programmes. Findings from the performance assessments can be shared with higher education leaders to enable them to carry out data based decision making. The policy advocacy efforts of HELA can be geared towards improving the governance and capacity of higher education systems and institutions, and also improving the autonomy, service conditions and other factors that can enable higher education leaders to function with higher motivation and with lesser hindrance in their efforts to strengthen their respective institutions. Therefore, in addition to offering leadership development programmes, the HELA will also carry out activities such as research on higher education, research-based advocacy, assessment of performance of higher education bodies and institutions and promotion of networking among higher education actors and leaders.

Vision

In pursuit of excellence in leadership in higher education in India.

Mission

� To develop good quality higher education leaders and administrators to effectively lead and manage institutions of higher learning.

� Contribute towards the advancement of higher education in India and the achievement of the goals of better access, equity and quality in the field of higher education through leadership development, research, and policy advocacy.

Objectives

� Develop the capacity, in terms of governance and leadership abilities, of higher education leaders and to develop excellent higher education administrators and leaders.

� Carry out and disseminate research that can serve to inform and influence decision making in Higher Education Institutions and policy making, planning and governance with respect to the field of higher education.


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� Formulate and advocate research based policy suggestions for the advancement of higher education in India and to contribute to the strengthening of macro level higher education policy.

� Carry out performance assessment and evaluation of higher education bodies and institutions.

� Promote data based decision making and policy making and performance management in the field of higher education.

� Serve as a platform for sharing ideas and suggestions on improving higher education in India and promote networking and mutual learning among leaders and actors in the field of higher education.

Scope

The activity scope of HELA would primarily focus on leadership development, but it would also include other activities such as research, advocacy and promotion of networking. The activity scope of HELA is elaborated in the following chapters.

Source Image: IIT Roorkee

Chapter 2

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Leadership Development Programmes

Leadership is pivotal towards the improvement of the quality, governance and performance of Higher Education institutions. The proposed leadership academy, HELA, would impart, through regular leadership development programmes, leadership and managerial skills and knowledge to leaders of Higher Education Institutions.

The leadership programmes are intended for individuals who either occupy/are most likely to occupy leadership positions in academic affairs, student affairs, finance and administration, and who would like to make an impact on responsibilities in college/university administration. The participant’s current position may be Vice-Principal, Principal, Department Chair/Head of Department, Dean, Finance Officer, Registrar, Controller of Examination, Director, Pro Vice-Chancellor and Vice-Chancellor.

The leadership training sessions, imparted mainly in small group sessions, would necessarily have a practical focus and enable close networking among its participants, which in turn would promote mutual learning and exchange of lessons and insights among them.

The leadership programmes provided will be customized according to 6 leadership levels/groups:

1. For Vice Chancellors, Pro-Vice-Chancellors, Higher Education Policy Makers, Senior Higher Education Leaders and administrators such as State Higher Education Council Chairperson and Principal Secretary.

2. For Deans, Chairpersons and Heads of Departments.

3. College Principals and Vice-Principals.

4. For Registrars, Finance Officers, Controller of Exams, Director of Board of University and College Development.

5. Officials from State Higher Education Department, State Higher Education Council, State Project Directorate, and Chancellor’s Office.

6. Members of University Statutory Bodies such as Academic Council, Executive Council, Board of Studies and Senate.

Goal and Objectives of Leadership Development ProgrammesThe main goal of the leadership development programmes of HELA would be to equip Higher Education Leaders and administrators to competently and efficiently handle the complex problems and leadership challenges that arise in the academic, financial and administrative aspects of the functioning of their respective institutions, so that they are able to lead and manage institutions of higher learning in a more effective manner.

The specific objectives of the leadership development programmes would be to:

1. Adapt leadership and management practices to changing world of work.

2. Identify positive and negative examples of leadership and management practices.

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3. Address common leadership and management challenges.

4. Develop critical leadership competencies and skills for effective organisational efficiency.

5. Develop interpersonal competencies, improve organisational effectiveness and develop personal characteristics for leaders and administrators.

6. To lead and support the diverse workforce, promote team work and create positive working relationship throughout the institution, improve staff performance and efficiency, improve work processes to enhance efficiency and effectiveness of the organisation, use creativity and innovation to meet current and future leadership challenges.

7. Develop critical thinking, judgement and problem solving abilities.

Resource Persons and Delivery Mechanisms of Leadership Development ProgrammesThe Resource Persons (trainers) of the leadership training programmes will be leading academics, scholars, academic administrators and leaders, and management experts both from India and abroad. These experts will bring to the training strong knowledge base on conceptual issues and practitioners’ perspective.

The programmes will be delivered through an integrated teaching and learning method involving case studies, group activities, field visits and online virtual sessions. In addition, immersion programmes and exposure visits will also form a part of the training. Additionally, a Professional Experience Plan, developed by the participant and his/her mentor, is to be carried out in their homes or conveniently located campus. The focus will not be only conceptual or theoretical but also practical and participatory: participants of leadership development programmes will be required to apply the learnt skills in simulated situations and also identify actual leadership and management problems in their respective institutions and come up with possible solutions to these problems, as part of the assignments in these programmes. The content to be delivered in the programmes would be informed and shaped by the cutting edge higher education research of this HELA. The programme duration could range from 2 days to 4 weeks depending on the level and length of the course. Evaluation mechanisms will be built into the actual leadership development programmes of HELA. At the end of every programme, detailed questionnaires will be given to participants in order to obtain their feedback on the quality and relevance of the content and delivery of the programme. Such feedback, along with oral suggestions also gleaned from participants during the programme, will be used to refine and further develop the future content, structure and delivery of the leadership development programmes.

Overview of Content of Leadership Development ProgrammesThe leadership programmes will focus mainly on following training areas:

1. Governance: A critical examination of the principles and practices of both institutional and sectoral governance and other models of institutional governance.

2. Strategy: The choices that an institution has made, what plans it has for future and thinking about the institutional strategy within a wider organisational context.

3. Managing people in a learning organisation: Examining the distinctive characteristics of human resource management and organisational development in the institutional context.

4. Managing teaching and research: Understanding the core values and fundamentals of an institution and what makes these activities effective.

Leadership Development Programmes

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5. Physical and financial resources: How management of the university’s physical and financial resources can be integrated with broader institutional objectives and outreach.

6. Marketing: How different activities of the university make up for the marketing function and how they can relate to institutions’ academic work.

7. International collaboration: How in an increasingly globalized world institutional managers can position their institution.

Prospective Participants and Nomination ProcessA maximum of 30 participants from publicly funded colleges and universities will be selected to participate in the programme, which is intended for individuals who either occupy/are most likely to occupy leadership positions in academic affairs, student affairs, finance and administration, and who would like to make an impact on responsibilities in college/university administration. A participant’s current position may be Vice-Principal, Principal, Department Chair, Dean, Finance Officer, Registrar, Controller of Examination, Director, Pro Vice-Chancellor and Vice-Chancellor, etc.

Individuals willing to participate should ask their institutional heads to recommend their candidature by an email to [email protected] along with the nominee’s curriculum vitae and a commitment that the nominee is already holding/will assume an important leadership position in the institution. The candidate should also explain his/her interest in and potential for a senior administrative position in higher education. The statement should address the candidate’s strengths, accomplishments, and career plans. It should address:

1. What the candidate has learned thus far about leadership?

2. His/her suitability for a leadership position.

3. What are the “gaps” that exist in an individual’s preparation for a leadership position?

4. What are the talents and skills needed further development?

Source Image: www.hrcollege.edu


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Course Modules: Curriculum of Leadership Development Programmes

The courses have been designed to address the challenges of academic leaders and academic administrators in the highly competitive and ever-changing sector of higher education. The course modules have been customized taking into account the needs and requirements of various levels of leadership. For each group of leaders/administrators the course is structured into themes, sub-themes and wide range of topics that will be covered under each of these.

A broad overview of the course modules of each group of academic leaders is provided below.

Group 1: Vice-Chancellors/Pro Vice-Chancellors/Higher Education Policy Makers and Senior Higher Education Leaders and Administrators (such as Principal Secretaries, Chairperson of State Higher Education Council)

Theme I: History of Higher Education in India Overview

• It is important to understand the history of the development of higher education in India so that we don’t necessarily replicate the past but that we understand how institutions have evolved into the organisations we see today. Further, history allows one to see how the impact of the change in the environment of an institution affects its structure and functions over time.

Theme II: Federal and State Systems of Higher Education in India

Sub themes

1. Salient Features that Characterise Higher Education Institutions in India.

Overview

• To discuss the concept of how Higher Education Institutions are self-correcting and have developed organically with changing needs.

• In this context different maturity models developed/adopted by various Indian universities and colleges will be studied to understand the underlying principles and forces that have inspired and catalyzed the change and reform within these institutions.

• Understand the role, functions and powers of Central and State Governments, State Higher Education Councils, and University bodies such as Senate, Executive Council and Academic Council.

2. Constitutional Provisions and Judicial Pronouncements Relevant to Higher Education.

Overview

• To discuss the constitutional provisions on role of central and state government vis-a-vis Higher Education Institutions.

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3. Understanding of Higher Education Policy in India.

Overview

• Major higher education related policies and reforms since India’s independence – Radhakrishnan Commission on University Education (1948-9), Kothari Commission (1964-6), National Policy on Education (1986, modified in 1992), Yashpal Committee Report 2009, RUSA, 2013 and National Knowledge Commission Reports.

4. Role and Influence of Regulatory Bodies on Institutions: how to Develop a more Collaborative Engagement?

Overview

• To develop an understanding of the roles and functions of the regulatory bodies from the perspective of their influence and impact on institutions of higher learning.

• What are the current challenges faced by higher education systems with respect to financial, academic and administrative autonomy while working with the regulatory bodies?

• What would be the best strategies, models and mechanism to address some of the issues through interactive sessions and group work?

Theme III: Leadership Strategies for Better Performance Management and Governance Functions/Reforms of an Institution

Sub themes

1. Striking a Balance Between Autonomy and Accountability for Effective Governance.

Overview

• To develop an understanding of the concepts of autonomy and accountability in the context of Indian higher education system.

• What are the existing challenges experienced by leaders in exercising their autonomy?

• What are the areas of conflict with respect to accountability while exercising autonomy?

• To understand the various dimensions of accountability of higher education leaders (accountability to whom?)

• What leadership strategies can be/have been applied for effective exercise of autonomy while maintaining high standards of accountability-learning from case studies as well as own-experiences/experiments of participating leaders?

• How to engage with multiple levels of management to increase accountability and maximise transparency?

• How to synergise the autonomy in finance, administration and academics to avoid conflict of interests and for better student learning experience?

2. Institutional Performance – Self-assessment and Enhancement.

Overview

• Understanding internal monitoring and evaluation of institutional performance. What are the various tools of monitoring and evaluation?

• Impact assessment on how the products were utilized.


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• Instituting best processes for Internal Quality Cell and Equal Opportunity Cell.

• Re-designing and making relevant the appraisal system.

• Performance based appointment and promotion.

3. Role of Technology for Better Governance.

Overview

• To develop an understanding of how effective use of technology can help in improved governance (e-governance), maximising transparency and quick decision making–learning from national and international models.

• To brainstorm on what are the current challenges in increasing the use of technology in day-to-day functioning of institutions and strategies to overcome them?

• Adoption of e-information management internal communications, communicating student and financial information to outsiders etc.

• Website management.

4. Key Strategies and Skills for Effective Leadership.

Overview

• Fundamentals of strategic leadership – Meaning of strategic leadership (how is it different from operational leadership); how to develop vision, goal, objectives and strategy; components of strategic leadership (understanding institutional performance and capacity of institution and its personnel, using performance data in decision making exploiting strengths and overcoming constraints, putting resources to best use); how to develop and apply different leadership styles and approaches for different contexts and situations; understanding organisational culture and leading strategically in the context of prevalent organisational culture; systems thinking, and being able to see big picture and system as a whole.

• Fundamentals of transformational leadership – Meaning and components of transformational leadership, understand role of leader in transforming institution; realistically understand obstacles to change including psychological obstacles; communication for change (how to change attitudes of staff towards change, motivate and inspire staff; and develop own and staff members’ capacity to cope with change); changing workplace/organisational culture.

• Different kinds of leadership – Results-oriented leadership, creative leadership, leading for creative results.

• To focus on what are key leadership strategies such as effective and rational decision making, talent identification and recruitment, working with multiple levels of administration, delegation of power, developing effective public relations and media regulations, process mapping and re-engineering, how to replicate success and learn from failures, developing standard operating procedures, how to ring-fence institutions from external and internal disturbances, presentation skills, developing a culture of shared governance and collective wisdom, art of negotiation, time management, importance of outsourcing certain university functions to domain experts, building trust and confidence among all stakeholders, developing industry collaboration, developing brand and visibility of the institution.

• Sharing and adoption of best practices of Academic, Administrative, Evaluation, Human Resources, and Finance.


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5. Managing Interpersonal Relationships, Including Conflict Management, Consensus Building and Conflict Resolution.

Overview

• Fundamentals of managing people and interpersonal relations – the art and science of motivation, approaches and strategies to bring about sustainable improvements in staff performance, supporting and fostering staff autonomy, and balancing such autonomy with direction and accountability, promoting and supporting productive collaboration and teamwork, enabling and supporting the upgradation and learning of colleagues, anticipating and dealing with conflict and resistance, cultivating emotional quotient, empathy and listening skills.

• Group dynamics and collaboration, power of dialogue to resolve conflicts and power of persuasion, power of story (how to motivate people with stories), interest-based negotiation and collaborative ability.

• Myers Briggs personality test.

• Ensuring better grievance redressal mechanisms. How to institutionalise feedback mechanism?

• How to avoid and manage conflicts with external stakeholders?

6. Nurturing Talent in Conducive Environment and Succession Planning.

• How to appoint high quality staff? How to nurture talent in an institutional structure and prepare them for leadership positions?

• How to apply concepts of incentivisation and disincentivisation in the context of Indian higher education system? How to deal with non-performers given the legal bindings and accountability issues?

Theme IV: Financing for Higher Education

Sub themes

1. Adoption of Better Financial Management Practices.

Overview

• How to make realistic budgets as well as need to institutionalise better monitoring and implementation mechanisms/practices in financial management. The need for leaders and requisite skills to able to adjust to the timelines that has to be adhered to under RUSA.

• Need for resource mobilisation and strategies to raise resources in the context of different institutions located in different geo-politico-social circumstances. There will be sharing of best and innovative practices, various alternate sources of funding such as available grants, international agencies; scope of e-learning in this regard will also be discussed in the context of India.

• Resource utilisation – how to address the challenges in preparing budgets given the unpredictable timing of funds disbursement. Assessment of time lag in fund disbursement is important. Sometimes even leaders/academics make mistakes, e.g., not approaching the government on time or not submitting Utilisation Certificate on time.

• Orientation on principles of basic accounting and budgeting.


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Theme V: Institutional Research and Strategic Planning

Sub themes

1. Institutional Research – Data and Systematic Decision Making.

Overview

• How to prepare vision and mission document?

• How do define goals and objectives?

• Improvement, assessment and planning – How to assess/measure institutional performance in qualitative and quantitative terms?

• How to prepare strategic plans at state and institutional levels?

• Importance of data and institutional research to define the course of action for institution.

• How to develop management information system (MIS)?

• Meaning of bottom-up/decentralized planning, democratized planning and perspective planning and how to carry these out.

2. Strategic Planning.

Overview

• How to include the special considerations from the perspective of low performing students, students with special needs, gender, caste, minority etc., as well as needs of backward areas in strategic planning?

• Training on the importance of developing a team of public relations and liasoning professionals to enable evidence based decision making.

Theme VI: Curriculum and Curricular DevelopmentOverview

• Science of curriculum development.

• Involvement of peers and adjunct faculties in teaching programmes.

• Faculty sharing among institutions located in the neighborhood.

• Employment of senior students in teaching programmes.

Theme VII: Students and Student Development Overview

The theme will cover aspects of student welfare, key issues for development with equity and access and excellence, helping students with access to information, building leadership qualities in students and mentoring, students’ learning outcome.

Group 2: Leadership: Deans, Chairpersons and Heads of Departments

Theme I: Understanding Higher Education Policy, Bodies and Critical Actors in India

• Overview of higher education policy and reforms in India.

• Role, functions and powers of central and state government, State Higher Education Councils (SHECs), Vice-Chancellors, university bodies such as Senate, Executive Council, Academic Council.


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• Role, functions and impact of regulatory bodies such as UGC and All India Council for Technical Education (AICTE).

Theme II: Leadership Strategies for Better Performance in Administrative, and Governance Functions/Reforms of an Institution

Sub themes

1. Key Strategies and Skills for Effective Leadership and Management.

Overview

• Fundamentals of strategic leadership – Meaning of strategic leadership (how is it different from operational leadership); how to develop vision, goal, objectives and strategy; components of strategic leadership (understanding institutional performance and capacity of institution and its personnel, using performance data in decision making exploiting strengths and overcoming constraints, putting resources to best use); how to develop and apply different leadership styles and approaches for different contexts and situations; understanding organisational culture and leading strategically in the context of prevalent organisational culture, cultivating emotional quotient, empathy and listening skills

• Fundamentals of transformational leadership – Meaning and components of transformational leadership, understand role of leader in transforming institution; realistically understand obstacles to change including psychological obstacles; communication for change (how to change attitudes of staff towards change, motivate and inspire staff; and develop own and staff members’ capacity to cope with change); changing workplace/organisational culture.

• Different kinds of leadership – Results-oriented leadership, creative leadership, leading for creative results.

2. Decentralisation of Power and Delegation of Responsibilities.

Overview

• Need for decentralisation of power and delegation for effective administration.

• Challenges in decentralisation of power and delegation of responsibilities – how to overcome them?

3. Striking a Balance Between Autonomy and Accountability for Effective Governance.

Overview




• What leadership strategies can be/have been applied for effective exercise of autonomy while maintaining high standards of accountability – learning from case studies as well as own-experiences/experiments of participating leaders?

• How to engage with multiple levels of management to increase accountability and maximise transparency – importance of shared governance and collective wisdom.


• Process mapping and process re-engineering.

• How to ring-fence institutions?


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4. Rational and Effective Decision Making.

• Components of rational decision making – problem identification, information gathering, developing alternatives, evaluating alternatives (pros and cons) and scenario building, selecting preferred alternative.

• Difference between incremental and rational decision making.

• Challenges in rational decision making and how to overcome these.


Overview

• To develop an understanding of how effective use of technology can help in improved governance (e-governance), maximising transparency and quick decision making – learning from national and international models.




6. Effective Communication Strategies.

Overview

• Skills for effective presentation.

• Strategies for effective internal communication.

• Strategies for effective communication with external stakeholders.

• How to build trust and confidence among various stakeholders?

• Art of negotiation.

• Relevance of effective Public relations and knowledge of media regulations in a higher education institutional setting.

• How to build institutional brand?

7. Key Management Skills.

• Time management.

• File management.

• How to ensure effective documentation? What are the current challenges in documentation – participants will share experiences and how to overcome them?

• Standard operating procedures.

• Need for outsourcing essential services – why, how and the benefits of outsourcing?

8. Developing Industry Collaborations – Should this be a Separate Theme?

Overview

• Need for industry collaborations.

• Strategies for industry collaboration.

• Relevant skills for implementing the collaborations such as communication skills, branding skills etc.


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9. Managing Interpersonal Relations, Conflict Management, Consensus Building and Conflict Resolution.

Overview

• Fundamentals of managing people and interpersonal relations – The art and science of motivation, approaches and strategies to bring about sustainable improvements in staff performance, supporting and fostering staff autonomy, and balancing such autonomy with direction and accountability, promoting and supporting productive collaboration and teamwork, enabling and supporting the upgradation and learning of colleagues, anticipating and dealing with conflict and resistance, cultivating emotional quotient, empathy and listening skills.

• Group dynamics and collaboration, power of dialogue to resolve conflicts and power of persuasion, power of story (how to motivate people with stories), interest-based negotiation and collaborative ability.

• Myers Briggs personality test.






11. Relevant Legal Frameworks.

Overview

• Various laws and regulations such a Right to Information (RTI) Act, University Act etc., will be discussed to develop an understanding of need, relevance, importance and application of various legal frameworks in the field of higher education.

• Operational challenges in implementation of various laws or due to the existence of certain laws, how to overcome them, and need for changes in existing legal frameworks will be discussed.

Theme II: Financing for Higher Education

Sub themes


Overview

• Audits – Administrative, academic and financial. How do you address audit objections?

• How to plan the budget/working schedule for planning from legal and ethical perspective?




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• Resource utilisation – How to address the challenges in preparing budgets given the unpredictable timing of funds disbursement. Assessment of time lag in fund disbursement is important. Sometimes even leaders/academics make mistakes, e.g., not approaching the government on time or not submitting Utilisation Certificate on time.


Theme III: Curriculum and Curricular DevelopmentOverview

• Science of curriculum development.

• Involvement of peers and adjunct faculties in teaching programmes.

• Faculty sharing among institutions located in the neighborhood.

• Employment of senior students in teaching programmes.

Theme IV: Institutional Research and Strategic Planning

Sub themes


Overview



• Improvement, assessment and planning.



• How to develop MIS?


2. Strategic planning.

Overview


• Training on importance of developing a team of public relations and liasoning professionals to enable evidence based decision making.

Theme V: Students and Student Development Overview



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Group 3: College Principals and Vice-Principals

Theme I: Understanding the Context of Policy, Actors, Laws and Rules

• Brief overview of higher education policy and reforms in India.

• Understanding the role, powers and responsibilities of state and central government and each University Statutory Body and various university functionaries.

• Understanding own role, powers and responsibilities, and how to exercise these powers effectively and responsibly.

• Understanding the role of regulatory bodies such as UGC and AICTE.

• Understanding important statutes, court judgements, rules and regulations.

Theme II: Key Skills and Strategies for Effective Leadership and Management

Sub themes

1. Key Strategies and Skills for Effective Leadership and Management.

Overview

• Fundamentals of strategic leadership – Meaning of strategic leadership (how is it different from operational leadership); how to develop vision, goal, objectives and strategy; components of strategic leadership (understanding institutional performance and capacity of institution and its personnel, using performance data in decision making exploiting strengths and overcoming constraints, putting resources to best use); how to develop and apply different leadership styles and approaches for different contexts and situations; understanding organisational culture and leading strategically in the context of prevalent organisational culture, cultivating emotional quotient, empathy and listening skills.

Source Image: Azim-premji-class


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• Fundamentals of transformational leadership – Meaning and components of transformational leadership, understand role of leader in transforming institution; realistically understand obstacles to change including psychological obstacles; communication for change (how to change attitudes of staff towards change, motivate and inspire staff; and develop own and staff members’ capacity to cope with change) changing workplace/organisational culture.

• Different kinds of leadership – Results-oriented leadership, creative leadership, leading for creative results


Overview

• Need for decentralisation of power and delegation for effective administration.

• Challenges in decentralisation of power and delegation of responsibilities – how to overcome them?

3. Striking a Balance between Autonomy and Accountability for Effective Governance.

Overview




• What leadership strategies can be/have been applied for effective exercise of autonomy while maintaining high standards of accountability – learning from case studies as well as own experiences/experiments of participating leaders?


Overview

• Importance of rational decision making.

• Components of rational decision making – Problem identification, information gathering, developing alternatives, evaluating alternatives (pros and cons) and scenario building, selecting preferred alternative.




Overview

• To develop an understanding of how effective use of technology can help in improved governance (e-governance), maximising transparency and quick decision making-learning from national and international models.





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• Time management.

• File management.




7. Developing Industry Collaborations.

Overview

• Need for industry collaborations.

• Strategies for industry collaboration.

• Relevant skills for implementing the collaborations such as communication skills, branding skills etc.

8. Managing Interpersonal Relations, Conflict Management, Consensus Building and Conflict Resolution.

Overview

• Fundamentals of managing people and interpersonal relations – The art and science of motivation, approaches and strategies to bring about sustainable improvements in staff performance, supporting and fostering staff autonomy, and balancing such autonomy with direction and accountability, promoting and supporting productive collaboration and teamwork, enabling and supporting the upgradation and learning of colleagues, anticipating and dealing with conflict and resistance, cultivating emotional quotient, empathy and listening skills.

• Group dynamics and collaboration, power of dialogue to resolve conflicts and power of persuasion, power of story (how to motivate people with stories), interest-based negotiation, collaborative ability.






Theme II: Financing for Higher Education

Sub themes


Overview



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• Need for resource mobilisation and strategies to raise resources in the context of different institutions located in different geo-politico-social circumstances. There will be sharing of best and innovative practices, various alternate sources of funding from available grants and international agencies.

• Resource utilisation – how to address the challenges in preparing budgets given the unpredictable timing of funds disbursement.

• Orientation on principles of basic accounting and budgeting and sharing of financial best practices.

Theme IV: Institutional Performance Assessment and Strategic Planning

1. Institutional Performance – Self-Assessment and Enhancement.

Overview

• Understanding internal monitoring and evaluation of institutional performance. What are the various tools of monitoring and evaluation?

• Qualitative and quantitative methods of performance assessment and indicators of institutional performance.

• Using performance data in decision making and course correction.

• Internal Quality Cell and best practices for the same.


Overview


• How to define goals and objectives?

• How to prepare strategic plans at institutional levels?

• Use of institutional performance data in strategic planning.

• How to include the special considerations from the perspective of low performing students, students with special needs, gender, caste, minority etc., in strategic planning?



Group 4: Registrars and Finance Officers, Controller of Exams, Directors of Board of University and College Development

Theme I: Federal and State Systems of Higher Education in India

Sub themes


Overview

• To discuss the concept of how Higher Education Institutions are self-correcting and have developed organically with changing needs


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• Understanding role, powers and responsibilities of central and state government, SHECs, Vice-Chancellors and university bodies such as Senate, Executive Council and Academic Council.

2. Constitutional Provisions and Judicial Pronouncements on Higher Education.

Overview

• To discuss the constitutional provisions on role of central and state government vis-a-vis Higher Education Institutions.


Overview

Major higher education related policies and reforms since India’s independence – Radhakrishnan Commission on University Education (1948-9), Kothari Commission (1964-6), National Policy on Education (1986, modified in 1992), Yashpal Committee Report 2009, RUSA, 2013 and National Knowledge Commission Reports.

4. Role and Influence of Regulatory Bodies on Institutions – How to Engage and Develop a more Collaborative Relationship?

Overview

• To develop and understanding of the roles and functions of the regulatory bodies from the perspective of their influence and impact on institutions of higher learning.



Theme II: Law and Ethics of Indian Higher Education

Sub themes

1. Legal and Policy Issues.

Overview

• To develop an understanding of legal and policy issues in the sector of higher education such as RTI etc., from ethical perspective.

• To discuss existing challenges while working within the purview of Acts and Statutes of Universities and how to deal with them.

• Strengthening anti-ragging activities.

• Orientation of laws/statutes/ordinances relevant to prepare administrators to better handle legal issues, court related matters, dealing with legal representatives etc.

• Orientation on rules related to basic administration, finances, conduct rules, classification control and appeal rules.

• Operational challenges in implementation of various laws or due to the existence of certain laws, how to overcome them, and need for changes in existing legal frameworks will be discussed.


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2. Institutional Ethics.

• Setting up Institutional Ethical Committee to facilitate transparent and accountable governance.

• Need and relevance of developing ethical model within the organisation with specific guidelines and limitations for each position.

Theme III: Leadership Strategies for Better Performance Administration, and Governance Functions/Reforms of an Institution

Sub themes


Overview

• Need for decentralisation of power and delegation for effective administration

• Challenges in decentralisation of power and delegation of responsibilities-how to overcome them?


Overview




• What leadership strategies can be/have been applied for effective exercise of autonomy while maintaining high standards of accountability – learning from case studies as well as own experiences/experiments of participating leaders?

• How to engage with multiple levels of management to increase accountability and maximise transparency – importance of shared governance and collective wisdom?


• Process mapping and process re-engineering.

• How to ring-fence institutions?


Overview

• Importance of rational decision making

• Components of rational decision making – Problem identification, information gathering, developing alternatives, evaluating alternatives (pros and cons) and scenario building, selecting preferred alternative.




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Overview





5. Effective Communication Strategies and Management of Interpersonal Relations.

Overview

• Skills for effective presentation.

• Strategies for effective internal communication.

• Strategies for effective communication with external stakeholders.

• How to build trust and confidence among various stakeholders?

• Art of negotiation.

• Relevance of effective Public relations and knowledge of media regulations in a higher education institutional setting.

• How to build institutional brand?

• Fundamentals of managing people and interpersonal relations – The art and science of motivation, balancing staff autonomy with direction and accountability, promoting and supporting productive collaboration and teamwork, anticipating and dealing with conflict and resistance, cultivating emotional quotient, empathy and listening skills.


• Risk management

• Time management

• File management



• Need for uniform schedule of rates for official tours and travels etc.



23

7. Conflict Management, Consensus Building and Conflict Resolution.

Overview






Theme IV: Financing of Higher Education

Sub themes

1. Standardisation of Financial Rules Specific to Universities.

Overview

• Is there a general financial framework that can be applied?

• To understand general financial rules and how they can be effectively used in the institutional context?

2. Audit

Overview

• The focus will be to orient the administrators and better prepare them to deal with various auditing exercises. How to address audit objections?

3. Adoption of Better Financial Management Practices from Legal and Ethical Perspective.

Overview



• Resource utilisation – how to address the challenges in preparing budgets given the unpredictable timing of funds disbursement. Assessment of time lag in fund disbursement is important. Sometimes even leaders/academics make mistakes, e.g., not approaching the government on time or not submitting Utilisation Certificate on time.

• How to communicate effectively among the stakeholders the information regarding available funds for effective fund utilisation and creation of opportunities?


• Decentralisation and delegation of financial powers.


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Theme VI: Sustainability

Sub themes

1. Environmental Sustainability.

Overview

• The focus will be on making institution environment friendly, greener through focus on various environment related issues such as energy management, biodiversity, plantation, waste management, better health and hygiene, sanitation, maintenance of campus etc.

2. Disaster Preparedness and Disaster Management.

Overview

• Sharing of ideas and developing an understanding of disaster preparedness and disaster management. The focus will be on both man-made and natural disasters.

Group 5: Officials from State Higher Education Departments, State Council for Higher Education, State Project Directorate, Chancellor’s Office

Theme I: History of Higher Education in India Overview

• It is important to understand the history of the development of higher education in India so that we don’t necessarily replicate the past but that we understand how institutions have evolved into the organisations we see today. Further, history allows one to see how the impact of the change in the environment of an institution affects its structure and functions over time.

Theme II: Federal and State Systems of Higher Education in India

Sub themes


Overview

• To discuss the concept of how Higher Education Institutions are self-correcting and have developed organically with changing needs


• Understanding role, powers and responsibilities of central and state government, Vice-Chancellors and university bodies such as Senate, Executive Council and Academic Council.


25

2. Constitutional Provisions and Judicial Pronouncements on High Education.

Overview

• To discuss the constitutional provisions on role of central and state government vis-a-vis higher education institutions.


Major higher education related policies and reforms since India’s independence – Radhakrishnan Commission on University Education (1948-9), Kothari Commission (1964-6), National Policy on Education (1986, modified in 1992), Yashpal Committee Report 2009, RUSA, 2013 and National Knowledge Commission Reports.

4. Role and Influence of Regulatory Bodies on Institutions: How to Engage and Develop a More Collaborative Relationship?

Overview

• To develop and understanding of the roles and functions of the regulatory bodies from the perspective of their influence and impact on institutions of higher learning.



Theme III: Leadership Strategies for Better Performance Management and Governance Functions

Sub themes


Overview

• Creating an environment conducive to exercise of autonomy for the universities and college administration.

• How to balance autonomy with accountability for effective institutional governance and student centric institutional development?

2. Institutional Performance – Enhancement and Evaluation.

Overview

• Qualitative and quantitative methods of performance assessment and indicators of institutional performance.

• Strategies for performance enhancement – Use of institutional performance data in strategic planning and course correction.


Overview



26

• To brainstorm on what are the current challenges in increasing the use of technology in day-to-day functioning of institutions and strategies to overcome them.



4. Key Leadership Strategies for Effective Administration.

Overview

• To focus on what are the key leadership strategies such as effective and rational decision making, talent identification and recruitment, working with multiple levels of administration, delegation of power, developing effective public relations and media regulations, process mapping and re-engineering, how to replicate success and learn from failures, developing standard operating procedures, how to ring-fence institutions from external and internal disturbances, presentation skills, developing a culture of shared governance and collective wisdom, art of negotiation, time management, importance of outsourcing certain university functions to domain experts, building trust and confidence among all stakeholders, developing industry collaboration, developing brand and visibility of the institution.

• Sharing and adoption of best practices of Academic, Administrative, Evaluation, Human Resources and Finance.

• Fundamentals of managing people and interpersonal relationships – searching, recruiting, motivating and retaining talent, conflict management and the art of negotiation.

• Managing for results.

5. Conflict Management, Consensus Building and Conflict Resolution.

Overview






Theme IV: Financing for Higher Education

Sub themes


Overview



27

• Need for resource mobilisation and strategies to raise resources in the context of different states located in different geo-politico-social circumstances. There will be sharing of best and innovative practices, various alternate sources of funding such as available grants as well as international agencies

• Resource utilisation – How to address the challenges in preparing budgets given the unpredictable timing of funds disbursement. Assessment of time lag in fund disbursement is important. How to ensure that funds reach the beneficiary institutions within the defined timeframe. How to work with various institutions to ensure utilisation of these funds on time especially in the context of RUSA. Sometimes even leaders make mistakes, e.g., not approaching the government on time or not submitting Utilisation Certificate on time.


Theme V: Institutional Research and Strategic Planning

Sub themes


Overview



• Improvement, assessment and planning.



• How to develop MIS?



Overview


• Evidence based decision making.

Theme VI: Students and Student Development Overview


Group 6: Members of University Statutory Bodies (Executive Council, Academic Council, Senate and Board of Studies)

Theme I: Understanding the Context of Policy, Actors, Laws and Rules

• Brief overview of higher education policy and reforms in India.

• Understanding the role, powers and responsibilities of each University Statutory Body.


28

• Understanding own role, powers and responsibilities, and how to exercise these powers effectively and responsibly.

• Understanding the role of regulatory bodies such as UGC and AICTE.

• Understanding important statutes, court judgements, rules and regulations.

Theme II: Assessment and Evaluation of Institutional Performance

• How to assess university performance in qualitative and quantitative terms?

• Importance of data and institutional research for defining the course of action for institution.

Theme III: Financing of Higher Education

• How to make realistic budgets as well as need to institutionalise better monitoring and implementation mechanisms/practices in financial management?

• Need for resource mobilisation and strategies to raise resources in the context of different institutions located in different geo-politico-social circumstances. There will be sharing of best and innovative practices, various alternate sources of funding from available grants and international agencies.

• Resource utilisation – How to address the challenges in preparing budgets given the unpredictable timing of funds disbursement.


• Best practices in University Financial Management.

Theme IV: Curriculum Development

• Basics of curriculum development.

• Global and Indian best practices in curriculum development and pedagogy.

• Global and Indian best practices in advancing standard of research.

Theme V: Students and Student Development

• Student welfare.

• Student rights.

• Improvement of learning outcomes of students.

• Supporting students from less privileged backgrounds.

• Improving students’ employability.

Theme VI: Managing Interpersonal Relations

• Searching, recruiting, motivating and retaining talent.

• Approaches and strategies to bring about sustainable improvements in staff performance, supporting and fostering staff autonomy, and balancing such autonomy with direction and accountability.

• Conflict management and the art of negotiation.

• Delegation and decentralisation of responsibility – Importance, and how to better implement.

• Cultivating emotional quotient, empathy and listening skills.


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Theme VII: Strategic Planning

• How to plan strategically? How to develop vision, goal, objectives and strategy?

• Rational decision making, using performance data and institutional research in decision making exploiting strengths and overcoming constraints, putting resources to best use.

• How to plan strategically in the context of 3 basic priorities of Access, Equity and Excellence?

Theme VIII: Governance and Administration

• Managing accountability and autonomy of university bodies, units and staff.

• Technology and e-governance – To develop an understanding of how effective use of technology can help in improved governance (e-governance), maximising transparency and quick decision making – learning from national and international models. To brainstorm on what are the current challenges in increasing the use of technology in day-to-day functioning of institutions and strategies to overcome them?

• Best practices in university governance and administration.

Source Image: photos.outlookindia.com

Chapter 4

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Research, Advocacy and Other Roles

Carrying Out and Dissemination of Research with Respect to Higher Education Policy and PracticeOne of the aims of HELA is to carry out methodologically rigorous and practically relevant policy research and disseminate high quality data, analysis and policy recommendations among policy and decision makers at the national, state and institutional levels, and thus contribute towards better attainment of the goals of access, equity and excellence in India’s Higher Education Institutions and also by the higher education systems at the state and national levels.

The areas or topics of research would be those that are of strategic importance as far as higher education policy and practice in India are concerned. While the focus of the research would be India centric, a comparative or international focus in research would also be incorporated for the sake of better learning from international best practices and experiences and also cutting edge research at the international level. Under these areas, some research projects hosted at the HELA or supported by the HELA would be ongoing and continuous, whereas some specific projects would be of shorter duration. An indicative list of areas/topics of research is given below (the emphasis of research would be on topics that have practical relevance for the policy and practice of higher education in India):

1. Performance measurement with respect to higher education institutions and critical assessment of available rankings and assessment systems.

2. Detailed analysis of functioning and performance of centres of excellence among Higher Education Institutions in India and lessons for other Higher Education Institution.

3. Teaching and pedagogy in higher education.

4. Curriculum development in higher education.

5. Assessment of state of research and publications in Higher Education Institutions in India.

6. Access and geographical spread/concentration of Higher Education Institutions in India.

7. Equity and diversity in the student enrolment in Higher Education Institutions.

8. Faculty development in higher education.

9. Privatisation and commercialisation of higher education.

10. Methods of assessment of student learning, including examinations and internal assessments.

11. Employment and employability of students.

12. Governance, leadership and administration at various levels in Higher Education Institutions and the higher education system.

Chapter 4


31

13. Financial planning and budgeting in Higher Education Institutions and higher education systems.

14. Human resource management, communication and conflict management in Higher Education Institutions.

15. Tracing of History and projection of future trajectories of Higher Education Institutions in India.

16. Structure and design of Higher Education Institutions, systems and bodies.

17. Collaboration in higher education, including inter-institutional collaboration, industry collaboration and foreign collaboration.

18. Best practices in higher education (Indian and International).

Research based AdvocacyOne of the activities of the HELA will be to collect and analyse data on the state of Higher Education Institutions in India, develop strong networks with governmental and other stakeholders in the field of higher education, and use these resources (research and networks) to advocate sound policy options for the advancement of higher education in India.

The HELA will utilise and analyse available databases on Higher Education Institutions, and also collect and analyse detailed, in-depth quantitative and qualitative data to supplement the available data, with a view to obtain a thorough understanding of various parameters related to equity, access and quality in Higher Education Institutions in India. The findings of research and analysis carried out by the HELA will be used to rigorously formulate and substantiate policy options that will be advocated to policy makers. The aim of such advocacy would be to promote the advancement of the state of higher education in India.

Carrying Out Evaluation and Performance Assessment of Higher Education Institutions and Bodies and Ranking of Higher Education InstitutionsThe HELA, will on request from the concerned Higher Education Institutions and governing/regulatory bodies such as UGC, carry out annual or periodic evaluations or performance assessments of such institutions and bodies. Such impartial performance assessment will be carried out on the basis of the performance evaluation framework developed by HELA that is customized to the Indian context, and will employ rigorous methodological techniques. Such performance assessments can generate valuable lessons and insights and can promote self-correction, data based decision making and better accountability of such institutions and bodies.

In view of the recent criticisms of international ranking systems, an indigenous and methodologically rigorous ranking of India’s Higher Education Institutions (and also state wise versions of the same, if required), that applies locally relevant criteria, is proposed to be developed for the benefit of students, faculty members, policy makers and also the public in general.

It might be added here that the aim of the research and performance assessment activities of HELA is to encourage leaders of Higher Education Institutions and bodies to carry out evidence-based decision making.

Forum for Sharing of Ideas and Networking Serving as a forum for thinkers, analysts, researchers, faculty members and leaders to present their studies on higher education and ideas that can inform and influence higher education policy and practice would be an objective of HELA. Accordingly, organisation of events such as leadership development programmes and the

Research, Advocacy and Other Roles

32

annual thematic research conference, would be an important and regular activity of HELA. Such events would play a crucial role in promoting networking, exchange of ideas, meaningful policy related discussion and mutual learning among higher education actors and leaders.

The HELA leadership development programmes would facilitate and support the creation of networks of mutual learning among participants. Groups (formed voluntarily by participants or bound by some common participant background or characteristic) will be required to form teams/communities for continued mutual learning, with regular online discussion and other forms of virtual and real discussions and exchanges. For a period of one year, these groups will be required to update HELA on their activities, and HELA will follow up on these communities and advise them, if required. Incentives will be given to the most active groups and the groups with the most meaningful and substantial exchanges or contributions.

Source Image: cis-india.org


33

The Expected Deliverables of HELA

� Organisation of regular leadership development programmes, catering to 6 levels/groups of leadership, each programme catering to not more than 30 participants. The total number of programmes expected to be held is 66 per year (6 four-week programmes, 12 two-week programmes, 24 one-week programmes, 24 two-day programmes). The total number of trainees to be served is expected to be 1980 per year (180 for four-week programmes, 360 for two-week programmes, 720 for one-week programmes, and 720 for two-day programmes).

� Organisation of one higher education research-related thematic conference per year with expected paper presentation and participation by researchers, scholars and experts from higher education and its related fields.

� Publication of research volume every year, combining best papers from the annual thematic research conference and research papers by the HELA’s researchers and other higher education scholars.

� Publication of the research of the leadership academy in the form of journal articles in reputed, peer-reviewed journals and also in the form of working papers, monographs, policy briefs and conference papers.

� Development of a standardized framework for assessment of performance of Higher Education Institutions and an indigenous, methodologically rigorous system of ranking of Higher Education Institutions in India and Indian states.

Chapter 5

Source Image: www.egr.msu.edu

Chapter 6

34

The Expected Outcomes of the Activities of HELA

� Improved governance, managerial and leadership capacities of higher education leaders through participation in leadership development programmes. Leadership development programmes would also lead to improved morale of staff, expanded pool of capable higher education leaders and administrators, and development of better informed leaders who are able to make and implement strategic plans and cope with changing realities and other challenges. All the above, in turn, would lead to improved institutional governance and performance.

� Evidence based and rational decision making by higher education policy and decision makers at the national, state and institutional levels because of availability of high quality and credible data and analysis.

� Better accountability of higher education bodies and institutions and use of performance data in decision making, correction of shortcomings in performance and consolidation of strengths due to availability of performance data from performance assessment studies done by the leadership academy.

� More intense, focused and more fruitful networking and mutual learning among higher education leaders, thinkers and policy makers, across institutions, states and countries.

� Possible positive changes in government policies on higher education as a result of the research-based advocacy efforts of HELA.

Chapter 6

Source Image: Mangalayatan.in


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The Expertise of TISS with Respect to Setting Up of HELA

TISS is well equipped to set up and support the proposed HELA through a hub and spoke model because of the body of work already carried out by it in the field of Higher Education policy making, implementation, undertaking research and policy advocacy.

The major achievements of TISS may be highlighted in this respect:

1. Collaboration with Ministry of Human Resource Development (MHRD), Government of India in preparation of RUSA policy document and guidelines.

2. Collaboration with MHRD in RUSA’s implementation, including handholding and engagement with states in preparation of State Perspective plans on Higher Education.

3. Ongoing collaboration with AICTE in preparing a report on the status of Technical Education in India based on an extensive database on technical educational institutions in India.

4. TISS is also developing a framework on the evaluation and assessment of State Perspective Plans on Higher Education.

5. On-going work with the Penn State University’s Academic Leadership Academy under the Indo-US 21st Century Knowledge Initiative since 2013.

6. TISS’s engagement on Women Higher Education Leadership Program supported by UGC.

7. Upcoming partnership with UK-India Education and Research Initiative (UKIERI) in initiatives for development of higher education leadership in India.

8. TISS is involved in setting up of AICTE-TISS Centre for Leadership Policy in Higher Technical Education at the upcoming School of Governance and Public Affairs, TISS Mumbai.

9. Interventional collaborations (based on ongoing or upcoming partnership) in the area of leadership development programmes in higher education with Harvard University’s Graduate School of Education, Penn State University’s Centre for Study of Higher Education, University of California, Berkeley Higher Education Centre, Yale Leadership Programme, Columbia University’s Teachers College, University of London’s Institute of Education and University of Edinburgh.

Chapter 7

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