Dubai 2013 faculty full paper

International Conference on Technology and Business Management March 18-20, 2013

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Full Paper

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

M. M. Bagali*#

Professor of Management and Human Resources,Coordinating, Research in Management,

JAIN University,319 / 17TH CROSS / 25TH MAIN / 6th PHASE / JP NAGAR,

Jain University/ Bengalore -560 078 / India / Tel: 80 43430400 / Fax: 080 26532730

[email protected] / http://in.linkedin.com/in/mmbagali

Abstract

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

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

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

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

*M. M. Bagali, PhD, Professor of Management and Human Resources, and Head, Research in Management, JAIN University, #319, 17th Cross, 25th Main, JP nagar, 6th Phase, Bangalore, India

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

# Correspondence and discussion on the paper with the author at [email protected]

JAIN University – PAT – 2013 – AIMS - Dubai

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mailto:[email protected]


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Introduction:

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

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

Accreditation: The Paradox for Excellence:

A layman’s understanding of Accreditation is the establishment of the status, legitimacy or appropriateness of an institution, programme (i.e. composite of modules) or module of study. The Council for Higher Education Accreditation (CHEA, 2001)5 describes Accreditation as the process of external quality review used in higher education to scrutinize colleges, universities, and higher education programmes for quality assurance and quality improvement. Success of any educational school results in an accredited institution and/or programmes. The Higher Education Funding Council for England (HEFCE 2010)6 has a narrower definition; i.e. Accreditation is the approval of a higher education course by an authorized body. Chernays (1990)7 definition is rather more specific: Accreditation assures the educational community, the general public, and other agencies or organisations that an institution or programme: (a) has clearly defined educationally appropriate objectives, (b) maintains conditions under which their achievement can reasonably be expected, (c) is infact accomplishing them substantially, and (d) can be expected to continue to do so. Similarly, the Universal Council for Online Education Accreditation (2003)8 states that: ‘Accreditation is a system or process for providing public confidence and a tool for improvement used by educational institutions’. It promises a basic level of quality in an educational institution through a process that examines a school's faculty, course content, recruiting practices, admission procedures, and more.


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http://www.qualityresearchinternational.com/glossary/programme.htm


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The purpose of accreditation is to ensure quality education programs through the use of standards and rigorous evaluation criteria; to stimulate institutions towards higher levels of quality and efficiency; and to provide a system for public trust and accountability. For example, in Hungary, prioritise professional accreditation, which states that it is a process of certifying the quality and standards of educational provision carried out by institutions, and judging the suitability of provision in institutions for conferring professional status on the holders of degree qualifications from that institutions.9

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

Importance of Accreditation:

Accreditation is the tool to evaluate the standards and quality of the education a student receives at a college, university, or other institution of higher learning. Accreditation speaks about one’s reputation and highest discipline in academic field. 10-A, B While a student who attends an accredited college or university is fine with his or her way of receiving a quality education, students should remember that a college or university's accreditation does not automatically guarantee a student's success. It is up to the individual student to make the most out of the education he or she recieves. But, if many students attending a college or university are not successful, and do not demonstrate a high level of educational performance, an accreditation organization may need to step into and examine the effectiveness of the institution and evaluate what aspects can be improved. Infact, if one divides equally the stake holders in providing the Quality Education Deliverables, then ‘Faculty’ forms the major percentage in this segment. All the knowledge workers (faculty) have to leverage learning curve and intellectual capital for growth. This is possible only with quality inputs by faculty, continuous innovation and the delivery system along with contribution in various facets of academic areas .11

The Stake Holders Advantage:

As a Student: Accreditation provides an assurance to a student that the programme in which he or she is enrolled in or is considering to enroll in, is engaged in a continuous review and improvement of its quality, content delivery that matches the national /international standards in the profession, and that it is accountable for achieving what is anticipated to achieve.As a Faculty Member: Accreditation provides a formal process for ongoing evaluation and improvement of the programme and faculty development outcomes, a process by which faculty, students and administration can work together in advancing the educational institution's mission.As a Management Teacher: Accreditation provides a forum in which educators and practitioners of management can exchange ideas on future needs of the profession and the ways which address these needs in professional education and training.As a Member of the Public: Accreditation ensures public accountability of a programme or an institution -- that it has the means and demonstrates the outcomes for its educational process that are consistent with its goals and objectives (American Psychological Association, 2010).12


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As an Alumnus: The credit what one gets wherever one is placed reflects in ones quality of work . This is sure because of ones academic programme accreditation. Corporate is also assured of contribution and positive financial gains because of the rigorous training received from accredited programme/institutes/colleges.

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

GAP Analysis:

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

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

Present Practices of Accreditation:

The present practice of accreditation is done in the areas of curricular aspects, teaching-learning evaluation, research, consultancy and extension, infrastructure, student support and progression, governance, leadership and Innovative practices.13 The various ways through which accreditation is done in areas include Institution, Programmes, Academic environment, Student Development, Faculty Development and Pedagogy/Pedagogical tools, and the like. The quality is assessed and


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accredited by recognized institutes like NAAC - accredits institutions of higher education in the country; and NBA provides accreditation to the technical colleges under AICTE, apart from the International accreditation agencies, that award accreditation for professional programmes and academic units in particular fields of study.14

Faculty Accreditation- Differentiating is Key:

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

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

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

1. Un-Questionable Integrity for Academic Excellence 2. Quality Academic contribution with continuous improvement, and3. To match the delivery and set patters to benchmark the Foreign University

Need for Faculty Accreditation:

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


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

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

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

2. Production of Intellectual contributions and Professional Development 3. The need for maintaining Academic Qualification and also the Professional Qualification,

and4. On entering at very senior leadership roles and higher levels in academics (Dean/

Director), an Accredited teacher on the resume will stand out more to employer than one of questionable integrity.

Model for Faculty Accreditation:

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

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

Faculty for accreditation process will be judged in each of these four areas (within the context of superior accomplishment), with an opportunity for reflections:

a. A record of superior accomplishment in the scholarship of TEACHING should contain clear and compelling evidence related to Academic Development: (i) instruction; and (ii) student development and learning, which may include teaching, best practices adopted, case development, monograph and the publication of text books.

b. A record of superior accomplishment in the scholarship of DISCOVERY JAIN University – PAT – 2013 – AIMS - Dubai

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should contain clear and compelling evidence related to: (i) scholarly works (objective, subjective, and/or artistic); and (ii) scholarly activities (new knowledge and research), which include publications, projects and PhD guidance, member of advisory board of journals, reviewers of papers, patents, copyrights, editor of professional journals, editorial review board member, associate editor, and the like. c. A record of superior accomplishment in the scholarship of KNOWLEDGE INTEGRATION should contain clear and compelling evidence related to: (i) curricular development, which includes the nominee’s discipline in larger interdisciplinary and cross-disciplinary contexts; and (ii) meaningful connections between a nominee’s discovery and teaching. This may include collaborative work by nominee for consultancy, corporate networking and international visiting assignments, post doctoral contribution, advisory board on international journals and other such assignments.

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

The Model: A Proposed System

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

Eligibility:

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

The Assessment Criteria scale and sub parameters could be designed as specified below:

Table No.1: Professional Accreditation Teacher (PAT) Model

Sl No.

Areas Sub Area/Measures Minimum Score Requirement/

Marks obtained


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Against Maximum Marks

1 Academic Development300 points

1.1. Teaching Best Practices adopted/ New delivery mode

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

1.3. Case development

1.4.Monographs / Text books

1.5. Executive Education

75/150

20/40

25/50

15/30

15/30

2 Administration and positions50 points

2.1. Responsibility held

2.2. Position held

2.3. Committees / Councils

2.4.Board Member

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

7.5/15

5/10

5/10

5/10

2.5/5


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3 Intellectual Contribution200 points

3.1. Research Publication

3.2. Projects

3.3. PhD guidance

3.4. PhD Awarded

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

3.6. Patents and copyrights

3.7. Working papers

25/50

20/40

15/30

12.5/25

7.5/15

15/30

5/10

4 MOU/Collaboration, and Consultancy100 points

4.1. Consultancy4.2. Corporate network4.3. Training held for academics4.4. Training held for corporate4.5. Industry based projects

15/305/1010/20

10/20

10/20

5 International Assignment and Network150 points

5.1.Visiting Assignments

5.2. Collaboration Partnership

5.3. Post-Doctoral work

15/30

10/20

20/40

10/20JAIN University – PAT – 2013 – AIMS - Dubai

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5.4. Fellowship

5.5. Scholarship

5.6. Conference and Workshops organized

05/10

15/30

6 Social Responsibility towards Nation100 points

6.1.Association with NGO’s or Red Cross or CRY

6.2. Social impact projects

6.3. Work at School level

6.4. Economic Development Activity or rural development work

6.5. Teach India Program

10/20

10/20

10/20

10/20

10/20

7 Supporting Academic Excellence areas / Off campus activity100 points

7.1.Associateship

7.2. National/ State Awards/ Fellowship/Scholarship

7.3. Certifications and competency enhancement

5/10

20/40

15/30


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courses

7.4. Membership and positions to Professionals Bodies

7.5. Cultural/ Sports promotion

05/10

05/10

8 Any Other Contributions to mention10 points

Contributions towards Innovation@work;newer ideas and systems; creating great place to work; interests and hobbies, etc

Could also be the scores of TOFEL,GMAT, GRE

00/10

No minimum points required

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

Requirements for sub-parameters

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

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


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

3.2. The project (minor/major) as part of funded from UGC, AICTE, ICSSR, AMDISA, ILO, UNO, NPO and the like. Consideration will also be for the self funded projects with evidence and proof of work undertaken. Criteria could be in terms of number of proposals sent/in progress/in process/results awaited with range of the grants.

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

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

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

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

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

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

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

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

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

Selection Panel:

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


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significant noteworthy academic work like Infosys Leadership Institutes, WIPRO, et al. There could also be International Faculty team / panel and institutes like Sloan School of Management, Harvard Business School, Michigan State University, London School of Business, Asian Institute of Management, SIM and other institutes of international repute may be involved.

JAIN University - PATThe Structure:

This is a hypothetical example, in case the Jain University implements this Accreditation to MBA faculty to all the B-School in Karnataka State. This is a hypothetical example, in case the Jain University implements this Accreditation to MBA faculty.

Jain University

Selection Committee/ Team

RepresentativesAIMS AIU

AICTE- Council of Management Education

UGCNIAS

Knowledge CommissionExperts from IIM/IIT/etc

International FacultyIndustry Body

Research InstitutesInstitute of National Importance

Central Advisory Board of Education

National Council for Technical Education

Consultants Any other

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


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

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

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

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

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

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

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

Accredited Teacher

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

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

…………………………………………………………………………………………………………

State Level STAR Category Percentage Final certification Star Color

State A Star Best in Class 91-100% High Honors Red

State A Star Excellent 80-90% A-Distension Green


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State A Star Above Average 60-79% B- Distension Blue

State B Star Average 40-59% A-Merit Red

State B Star Poor 20-39% B-Merit Green

State B Star Zero based 00-19% C-Merit Blue

…………………………………………………………………………………………………………

Post Accreditation Utility:

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

1) Member of Board of Studies and Board of Examiners2) Member, Paper steers for different courses3) Eligible to guide Project work of MBA4) Eligible to get grants and Research funding from University5) Eligible to be part of Board/Member/knowledge commission or any other state level board6) Eligible for overseas travel grants, if any7) Eligible to be part of member, LIC Committee of university, any other ad-hoc committee8) Corporate may call Accreditation teachers for offerings of MDP, Consultancy, and design of

training tools and programs

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

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

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


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

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

End Notes:

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

2. Times of India, 25th July, 2011, page:1 and 4, which discuss on the value and present status of MBA in India. It says that, as of now, there are 3150 MBA institutes in India, of which 2100 are AICTE approves; 1050 autonomous colleges. Further, in Karnataka State, a total of 303 institutes, of which 198 are AICTE approved and 105 are autonomous. A total of 2.8-3 lakhs students crunch out each year

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

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

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

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

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

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


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http://www.informaworld.com/smpp/content~content

http://www.ucoea.org/html/faq.htm#1

http://www.hefce.ac.uk/aboutus/glossary/glossary.htm

http://www.chea.org/international/inter_glossary01.html


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

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

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

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

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

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

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

References:

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

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

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

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

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

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


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http://www.ugc.ac.in/inside/net.html

http://www.naac.gov.in/publications.asp

http://www.apa.org/support/education/accreditation/importance.aspx

http://www.worldwidelearn.com/accreditation/importance-accreditation.htm


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

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

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

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

STEP WISE FLOWCHART FOR THE AWARD OF ‘PAT’

Final Step

Step: 5

Step: 4

Step: 3

Step: 2


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Acknowledgement by Organizer

Peer review of all the received applications and

allocate them marks

Peer reviewed applications with 501 and above marks are called for final

selection stage

Presentation & Interview on the allocated dates

RESULTS: PATRESULTS: PAT

http://www.iime.org/glossary.htm


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Step: 1

Step: 0

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

BROAD DISCIPLINE FOR ACCREDTATION

[The list is not all included]

Human Resources

Managerial Economics/ Macroeconomics

Probability and Statistics

Strategic Management

Marketing Business, Government and Society

Internet Technologies for Business

Business Policy

Finance Managerial Communication

Entreprenurship

Labour Legislation

Qualitative Techniques

Operations Management

Legal Aspects of Business

General Management


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Advertisement/ Announcement: inviting

applications for PAT

Receipt of Entries


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Organizational Behavior

Software Enterprise Management

Business Taxation

Public System

Production and Operations Management

PMIR Information Systems for Business/MIS

Family Business Dynamics

Hospital Management

Agriculture Business and Management

Business Research Methods

And many more too……………


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Dubai 2013 faculty full paper

Education

faculty of management

faculty accreditation

accrediting management

number of management

faculty profile

areaof faculty contribution

student faculty exchange

question of faculty