The role of faculty in Management Institutes has changed in the West. I am sure that it is the same in India too.
I hope the content of the presentation will be of some use to members of the faculty that access it.
Please feel free to pass your comments on; even critical comments are welcome and will be much appreciated, as it helps me to keep on learning. Thanking you all in advance.
From United Kingdom
1621I hope the content of the presentation will be of some use to members of the faculty that access it.
Please feel free to pass your comments on; even critical comments are welcome and will be much appreciated, as it helps me to keep on learning. Thanking you all in advance.
From United Kingdom
Dear Nash,
Let me start with first things first.
It is a revelation to see such a presentation.
The contents in some of the slides are however familiar.
Providing acknowledgement wherever necessary not only gives credibility
to the presenter but also establishes the authenticity of what is being said.
I wish to mention the areas that need attention.
General
Slide background is dominating. At the bottom left corner it interferes with the text.
Background slide could be made in lighter shade. Interference should be avoided.
Now there is plenty of overlap in many slides and sans visual clarity.
Slide 4
HE - is it higher Education? If so, please expand giving the abbreviation in the bracket for the first time.
Later, use of only abbreviation would be alright.
As a sub set of Knowledge “Behavioural aspects “also could be added to Technical / Subject.
Slide 5
At the core of the model HOD’s etc is mentioned; it is not clear.
It is better to add atleast one more word to HOD before writing etc.
While the title is about forces on HE TEACHERS, Teachers are also shown as a force impacting HOD’s etc.
This is not clear. Does this denote other teachers / peers?
Slide 6
Competitive advantage comes from uniqueness. It has to figure in the model.
Is the uniqueness referred as “Distinctive Competence”?
Slide 7
In the apex of the triangle can we add ‘developing’ to “teaching”
What is R&R in the core - Roles and Responsibilities ?
Slide 8
What are T, R and S?
Vision, Mission, Goals and Strategies are having INPUT arrows. No OUTPUT. Why?
An Organization is driven by the above four and so an output arrow has to be there.
In the legend box it would be appropriate to write the expansion for KPI and CSF in capital letters.
Slide 9
What is conveyed in this slide?
Are the cells to be filled with YES or NO or something like that.
Slide 10
QAA, HOF, HOD, L&T need to be expanded / explained.
Slide 11
Only HOD’s activities have been enumerated. What about others?
Slide 21
What do the numbers indicate? What is the measurement basis / scale?
Slide 22
In Teacher’s characteristics another model (outside this presentation) indicates TEACHING SKILLS, CONCERN (for students) and SUBJECT KNOWLEDGE as the prime factors that determine his / her efficiency / efficacy.
In student’s characteristics NECESSITY, ZEAL, MOTIVATION etc are said to be important for being an effective student.
Slide 28
Can it be construed that all the bullet points are besides the main lectures and experiential programmes?
Students also learn from each other.
Some more General Comments
Some of the slides have animation in which the bullet points come one by one and fade away as we move to the next. This is the best to get the student’s focus. However many slides have all the bullet points appearing together. This has to be checked and corrected wherever necessary.
If the topic is to highlight on the changing “Roles and Responsibilities” of faculties in the present day context, then it would be apt to summarise the same as a comparison in a table towards the end of the presentation. With my limited knowledge, I could not decipher this. Even in the beginning one or two slides may be introduced as to how the teaching was practised in the past, about five decades ago, when we were in our teens.
As far as the change in styles in the Indian context is concerned, I am not aware of it to give my specific views.
V.Raghunathan
From India
Let me start with first things first.
It is a revelation to see such a presentation.
The contents in some of the slides are however familiar.
Providing acknowledgement wherever necessary not only gives credibility
to the presenter but also establishes the authenticity of what is being said.
I wish to mention the areas that need attention.
General
Slide background is dominating. At the bottom left corner it interferes with the text.
Background slide could be made in lighter shade. Interference should be avoided.
Now there is plenty of overlap in many slides and sans visual clarity.
Slide 4
HE - is it higher Education? If so, please expand giving the abbreviation in the bracket for the first time.
Later, use of only abbreviation would be alright.
As a sub set of Knowledge “Behavioural aspects “also could be added to Technical / Subject.
Slide 5
At the core of the model HOD’s etc is mentioned; it is not clear.
It is better to add atleast one more word to HOD before writing etc.
While the title is about forces on HE TEACHERS, Teachers are also shown as a force impacting HOD’s etc.
This is not clear. Does this denote other teachers / peers?
Slide 6
Competitive advantage comes from uniqueness. It has to figure in the model.
Is the uniqueness referred as “Distinctive Competence”?
Slide 7
In the apex of the triangle can we add ‘developing’ to “teaching”
What is R&R in the core - Roles and Responsibilities ?
Slide 8
What are T, R and S?
Vision, Mission, Goals and Strategies are having INPUT arrows. No OUTPUT. Why?
An Organization is driven by the above four and so an output arrow has to be there.
In the legend box it would be appropriate to write the expansion for KPI and CSF in capital letters.
Slide 9
What is conveyed in this slide?
Are the cells to be filled with YES or NO or something like that.
Slide 10
QAA, HOF, HOD, L&T need to be expanded / explained.
Slide 11
Only HOD’s activities have been enumerated. What about others?
Slide 21
What do the numbers indicate? What is the measurement basis / scale?
Slide 22
In Teacher’s characteristics another model (outside this presentation) indicates TEACHING SKILLS, CONCERN (for students) and SUBJECT KNOWLEDGE as the prime factors that determine his / her efficiency / efficacy.
In student’s characteristics NECESSITY, ZEAL, MOTIVATION etc are said to be important for being an effective student.
Slide 28
Can it be construed that all the bullet points are besides the main lectures and experiential programmes?
Students also learn from each other.
Some more General Comments
Some of the slides have animation in which the bullet points come one by one and fade away as we move to the next. This is the best to get the student’s focus. However many slides have all the bullet points appearing together. This has to be checked and corrected wherever necessary.
If the topic is to highlight on the changing “Roles and Responsibilities” of faculties in the present day context, then it would be apt to summarise the same as a comparison in a table towards the end of the presentation. With my limited knowledge, I could not decipher this. Even in the beginning one or two slides may be introduced as to how the teaching was practised in the past, about five decades ago, when we were in our teens.
As far as the change in styles in the Indian context is concerned, I am not aware of it to give my specific views.
V.Raghunathan
From India
Dear Raghunathan,
Thank you very much for taking the time to study my ppt presentation and give me very valuable constructive feedback. I have give my response in brackets after your comments.
Slide background is dominating. At the bottom left corner it interferes with the text. Background slide could be made in lighter shade. Interference should be avoided.
Now there is plenty of overlap in many slides and sans visual clarity.
(I did not prepare the background; some company in USA did it for me. Our son got it done for me. I am editing the slides to make sure the symbol on the left bottom corner does not interfere with the text, by shortening the references and moving details to the bibliography.)
Slide 4
HE - is it higher Education? If so, please expand giving the abbreviation in the bracket for the first time.
Later, use of only abbreviation would be alright.
(Done)
As a sub set of Knowledge “Behavioural aspects “also could be added to Technical / Subject.
(Behavioural aspects are covered under Attitude).
Slide 5
At the core of the model HOD’s etc is mentioned; it is not clear.
It is better to add atleast one more word to HOD before writing etc.
While the title is about forces on HE TEACHERS, Teachers are also shown as a force impacting HOD’s etc.
This is not clear. Does this denote other teachers / peers?
(I have changed the core to "A TEACHER", a generic word to include all teaching staff irrespective of the rank/designation. And made a distinction between a peer and a "Boss'.)
Slide 6
Competitive advantage comes from uniqueness. It has to figure in the model.
Is the uniqueness referred as “Distinctive Competence”?
(Yes, Distinctive Competence and Uniqueness are the same. I have included that word, too.)
Slide 7
In the apex of the triangle can we add ‘developing’ to “teaching”
What is R&R in the core - Roles and Responsibilities ?
(I have changed "Teaching" to "Developing Students". R & R refers to Roles and Responsibilities, which is in the title. I have included the abbreviation there,)
Slide 8
What are T, R and S? (Teaching, Research and Service)
Vision, Mission, Goals and Strategies are having INPUT arrows. No OUTPUT. Why?
An Organization is driven by the above four and so an output arrow has to be there.
In the legend box it would be appropriate to write the expansion for KPI and CSF in capital letters.
(An oversight; I have included arrows to CFS/KPIs box and also to Set Standards box.)
Slide 9
What is conveyed in this slide?
Are the cells to be filled with YES or NO or something like that.
(I will be asking the audience to fill approximately the amount of time spent on various activities. If it's a mixed audience, we will be able to see what they do.) In the modified version, I will be discarding the Principals' column).
Slide 10
QAA, HOF, HOD, L&T need to be expanded / explained.
(In the UK, QAA stands for Quality Assurance Agency. I think in India we have NAAC. HOF stands for Head of Faculty, HOD for Head of Department. L & T is Learning and Teaching.)
Slide 11
Only HOD’s activities have been enumerated. What about others?
(The presentation was for tutors to highlight how a tutor's role changes as (s)he gets promoted to an HOD.)
Slide 21
What do the numbers indicate? What is the measurement basis / scale?
(The gap shows what the members would like to do as opposed to what they were doing when surveyed on a five point scale.)
Slide 22
In Teacher’s characteristics another model (outside this presentation) indicates TEACHING SKILLS, CONCERN (for students) and SUBJECT KNOWLEDGE as the prime factors that determine his / her efficiency / efficacy.
(You are right. I know of a case where a student refused to fill a feedback form about a tutor. When asked why she did not answer all the questions, she pointed to her last statement. It read "If the tutor can answer my questions in the class, it shows his/her subject knowledge/experience and concern for students. Hence, no need to answer a standard questionnaire.")
In student’s characteristics NECESSITY, ZEAL, MOTIVATION etc are said to be important for being an effective student.
(I have come across students who entered the university as mature students. One wrote an exceptional piece. I used to give an introductory lecture on Operations Management and then ask students to give me 10 keywords from the lecture. Students had to write a 250 word piece highlight how all those words were linked and were relevant for an organisation's success. I still use that student's work as a model when I give lectures.)
Slide 28
Can it be construed that all the bullet points are besides the main lectures and experiential programmes?
Students also learn from each other.
(May be the slide is not clear. It's about how students come to know about a programme being offered; for example, if I were running a special programme on Research Methods. The "Word-of-mouth" covers students learning from each other.)
Some more General Comments
Some of the slides have animation in which the bullet points come one by one and fade away as we move to the next. This is the best to get the student’s focus. However many slides have all the bullet points appearing together. This has to be checked and corrected wherever necessary.
(Thank you very much for the advice; I have not got round to doing the transition of bullet points. I will do so in the next version.)
If the topic is to highlight on the changing “Roles and Responsibilities” of faculties in the present day context, then it would be apt to summarise the same as a comparison in a table towards the end of the presentation. With my limited knowledge, I could not decipher this. Even in the beginning one or two slides may be introduced as to how the teaching was practised in the past, about five decades ago, when we were in our teens.
(To ensure it's not a chalk and talk, I ask the participants to tell me how things have changed over the years. Usually in the audience, there will be some who were taught in the days gone by, when a lecturer wrote on a blackboard and students copied it verbatim and did not even have the time to ask questions. Then came photocopying, Overhead slides, now computer projection and access to web, etc.)
As far as the change in styles in the Indian context is concerned, I am not aware of it to give my specific views.
(One major difference that I find, in the Indian Management Institutes context, is the lack of industrial experience of many lecturers. They rely on bookish knowledge. In some institutes it is changing, as I have seen many with industrial experience getting into academia now.)
From United Kingdom
Thank you very much for taking the time to study my ppt presentation and give me very valuable constructive feedback. I have give my response in brackets after your comments.
Slide background is dominating. At the bottom left corner it interferes with the text. Background slide could be made in lighter shade. Interference should be avoided.
Now there is plenty of overlap in many slides and sans visual clarity.
(I did not prepare the background; some company in USA did it for me. Our son got it done for me. I am editing the slides to make sure the symbol on the left bottom corner does not interfere with the text, by shortening the references and moving details to the bibliography.)
Slide 4
HE - is it higher Education? If so, please expand giving the abbreviation in the bracket for the first time.
Later, use of only abbreviation would be alright.
(Done)
As a sub set of Knowledge “Behavioural aspects “also could be added to Technical / Subject.
(Behavioural aspects are covered under Attitude).
Slide 5
At the core of the model HOD’s etc is mentioned; it is not clear.
It is better to add atleast one more word to HOD before writing etc.
While the title is about forces on HE TEACHERS, Teachers are also shown as a force impacting HOD’s etc.
This is not clear. Does this denote other teachers / peers?
(I have changed the core to "A TEACHER", a generic word to include all teaching staff irrespective of the rank/designation. And made a distinction between a peer and a "Boss'.)
Slide 6
Competitive advantage comes from uniqueness. It has to figure in the model.
Is the uniqueness referred as “Distinctive Competence”?
(Yes, Distinctive Competence and Uniqueness are the same. I have included that word, too.)
Slide 7
In the apex of the triangle can we add ‘developing’ to “teaching”
What is R&R in the core - Roles and Responsibilities ?
(I have changed "Teaching" to "Developing Students". R & R refers to Roles and Responsibilities, which is in the title. I have included the abbreviation there,)
Slide 8
What are T, R and S? (Teaching, Research and Service)
Vision, Mission, Goals and Strategies are having INPUT arrows. No OUTPUT. Why?
An Organization is driven by the above four and so an output arrow has to be there.
In the legend box it would be appropriate to write the expansion for KPI and CSF in capital letters.
(An oversight; I have included arrows to CFS/KPIs box and also to Set Standards box.)
Slide 9
What is conveyed in this slide?
Are the cells to be filled with YES or NO or something like that.
(I will be asking the audience to fill approximately the amount of time spent on various activities. If it's a mixed audience, we will be able to see what they do.) In the modified version, I will be discarding the Principals' column).
Slide 10
QAA, HOF, HOD, L&T need to be expanded / explained.
(In the UK, QAA stands for Quality Assurance Agency. I think in India we have NAAC. HOF stands for Head of Faculty, HOD for Head of Department. L & T is Learning and Teaching.)
Slide 11
Only HOD’s activities have been enumerated. What about others?
(The presentation was for tutors to highlight how a tutor's role changes as (s)he gets promoted to an HOD.)
Slide 21
What do the numbers indicate? What is the measurement basis / scale?
(The gap shows what the members would like to do as opposed to what they were doing when surveyed on a five point scale.)
Slide 22
In Teacher’s characteristics another model (outside this presentation) indicates TEACHING SKILLS, CONCERN (for students) and SUBJECT KNOWLEDGE as the prime factors that determine his / her efficiency / efficacy.
(You are right. I know of a case where a student refused to fill a feedback form about a tutor. When asked why she did not answer all the questions, she pointed to her last statement. It read "If the tutor can answer my questions in the class, it shows his/her subject knowledge/experience and concern for students. Hence, no need to answer a standard questionnaire.")
In student’s characteristics NECESSITY, ZEAL, MOTIVATION etc are said to be important for being an effective student.
(I have come across students who entered the university as mature students. One wrote an exceptional piece. I used to give an introductory lecture on Operations Management and then ask students to give me 10 keywords from the lecture. Students had to write a 250 word piece highlight how all those words were linked and were relevant for an organisation's success. I still use that student's work as a model when I give lectures.)
Slide 28
Can it be construed that all the bullet points are besides the main lectures and experiential programmes?
Students also learn from each other.
(May be the slide is not clear. It's about how students come to know about a programme being offered; for example, if I were running a special programme on Research Methods. The "Word-of-mouth" covers students learning from each other.)
Some more General Comments
Some of the slides have animation in which the bullet points come one by one and fade away as we move to the next. This is the best to get the student’s focus. However many slides have all the bullet points appearing together. This has to be checked and corrected wherever necessary.
(Thank you very much for the advice; I have not got round to doing the transition of bullet points. I will do so in the next version.)
If the topic is to highlight on the changing “Roles and Responsibilities” of faculties in the present day context, then it would be apt to summarise the same as a comparison in a table towards the end of the presentation. With my limited knowledge, I could not decipher this. Even in the beginning one or two slides may be introduced as to how the teaching was practised in the past, about five decades ago, when we were in our teens.
(To ensure it's not a chalk and talk, I ask the participants to tell me how things have changed over the years. Usually in the audience, there will be some who were taught in the days gone by, when a lecturer wrote on a blackboard and students copied it verbatim and did not even have the time to ask questions. Then came photocopying, Overhead slides, now computer projection and access to web, etc.)
As far as the change in styles in the Indian context is concerned, I am not aware of it to give my specific views.
(One major difference that I find, in the Indian Management Institutes context, is the lack of industrial experience of many lecturers. They rely on bookish knowledge. In some institutes it is changing, as I have seen many with industrial experience getting into academia now.)
From United Kingdom
An interesting article has appeared in today's TOI news paper. It discusses about the need for change in the management education in India. Some of the points discussed in the above post and in the attached presentation like Skill, Knowledge, Attitude,
Industrial exposure, Employability, Education purpose etc are figuring in the article.
Please go through the article as it shows the new vistas that would add value to the Indian Education.
V.Raghunathan
From India
Industrial exposure, Employability, Education purpose etc are figuring in the article.
Please go through the article as it shows the new vistas that would add value to the Indian Education.
V.Raghunathan
From India
Thanks Raghunathan,
The article certainly echoes some of the things covered in my presentation. I am sure things will change for the better, once people in influential positions start taking note and implementing what is covered in the article.
I recall a conversation I had with a "Professor" in HR. I asked her whether her students had an opportunity to visit a HR dept. She said "Yes." I asked her if she had worked in the field before taking up teaching. She said "No." I asked her what she did when students visited an organisation. She said she just accompanied them. She did not even bother to go and talk to the staff about problems faced, how they solved it, etc. I find the same situation with many lecturers in other fields: they finish their basic degree and do an MBA and go straight to teach, without any practical experience.
I hope more people will access my presentation and make comments on it. One academic that I sent to gave me the following feedback.
"I understand your slides are meant for presenting in a B-School to improve the overall quality of faculty by addressing their multiple roles and responsibilities. The slides are quite useful and informative to the audience. With your explanation I am sure the participants will be able to grasp the issues quite easily.
A few points: By and large, academic institutes in India are controlled in a hierarchical manner and rarely the faculty are empowered. Hence in all the meetings the participants do not share their views and prefer to remain silent rather being the target of fire."
Another wrote "It is relevant in Indian context too, mostly applicable to autonomous Institutions and Private Universities."
From United Kingdom
The article certainly echoes some of the things covered in my presentation. I am sure things will change for the better, once people in influential positions start taking note and implementing what is covered in the article.
I recall a conversation I had with a "Professor" in HR. I asked her whether her students had an opportunity to visit a HR dept. She said "Yes." I asked her if she had worked in the field before taking up teaching. She said "No." I asked her what she did when students visited an organisation. She said she just accompanied them. She did not even bother to go and talk to the staff about problems faced, how they solved it, etc. I find the same situation with many lecturers in other fields: they finish their basic degree and do an MBA and go straight to teach, without any practical experience.
I hope more people will access my presentation and make comments on it. One academic that I sent to gave me the following feedback.
"I understand your slides are meant for presenting in a B-School to improve the overall quality of faculty by addressing their multiple roles and responsibilities. The slides are quite useful and informative to the audience. With your explanation I am sure the participants will be able to grasp the issues quite easily.
A few points: By and large, academic institutes in India are controlled in a hierarchical manner and rarely the faculty are empowered. Hence in all the meetings the participants do not share their views and prefer to remain silent rather being the target of fire."
Another wrote "It is relevant in Indian context too, mostly applicable to autonomous Institutions and Private Universities."
From United Kingdom
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Changing role of HR.ppt
Changing Role of Human Resource Management.zip