POST GRADUATE DIPLOMA IN TEACHING rn AND RESEARCH IN MANAGEMENT. Term-End Examination PGDTRM-02 : INSTITUTIONAL MANAGEMENT SECTION - A

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1 PGDTRM-02 POST GRADUATE DIPLOMA IN TEACHING rn AND RESEARCH IN MANAGEMENT Term-End Examination O December, 2009 PGDTRM-02 : INSTITUTIONAL MANAGEMENT Time : 3 hours Maximum Marks : 100 Note : (i) There are two Sections A and B. Attempt any three questions from Section A, each carry 20 marks. Section B is compulsory and carries 40 marks. SECTION - A Briefly explain the specific policy 20 recommendations made by the two recent commissions on higher education headed by Prof. Yash Pal and the National Knowledge Commission. Define the term accreditation and discuss the 20 importance of the same in management education. Briefly illustrate the process of accreditation of higher education by NAAC. 3. Define strategic vision and strategic mission and 20 discuss their role in formulating development strategies. Explain the important role and function of strategic leaders of educational Institutions. PGDTRM-02 1 P.T.O.

SECTION - A Briefly explain the specific policy 20 recommendations made by the two recent commissions on higher education headed by Prof. Yash Pal and the National Knowledge Commission.

2 Examine the relationship between Institution 20 development and Faculty development. What are the major considerations to be kept in mind while designing Faculty Development Programmes (FDP)? Write short notes on any three of the following : 20 Various schools of thought on educational management. Transformational and transactional leader ship. Academic branding. ISO certification for management Institutions. (e) Challenges of Globalisation for higher education in India. PGDTRM-02 2

Write short notes on any three of the following : 20 Various schools of thought on educational management.

3 SECTION - B 6. Teaching or Research First? MSR groups of Educational Institutions was started by a business group and in a decade of its existance expanded to various areas of academic activity. The Management Programme is now five year old and looking set to establish as a premier institution in the region. The first Director was a student centric academician, who believed students to be the focus of academic institution and prompted the teachers to engage maximum classes, conduct extra sessions for weak students and spend maximum time with students needing personal attention. Over this period of five years, this became a culture of the institution and the eleven faculty members of the management department contributed to the teaching-training activity in various ways. The director was to retire on completion of his five year term. With reasonable good reputation built up in the engineering, management and most other departments, the management was seriously considering of deemed university status. This was in mind when they searched for the new director for MBA. Truly so, the new director brought along with him a new thinking - as you move to university status, the academic focus need to be re-drawn. He felt, the faculty and institution was PGDTRM-02 3

The first Director was a student centric academician, who believed students to be the focus of academic institution and prompted the teachers to engage maximum classes, conduct extra sessions for

5 spending too much time and efforts on the student activities. He restructured the work patterns. As per the revised system, only one third of the time of faculty was to be spent for teaching; rest of the time to be spent for research, consulting and institution building activities. All teachers were asked to complete their phd in a specified time and a target for research and publications were set. To become eligible for annual increment, minimum one publication was made mandatory. Teachers were encouraged to organize events, participate in seminars and faculty Development programs and take up consultancy work. Some faculty members found it difficult but not impossible and gradually adapted. However, some other's who were with the institutions from begining found it a deviation from their original roles. They were not getting adequate time to prepare and teach they felt over loaded. Students performance also suffered. They had a feeling teachers were becoming too busy to teach. Neither were teachers available for a detailed discussion on matters important to them. Any time, they felt teachers were talking about Publications, seminars and conference papers. The teacher - student relationship was very cordial entered a difficult phase. PGDTRM-02 4 P.T.O.

All teachers were asked to complete their phd in a specified time and a target for research and publications were set.

6 The director had only one thing to say - this is a passing phenomenon. The students will learn in course of time to be on their own. As the teachers quality improved with lot of research and consultancy experience, be expected high quality students to join the Institute where extra attention is not required. Then the institute will be known for its high quality education. Some agreed, some were skeptic. Discussion Questions : 40 What should be the focus of the MBA Institution? Institution should provide infrastructure and overall guidance and students should learn on their own. Do you agree with this proposition? (c) Is the new Directors proposal beneficial to the organization in the long run? PGDTRM-02 5

Then the institute will be known for its high quality education. Some agreed, some were skeptic. Discussion Questions : 40 What should be the focus of the MBA Institution?

Feedback. Mechanisms. Page 1 of 25

Feedback. Mechanisms. Page 1 of 25 Feedback Mechanisms Page 1 of 25 The Feedback Mechanisms prevailing at the University The development of any organization, especially an University, heavily depends upon a well functioning feedback system.