Appendix 1. Qualification & Eligibility for a teaching Post in Management Programme as specified by UGC/AICTE. Prescribed Qualification

Transcription

1 Appendix 1 Qualification & Eligibility for a teaching Post in Management Programme as specified by UGC/AICTE Cadre 1 ASSISTANT PROFESSOR Qualification & experience for candidates from teaching Qualification & experience for candidates from industry & profession 2 ASSOCIATE PROFESSOR Qualification & experience for candidates from teaching Qualification & experience for candidates from industry & profession Prescribed Qualification First Class in Master s Degree in Business Management/ Administration/ Other relevant Management related disciplines / PGDBM/ PGDM/ Programmes (minimum 2 years duration) recognized by AICTE/ MHRD/ UGC and declared equivalent to MBA by AICTE/ AIU. 2years relevant Experience is desirable. Same as above Ph.D degree or a fellowship of IIMs, ICA or ICWA or other institutions recognized by AICTE, with First Class Masters degree in Business Management/ Administration/ other relevant management relevant disciplines/ PGDBM/ PGDM programmes (minimum 2 years duration) recognized by AICTE/ MHRD/ UGC and declared equivalent to MBA by AICTE/ AIU with 5 years experience in Teaching/ Industry/ Research Profession or at least 2 years post PhD is desirable. OR First Class Master s Degree in Business Management/ Administration/ other relevant management related disciplines /PGDBM/ PGDM/ Programmes (minimum 2 years duration) recognized by AICTE/MHRD/UGC and declared equivalent to MBA by AICTE/ AIU with 5 years experience in Teaching/ Industry/ Research/ Profession. Such candidates will be required to obtain Ph.D degree or a fellowship of IIMs, ICA or ICWA or any AICTE approved institution with a period of 7 years from the date of appointment as Assistant Professor failing which the increments will be stopped until same degree is earned. OR First Class Master s Degree in Business Management/ Administration/ other relevant Management related disciplines/ PGDBM/ PGDM/ Programmes (minimum 2 years duration) recognized by AICTE/MHRD/UGC and declared equivalent to MBA by AICTE/ AIU

2 AND 3 PROFESSOR Qualification & experience for candidates from teaching Professional work which is significant and can be recognized at national/ international level as equivalent to PhD degree and with 2 years managerial experience in industry profession would also be eligible. Minimum of 5 years experience in teaching and / or research and / or industry of which at least 2 years shall be post PhD is desirable. PhD degree or a fellowship of IIMs, ICA or ICWA or any AICTE approved institutions with First Class Masters degree in Business Management/ Administration/ other relevant management relevant disciplines/ PGDBM/ PGDM programmes (minimum 2 years duration) recognized by AICTE/MHRD/UGC and declared equivalent to MBA by AICTE/ AIU with 10 years experience in Teaching/ Industry/ Research out of which 5 years must be at the level of Associate Professor or minimum of 13 years experience in teaching and or research and or industry. Qualification & experience for candidates from industry & profession Candidates from Industry/ Profession with First Class Master s Degree in Business Management/ Administration/ other relevant management related disciplines/ PGDBM/ PGDM/ Programmes (minimum 2 years duration) recognized by AICTE/MHRD/UGC and declared equivalent to MBA by AICTE/ AIU AND Professional work which is significant and can be recognized as equivalent to PhD degree and with 10 years managerial experience of which at least 5 years should be at a Senior level comparable to that of an Assistant Professor would also be eligible. Minimum 13 years experience in teaching and / or Research and / or Industry. In case of research experience, good academic record and books / research paper publications /IPR/patents record shall be required as deemed fit by the expert members in Selection committee. If the experience in industry is considered, the same shall be at managerial level equivalent to Associate Professor with active participation record in devising /designing, planning, executing, analyzing, quality control, innovating, training,

3 4 Director/ Director/ Head of Institute Qualification & experience for candidates from teaching Qualification & experience for candidates from industry & profession technical books/ research paper publications /IPR/ patents, etc. as deemed fit by the expert members in Selection committee. Professor in relevant discipline with total experience of 15 (fifteen) years in the field of Teaching/Industry/ Research The maximum age for holding the post of Director shall be 65 years. Minimum of 10 years teaching and /or research and / or industrial experience of which at least 5 years should be at the level of Associate Professor or minimum of 13 years experience in teaching and/ or Research and / or Industry. In case of research experience, good academic record and books / research paper publications / IPR/ patents record shall be required as deemed fit by the expert members in Selection committee. If the experience in industry is considered, the same shall be at managerial level equivalent to Professor with active participation record in devising/ designing, developing, planning, executing, analyzing, quality control, innovating, training technical books/ research paper publications / IPR/ patents, etc. as deemed fit by the expert members in Selection committee. Flair for Management and Leadership is essential. a) Equivalence for PhD is based on publication of 5 International Journal papers, each Journal having a cumulative impact index of not less than 2.0, with incumbent as the main author and all 5 publications being on the author s area of specialization. b) PhD shall be from a recognized University. c) For incumbent Assistant Professor, experience at the level of Assistant Professor will be considered equivalent to experience at the level of Associate Professor provided incumbent assistant professor has acquired or acquires PhD degree in relevant discipline. d) Experience at Diploma Institutions is also considered equivalent to experience in degree level Institutions at appropriate level and as applicable, However, qualifications as above shall be mandatory. e) If a class/ division is not awarded, minimum of 60% marks in aggregate shall be considered equivalent to first class/ division. If a Grade Point System is adopted the CGPA will be converted into equivalent marks as below.

4 Appendix 2 Category-wise list of interviewees Category A: Founder/Leader of educational trusts 1. Dr. S.B.Mujumdar Chancellor SIU, Founder President, Symbiosis Society and Former Chairman, Education, FICCI 2. Dr. (Col.) A. Balasubramanian Founder and President, Sri Balaji Society, Chinchwad 3. Dr. Ashok Joshi Founder Director, IndSearch; Former Dean, Faculty of Management, University of Pune; & President, Association of Management Development Institutions in South Asia Category B: Senior Educationalists 4. Prof. Arun Nigavekar Former Chairman, UGC; Founder Director, NAAC; & Former Vice Chancellor, Pune University 5. Prof. N. Jayashankaran Former Vice Chancellor Tamilnadu University, Former Member of the AICTE Committee to form norms and standards for Management Education (MBA Programme)., Member UGC Panel on Management, Core Member, UGC committee on curriculum development (CDC) 6. Prof. K.B.Powar Chancellor Dr. D Y Patil University; Former Secretary General, Association of Indian Universities; Member Executive Committee & Council, NAAC; Former Vice Chancellor, Shivaji University 7. Dr. Vidya Yeravdekar Principal Director, Symbiosis Society, Member, Board of Management, SIU, Former member, UGC Category C: Industry Background 8. Mr. S.K. Jain President, Mahratta Chamber of Commerce Industries & Agriculture (MCCIA) 9. Mr. Anant Sardeshmukh Director General, Mahratta Chamber of Commerce Industries & Agriculture (MCCIA) 10. Mr. Pramod Chaudhari Chairman, Praj Group

5 Category D: Vice Chancellors/ Deans / Directors of B-Schools 11. Dr. Bhushan Patwardhan Former Vice Chancellor, SIU, Member of Working group of NKC 12. Dr. D.N. Patil Former Director, Academic Staff College, Pune University 13. Dr. (Capt.) C.M.Chitale Former Head, Pune University Management and Business Administration & Dean, Faculty of Management, Pune University 14. Dr. Vivek Sane Director, Symbiosis Institute of Business Management 15. Dr. Bhama Venkatramani Director, Symbiosis Institute of Banking & Finance Management & Dean, Management faculty, Symbiosis International University 16. Dr. Amod Markale Director, Zeal Education Society, Narhe 17. Dr. Arun Mudbidri Founder Director, Samvit School of Infrastructure Management, Pune 18. Dr. Santosh Dastane Dean & Director Research, Institute of Business Management & Research, Chinchwad, 19. Dr. Subhash Bhave Former Executive Director, Naralkar Institute, Pune 20. Dr. Anil Keskar Advisor, Dr.D.Y.Patil Vidyapeeth, Pune; Former Dean, Symbiosis International University 21. Dr. S.K.Patil Former Chief Librarian, Jaikar Liabrary, Pune University te: In addition, 10 persons from administration and experts on selection committee were also interviewed.

6

7 Appendix 3 Questionnaire for Teachers Respondents Dear sir/madam, Hi! I am Mandira Basak Ph.D. student of Management faculty, Symbiosis International University. Topic of my doctoral research is Recruitment process for teaching faculty in business schools, Maharashtra. This is a questionnaire for obtaining your perspective as valued stakeholder to achieve the objectives of research topic. Your valuable opinion on various parameters would help me to suggest inputs for improving selection process relevant to present management education scenario. So sir/madam, kindly spare valuable time and share your view on the parameters. Thanks, (Mandira) Optional: Name: Contacts: i) - Name of the institute: mobile: Mandatory: Gender: Male Female Age: Below 25 yrs yrs yrs yrs yrs yrs yrs above 66 yrs Educational Qualifications: Masters M.Phil Ph.D. Any other Year of passing : Masters examination- Ph.D.- Work experience: I. Academic Visiting faculty: yrs Full time faculty: yrs iii) Any other II. Industrial/Professional

8 May I request you to ( ) mark your choice after reading the entire section SECTION I Question 1: As a stakeholder, have you ever been involved by any of the following statutory authorities to seek your opinion on academic issues? University Grants Commission All India Council for Technical Education Distance Education Council YES / NO If the answer is YES, 1 A. What was the purpose? i) To collect evidences for policy formulation ii) iii) To generate data base for policy formulation To study the impact of policies and guidelines 1 B. Which were the issues involved? i) Qualification & experience norms for teachers ii) Teacher : Student ratio & Work load iii) Academic Performance Indicators iv) Teaching Learning Process 1 C. What was the mode of consultation? i) Through questionnaire ii) iii) Through interview Through group discussion

9 If the answer is NO, then please provide your views on the following : Statements nor 1D Stakeholder ( Leaders of educational institutes/ teachers/ students/ corporate employers) are consulted by the regulatory bodies in the process of framing the policies and norms for selection of faculty 1E Recruitment policies and norms (guidelines) laid down by regulatory bodies are based on evidences and research 1F Recruitment policies and norms (guidelines) are based on the opinion of the expert committee members 1G Opinion based policies and norms create problems during implementation Common to all respondents Grass-root Statement Extremely Important Very Important t so t at all 1H Policy decisions and guidelines need to be based on evidence and research involving stakeholders

10 SECTION II Question 2: Do you think that management education scenario has changed in last 10 years? YES / NO If the answer is YES, then Statement nor 2A Globalization, liberalization and privatization processes have been responsible for change in scenario 2B Change in scenario is due to diverse governance structures of B-schools (IIMs, postgraduate departments and institutes affiliated to state universities, institutes under deemed universities, autonomous institutes approved by AICTE, institutes under Distance Education Council etc) 2C 2D 2E Change in scenario is due to technological advancement in terms of class room facilities (tele-conferencing, DVD lectures, PPTs), library facilities (open source resources, online subscription resources, CD books etc), laboratory facilities (sophisticated softwares etc) and overall campus facilities such as Wi-Fi Change in scenario is due to increasing number of institutes offering sector-specific programs such as : telecom-, infrastructure-, masscommunication-, hospital-, banking-, design-, tourism- etc management Management education scenario has changed the human resource requirement of industry in terms of job profiles, job market and competencies at work place

11 Question 3: Do you think that teaching-learning process has changed in the midst of changing management education scenario? YES / NO If the answer is YES, then Statement nor 3A The process has become student centric. 3B Roles played by faculty have changed. 3C 3D Competencies required for teaching profession have changed. Pedagogical ( teaching ) skills have changed. Common to all respondents Grass-root Statement Extremely Important Very Important t so t at all 3E 3F There is a need to make teaching-learning process conducive for changing scenario There is a need to modify the recruitment process for attracting, selecting and retaining competent teachers

12 Question 4: Following statements are based on the present norms (guidelines) laid down by statutory bodies for recruiting management faculty. Please express degree of agreement with them. (te: Ph.D. degree and research publications and work experience in academics / /industry/profession are essential qualifications) Statement nor 4A A teacher having Ph.D. degree is better suited for teaching purpose 4B A teacher having effective pedagogical skills is better suited for teaching purpose 4C Permanent faculty is better suited to cover theory/ foundation courses 4D Visiting faculty (from industrial / professional background) is better suited to cover practicals/case studies (te: Teacher-Student Ratio is the ratio of number of teachers to number of students in an institute. The present teacher : student ratio for management faculty is 1 : 15 ). 4E Considering the age and work experience of management students and student centric learning process, requirement of teachers should be less. 4F Considering the specializations offered and diverse educational background of students ( in terms of degrees obtained) requirement of teachers should be more 4G Optimum teacher student ratio for management program should be To cover theory Any other 1: 30 1:45 1:60 Any other To cover practicals / case studies Any other 1:10 1:20 1:30 Any other te: Present work load for teachers is 40 hrs per week for 30 working weeks in an academic year

13 4H 4I 4J 4K Three-fold expectations from management faculty (i.e. teaching, research and extension activities) are based on faith in academic fraternity than any firm evidence of their aptitudes. Current work load guidelines are appropriate for ensuring quality of teaching-learning process Current work load guidelines need to be modified in terms of total faculty role, multiple time frame, and faculty and students interest Present correlation of work load and academic performance indicators for teachers is appropriate Common to all respondents Grass-root Statement Extremely Important Very Important t so t at all 4L 4M There is a need to identify new norms to judge the competencies / professional disposition of teachers Regulatory bodies need to involve flexibility in the norms of qualification and experience for teaching faculty, teacher : student ratio and work load.

14 Question 5: Which category of faculty is better suited for following professional dispositions? (Please give order of preference from 1 to 3 ). Professional disposition Senior Permanent Faculty Junior Faculty (New Entrants) Visiting Faculty 5A Teaching &Planning: Preparation of lecture & cohesiveness to cover syllabus 5B Evaluation: Maintain sincerity in the process 5C Conduct: Maintain student-centric approach, understand diversity among students and motivating / mentoring them 5D Communication: Use oral (listening and speaking) and writing language appropriate to purpose and audience 5E Self reflection: Demonstrate pride in work, willingness to seek feedback to make changes Common to all respondents Grass-root Statement Extremely Important Very Important t so t at all 5F There is a need to develop induction program for improving professional competencies of new entrants and those who wishes to shift from industry to academics.

15 SECTION III Question 6: Do you feel that appropriate mix of permanent (faculty with or without doctorate degree) and visiting (from industries and professionals) faculty is necessary for strengthening teaching-learning process? YES / NO If the answer is YES, then Statement nor 6A Permanent faculty is preferable over visiting faculty (with industry/professional background) 6B There should be maximum permanent faculty and minimum visiting faculty 6C There should be maximum visiting faculty and minimum permanent faculty 6D There should be proportionate mix of academic: industry: professional persons, and male : female in the permanent faculty 6E 6F There should be proportionate mix of visiting faculty from diverse industrial set ups ( public sector and private sector, traditional and service sector industries) The ideal permanent to visiting faculty ratio should be Any other 40 : :50 60 : 40 Any other Statement nor 6G The academia-industry interface can be achieved by developing Teacher-Manager exchange program for experiential learning 6H sanctioning sabbatical leave / deputation from both ends 6I encouraging interface for intrapreneurship development Common to all respondents Grass-root Statement Extremely Very Important t so t at all

16 Important 6J 6K There is a need to develop academia-industry interface for minimizing disconnect between educational institutes and industries There is a need to evolve a ratio for permanent and visiting faculty Question 7: Do you agree that present day recruitment process has become a monotonous exercise? YES / NO If the answer is Yes, then Statement nor 7A Recruitment process has become monotonous due to: Time bound exercise which assumes that appropriate applicants will apply for advertised post 7B Uniform guidelines which are rigid for attracting, selecting and retaining competent faculty 7C Current uniform guidelines imposed on institutes having different governance structures, and grant-in-aid status Question 8 : Do you think that students should be involved in the selection process of teaching faculty for obtaining feedback on competencies of candidates? If the answer is YES, then Which mode of the following is most suitable for the purpose: 8A. Demo lecture on prepared topic YES / NO 8B. Ex-tempo lecture on topic given by experts 8C. Group discussion

17 Question 9: Statement nor 9A The B-schools in India face shortage of teaching faculty due to: Qualification, work load and Academic Performance norms laid down by statutory bodies 9B Low salary structure which does not commensurate with industry packages 9C Dearth of talent aspiring to join teaching profession Section IV (Exclusively for industry persons who have joined or willing to join teaching profession) Question 10 A: What are the personal and professional reasons for joining academics? Personal reasons:. Reason Preference 1 to 4 ( 1 High to 4 Low) 1 For achieving social impact on life (respect from the society) 2 For fulfilling passion for teaching and research 3 For finding a fine balance between professional and personal life 4 For coming out of stress and tension at work place in the industry 5 Any other Professional reasons: Reason Preference 1 to 4. ( 1 High to 4 Low) 1 To fill/minimize a gap of disconnect between industry and academia by translating industry experience into insight for academics 2 To offer comprehensive industry-specific training programs to develop industry ready HR 3 To create curriculum that help igniting curiosities and innovative minds 4 To change low employability quotient scenario by offering big picture of the industry and help in achieving effective communication-, interpersonal-, supervisory- and decision making skills 5 Any other 10 B: What are the issues involved in decision making to join teaching profession? ( In order of preference 1 to 3) Psychological: Change in work culture from industry to academic

18 Fear of insecurity (stability) Uncertainties about career growth Financial: Low salary package Loss of incentives Loss of benefits such as pension/gratuity Social: Stigma attached to the teaching profession Any other: Space for your comments: (Qualifications/skills/aptitudes expected from teachers to cover specific management program (such as Information technology-, Telecom-, Infrastructure development-, banking- etc) run in your institute) Thanks

19 Appendix 4 Questionnaire for Student Respondents Dear respondent, Hi! I am Mandira Basak Ph.D. student of Management faculty, Symbiosis International University. Topic of my doctoral research is Recruitment process for teaching faculty in business schools, Maharashtra. This is a questionnaire for obtaining your perspective as valued stakeholder to achieve the objectives of research topic. Your valuable opinion on various parameters would help me to suggest inputs for improving selection process relevant to present management education scenario. So friends, kindly spare valuable time and share your view on the parameters. Thanks, (Mandira Basak) Optional: Name: Institute: Mobile: Mandatory: Gender: Male / Female Age in years: / / 28 + Educational qualifications: B.A. / B.Com. / B.Sc. / B.Tech. / B.E. / any other Year of graduation (first degree): Prior work experience in number of years: Fresher / Less than 2 / 2-5 / 5+

20 May I request you to ( ) mark your choice after reading the entire section SECTION I Question 1: As a stakeholder, have you ever been involved by any of the following statutory authorities to seek your opinion on academic issues? University Grants Commission All India Council for Technical Education Distance Education Council YES / NO If the answer is YES, 1 A. What was the purpose? i. Views on recruitment norms ii. iii. Opinion about implementation of norms For obtaining feedback after implementation 1 B. Which were the issues involved? i. Faculty competence ii. iii. Teaching-learning process Curricula development 1C. What was the mode of consultation? i. Through questionnaire ii. iii. Through interview Through group discussion

21 If the answer is NO, then please provide your views on the following : Statements nor 1D Stakeholder ( Leaders of educational institutes/ teachers/ students/ corporate employers) are consulted by the regulatory bodies in the process of framing the policies and norms for selection of faculty 1E Recruitment policies and norms (guidelines) laid down by regulatory bodies are based on evidences and research 1F Recruitment policies and norms (guidelines) are based on the opinion of the expert committee members 1G Opinion based policies and norms create problems during implementation Common to all respondents Grass-root Statement Extremely Important Very Important t so t at all 1H Policy decisions and guidelines need to be based on evidence and research involving stakeholders

22 SECTION II Question 2: Do you think that management education scenario has changed in last 10 years? YES / NO If the answer is YES, then Statement nor 2A Globalization, liberalization and privatization processes have been responsible for change in scenario 2B Change in scenario is due to diverse governance structures of B-schools (IIMs, postgraduate departments and institutes affiliated to state universities, institutes under deemed universities, autonomous institutes approved by AICTE, institutes under Distance Education Council etc) 2C 2D 2E Change in scenario is due to technological advancement in terms of class room facilities (tele-conferencing, DVD lectures, PPTs), library facilities (open source resources, online subscription resources, CD books etc), laboratory facilities (sophisticated softwares etc) and overall campus facilities such as Wi-Fi Change in scenario is due to increasing number of institutes offering service sector-specific programs such as : telecom-, infrastructure-, mass-communication-, hospital-, banking-, design-, tourism- etc management Management education scenario has changed the human resource requirement of industry in terms of job profiles, job market and competencies at work place

23 Question 3: Do you think that teaching-learning process has changed in the midst of existing management education scenario? YES / NO If the answer is YES, then Statement nor 3A The process has become student centric. 3B Role of teaching faculty has changed. 3C 3D Competencies required for teaching profession have changed. Pedagogical ( teaching ) skills have changed. Common to all respondents Grass-root Statement Extremely Important Very Important t so t at all 3E 3F There is a need to make teaching-learning process conducive for changing scenario There is a need to suitably modify the recruitment process to attract, select and retain talent towards teaching of management programs

24 Question 4: Following statements are based on the present norms (guidelines) laid down by statutory bodies for recruiting management faculty. Please express degree of agreement with them. (te: Ph.D. degree and research publications and work experience in academics / /industry/profession are essential qualifications) Statement nor 4A A teacher having Ph.D. degree is better suited for teaching purpose 4B A teacher having effective pedagogical skills is better suited for teaching purpose 4C Permanent faculty is better suited to cover theory/ foundation courses 4D Visiting faculty (from industrial / professional background) is better suited to cover practical/case studies (te: Teacher-Student Ratio is the ratio of number of teachers to number of students in an institute. The present teacher : student ratio for management faculty is 1 : 15 ) 4E. Considering the age and work experience of management students and student centric learning process, requirement of teachers should be less. 4F Considering the specializations offered and diverse educational background of students (in terms of degrees obtained) requirement of teachers should be more 4G Optimum teacher student ratio for management program should be To cover theory Any other 1: 30 1:45 1:60 Any other To cover practicals / case studies Any other 1:10 1:20 1:30 Any other

25 Common to all respondents Grass-root Statement Extremely Important Very Important t so t at all 4H 4I There is a need to identify new norms to judge the competencies / professional disposition of teachers Regulatory bodies need to involve flexibility in the norms of qualification and experience for teaching faculty and teacher : student ratio. SECTION III Question 5: Do you feel that appropriate mix of permanent (faculty with or without doctorate degree) and visiting (from industries and professionals) faculty is necessary for strengthening teaching-learning process? YES / NO If the answer is YES, then Statement nor 5A Permanent faculty is preferable over visiting faculty (with industry/professional background) 5B There should be maximum permanent faculty and minimum visiting faculty 5C There should be maximum visiting faculty and minimum permanent faculty 5D There should be proportionate mix of academic: industry: professional persons, and male : female in the permanent faculty 5E There should be proportionate mix of visiting faculty from diverse industrial set ups ( public sector and private sector, traditional and service sector industries)

26 Common to all respondents Grass-root Statement Extremely Important Very Important t so t at all 5F 5G There is a need to develop academia-industry interface for minimizing disconnect between educational institutes and industries There is a need to evolve a ratio for permanent and visiting faculty Question 6: Which category of faculty is better suited for following professional dispositions? ( In order of preference from 1 to 3). Professional disposition Senior Permanent Faculty Junior Faculty (New Entrants) Visiting Faculty 6A Teaching &Planning: Preparation of lecture & cohesiveness to cover syllabus 6B Evaluation: Maintain sincerity in the process 6C Conduct: Maintain student-centric approach, understand diversity among students and motivating / mentoring them 6D Communication: Use oral (listening and speaking) and writing language appropriate to purpose and audience 6E Self reflection: Demonstrate pride in work, willingness to seek feedback to make changes Common to all respondents Grass-root Statement Extremely Important Very Important t so t at all 6F There is a need to develop induction program for improving professional competencies of new entrants and those who wishes to shift from industry to academics.

27 Question 7: Do you think that students should be involved in the selection process of teaching faculty for obtaining feedback on competencies of candidates? If the answer is YES, then YES / NO Which mode of the following is most suitable for the purpose: 7A. Demo lecture on prepared topic 7B. Ex-tempo lecture on topic given by experts 7C. Group discussion Question 8: The B-schools in India face shortage of teachers because of Statement nor 8A The B-schools in India face shortage of teaching faculty due to: Qualification, work load and Academic Performance norms laid down by statutory bodies 8B Low salary structure which does not commensurate with industry packages 8C Dearth or talent aspiring to join the teaching profession Space for comments, if any: Thanks!