Transition to HE and Equitable Learning Outcomes: Challenges for Indian Higher Education

2020 ◽  
Vol 7 (2) ◽  
pp. 118-131
Author(s):  
Manasi Thapliyal Navani
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
First Generation ◽  
Quality Education ◽  
Rapid Expansion ◽  
Academic Cultures ◽  
Global Quality ◽  
Indian Higher Education ◽  
Comparable Quality

Indian higher education (HE) system has undergone rapid expansion over the last two decades, emerging as one of the largest HE systems in the world. Expansion is accompanied by the challenge of ensuring comparable quality education across a diverse institutional spectrum. Simultaneously, academic reforms in the sphere of general HE have been pursued in recent years to align HE with global quality assurance frameworks. This creates an intrinsic pull in the system where international benchmarks juxtapose against demands made on HE institutions (HEIs) to meet the needs of and support first-generation learners coming from disadvantaged backgrounds to enable them to transition successfully to academic cultures of colleges. This article addresses the challenge for equity and institutional challenge to find ways to engender the pedagogical and scaffolding processes accountable to the ‘educational outcomes’ through ensuring attainment of specified graduate attributes.

Academic Entrepreneurship as a Catalyst for Quality Higher Education

2017 ◽  
pp. 983-1009
Author(s):  
Shalaka Parker
Keyword(s):  
Higher Education ◽  
Academic Entrepreneurship ◽  
Educational Institutions ◽  
Quality Of Higher Education ◽  
Global Quality ◽  
Current Scenario ◽  
Indian Higher Education ◽  
Symbiotic Relation

Higher Education in the post globalization knowledge economy is beset with a host of problems pertaining to quality. Higher Educational Institutions (HEIs) are in a dire need of strengthening individual and institutional effectiveness in imparting higher education that meets the global quality requirements. In keeping with the current scenario of Higher Education, it is essential to understand the bi-focal role of Academic Entrepreneurship and Academic Leadership in enhancing the quality of Higher Education. The purpose of this chapter is to understand the symbiotic relation between the two and their role in enhancing the quality of higher education. It also attempts to propose an integrated framework of the Indian Higher Education System's entrepreneurial and leadership system and finally it attempts to devise or suggest strategies to be adopted by both in synchrony to act as catalysts' for Quality Higher Education.

Reimagining Indian Higher Education: A Social Ecology of Higher-Education Institutions

2018 ◽  
Vol 120 (5) ◽  
pp. 1-32
Author(s):  
William G. Tierney ◽  
Nidhi S. Sabharwal
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Postsecondary Education ◽  
Social Ecology ◽  
Rapid Expansion ◽  
Best Interests ◽  
The Social ◽  
Indian Higher Education ◽  
Definition Of

Background/Context Developing countries desire institutions ranked as “world-class,” and want to increase postsecondary participation. Limited public monies require decisions that usually augment the welfare of one objective at the expense of another. An additional conundrum concerns the need for quality assurances. Research needs to be rigorous; students need to be well trained. The authors suggest that the social ecology of higher education has a crucial role to play in India. The challenges are whether to accommodate rapid expansion, how to improve the overall quality of the system, and invest in a research infrastructure. Purpose/Objective/Research Questions/Focus of Study The article's purpose is to ask if the social ecology of postsecondary education that has been created in India is in its best interests. Social ecology refers to the universe of postsecondary organizations that account for the 35,357 institutions in India. Insofar as the ecology is “social,” the citizens and government determine the shape of the ecology. The authors first offer a traditional definition of what has been meant by the public good and then turn to a consideration of India's social ecology of higher education. The article's purpose then, is specific to India and more generalized to postsecondary education in a globalized world. The text situates the institutions and systems of higher education into a social ecology that until recently has been framed by the idea of a public good. Setting The study took place in India during 2015–2016. Research Design The text is an analytic essay that utilized secondary texts pertaining to the structure and quality of the postsecondary system in India. Conclusions/Recommendations The authors suggest that the “'alphabet soup” of institutional forms that currently exists in India does not serve the country well; the taxonomy tends to obscure, rather than clarify, roles and responsibilities. They argue that a new social ecology of higher education needs to be put forward that streamlines relationships, clarifies roles and regulations, improves data analysis, and focuses on quality rather than quantity.

Quality Education or Defense of Accreditation? The Struggle of a University Professor Leading an Education Committee

2021 ◽  
pp. 155545892110520
Author(s):  
Hiroshi Ito
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Business School ◽  
Middle Management ◽  
Faculty Members ◽  
Middle Level ◽  
Quality Education ◽  
Education Committee ◽  
University Professor ◽  
Management Position

This case illustrates Professor Saitoh’s struggles in a middle-management position leading an education committee called the Assurance of Learning (AOL) Committee at a business school in Japan. The committee assessed students’ learning outcomes and provided suggestions for curriculum improvement. The school was accredited by the Association to Advance Collegiate Schools of Business (AACSB), and AOL played an important role in defending that accreditation. However, some faculty members shared dissatisfaction with AOL for various reasons. This case may provide practical and theoretical implications in developing potential middle-level leaders managing committees in higher education.

Academic Entrepreneurship as a Catalyst for Quality Higher Education

2016 ◽  
pp. 88-113
Author(s):  
Shalaka Parker
Keyword(s):  
Higher Education ◽  
Academic Entrepreneurship ◽  
Educational Institutions ◽  
Quality Of Higher Education ◽  
Global Quality ◽  
Current Scenario ◽  
Indian Higher Education ◽  
Symbiotic Relation

Higher Education in the post globalization knowledge economy is beset with a host of problems pertaining to quality. Higher Educational Institutions (HEIs) are in a dire need of strengthening individual and institutional effectiveness in imparting higher education that meets the global quality requirements. In keeping with the current scenario of Higher Education, it is essential to understand the bi-focal role of Academic Entrepreneurship and Academic Leadership in enhancing the quality of Higher Education. The purpose of this chapter is to understand the symbiotic relation between the two and their role in enhancing the quality of higher education. It also attempts to propose an integrated framework of the Indian Higher Education System's entrepreneurial and leadership system and finally it attempts to devise or suggest strategies to be adopted by both in synchrony to act as catalysts' for Quality Higher Education.

Emerging National Qualification Framework in India: A Journey of Dilemmas

Social Change ◽  
2018 ◽  
Vol 48 (4) ◽  
pp. 589-600
Author(s):  
Sayantan Mandal
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Education System ◽  
Indian Education ◽  
Evidence Based ◽  
Higher Education System ◽  
Global Spread ◽  
Indian Higher Education ◽  
Qualification Framework ◽  
Comprehensive Manner

The global spread of the National Qualification Framework (NQF) for education provides a structure of well-defined, nationally accredited qualification while focussing on learning outcomes. In India, the NQF is emerging as a mechanism to regain confidence in the system of education by making it competitive and compatible with market demands. However, the Indian education system is so diverse that it creates problems of comparability and difficulties in establishing equivalence. Moreover, there is more than one Qualification Framework (QF) in the higher education domain alone. This article seeks to examine how policy should metamorphose by stitching the fragmented fabric of Indian higher education system and the QFs in such a comprehensive manner that it responds effectively to reform it in the present age of globalisation. It argues that a dynamic synergy and remapping is required between the Indian QFs and the NQF policies which should be based on evidence-based research and a detailed understanding of the education system recognising its unique complexities.

scholarly journals Online English Language Learning: Theory-Based Course Design and Pedagogy

2017 ◽  
Vol 5 (3) ◽  
pp. 1 ◽  
Author(s):  
Maureen Snow Andrade
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Language Learning ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
English Language ◽  
Course Design ◽  
Online Courses ◽  
Content Mastery ◽  
Language Courses

The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularly how to learn in an online context. Inclusion of this element in course design supports immediate and future academic success. This study illustrates how online English language courses, based on distance education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of this approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustrations of instructor/learner interaction.

scholarly journals Adapting conventional delivery to cope with large cohorts: turning seminars into workshops and changing assessment

2019 ◽  
Author(s):  
Simon Sweeney
Keyword(s):  
Higher Education ◽  
Political Economy ◽  
Learning Outcomes ◽  
International Business ◽  
Traditional Approach ◽  
Initial Evaluation ◽  
Rapid Expansion ◽  
Specific Approach ◽  
Before And After ◽  
Teaching Team

Teaching a popular postgraduate political economy module to around 50 international business and environment students (mainly Chinese) had always gone well. Delivery consisted of lectures and seminars with assessment via a 3,000-word essay. But with a three times larger cohort in 2017 things went wrong. The response from the teaching team was twofold. First to replace seminars with team-taught 2-hour workshops, to provide fewer targeted readings accompanied by specific questions for groups to answer, plus a redesign of the assessment, introducing a shorter more issue-specific approach based on short (500-word) answers to five questions chosen from ten, all tied to module learning outcomes and content. How did all this go? The paper highlights problems with the traditional approach and offers an initial evaluation of the changes introduced in 2018. Ultimately the paper addresses the strengths and weaknesses of the before and after and relates this to the changing demands placed on tutors charged with teaching large cohorts in a department going through rapid expansion. The case highlights the critical balance between volume and quality and asks difficult questions about the student experience and how universities respond to an increasingly marketized higher education sector.  

Challenging the Multidimensional Conception of Perceived Person-Environment Fit

2020 ◽  
pp. 1-9
Author(s):  
Julian M. Etzel ◽  
Gabriel Nagy
Keyword(s):  
Higher Education ◽  
University Students ◽  
Educational Outcomes ◽  
Factor Model ◽  
Higher Order ◽  
Substantial Proportion ◽  
Unique Variance ◽  
First Order ◽  
Person Environment Fit ◽  
Order Factor

Abstract. In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interest-contents (I-C) fit, needs-supplies (N-S) fit, demands-abilities (D-A) fit, and values-culture (V-C) fit. The central aim of our study was to examine whether the relationships between different P-E fit dimensions and educational outcomes can be accounted for by a higher-order factor that captures the shared features of the four fit dimensions. Relying on a large sample of university students in Germany, we found that students distinguish between the proposed fit dimensions. The respective first-order factors shared a substantial proportion of variance and conformed to a higher-order factor model. Using a newly developed factor extension procedure, we found that the relationships between the first-order factors and most outcomes were not fully accounted for by the higher-order factor. Rather, with the exception of V-C fit, all specific P-E fit factors that represent the first-order factors’ unique variance showed reliable and theoretically plausible relationships with different outcomes. These findings support the viability of a multidimensional conceptualization of P-E fit and the validity of our adapted instrument.

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