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Submitted to UGC

Audit Of Teaching Staff Of Under-Graduate CommerceColleges In Pune City, Affiliated to Pune University

A Minor Research Project ReportSubmitted to University Grants Commission

Submitted by

Dr. Mrs. A. S. SatheDr. P. K. Pisal

H.V. Desai College of Commerce , Arts , and Science596 Budhwar Peth , Near Sakal Office , Pune 411002

August 2013

Prepared by Dr. A. S. Sathe and Dr. P. K. Pisal 1

Submitted to UGC

Audit Of Teaching Staff Of Under-Graduate CommerceColleges In Pune City, Affiliated to Pune University

A Minor Research Project Report

Submitted To

University Grants Commission

Prepared by

Dr. Mrs. A. S. SatheDr. P. K. Pisal

H.V. Desai College of Commerce , Arts , and Science596 Budhwar Peth , Near Sakal Office , Pune 411002

August 2013


Submitted to UGC

AcknowledgementsIt gives us immense pleasure to write few word about those who have helped to

undertake this Minor Project. On the outset we express our gratitude to the Authorities ofUniversity Grants Commission for financially supporting us for undertaking this researchwork. Without the financial assistance from the UGS this work would not have beenpossible.

We express our gratitude to all the participants who have co-operated and partici-pated in the survey for this project. We thank them for their participation by way of fillingup the questionnaire and expressing their views about the teaching-learning process as awhole.

We also express our gratitude towards the Management, Principal Dr. K. C. Mohiteand Vice-Principal Dr. A. P. Kulkarni for encouraging us to write a proposal for thisminor research project. We also thank the office and library staff of the institute for theircooperation.

Less but not the least we express sincere appreciation towards all our colleagues inthe institute who by way of suggestions, encouragement, discussions who have helped usto conclude this research work successfully.

Prepared by Dr. A. S. Sathe and Dr. P. K. Pisal i

Submitted to UGC

Executive SummaryIndia is a global leader in terms of GDP spent by public and private sources on higher

education. India devotes a very high proportion of its national wealth on higher education.At 3 per cent of the GDP (1.2 per cent from public and 1.8 per cent from private sources),India spends more than what the United States (1 per cent public and 1.6 per cent private)or Korea (0.7 per cent public and 1.9 per cent private) spends on higher education.Thegross enrollment rate the proportion of the age group accessing higher education - of 18per cent is among the highest for countries at India’s level of development.

To accelerate economic development in India, it requires trained and qualified man-agers to controll huge investments made by the companies. Commerce education coversdiversified fields of educational research in management, finance, business laws, market-ing etc. In developed countries such education is organised on dynamic and systematiclines, but in developing countries it was not given a fair chance as a profession. Emerg-ing issues of commerce education do not include topics like Six Sigma, Emotional andSpiritual Intelligence, Incidental Case Studies.

Commerce education is weak in areas like research, skilled development of students,syllabus framing, academic administration and planning etc. The growing importanceof commerce education directly hits the development of the nation. For survival andgrowth in global education market “Quality Commerce Education” is the urgent needwhich satisfies the changing expectations of the industry and the society.

Hear teachers play indispensable role. They have to play multi-faced role as seriousthought is to be given for the transformation in commerce education style. This demandsdrastic changes in the methodology of teaching so that students will be capable to facethe challenges of liberalization, privatization and globalization.

Therefore major objectives of the report is to audit the contribution of the teachers inteaching learning process, in the area of research, in professional development, in socialwork as well as commitment to their profession. This study is regarding teaching staffaudit of selected commerce collages in Pune City for which data is collected from primaryand secondary sources.

The study ravels that teachers are multi tasking. They are contributing in teachinglearning process as well as in overall development of the students by organizing curric-ular and extra curricular activities. They are also enthusiastic and do have say in theadministrative setup. But as they are devoting majority of the time in teaching prescribed

Prepared by Dr. A. S. Sathe and Dr. P. K. Pisal ii

Submitted to UGC

syllabic, there is scope for improvement in the area of research and other activities tomake a student more competent to sustain global competition.

Mrs. A. S. Sathe and Dr. P. K. Pisal

Prepared by Dr. A. S. Sathe and Dr. P. K. Pisal iii

Submitted to UGC CONTENTS

CONTENTS

Acknowledgements i

Executive Summary ii

1 Introduction 1

1.1 About higher education . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.2 Indian scenario of education . . . . . . . . . . . . . . . . . . . . . . . . 2

1.3 Indian Academics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1.4 Changing face of education . . . . . . . . . . . . . . . . . . . . . . . . . 4

2 Objectives and Research Methodology 6

2.1 Justification of the topic . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2.1.1 Black side of commerce education . . . . . . . . . . . . . . . . . 6

2.1.2 Need for modern business education . . . . . . . . . . . . . . . . 7

2.1.3 Justification of teaching staff audit . . . . . . . . . . . . . . . . . 8

2.2 Objectives of research project . . . . . . . . . . . . . . . . . . . . . . . . 10

2.3 Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

2.4 Research methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

3 Teacher’s Traits 13

3.1 Importance of a teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

3.2 Role of a teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

4 Analysis and Interpretation of Data 18

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Submitted to UGC CONTENTS

5 Conclususions and Recommendations 43

5.1 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

5.2 Suggestions and Recommendations . . . . . . . . . . . . . . . . . . . . 46

5.3 Expectations of the teachers . . . . . . . . . . . . . . . . . . . . . . . . 48

References 54

Prepared by Dr. A. S. Sathe and Dr. P. K. Pisal v

Submitted to UGC LIST OF FIGURES

LIST OF FIGURES

4.1 Selecting teaching profession by choice . . . . . . . . . . . . . . . . . . 18

4.2 Performance for meeting the expectations of educational stakeholders . . 19

4.3 Benchmarking with the good practices of the other educational institutes . 19

4.4 Initiative to establish quality circle in the college . . . . . . . . . . . . . 20

4.5 Participation in decision making related with infrastructure . . . . . . . . 20

4.6 Participating in decision making related with establishing values for college 21

4.7 Feelings about achievements of student . . . . . . . . . . . . . . . . . . 21

4.8 Ready to pay for the professional development . . . . . . . . . . . . . . . 22

4.9 Receiving duty leave for professional development program . . . . . . . 23

4.10 Participating in LMC, BOS, Academic Council, PUTA etc. . . . . . . . . 23

4.11 Teachers and change in thought process . . . . . . . . . . . . . . . . . . 24

4.12 Guiding students to set vision, mission, and objectives . . . . . . . . . . 26

4.13 Contribution in teaching and allied works per week . . . . . . . . . . . . 26

4.14 Evaluation made by students . . . . . . . . . . . . . . . . . . . . . . . . 27

4.15 Views on evaluation by students . . . . . . . . . . . . . . . . . . . . . . 28

4.16 Motivation and rapport with students . . . . . . . . . . . . . . . . . . . . 28

4.17 Professional development needs . . . . . . . . . . . . . . . . . . . . . . 29

4.18 Impact of professional development activities . . . . . . . . . . . . . . . 30

4.19 Teachers and social responsibility . . . . . . . . . . . . . . . . . . . . . 30

4.20 Views about classroom teaching . . . . . . . . . . . . . . . . . . . . . . 32

4.21 Teachers mindset . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Prepared by Dr. A. S. Sathe and Dr. P. K. Pisal vi

Submitted to UGC LIST OF FIGURES

4.22 Teachers organizing co-curricular activities . . . . . . . . . . . . . . . . 34

4.23 Defining teaching objectives prior to lecture . . . . . . . . . . . . . . . . 35

4.24 Efforts on vocal attributes . . . . . . . . . . . . . . . . . . . . . . . . . . 36

4.25 Analyzing the needs, the composition, and the limitations of students . . . 36

4.26 Teachers and inspiration to staff . . . . . . . . . . . . . . . . . . . . . . 37

4.27 Teachers and interpretation of the emotional needs . . . . . . . . . . . . 37

4.28 Empowering staff by sharing and help to develop a sense of commitment . 38

4.29 Initiative in culture building . . . . . . . . . . . . . . . . . . . . . . . . . 39

4.30 Encouragement for compitative and professional examinations . . . . . . 39

4.31 Participation in induction programs . . . . . . . . . . . . . . . . . . . . . 40

4.32 Collaborating with other colleges through joint projects and activities . . 41

4.33 Participation in the management activities . . . . . . . . . . . . . . . . . 41

4.34 Initiatives in conducting meetings with alumni and parents . . . . . . . . 42

Prepared by Dr. A. S. Sathe and Dr. P. K. Pisal vii

Submitted to UGC 1. Introduction

1 INTRODUCTION

1.1 About higher educationHigher education includes teaching, research, exacting applied work (e.g. in medical

schools and dental schools), and social services activities of universities. Within the realmof teaching, it includes both the undergraduate level, and beyond that, graduate-level (orpostgraduate level). The latter level of education is often referred to as graduate school,especially in North America.

India’s higher education system is the third largest in the world, next to United Statesand China. The main governing body at the tertiary level is the University Grants Com-mission, which enforces its standards, advises the government, and helps coordinate be-tween the centre and the state. Accreditation for higher learning is overseen by 12 au-tonomous institutions established by the University Grants Commission (UGC).

Indian higher education system has expanded at a fast pace by adding nearly 20,000colleges and more than 8 million students in a decade from 2000-01 to 2010-11. As of2011, India has 42 central universities, 275 state universities, 130 deemed universities, 90private universities, 5 institutions established and functioning under the State Act, and 33Institutes of National Importance. Other institutions include 33,000 colleges as Govern-ment Degree Colleges and Private Degree Colleges, including 1800 exclusive women’scolleges, functioning under these universities and institutions as reported by the UGC in2012. The emphasis in the tertiary level of education lies on science and technology. In-dian educational institutions by 2004 consisted of a large number of technology institutes.Distance learning and open education is also a feature of the Indian higher education sys-tem, and is looked after by the Distance Education Council.

Indira Gandhi National Open University is the largest university in the world bynumber of students, having approximately 3.5 million students across the globe. Someinstitutions of India, such as the Indian Institutes of Technology (IITs), Indian Institutesof Management (IIMs), National Institute of Technology (NITs) and Jawaharlal NehruUniversity have been globally acclaimed for their standard of education. The IITs enrollabout 8000 students annually and the alumni have contributed to both the growth of theprivate sector and the public sectors of India.



Three Indian universities were listed in the Times Higher Education list of theworld’s top 200 universities - Indian Institutes of Technology, Indian Institutes of Man-agement, and Jawaharlal Nehru University in 2005 and 2006. Six Indian Institutes ofTechnology and the Birla Institute of Technology and Science - Pilani were listed amongthe top 20 science and technology schools in Asia by Asiaweek. The Indian School ofBusiness situated in Hyderabad was ranked number 12 in global MBA rankings by theFinancial Times of London in 2010 while the All India Institute of Medical Sciences hasbeen recognized as a global leader in medical research and treatment.

1.2 Indian scenario of educationIndia is a global leader in terms of GDP spent by public and private sources on

higher education. India devotes a very high proportion of its national wealth on highereducation. At 3% of the GDP (1.2 % from public and 1.8 % from private sources), Indiaspends more than what the United States (1 % public and 1.6 % private) or Korea (0.7 %public and 1.9 % private) spends on higher education. This suggests a limited scope forfurther increase, though more is required since in absolute figures, investment in highereducation does not measure up to international terms. Further, there is an urgent need foreffective and efficient use of funds to promote both equity and excellence.

The gross enrollment rate the proportion of the age group accessing higher education- of 18 % is among the highest for countries at India’s level of development. This isparticularly impressive given India’s size and complexity. The recently approved 12thFive-Year Plan aims at raising the gross enrolment rate to 25 per cent by 2017, which isboth desirable and achievable.

Many of India’s 34,000 undergraduate colleges are too small to be viable. Theyare generally understaffed and ill-equipped; two-thirds do not even satisfy government-established minimum norms, and they are unable to innovate because of the rigid bureau-cracy of the affiliating system that links the colleges to a supervising university. All thismakes the system highly fragmented, scattered and difficult to manage. There is a strongcase for consolidation and merging small institutions. But the affiliating system is vastand deep-rooted and, therefore, is neither feasible nor desirable to dismantle it.

However, decentralisation of part of the curriculum holds great promise. Withgreater academic autonomy, the core courses could be retained by the university, whilethe responsibility for the rest of the curriculum could be devolved to the colleges. Thiswould create a desired innovation culture in the colleges. Clustering and even mergingcolleges that are very small would also have to figure in this reform. In addition, univer-



sities that affiliate a large number of colleges would need to be reorganized into two ormore universities, with each affiliating a smaller number of colleges to improve overallacademic effectiveness.

’Our university system is, in many parts, in a state of disrepair. In almosthalf the districts in the country, higher education enrollments are abysmallylow, almost two-third of our universities and 90 per cent of our colleges arerated as below average on quality parameters... I am concerned that in manystates university appointments, including that of vice-chancellors, have beenpoliticised and have become subject to caste and communal considerations,there are complaints of favoritism and corruption.’

- Prime Minister Manmohan Singh

The bigger challenge is that of students who do not choose to study in fields thatwill best contribute to economic growth or to their own job prospects. Also employersregularly complain that graduates are not adequately prepared for available jobs.

1.3 Indian AcademicsWhile it is true that Indian Academics, by International comparisons, are relatively

well paid, they are not necessarily effective. Especially college teachers are constrainedby rigid bureaucracy. Further work is not carefully evaluated .Salary increments are pro-motions are awarded rather on the basis of seniority than merit. A system of academicperformance indicators for promotions and appointment of professors and lecturers is yetto take roots. Indian academicians are committed to their profession however structuralimpediments and an ossified culture get in the way. India has achieved some areas of ac-complishment in higher education. The challenge is to capitalize on the plans and reformsan ossified system.

The higher education system in India has grown in a remarkable way, particularlyin the post independence period, to become one of the largest systems of its kind in theworld. However ,the system has many issues of concerns at present, like financing andmanagement including access, equity and relevance, reorientation of programmes by lay-ing emphasis on health consciousness, values and ethics and quality of higher educationtogether with assessment of institutions and their accreditation. These issues are impor-tant for the country, as it is now engaged in the use of higher education as a powerful toolto build a knowledge based information society of the 21st century.



Recognizing the above and the basic fact, that the Universities have to perform mul-tiple roles, like creating new knowledge, acquiring new capabilities and producing anintelligent human recourse pool, through challenging teaching, research and extensionactivities so as to balance both the need and the demand, the UGC has initiated nationwide discussions for action oriented results.

The new challenge before the country at the beginning of the 21st century is tobecome a developed society by the year 2020, which requires that not only a vibranteconomy driven by knowledge has to be ushered in soon, but also a new society wherejustice and human values prevail has to be created. Challenges in the higher educationare not only nation centric but have attained that global dimension, particularly after tradein services has been brought under the preview of the WTO regime. With the explosivegrowth of knowledge in the past century and with the development of handy tools ofinformation and communication technologies as well as of other scientific innovations,competition has become a hallmark of growth all over the world. As a result, knowledgeis not going to be the driver of Indian Economy but also, it is going to permeate into allthe strata of Indian Society for a better quality of life and living conditions. ThereforeIndia has to rise to the occasion urgently and reorient its higher education system to bevibrant, competitive, meaningful and purposeful. Besides there is absolutely no substituteto quality of higher education, although the country has been faced for a long time withthe serious problems of meeting the quality needs of our society. It is therefore essentialthe careful balancing of the two is given priority to meet the twin requirements of thesociety in the foreseeable future.

1.4 Changing face of educationToday the world economy is experiencing an unprecedented change. New develop-

ments in science and technology, media revaluation and internationalization of educationand the ever expanding competitive environment and revolutionizing the education sceneare some of the features. A paradigm shift has been noticed in higher education now adays from ’national education’ to ’global education’, from ’one time education for few’ to’life long education for all’, from teacher centric education to ’learner centric education’.These changes make new demands and pose fresh challenges to the established educa-tion system and practices in the country. Because of independence and integration of theworld economy in recent years, the Indian Higher Education System has a new role and achallenge to provide to the nation and the world at large, skilled human manpower at alllevels, having breadth of knowledge and confidence to effectively confront the social andeconomic realities.



It is worth noting that while India has the second largest system of higher education,next to U.S., total number of students hardly represent 6% of the relevant age group i.e. 18to 23, which is much below the average of developed countries, which is about 47%.Thusaccess, equity, accountability and quality should form the four guiding principles, whileplanning for higher education development in India in the twenty-first century.

The major challenge before the Indian Higher Education System is to bring equityin quality of education across the length and breadth of the country. This is more close tothe heart of students in the rural, semi urban and urban areas, as they wish to participatein new economic revolution. India is a nation that has always tried to bring the rural Indiain line with the mainstream by also introducing several government schools and collegesin villages and introducing systems that empowers socially and economically deprivedstudents with the tool of education.


Submitted to UGC 2. Objectives and Research Methodology

2 OBJECTIVES AND RESEARCH METHOD-OLOGY

2.1 Justification of the topicIn new millennium the concept of education has changed from conceptual and the-

oretical education to practical, professional and experiment- oriented education , frombounded classrooms to open and virtual classrooms, from institutional centric to studentcentric education and from local to global perspective style ,from traditional methods tospeedily changing technological applications. Commerce education as a branch of highereducation, being applied wing of knowledge, has a close relationship with the fast chang-ing world of industry and business.

To accelerate economic development in India, country requires trained and quali-fied managers to control huge investments made by the companies. Commerce educationcovers diversified fields of education and research in management, finance, marketing,accounting, business laws and other commercial laws. In the cut-throat global competi-tion, use of extensive tools in every area is necessary to maintain challenging position inthe global market

Education is instrumental in democratic reform as it offers people the opportunityto take up and reflect on the conditions that shape themselves and their relationship withothers. In industrialized countries commercial education is organized on dynamic andsystematic lines. But in developing country it was not given a fair chance as education ora profession. It is treated as inferior to other specialized branches of knowledge in everyrespect due to following aspects:

2.1.1 Black side of commerce education

The arguments made against the commerce education are:

• Absence of skills development of the students



• No in-depth knowledge of the subject

• Purely examination oriented attitude of the students

• No practical knowledge to the students

• Lack of industry, Institute interface

• Weak and outdated syllabi

• Dilution in student and faculty quality

• Weak academic administration and planning

• Low self-esteem for students, teachers. etc.

Emerging issues of commerce education do not include emotional and spiritual in-telligence, six sigma, Application of Lean, Behavioural finance, Incidental case stud-ies, Portfolio management, Corporate governance, Research techniques, Personal financeplanning, Modern techniques and technology in commerce education etc . Thus presentcommerce education in India is in crisis also due to rapid and speedy changes taking placein the field of commerce.

2.1.2 Need for modern business education

The impact of globalization on the corporate sector in particular has suddenly createda demand for human resource trained in the field of business education with innovativeideas, new approaches in business and behavioural sciences as well as professional skills.In order to fill the vacuum in this regard a new and futuristic orientation requires to begiven to the discipline of business education. At the outset, it would be worthwhile tomention that the conventional business education has become irrelevant in the new era ofglobalization and liberalization. Keeping in mind the significance of modern business ed-ucation, the Indian government has liberalized the business education market since 1990s,resulting in an unprecedented growth in the number of technical and management insti-tutions mostly through private investment. It is worthwhile to mention here that outsideUS, India now trains largest number of MBAs with about 75,000 degrees annually.

At present, there are more than 1200 institutions providing business education inthe country. The students now have a vast choice regarding the institutions in which they



want to study. Since the management graduates and post-graduates produced by theseinstitutions are primarily absorbed by industry, there is a growing need to match the cur-riculum and structure of business education to better fit the needs of India and sensitive tothe changes in both in the industrial and services sectors within the country. Moreover, itis important to properly assess the quality of business education imparted to the studentsin various institutions for proper decision Govt. of India has already adopted L.P.G whichhas shown increase in economic growth. Needless to say, it demands tremendous notablechanges in the educational filed too. Commerce education in this changing scenario de-mands drastic changes in the present quality of commerce education i.e. improvement ofquality of institution, department, teaching and non-teaching staff, and students and eventhe parents also.

This demands improvement in the syllabus, development in teaching methodology,inculcating the right attitude of the student towards education, emancipation in the roleplayed by the teacher Commerce discipline covers all aspect of industry. The growing im-portance of commerce education directly hits the development of the nation. For survivaland growth in global educational market, "Quality commerce education" is the urgentneed which satisfies the changing expectations of the industry and the society.

2.1.3 Justification of teaching staff audit

If, we consider the above criticism, then as a researcher, serious thought is to be given fortransformation in commerce education style. This is the high time to rethink about ourpresent commerce educations system and syllabi. Time demands drastic changes in themethodology of teaching .Here teachers basically have to accept new methods of teachingand perform multi task role which becomes indispensable. Therefore the contribution ofthe teachers strengthening the students to face the LPG scenario needs to be assessed inchanging the commerce education system. We have to satisfy the changing needs of thebusiness and as well as students. It is the time of cut-throat competition and thereforestudents’ expectations are also increasing. We have to prepare our students to cope-upwith international situations. Naturally quality becomes a coin of to-days world. Toimpose control over quality of commerce education Educational Audit plays the vital roleat macro level and Teaching staff Audit contributes at micro level.

Quality is an important pole of the higher education system. Equal importanceshould be attached to it which will ensure sustainable socio-economic benefits of highereducation. Until recently the quality of education in India was rated largely by input fac-



tors such as the size of faculty and infrastructure. The national rating agencies are wakingup to the necessity of incorporating the process aspects of quality such as effective teach-ing and learning methods, infusion of knowledge beyond the syllabi, cross-disciplinarycontext of learning, recognition of economic and social relevance of acquired knowledge,opportunity for skill-intensive training and inculcation of moral and social responsibility.Therefore it is a teacher who has to shoulder the great task in transforming the systemto achieve quality for sustenance. According to Henry Brooks Adams "Teachers are themakers of history. A teachers affects eternity; he can never tell where the influence stops."

Qualities of an excellent teacher are (Each word in the term Teacher focuses on thequality of excellent teacher.)

• T - Teaching, training and thinking

• E - Efficiency, Effectiveness and Encouragement

• A - Abilities, attitudes and assurance

• C - Commitment, Caliber and Character

• H - Hard work, Humanity and Honor

• E - Excellence, Experience and empathy

• R - Reasonability (right attitude), Research and Recognition

The teachers are the actual designers and implementers of the academic polices andsyllabi and setting the guidelines regarding education strategies. A capable teacher canmold the future of a nation. The sweeping changes are taking place in education sector;teacher should brace themselves up by fine tuning their skills and methodologies. A poorteacher informs, an average teacher gives knowledge, a good teacher explains, a betterteacher demonstrates, an excellent teacher gives experience, a great teacher inspires. Butin practice a teacher at present, is selected mainly on the basis of his performance in themaster’s degree examination and passing net/set examination. He is not fully equippedto fulfill all the changing expectations of education sectors. To overcome this limitationTeaching Staff Audit is only the solution to find out the role played by the teachers to facethe challenges in education sectors and particularly in commerce education.

Teaching Staff Audit is a comprehensive evaluation of the current education sys-tems and strategies, structure and competencies, culture building strategies, quality and



student-customer orientation, communication strategy, teachers engagement strategy, mo-tivation, interpersonal behaviour, learning styles, personality, Octapace profile, efficiencyand effectiveness, talent management, competency mapping, performance management,coaching and mentoring, potential appraisal and assessment centers, rewards and recog-nition career planning and development, work rotation, training and learning, collegedevelopment, innovative and creative spirit, knowledge of universities Act, social respon-sibilities of teacher etc.,

Teaching Staff Audit also include: Basic knowledge of the subject, knowledge ofteaching methods, oratory speech, delivery of lecturers, creating interest, additional read-ing, study of research methodology, research activities, attending seminars, conferences,workshops, active intellectual engagement, professional efficiency, use of new educa-tional technology, participation in designing curriculum, dedication towards institution,continuous improvements in bio-data, quality circles, emotional and spiritual quotient,team building, etc.,

The challenges of quality in business education have many dimensions, e.g. pro-viding adequate physical facilities and infrastructure, making available adequate teachersof requisite quality, effectiveness of teaching-learning processes, attainment levels of stu-dents, etc.

2.2 Objectives of research projectThe objectives of the research project are :

• To audit the quality of commerce teachers

• To study the 360 degree feedback of teachers. i.e. his contribution in activities liketeaching, counseling, research, molding the attitude of the students, imparting newtechnology, etc.

• To study participation of teachers in designing the vision and values of college

• To study the involvement of teachers in culture-building of college

• To study the commitment of teachers to utilizes college resources efficiently andeffectively

• To study the teachers contribution in image- building of college

• To study the teachers sensitivity towards student’s growth and problems



• To study the management and development of teachers work

• To study the teachers relations with other staff members (interpersonal relations)

• To study the role of teacher in administrative decisions

• To study the teachers relations with management bodies

• To study the teachers collaboration with other colleges

• To study the teachers role in social contribution

• To study the teachers role as a counselor

• To study the teachers role as a researcher

• To study the teachers role as a motivator

2.3 Hypothesis"Teachers are concentrating more on ’teaching’ prescribed syllabus. They need to

perform multi tasks to make the students more competent to sustain global competition."

2.4 Research methodologyThe present study will be regarding teaching staff audit of the teachers of some

selected twenty colleges in Pune city . Data will be collected as

• Primary data-

Primary data will be collected with the help of

– Questionnaire method

A well structured questionnaire will be circulated amongst the teachers. Onein-depth survey will be conducted with a structured questionnaire to developbetter understanding about the topic of research.

– Interview method

Personally each teacher will be interviewed

In order to support the questionnaire, in-depth interviews of teachers will beconducted. The main purpose of conducting the interviews will be to generateadditional information about the research topic.



– Secondary Data

In order to collect the relevant data with the topic of research, the use of im-portant contributions in the subject through journals, magazines, survey ma-terials, periodicals, educational reports, booklets, newspapers, published databy different authors, is considered.

The secondary data will be modified to suit requirements of research. Referencesas to secondary sources are mentioned in bibliography.

Sample design and technique

– Total colleges : 20

– Sample size : 100 Teachers

– Nature of sample: Random.


Submitted to UGC 3. Teacher’s Traits

3 TEACHER’S TRAITS

3.1 Importance of a teacherHigher Education has always been pivotal for shaping a personality to be well fo-

cused and career oriented and universities contribute key roles here in by providing theknowledge, skills and talent required. It has been seen as a debatable issue whether uni-versities should emphasize on professional aspects of education or to be it demanding forthe social system. Some people are convinced with the idea that a student in universityshould be nurtured in a way to gain a good job prospects. Firstly, in today’s cut throatcompetitive era, education is the only weapon which can sustain a student to turn up asa good professional. Secondly, the main motive and the sole responsibility of these insti-tutes are to equip a learner with the competence that can excel him to meet the challengesof rapidly changing work scenario.

Others opine that rather being merely occupation based, other benefits for the societyare not to be ignored. A learner first is a social being and education grooms an overallpersonality. One has to be fully acquainted with the duties and responsibilities which havefar reaching fruitful impacts for the individual and the society as well.

However, my personal view consolidates the idea that university education shouldenlighten and elevate the overall learning capability of disciples, where they are efficientenough to accomplish their professional objectives and can help raise the standard ofsociety. Eventually, the true purpose of advanced learning and teaching should bringoptimum laurels for the whole as one.

Teachers are an extremely important facet of any society for a multitude of reasons.Teachers are the people who educate the youth of society who in turn become the leadersof the next generation of people. Teachers are the people who are teaching children andimparting knowledge upon them in their most impressionable years, what these kids learnfrom their teachers at a young age will most likely stay with them in some facet for therest of their lives. So, teachers certainly have a significant mark on the development ofyoung children and even older children alike, as they are teaching them and helping themdevelop their knowledge so that they can go on in life and be responsible and productivemembers of society.



One of the most important aspects of any society is the youngest generation; theyrepresent the future and the direction that society will take. Teachers can enrich a younggeneration of children so that the future is a safe, secure and great place to live in forevery person in the society. This could be a great thing to look at for any person who isextremely interested in the correlation between the two factors.

As every person has been to school up until at least a certain point in his or her life,every person can attest to the fact that the right teacher who truly cares about his or herjob can definitely have a profound effect on his or her students. A student will becomesignificantly more interested in learning if his or her teacher has really invested in teachingthe subject matters. If a teacher finds a way to engage his or her students in an interestingyet informative manner, then all of this teacher’s students will certainly develop a thirstfor learning and acquiring knowledge.

A teacher that can get a student at a young age to realize the value in learning anda solid education, is doing a great service not only to that child, but also to society ingeneral. The more the kids want to learn, they will be smarter and better , will developa society. A person only needs to think about the rate of technological innovation tosee the importance in education. So much of life today is wholly dependent on the vastarray of technological innovations that have come about in fairly recent years, such ascomputers, cell phones, cars and planes. It is really hard for any person to imagine aworld without many of these technological innovations. Technological innovation is thebackbone of any society, as for a society to stay competitive in the world; there must beextensive technological innovation. No society wants to be left behind. The backboneof technological innovation is education, so it is extremely important that children andyoung adults are receiving a quality education to foster technological innovation whichwill in turn foster a better quality of life for all members of the society.

Teacher plays an important role in different capacities. He works as the director ofthe school/student and issues directions and directives in a manner that cannot be mended.Students receive directions from his personality and he himself introduces several tech-niques to direct the students like co-curricular activities and extra-co curricular activitiesin the school. Teacher is also a part of the organizational set up of the college. As such,he plays an important role in the organization of the activities of the college .Actually heis the administrator of the class, and the college. Since students are the main target inwhole of the educational system it needs well qualified administrator, organizer and theteacher in the person to whom everybody looks. Teacher also plays an important role asa helper and assists the students in the whole of the set up of education and career. He



assists the students in their problems and establishes the harmonious relationship withthe parents, Principal and members of the management etc. Teacher is an adviser of theschool, parents and the students. The Principal and the Management also seek his help insolving the problems of the school, students, staff etc.; as well as in the development ofthe institute. He performs his duties as an assistant to his students. Besides the teachingwork he assists and helps the students in their studies and takes part in developing theirpersonality.

Mere services of the teacher will not do; love of knowledge is essential. A teacherwho does not love knowledge cannot inspire love of knowledge in children. The teachermust keep one’s mind fresh by study of new books; he or she must constantly renew one’sstock of knowledge. In something like a highly inspiring Convocation Address in ourancient Taittiriya Upanisad, which is relevant for all students of all times, there is thisbeautiful exhortation to students:

Svadhyaya-pravacanabhyam na pramaditavyam- ’Do not forsake learning andteaching.’

They have to go together. A teacher reads new books, acquires new dimensionsof knowledge, and becomes enriched with new stock of ideas. That is the way to keepthe mind fresh and creative. And this knowledge capacity must be combined with thecapacity to communicate knowledge to others. And behind the knowledge communicatedshines the personality of the teacher. By his or her knowledge, a teacher can only instruct;but communication of inspiration comes only from his or her personality.

Teacher is also a social-reformer. Since students are less knowledgeable and haveless experience, a teacher guards the students. College becomes the mini society as suchhe plays an important role and sows the seeds of secularism, fraternity, human values andhealth etc. in the students, who are the citizen of tomorrow. He is the guide to the studentsin this regard and removes the social evils.

3.2 Role of a teacherA Teacher was regarded as a ’spiritual preceptor’ in the Vedic period, and performs

multiple role such as:

• Teacher as a ’communicator and provider of knowledge

• Teacher as a ’learning facilitator



• Teacher as a ’Gardner or Directness’ of learning in naturalism in education

• Teacher as a ’Manager’ of learning activity in the pragmatic philosophy of educa-tion

• Teacher as an ’Ideal Person’ in the Philosophy of Idealism

• Teacher as a ’Soldier’ and ’Weapon’ in Nazism and Communism

• Teacher as an ’Agent of social change’ in the Democratic Philosophy

• Teacher as a ’Mediator’ between the learner and the subject-matter

• Teacher as a ’Transmitter’ of cultural heritage

• Teacher as the ’Educational Media User’

• Teacher as the ’Spearhead’ of change in the society

• Teacher as die ’Harbinger’ of social change

• Teacher as the ’learner’

We had, in ancient India, given a high status to our teachers; we call the teacherby the word ’guru’. Today we have contracted that word to the limited field of religiousinitiation. Actually the word, ’guru’ has got a wide reference - one who opens the eyesand mind of the child to the world of knowledge. The first guru of the child is the mother,the second guru is the father, the third guru is the teacher at school. These gurus openthe eye of the - mind of the student to the vast world of knowledge, with its two integraldimensions of the secular and the religious. Both are spiritual, according to the unifyingvision of our great sages. At some stage, after the mother and father and teacher havedone their work, the religious teacher comes in, as the guru, into the life of the knowledge-seeker or vidyarthi. It is a continuous spiritual education and growth from the secular tothe religious. India sees no conflict between the two. And India also says that the last andhighest guru is one’s own pure and trained mind. Sankaracarya in his Gurustotram, whichmillions in India and. now, abroad also, recite, and which begins with the famous words:Gurur Brahma Gurur Visnu, gives a beautiful exposition of the service rendered by aguru:

Ajnana timirandhasya

Jnananjana salakaya;



Caksurulm’ilitam yena

Tasmai Sri Gurave namah -

I salute the Guru who opens the eyes of one who is blind with the cataract ofignorance, by applying the collyrium of jnana or knowledge.’ Thus the roleof a teacher is multifaceted-he the one who will open the eyes of the students,by application of knowledge, to sustain in the global competition in everyrespect.


Submitted to UGC 4. Analysis and Interpretation of Data

4 ANALYSIS AND INTERPRETATION OF

DATA• Are you in this Profession by choice ?

As shown in Figure-4.1 majority of the teachers (94%) have selected teaching professiondeliberately to contribute the academic excellence to the society. Remaining have comeinto the profession accidentally and look toward it only as a means of employment.

Figure 4.1: Selecting teaching profession by choice

• Do you think your performance as a teacher is according to the expectations ofeducational stakeholders?

Figure-4.2 shows the response to the above question. 6% Respondents are of the viewthat their performances as a teacher is according to the expectation of all the educationalstakeholders, and majority of them are of the opinion that their performance is very muchinclined towards satisfying the students and they cannot satisfy the expectations otherstakeholders due to number of reasons like -they are not getting chance to interact withthe management directly and also parents are not enthusiastic to know the progress of theirward so it becomes difficult to fulfill the demands of all the stakeholders. They are of theopinion that simultaneously as they have to concentrate on teaching, internal evaluation,university examination work, curricular, co-curricular and extra curricular activities, aswell as individual and professional development too, it becomes difficult for them toconcentrate on all the stakeholders.



Figure 4.2: Performance for meeting the expectations of educational stakeholders

Figure 4.3: Benchmarking with the good practices of the other educational institutes

• Do you benchmark with the good practices being followed in the other educationalinstitutes?

Only 12% respondents have formal rapport with other educational institutes and ex-changes good practices. Other respondents have created temporary informal interpersonalrelations with teachers from other colleges during the CAP. It becomes difficult from themto establish relations and maintain rapport to follow good practices carried out in the otherinstitutes as teachers in the other institutes are also busy with their professional commit-ments. Teachers are happy that they are following the guidelines of UGC and trying theirlevel best to continue with the good practices in their own institutes.

• Have you taken initiative to establish quality circle/ forum in your college?

As shown in Figure-4.4 only 4% Respondents have tried to establish quality circle intheir colleges through the staff academy, but are getting limited and irregular response.Majority of them are concentrating on the quality of work assigned to them but are nottaking efforts to establish quality circles in general (for overall enhancement in quality)as the observation and experience teaches them about limited and irregular response fromthe students for the same.



Figure 4.4: Initiative to establish quality circle in the college

Figure 4.5: Participation in decision making related with infrastructure

• Do you get a chance in decision making related with infrastructure ?

Only 3% Respondents are involved in decision making related with infrastructure be-cause they are the pioneers and involved in the foundation of the institute. As shownin Figure-reffig:Q5 majority of them strongly comment that management does not invitetheir suggestion in redesigning or modifying the existing infrastructure even during theNational Assessment and Accreditation Council (NAAC) process. Also the total work isbeing divided and allocated between the teachers, those teachers who have been delegatedthe job of looking after the infrastructure are participating in the decisions related to it.

• Do you get a chance in decision making related with establishing values for college?

Only 5% [refer Figure-4.6] respondents are involved in value addition and support inframing the core educational and social values of their college and insist rigorously inimplementation of such values. Vision , Mission and the Objectives are set by the man-agement and majority of the teachers have casual approach in implementing educationaland social values.This may be due to the lack of iniciative or ’how it is going to affect mysalary’ approach by the respondents.



Figure 4.6: Participating in decision making related with establishing values for college

Figure 4.7: Feelings about achievements of student

• Do you feel proud about achievements of the student ?

Majority [Figure-4.7] of the respondents strongly support the statement that, student’sspecial achievements directly enhance college image, goodwill and prestige and are happywith their achievements. They have great satisfaction to see that the student to whom theyhave imparted education is successful. This shows the love and affection toward theirstudents. Only very few (2%) respondents have bold statements that, an achievement ofstudents is due to his own efforts, teachers and colleges take unnecessary credit of hisachievements.

• For professional development, are you ready to pay for from your pocket ?

As shown in Figure-4.8 majority of the respondents have positive views and they areready to invest money for their professional development including attending National and



Figure 4.8: Ready to pay for the professional development

International Conferences to secure maximum Academic Performance Indicators (A.P.I)score. Others are of the opinion that due to more financial responsibilities of their family ,it becomes burdensome for them to pay from their pockets. They also argue that as UGChas made provisions to pay for participation in the National and International Seminars,funds should be allocated by the college for professional development. Also teacherswho hold the designation as Associate Professors are reluctant to pay from their pocketsas A.P.I. is not mandatory for them. Some of them are of the opinion that qualifyingNational Eligibility Test/State Eligibility Test (NET/SET) Examination is sufficient forthem.

• Do you receive Duty Leave for such programmes ?

72% of the respondents as shown in Figure-4.9 strongly comment that Principal of thecollege encourages them not only to participate in conferences/ seminars but also presentthe papers and also sanction the duty leaves. Others blame on favoritism made by theprincipal of the college as Principal has the final authority to decide the staff allowed toattend the conferences / seminars and sanction duty leave.

• Are you a member of LMC, BOS, Academic Council, PUTA etc.

Figure-4.10 shows that 15% respondents actively participate in administrative set up likelocal managing committee, are member of board of studies at university level and areinvolved in active panel of Pune University Teacher’s Association.



Figure 4.9: Receiving duty leave for professional development program

Figure 4.10: Participating in LMC, BOS, Academic Council, PUTA etc.



Figure 4.11: Teachers and change in thought process

Majority of the Respondents in Pune City are not interested in any association likeLMC, BOS, and Academic Council. Only on paper they are the members of PUTA.

• Do you think that you had to undergo ’Change’ in Knowledge, Technology, So-cial/Cultural aspects, etc. due to LPG scenario ?

Surprisingly only 3% respondents as shown in Figure-4.11 link impact of LPG policy oneducation sector and need serious thought on changing traditional commerce courses withpresent corporate needs.

Majority of the respondents have made a bold statement that framing the educa-tional policy according to Liberalization, Privatization and Globalization (LPG) scenariois the responsibility of the University and Government. Redefining traditional commercecourse is beyond respondent’s control. They even were not willing to pass any concretesuggestions relating to present education system. Methods of teaching remain the sameeven though LCD facility is introduced, very few colleges have installed it on permanentbasis as they lack in installing permanent infrastructure. Their thinking pattern is changedbut its implementation becomes difficult.

Quality of students ,their educational and family background, and the vast volumeof students makes the implementation of the changed thinking pattern difficult. It may bea best practice like the professional courses there needs to have a common entrance test tobecome a graduate and there is no need that every one becomes eligible for the admissionfor a degree just because he/she has passed the 10th or 11th standard examination. Adiploma course for those not eligible for the degree may be a solution. This may help toimprove the quality of the students intake.

• Do you guide your students to set Vision, Mission, Objectives ?



Only 6% respondents [Figure-4.12] related to ’Students Counseling Committee’ guidethe students in framing vision, mission, and objectives of their career and life.

94% Respondents on ’Request of the Students’ guide to set vision, mission, andobjectives of their career and life, and do not take initiative to approach the students andencourage in designing the structure of students career and life. This may be because ofthe attitude “why I should take the iniciative ?”.



Figure 4.12: Guiding students to set vision, mission, and objectives

Figure 4.13: Contribution in teaching and allied works per week

• Do you get a chance in decision making related with establishing values for college?

As shown in Figure-4.13 all the respondents are fully concentrating on teaching processand completing the syllabus and 80% Respondents regularly prepare their notes and topicbefore they enter in to the classroom. 30% Respondents performed the administrativeduties as per the Principals order. Shocking outcome is that only 10% Respondents giveserious thought for the Research activities and are willing to contribute to research forsocial and economic development of society. Teachers are of the opinion that presentlyPrincipal forces Teachers to indulge in research work for credit points in NACC.

60% respondents are engaged in organizing Student Welfare Activities. (Soft SkillsG.D., Presentations, Quiz competition, Community Services, etc.). 40% Respondents areengaged in activities assigned by the University.

• Do you conduct your own evaluation by students ?



Figure 4.14: Evaluation made by students

As shown in Figure-4.14 only meager (only 2%) respondents are always alert for ownassessment and continue up gradation of their knowledge, skills, attitude, and behaviourwith the help of student’s evaluation. 98% Respondents have the casual approach andmake philosophic comments that every day students are evaluating us. Evaluation bystudents is only the formal practice and teachers do not modify their attitude pattern evenafter communicating evaluation result. This mind set of the teachers needs to be changedprobably by linking the assessment of the teachers for promotion and salary increase.

• Do you think that the evaluation by the students point out popularity rather thanability of a teachers ?

92% respondents are of the opinion [refer Figure-4.15] that of deep knowledge of subject,logical arrangement of topic, simple and easy explanations, reciprocal communication,maximum references, Case studies, and powerful contents within the framework of syl-labus, punctuality are the points considered by the students to evaluate teachers. Very fewrespondents think that Personality, presentation skills, voice, body language, and interac-tion with the students and maintaining personal relations with the students are the mostimportant attributes taken into consideration at the time of evaluation of teachers.

• Do you motivate and maintain rapport with the students during "Evaluation pro-cess" ?

As shown in Figure-4.16 94% respondents follow the ’feedback friends’ system duringthe evaluation process and try to protect their image and respect in the college, 6% respon-dents have frank opinion that undue influence is created by maintaining rapport during theevaluation intentionally.



Figure 4.15: Views on evaluation by students

Figure 4.16: Motivation and rapport with students



Figure 4.17: Professional development needs

• Thinking of your own professional development needs

As indicated in Figure-4.17 more than 93% respondents feel the highest need inthe three major areas namely: contents and performance of standard of main subject,Knowledge and understanding of main subjects and student counseling.

Out of more than 93% respondents, 76% also are in favor of student’s assessmentpractices, ICT skills for teaching and teaching in multicultural settings.

• During last two years have you participated in any of the following kinds of profes-sional development activities and what was the impact of these activities on yourdevelopment as a teacher ?

More than 90% [refer Figure-4.18] of the tespondents strongly argue that Paper Publi-cations and Reading professional literature has directly contributed in their own profes-sional development activities. Other respondents’ state that, Educational Conferencesand Paper presentations, Individual or collaborative research, Training Programs, havesupported them for their own professional development. Conducting workshop only hasa short term impact on the development 70% Respondents strongly believe that informaldialogue with colleagues definitely improves the teaching skills.

• Are you indulging in fulfilling social responsibility e.g. for old age homes, orphan-ages, tree plantation, Gift for deprived, Lecture series etc. ?



Figure 4.18: Impact of professional development activities

Figure 4.19: Teachers and social responsibility



Surprisingly as shown if Figure-4.19 only 16% Respondents are engaged with social ac-tivities and committed towards social services, are active members of social organisationand are aware about various sensitive social issues.

Majority of the respondents made illogical statement that social responsibility is ulti-mate responsibility of NSS departments and they support such activities only ’on request’made by NSS officers. Individually respondents only have the sympathy towards sensi-tive social issues and actively participate only in discussions and debate over the socialissues.



Figure 4.20: Views about classroom teaching

• How much you agree or disagree with each of the following statements.(Testing theviews of Classroom Teaching)

More than 90% [refer Figure-4.20 respondents strongly believe on following statements:-

• Effective teachers demonstrate the correct way to solve the problem.

• Instruction should be built around problems with clear, correct answers and aroundideas that most students can grasp quickly.

• Thinking and learning processes are more important than specific content.

At the same time more than 90% respondents strongly disagree the statement that :-

• It is better when a teacher and not the students decide what activities are to be done.

• Teachers know a lot than the students, they should not let students develop answersthat may be incorrect when they can just explain the answers.

• 82% Respondents have disagreed that, a quiet classroom is generally needed foreffective learning. They argue that it is the urge of the student to learn and urgeof the teacher to teach which matters in the teaching learning process for effectiveteaching.

• Majority of the respondents have agreed that, how much a student learns dependsupon how much background and knowledge they have.



• About you as teacher (Testing the mindset of teacher).



Figure 4.21: Teachers mindset

Figure 4.22: Teachers organizing co-curricular activities

As shown in Figure-4.21 majority respondents have the frank opinion that theirteaching makes a significant educational difference in the lives of students, they can makelittle progress with even the most difficult and unmotivated students, they are well re-spected by students and celebrate the success with the students.

• The efforts of yours in organizing activities for the students.

As shown in Figure-4.22 it is observed that :

• 82% Respondents invite the experts at their individual levels, but most of the timeprincipal of college decides the guest /experts.

• Few respondents under the guidance of Principal of the college conduct the sem-inars at local, state, and national level jointly with Pune University through theirseminar committees; Under the innovative practices to fulfill the NAAC conditionsome of the respondents specifically conduct Group discussions , organize presen-tations, and Competitions. etc,



Figure 4.23: Defining teaching objectives prior to lecture

• Respondent teaching the subjects in which Practicals are introduced by UOP, takekeen interest to arrange the industrial and other visit as a part of their duty.

Figure-4.23 showing percent of Teachers specifically defining their objectives beforethe lecture indicated that :

Surprisingly 64% Respondents are not serious about communicating the aim and ob-jective about the topic for every lecture, they just deliver the lecture and do not take extraefforts to link the topic with current corporate situations every time.Others occasionallyfocus on aim and objective of the topic and its relevance ,only when a students requestshim to do so.

10% Respondents have the practice since years to define the aims and objectives andnever start their topic without explaining its aim and objectives and its present application.

• I specifically define my objectives before the lecture.

• I work on my vocal attributes such as clarity, volume and tone.

Shockingly 94% Respondents [Figure-4.24 are not taking any special efforts on theirvocal attributes even they know that in effective teaching, vocal attributes play vital andunavoidable role in making every lecture pleasant, interesting and create the wow! Factor.

Only 3% Respondents are aware about vocal attributes and its significance in teach-ing process and take care about their vocal attributes. Remaining Respondents only takecare of their vocal attributes at the time of special occasions.

• I analyze the need, the composition, and the limitation of my students.



Figure 4.24: Efforts on vocal attributes

Figure 4.25: Analyzing the needs, the composition, and the limitations of students

Figure-4.25 shows percent of Teachers analyzing the needs, the composition, and thelimitations of students. 63% Respondents are make a bold statements that, more than60% students are not attending the lectures regularly; also respondents don’t know thename and family backgrounds of the students. Due to poor response from such studentsrespondents can not analyze the need, the composition and the limitations of students.

Few Respondents take keen interest in each phase of development of FEW students.Guide and motivate them and pay personal attention, thus play the role of a mentor. Dueto vast volume of the students it is not possible to follow this practice.Remaining Respon-dents on the request of the students analyze the need, the composition and the limitationsof students.

• I inspire the staff to add significant "Knowledge sharing".

As shown in Figure-4.26 :

21% Respondents have isolated behaviour pattern, and are aloof from any "knowl-edge sharing" value addition; discussion not open-up on any education or social issues, toavoid debts or conflicts on such issues.



Figure 4.26: Teachers and inspiration to staff

Figure 4.27: Teachers and interpretation of the emotional needs

22% and 24% Respondents frequently and always take initiative to provide "knowl-edge food" to the colleagues, and inspire the other staff to contribute expert commentson such educational and social issues, and respect their views.

Remaining Respondents participate on educational, social, economical, issues specif-ically highlighted in the leading newspapers, and are willing to know the different viewsfrom colleagues on such sensitive issues.

• I correctly interprets others staff needs, feelings and able to remove emotional ob-stacles.

Figure-4.27 shows percent of Respondents correctly interpreting others staff needs, feel-ings and able to remove emotional obstacles. 39% Respondents have natural reaction that,as they work years together so everyone knows the inner and outer curve of colleaguesfeeling and they remove emotional obstacles.



Figure 4.28: Empowering staff by sharing and help to develop a sense of commitment

Remaining Respondents interfere the others private zone only on request of the col-leagues and immediately detach on giving advice. Only 3% Respondents are of the opin-ion that college is not the platform for expressing personal problems and receiving thesympathy from colleagues.

• I empower staff by sharing responsibility and help them to develop a sense of com-mitment towards students and college.

Figure-4.28 26% and 21% Senior Respondents are occasionally and frequently empowerthe staff to feel that college is extended home and comfortable to take initiative and ac-cept the addition responsibility assigned by principal of the college especially during thecompletion of NAAC process.

24% Respondents are highly intrinsic and are motivated that without any expectationthey emotionally and spiritually attached to the college and put the role model beforeother staff and empower them. 17% Respondents have clear views that every teachermust perform the duty assigned to him and it depends upon the mindset of teacher todevote or not.

• I take initiatives to culture building of the college i.e. encourages an atmosphere ofopenness and transparency among students and staff

Figure-4.29 showings percent of Respondents initiatives to culture building of the collegei.e. encourages an atmosphere of openness and transparency among students and staff.32% Respondents have free and frank statements that, the college already possess thecustomary practices and tradition ,and has developed a specific culture and there is noneed to create new culture but prefer to adopt the old one. 26% Respondents always



Figure 4.29: Initiative in culture building

Figure 4.30: Encouragement for compitative and professional examinations

insist that college culture has to change according to changing social and technologicalenvironment and welcome all the changes. Remaining Respondents are only sharing thenew culture building activities but do not insist or take any initiatives to adopt such newculture.

• I encourage students to take up talent exams conducted by professional bodies/educationalbodies.

Figure-4.30 shows percent of Respondents encouraging students to take up talent exams.conducted by professional bodies / educational bodies. It indicates that :

56% Respondents have not associated with any professional bodies/educational bod-ies. And no ideas about the functioning of such bodies.

18% Respondents are always in touch with professional bodies/educational bodies.Through the career counseling centre they properly guide the students. And provide thecontact numbers of concerning authorities.



Figure 4.31: Participation in induction programs

Remaining respondents only on request of the students collect information throughinternet and provide such information to needy students. For the mass interest of studentssome of the respondents take initiative and put such information on notice board.

• I explain rules, regulations, and culture of the college to new students and teachers.

As shown in Figure-4.31 12% Respondents are of the opinion that principal, vice-principal,and head of department are the authorities to explain rules, regulations and discipline andculture to new students and staff. 32% Respondents always hammering on students rules,regulations and discipline of the college and create threatening environment. And strongis action taken against students through the discipline committees. Remaining Respon-dents have the positive tone and convince the importance of discipline in their life andencourage students to keep the healthy atmosphere in the college.

• I collaborate with other staff and colleges through joint project and activities.

Figure-4.32 shows percent of Respondents collaborating with other staff and collegesthrough joint project and activities. Majority respondents have not done any collaborationwith other staff and colleges through joint project and activities. Some of the comments bythe respondents are- teachers’ community is narrow minded and and not willing to sharethe success with others and also they are not aware about provisions of Pune university orU.G.C. regarding the matter.

• I influence the thinking of the college management for trying out new activities.



Figure 4.32: Collaborating with other colleges through joint projects and activities

Figure 4.33: Participation in the management activities



Figure 4.34: Initiatives in conducting meetings with alumni and parents

As shown in Figure-4.33 majority of the Respondents have casually passed remarks thattheir college management has a traditional attitude and is not interacting with all theteachers. Majority colleges have the public trust and management bodies are continuouslychanging . Only through Local Managing Committee teachers have an opportunity tosuggest new activities. Remaining Respondents meet management at the time of specialoccasion and during informal discussion provide inputs for the new activities.

• Do you take initiative in conducting meeting with alumni, parents.

As shown in Figure-4.34 86% Respondents have personal contact with few past studentsand on request of the alumni committee; they contact the students and their parents. Someof the respondents take extra efforts and rigorously persuade and support the alumni com-mittee. Remaining Senior most respondents have not taken keen interest to contact withpast students and argue that past students association having separate entity and all activ-ities conducted according to their define rules.


Submitted to UGC 5. Conclususions and Recommendations

5 CONCLUSUSIONS AND RECOMMENDA-TIONS

5.1 Conclusions• As the majority teachers have chosen this profession by choice, they have liking

towards this profession and are motivated for this profession. This motivation in-cludes

– A desire to work with students

– a desire to make a difference

– Teaching as a "calling"

– A love of teaching or a particular s subject matter

– Nature of the work etc.

This shows positive attitude towards their job, are spreading positivity in the society

• As more time of them is spent on teaching, they are disseminating the knowledgewhich will give the degree to the student which in turn will make them employable.Majority of the teachers feel that there is high level of need for performance stan-dards, knowledge and understanding of the subject, as well as ICT skills in teach-ing. Also student’s counseling is necessary for career and personality developmentof the students.

• Teachers are acting in the capacity of guide or problem solver as they demonstratethe correct way to solve the problems. They are rational thinkers as majority ofthem feel that thinking and learning processes are more important than the spe-cific content and believe that considering the students wants the activities are to bechalked out and undertake the activities that the students desire. Thus they adoptstudent centric approach in the teaching and learning process.

• He should know the art of teaching with a deep insight into child psychology. Heshould always deal with the students in a just manner. He should not lose his self-control on mistakes his students may commit, and instead he should respect their



feelings and ego, and should try to understand and resolve their difficulties withgrace while keeping his cool. Analysis reveals that-Teachers possess sound mindsetas majority of them feel that their contribution will significant educations differencein the lives of the students and also ready to mentor most difficult and unmotivatedstudents. Majority of them agree to the point that for effective teaching-learningprocess, urge and right attitude of both the parties is required rather than outwardenvironment like quiet classroom. Rather than just covering the syllabus prescribedby UOP, thinking and learning processes have more importance in developing thestudents. They are ’happy’ for the respect they get from students and are satisfiedwith their performance and measure their success with the students’ presence in theclassroom.

• Teachers are also taking efforts in organizing co-curricular and extracurricular ac-tivities like expert’s lectures, field /industrial visits, group discussions, poster pre-sentation etc This indicates that they are looking for overall personality develop-ment of the students. 6As the teachers are abide by the syllabus framed by Uni-versity Of Pune, teachers do define the objective of the subject contents, but theyhave little scope to define their objective of every session. They deliver the lecturesaccording to the requirements of the syllabus.

• As the teachers are busy with their work ;mainly ’teaching’, followed by researchand planning the session, as they have to go by the norms given by UGC, very fewof them have rapport with the other institutes.

• Freedom is given to them to express their views on the matters like infrastructure,but their saying is not considered when the decision is to be taken.

• Majority of the teachers feel that inculcating values is only philosophical discussionand it is very difficult to percolate values in students as they come from differentbackgrounds and have ’built in values’ as they are grown up.

• Teachers are motivated for self development as they are ready to pay for trainingand development from their pockets. This shows the urge of the teachers to be at parwith the latest knowledge. They are participating in local, national and internationalseminars and educational conferences, presenting their papers. This indicates thatthey are engaged in research work as well. Majority of them prefer self developmentthrough ’paper presentations in conferences and paper publications. Most of themprefer to have ’informal dialogues’ with colleagues to improve teaching-learningprocess.



• Teachers are given ’say’ in the administrative set up of the university as they arethe members of various councils of university such as Board Of Studies, Academiccouncil, Pune University Teachers Association etc They have the power to frameand change the syllabus, set question papers, participate in recruitment and selec-tion of the employees ,are the members of Local Managing Committee etc. Thusthey are participating in the administrative set up of the university and can havediscussions and can negotiate on various matters with UGC and UOP.

• Teachers are evaluated by the students on the basis of their ability and not on thebasis of their popularity. This indicates that students can judge the teaching skillsas well as the other attributes that a teacher should possess. Teachers are able tosmile in the face of bitter criticism on students opinions, and do not feel ashamedor humiliated to accept his mistakes wholeheartedly.

• Management of the majority colleges promote training and development of theteachers as duty leaves are sanctioned for the activities prescribed by UOP.

• Teachers give high weight age to performance standards and contents of the subject,knowledge and understanding of the subject and student counseling. They alsoagree that ICT skills for teaching are to be acquired by the teachers along withskills for teaching in multicultural teaching.

• Majority of the respondents get ’duty leave’ for professional development programsor for carrying out duties related with university work. This indicates open-mindedand right attitude of the management towards development of teachers. Teachersare also upgrading themselves specifically in adoption of technology i.e. computerapplication for documentation. As they have to perform in multicultural environ-ment today, most of the teachers had to undergo ’ change’ due to L. P. G. scenario.

Thus teachers are playing multifaceted role in the development of the students. Theyare fulfilling their responsibility as teachers to lead students to success, to a good andhealthy life, to a life with right attitude and thinking. They are creating warm and protec-tive environment at the same time are trying perform the duty professionally.

Thus multifaceted contribution of the teachers in commerce area would definitelymake the student employable from all the angles as they will avail the advantage ofteacher’s contribution to hold the degree. As per the surveys conducted in developedcountries benefits of higher education are as follows:



• Students are capable of higher earning potential

• Lower Blood Pressure and Stress- according to 30 year longitudinal survey pub-lished by BMC Health. Also study was conducted by Carnegie Mellon UniversityPsychology Department ; found that college degree holders have lower levels ofCatisol-a stress hormone-compared to people with less education. According to thestudy published in journal of National Cancer Institute(2008) males and femalesholding the degree are also at lower risk of developing colorectal, prostate, lungand Brest cancer.

• holding the degree leads to healthier life style as college grades are also less likelyto smoke and more likely to exercise according to College Board Report Pays 2010.

• Job satisfaction- people with higher level of education are more satisfied in theirjobs.

• Job stability-career as a college professor is considered to have more job stability.

• Future children benefit - parents holding the degree are more likely to pay for theirchildren’s education.

5.2 Suggestions and Recommendations• A teacher should be a good educationalist. He should be proud of his culture, his

national dress and his national language. He should be a missionary, a mentor, areformer and a guide besides being a dedicated tutor. In other words, he should bea perfect teacher and a perfect educationist. While highlighting the role of a teacherin the society, it is imperative to involve the role of parents, too, in the processof character building of the students. In the past, parents and teachers both used tomake the best of their efforts to provide an atmosphere to their children congenial tothe development of higher virtues and morals. But the gross social change over thelast fifty years, large scale urbanization, ruthless competition for financial gains, andheavy preoccupation in everyday life deplete all time and energy from the parents,leaving behind little time or energy for them to monitor their children. He is alsoexpected to satisfy the management by his involvement in the area asked for. Butunfortunately the survey reveals that teachers are aware about the expectations ofthe stakeholders but cannot satisfy all of them to the maximum extent.

• Teacher is concentrating on the quality of teaching and the quality of co curricularand extra-curricular activities undertaken by him, but initiative should be taken by



the teachers to establish quality forum for the college so that many students may bebenefited.

• As every student is unique and learns in different ways and has individual needs. Ifthe needs of our learners are discovered and met, the chances of success are greatlyincreased. Unless the teacher as some knowledge of the potentialities of the childhe cannot go ahead with his task. Educational psychology helps the teacher tounderstand the child .i.e. His interest attitude, and ability, Stages of developmentlinked with physical, social, emotional, intellectual and aesthetic development, Hislevel of aspiration, His conscious and unconscious along with the subconscious be-haviour, His motivational behaviour, The aspect of his group behaviour, His mentalhealth etc.Teachers are ready for counseling but due to large number of students onroll, he finds it difficult to act in the capacity of a counselor. Therefore students onroll have to be restricted.

• As he is the part and parcel of the society, they should fulfill the social responsibilityas well. The analysis shows that only 16% of the teachers are indulged in socialwork. Therefore they are to be motivated to fulfill social responsibility.

• The biggest gap for India, lies in the quantum of research. A systematic approachneeds to be taken to reform the structure of universities into teaching and researchinstitutions," says Devang V. Khakhar, Director, IIT-Bombay. He sees a need fora significantly greater financial support for infrastructure, faculty positions and re-search facilities. Teachers are participating and publishing their research work inNational and International seminars but their work should be more contributory,and constructive.AUGC report "Higher Education in India at a Glance" paints adismal picture on student enrolment. barely 1% go for research. Therefore studentsshould be motivated for research as well.

• As most of the respondents are not concerned with activities of the other collegesand do not follow the ’best practices’ of other colleges, teachers should be motivatedto do so.. Recently ’credit System’ is introduced at PG level which will allowinteraction of students and teachers in other colleges as well.

• As only 3% of teachers get chance in decision making related with infrastructuremanagement through local managing committees should consult teacher’s repre-sentatives regarding the related suggestions. Core values for the institutes are alsodecided by the management and are reflected through vision and mission state-ment. Teacher’s opinion is not asked for. This should be avoided. Teachers should



be given chance to express their views on such matters. This will create sense ofbelonging towards institute.

• Teachers are not making deliberate efforts on vocal attributes such as clarity ofvolume and tone of their speech. If vocal attributes are articulated it would makemore impact on the quality of teaching. They should also participate in ’knowledgesharing’ and ’value addition sessions’ and not only participate in the current issueshighlighted in the newspapers.

• As only 39% of the respondents can interpret other staff members’ emotional needsand feelings and are trying to remove emotional obstacles. This shows stubborn andprofessional as well as indifferent attitude of teachers towards one another. Effortsshould be made to create sense of belongingness towards each other as ’humanbeings first-then colleges’ this demands molding the attitude of teachers.

• Nearly 26% of the respondents are not taking any in iotiative in building the cultureand 42% of them contribute occasionally which indicated redundant attitude of theteachers towards accepting cultural changes.

• By and large teachers are not encouraging students to take up talent examinationsconducted by professional bodies .Teachers should guide the students not only forthe syllabus prescribed which will allow them to hold U.G. or P.G. degree in com-merce but also for professional courses as they are the ’managers of tomorrow’.

• No teacher is the recipient of any ’patent’. They should be encouraged to introduceinnovative practices for multitasks to make the students more competent to sustainglobal competition.

• Again, the teaching profession also does not enjoy due respect in the society. Theirstatus is lower than that of doctors, engineers, advocates, civil servants; even lowerthan that of semi literate and illiterate traders. It would therefore require greatcommitment for an intelligent individual, however fond of education and training hemay be, to forsake the career of a doctor or engineer in favor of teaching. Therefore,while selecting good teachers, it must be borne in mind that better opportunities,prospects and perks are offered to the teachers.

5.3 Expectations of the teachersWhen we speak of good teachers it means that a teacher must be a model of faith

and piety and should have a fairly good knowledge . A teacher should consider it his duty



to educate and train his students and should feel responsible for it. He should feel that hisstudents have been entrusted to him and he should avoid any breach of the trust the societyhas reposed in him. He should be a sociable person with his roots in the society. Peopleshould take him as their well-wisher and a sincere friend who cares for their children. Itshould be ascertained at all cost that a candidate for this profession has a natural acumenand aptitude for teaching.

Whatever time they have at their disposal is consumed by newspapers, televisionand other recreations. As a result, the younger generation hardly gets any opportunity toshare ideas with their elders or to enter into a meaningful discussion. On the other hand,this idea is gaining ground among us that education is not meant to build up better humanbeings, but only to get better jobs. Consequently, the students’ minds are obsessed withbetter jobs and dreams for higher social status. It is, therefore, duty of the parents, too,to take active interest in the day-to-day progress of their children both in and outside theinstitution and apprise them of the real meaning of education.

We should visualize education as a whole, having to do directly with all disciplines.Being a teacher involves being so many things at the same time that it might amuseyou...you become a second parent to those students, many times a social worker, a psy-chologist, a therapist, a simple listener and so on...you are also a model for them to follow.It is in the teacher’s compromise towards education to try to help those students to be thebest they can be, and if that involves trying to teach them the morals of society, then that’swhat a good teacher does. In Puerto Rico, it is indispensable for teachers to teach moralvalues, we must dedicate at least 5-10 minutes of our 50 minute classes to the discussionand the teaching of moral values. There must be no religion involved: just the teachingand review of values like love, integrity, sharing, dedication, responsibility, self-esteem,truth, tolerance...and so on.


Submitted to UGC BIBLIOGRAPHY

BIBLIOGRAPHY

[1] Mohanty, J., Current Trends in Higher Education, Deep and Deep Publications Pvt.Ltd., 2000.

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[3] Rao, P. S., Essentials of H.R. Management and Industrial Relations (Text Cases andGames), Himalaya Publishing Company, 2012.

[4] Dash, B. N. and Ghana, R., A New Approach to Teacher and Education in the Emerg-ing Indian Society, Neelkamal Publishing Pvt. Ltd., 2013.

[5] Armstrong, M. and Baron, A., Performance Management, Jaico Publishing House,2009.

[6] Vaz, M. and Seta, M., H. R. Management, Manan Prakashan, 2000.

[7] Palmer, I., Dunford, R., and Aking, G., Managing Organizational Change, TataMGrew-Hill, 2007.

[8] Reddy, G. S., Current Issues in Education, Neelkamal Publications Pvt. Ltd., 2012.

[9] Dash, B., Teacher and Education in the Emerging Indian Society Part-I and Part-II,Neelkamal Publications Pvt. Ltd., 2011.

[10] Drucker, P., Worth, B., and Heinemann, Managing in the Time of Great Change,Deep and Deep Publications Pvt. Ltd., 2008.

[11] Parikh, U. and Rao, T. V., Designing and Managing H. R. Systems, Oxford and IBHPublishing Co. Pvt. Ltd., 2009.

[12] Murty, N., A Better India a Better World, Penguin Books, 2009.

[13] Murphy, D. J., The Power of Your Subconscious Mind, Pocket Books, 1997.

[14] Ghosh, S., Education in Emerging Indian Society - Challenges and Issues, P. H. I.Learning Pvt. Ltd., 2009.


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