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PROSPECTUS & SYLLABUS

MASTER IN EDUCATIONAL MANAGEMENT

(M.Ed.M.)

DEPARTMENT OF EDUCATIONAL ADMINISTRATION

FACULTY OF EDUCATION AND PSYCHOLOGY

THE M.S.UNIVERSITY OF BARODA

VADODARA June, 2008

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PROFILE OF THE DEPARTMENT OF EDUCATIONAL ADMINISTRATION:

The Department of Educational Administration established in 1951 is one of its own kind

in India. It has been offering Professional Diploma in Educational Management (PDEM),

Master degree in Educational Management (M.Ed.M) and Ph.D. Programme in Education. The

Department has UGC-SAP Project since 1994 and it is in Third Phase. It has undertaken

research work in Educational Management at all levels of Education and Women in Educational

Management. Many Ph.D students have been working in the area of Educational Management

under its dynamic faculties. Seminar and conferences are the special features of the Department.

The Dept. has international networking and collaboration with University of New England,

Australia, Commonwealth Secretariat, UK, Assumption University, Thailand) Stockholm

University, Sweden. The department has provided academic consultancy to the Govt. of Gujarat

in Projects like DPEP, PMNRF Project etc. It has contributed immensely by training human

resources in Educational Management.

Dean of the Faculty: Prof. R.G. Kothari

Head of the Dept.: Prof. N.Pradhan

Teaching Staff:

1. Prof. N.Pradhan, Professor & Head

2. Dr.Milind Sahasrabudde, Senior Lecturer

3. Dr.K.Pushpanadham, Senior Lecturer

4. Ms. Swaleha Sindhi

MASTER IN EDUCATIONAL MANAGEMENT (M.Ed.M.)

The course is developed by considering the importance of Educational Managers/

Administrators in the smooth functioning of the Educational Institutions. The course outline is

designed with the intention to give teachers and other practitioners within the education service,

a mastery of the theoretical disciplines underlying Educational Administration as a field of study

and research and apply these disciplines to the study of Educational System and organization. It

is to provide the students of education with good background in the social sciences, an

opportunity to undertake advanced study in the Educational Management and to prepare teachers

and others, within the education service for advancement in their professional careers, by

developing their administrative insights and potential.

The main objectives of the course are:

1. To provide an overview of the organization and administration of Education in India, with

special particular emphasis on Primary, Secondary and Higher Secondary Education in

India.

2. To examine how organisation theory and management theory have been applied in

education, in an attempt to establish the uniqueness of Educational Management.

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3. To explore the cruciality of organisational behaviour within educational institutions and to

determine productive discussions that can be incorporated by the Educaitonal Managers.

4. To acquire the ability to understand research methodology and its utilization in all the

dimensions of research in Educational Management.

Courses and Credits:

Master in Educational Management is a two year program OFFERED IN FOUR SEMESTERS

having 78 credits together.

Papers Credits

A. Foundation Papers 15 (3 credits per subject)

B. Core Papers 42 (3 credits per subject)

C. Optional Papers 21

D. Viva-Voce Internal 03 (1 credit per first three semester)

E. Viva-Voce External 03

Total= 84

Semester I : ( Total= 6 papers+ Viva voce)= 19 credit

EEA 2101: Philosophical Foundations of Education

EEA 2102: Sociological Foundations of Education

EEA 2103: Psychological Foundations of Education

EEA 2104: Organization and Administration of Education in India

EEA 2105: Conceptualization of a Research Problem

EEA 2001-16: Optional Papers (candidate should select ONE paper from the list of

optional papers)

EEA 2106 Viva-Voce : Internal= 1 credit

Semester II : ( Total= 7 papers+ viva voce)= 22 credit

EEA 2201: Leadership in Education

EEA 2202: Quantitative Approaches to Research in Education (A)

EEA 2203: Qualitative Approach to Research in Education

EEA 2204: Curriculum Development

BEEA 2205: Policy Making in Education

EEA 2206: Review of related literature

EEA 2001-16: Optional paper (candidate should select ONE paper from the list of

optional papers)

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EEA 2207 : Viva-Voce : Internal= 1 credit

Semester III (Total= 7 paper + Viva voce)= 22 credit

EEA 2301: Preparation and Presentation of Research Proposal

EEA 2302: Quantitative Approaches to Research in Education (B)

EEA 2303: Education for Sustainable Development

EEA 2304: Management of Stress

EEA 2305: Data Processing and Analysis

EEA 2001-16: Optional paper (candidate should select Two paper from the list of optional

papers)

EEA 2306: Viva-Voce : Internal= 1 credit

Semester IV : ( Total= 6papers + Viva voce) = 21 credit

EEA 2401: Preparation and presentation of a conceptual paper in educational management

EEA 2402: Writing and Reporting Dissertation

EEA 2403: Comparative International Education

EEA 2001-16: Optional paper (candidate should select Three papers from the list of optional

papers)

EEA 2404: Viva Voce: External= 3 credit

C: Optional papers

(Students can select optional papers from the list or equivalent papers from other faculties in the

M.S.University/any other Institution within India or Abroad with prior approval by the

Department.)

EEA 2001: Supervision, Development and Appraisal of Educational Personnel.

EEA 2002: Development and Evaluation of Educational Programs.

EEA 2003: Management of Examination System

EEA 2004: Management of Change in Education.

EEA 2005: Special Education Provisions: Policy, Management and Finance.

EEA 2006: Organizational Development.

EEA 2007: Management of Information Systems

EEA 2008: Management of Conflict: Interpersonal relation and Team Building

EEA 2009: Women in Educational management

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EEA 2010: Motivation in Educational Organizations

EEA 2011: Law and Education

EEA 2012: Total Quality Management

EEA 2013: Institutional Building

EEA 2014: Human Resource Management

EEA 2015: Time Management

EEA 2016: Management of Alternative Education

RULES AND REGULATIONS FOR THE COURSE:

O ME.DM 1. ADMISSION

A candidate seeking admission to the course leading to the masters in Educational

Management (M.Ed.M) must satisfy the following conditions:

1. He/She must possess any of the following degrees

(a) Bachelor of Education (B.Ed.) with 50 % minimum marks or equivalent grade point or

PDEM with minimum 50% marks or equivalent grade point.

Or

2. Any Post Graduate Degree or its equivalent with 50% minimum marks or equivalent

grade point.

O M.Ed.M 2: DURATION OF THE COURSE

A candidate admitted to this course shall undergo a regular course of study for two academic

years (4 semesters).

O M.EdM 3: COURSES OFFERED AND CREDIT SYSTEM

A candidate admitted to this course shall undergo a regular course of study for two academic

years (4 semesters). The following is the details of Foundation papers, Core papers and Optional

Papers with its credit to be offered by each student.

Papers Credits

A. Foundation Papers 15 (3 credits per subject)

B. Core Papers 42 (3 credits per subject)

C. Optional Papers 21 (3 credits per subject)

D. Viva-Voce Internal 03 (1 credit per first three semester)

E. Viva-Voce External 03

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Total= 84

Note: One credit equal to 15 hrs of teaching-learning by a student.

OMEDM 4: ATTENDANCE

The candidate must have 80% attendance in each of the courses mentioned above during all 4

semesters.

OMEDM 5: SCHEME OF EVALUATION

a. The student‘s performance in each of the course will be assessed on the basis of two

periodical tests during the semester, each having a weigthage of 15% and one comprehensive

test at the end of the semester, having a weighate of 70%. Alternately, two assignments may

be given or one periodical test and one assignment may be given during the semester in lieu

of the two periodical tests, with the same weightage (15% each).

EVALUATION SYSTEM FOR M.ED.M

For the evaluation of students, following grading system and its equivalent weightage in

percentages be followed.

Grade

Point

Description % of Marks Division of

Grade

Range

10 Outstanding 90.10%-100.00 % First/O 9.01-10.00

9 Excellent 80.10%-100.00 % First/A 8.01-9.00

8 Very good 70.10%-100.00 % First/B 7.01-8.00

7 Good 60.10%-100.00 % First/C 6.01-7.00

6 Fair 50.10%-100.00 % Second/D 5.01-6.00

5 Average 40.10%-100.00 % Pass/E 4.01-5.00

4 Dropped/Fail Upto 39.99 % F Upto 3.99

b. Grade point equivalent

Grades O A B C D E F

Points 10 9 8 7 6 5 4

c..The overall grade in this course will be calculated on the basis of the grade points obtained on

each of the courses. The student‘s grade will be calculated as illustrated below.

Papers Credit Grade Obtained Equivalent Grade Points

A-401 3 B 8 3X8=24

A-402 3 O 10 3X10=30

A-403 3 O 10 3X10=30

A-404 3 E 5 3X5=15

A-405 3 B 8 3X8=24

B-401 3 A 9 3X9=27

B-402 3 C 7 3X7=21

B-403 3 D 6 3X6=18

B-404 3 C 7 3X7=21

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B-405 3 C 7 3X7=21

B-406 3 B 8 3X8=24

B-407 3 O 10 3X10=30

B-408 3 O 10 3X10=30

B-409 3 E 5 3X5=15

B-410 3 B 8 3X8=24

B-411 3 A 9 3X9=27

B-412 3 C 7 3X7=21

B-413 3 D 6 3X6=18

B-414 3 C 7 3X7=21

C-401 3 C 7 3X7=21

C-402 3 B 8 3X8=24

C-403 3 O 10 3X10=30

C-404 3 O 10 3X10=30

C-405 3 E 5 3X5=15

C-406 3 B 8 3X8=24

C-407 3 B 8 3X8=24

D 3 A 9 3X9=27

E 3 C 7 3X7=21

TOTAL GRADE POINTS 673

Average Grade Point=673/84=8.01

Overall Grade Point=A (Passes with First class)

d. There are also the conversions of Grade and marks for the MEDM course. The equivalent

marks and grades are presented here below.

Marks equivalent of grades followed to evaluate students of M.Ed.M.

Division/Grade Equivalent Marks Remarks

First/O 90-100 Outstanding

First/A 80-90 Excellent

First/B 70-80 Very Good

First/C 60-70 Good

Second/D 50-60 Fair

Pass/E 40-50 Average

F 0-39 Dropped

F = Dropped (<40%)

OMEDM 6: STANDARD OF PASSING

To qualify for the Masters Degree in Educational Management, a candidate must obtain at least

E grade in each of the courses offered as well as in the aggregate. If a student fails in any course

in any semester, she/he can appear for the same within three years time from the date of that

examination and can qualify to get the degree.

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DETAILS OF COURSE OUTLINES

A. FOUNDATION PAPERS

Total=15 credits (3 credits each)

A. 2101: PHILOSOPHICAL FOUNDATIONS OF EDUCATION

COURSE OBJECTIVES

The Philosophical component of this (foundation) core paper for a post-graduate course in

Educational Management (Professional), aims at developing the following competencies

amongst the scholars.

1. Understanding the nature and functions of philosophy of education.

2. Logical analysis, interpretation and synthesis of various concepts, proposition and

philosophical assumptions about educational phenomenon.

3. Understanding and use of philosophical methods in studying educational data.

4. Critical appraisal of contributions made to education by prominent educational thinkers

– Indian and Western.

COURSE CONTENTS

UNIT I: Philosophy of Education: (8 hrs)

Meaning and its nature – Directive Doctrine;

• A Liberal Discipline;

• An activity.

• Its Functions – Speculative, Normative, Analytical.

UNIT II: Metaphysics (10 hrs)

• Metaphysical Problem and Education related to Nature, Man and Society.

• Impact of Philosophical suppositions on education made by – Idealism, Realism,

Pragmatism, Existentialism, Vedanta (Advaita & Veshistadvaita only), Sankhya School

of thought.

UNIT III.: Epistemology (10 hrs)

• Epistemology and Education : Knowledge; methods of acquiring valid knowledge with

specific reference to Analytic philosophy, Dialectical approach, Scientific Inquiry Nyâya,

Yoga.

UNIT IV: Axiology and Education (10 hrs)

• Axiology and Education : Critical appreciation of the contribution made by Buddhism,

Jainism, Bhagavadgita and Islam to education in terms of value formulation.

UNIT V : Educational Thoughts Great Thinkers (7 hrs)

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• Educational Thoughts of Plato, Kant, Dewey, Gandhi, Tagore, Sri Aurobindo, and

J.Krishnamurthy

References

Archer, R.L., (1912) Russeau on Education, Longman Green and Co., New york.

Chandra, S.S. and Sharma, R.K. (2004) Atlantic Publishers, B-2 Vishal Enclave, Opp. Rajouri

Graden, New Delhi-27

Dewey J.W., (1916) Democracy and Education : an Introduction to Philosophy of Education,

Mac Millan and Co., New York

A. 2102: SOCIOLOGICAL FOUNDATIONS OF EDUCATION

COURSE OBJECTIVES

1. To enable the students to understand concept and process of social organization, social

stratification and institution

2. To enable the students to understand relationship, between culture, society and

education

3. To enable the students to know issues of equality, excellence and inequalities in

education.

COURSE CONTENTS

UNIT I : Concept and Nature of Sociology of Education (12 hrs)

Meaning and nature of sociology of Education.

Difference between sociology of education and Educational Sociology;

Social organization; social groups; social stratification; factors influencing social stratification

Social organization, characteristics of social organisation; institutions, attitude and

values.

UNIT II : Culture and Education (10 hrs)

Culture – meaning and nature of Culture, Role of education in cultural context;

Education and cultural change.

UNIT III: Education & Society (10 hrs)

Education and Society – Education as a social system, Education as a socialization process

and education as a process of causing social progress and change.

UNIT IV: Equality of Educational Opportunities (13 hrs)

Issues of equality of educational opportunity and excellence in education.

Equality vs. Equity in education;

Inequalities in Indian social system with special reference to social disadvantages, gender and

habitations, need measures to address them.

Education and Democracy, Constitutional provisions for Education; Nationalism and

Education; Education for national integration and International understanding.

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References:

1. Broughton, J. (1986). ―The Genesis of Moral Domination‖. In S. Modgil & C. Modgil

(Eds.) Lawrence Kohlberg – Consensus and Controversy (pp. 363-390). East Sussex:

The Falmer Press.

2. Butler, J. (2000) Antigones Claim. New York: Columbia University Press.

3. Butts, R. (1986). Kant and the Double Government Methodology. Dordrecht: Reidel

Publishing Company.

4. Dröber, R. & Nunner-Winkler, G. (1986). ―Wertwandel und Moral―. In H. Bertram (Ed.)

Gesellschaftlicher Zwang und moralische Autonomie. Franfurt am Main: Suhrkamp.

5. Gore, M.S., Desai, I.P., and Chitnis, Suma, (1967) The Sociology of Education in India,

NCERT, New Delhi.

6. Williams, R. (1997). Hegel’s Ethics of Recognition. Berkeley: University of California

Press.

A. 2103 : PSYCHOLOGICAL FOUNDATIONS OF EDUCATION

Course Objectives

1. To enable the student to understand concepts and principles of Educational

Psychology as an applied science.

2. To enable the leaner to understand implications of psychological theories for Education and

Educational Management.

3. To acquaint the learner, with the process of development and assessment of various

abilities and traits.

Course Contents

UNIT I: Educational Psychology:

Concept, concerns and scope of educational psychology,

Contribution of psychology to education

UNIT II: Human Development :

Concept, principles, sequential stages of development; factors influencing development and their

relative role; general characteristics and problems of each stage.

Theories of Piaget and Bruner – major concepts, stages and implications for education.

Indian theory of Psychological Development.

UNIT III: Learning :

Concept, kinds, levels of learning, various view points on learning, Gagne‘s

conditions of learning; cognitive view point and information processing; issues related

to learning. Educational implications of the view points on learning.

UNIT IV: Group Dynamics:

Group process, interpersonal relations, sociometric grouping, social emotional

climate of the classroom and influence of teacher characteristics.

UNIT V: Individual Difference:

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Concept of intra and inter differences:

a) Intelligence and cognitive abilities, identification fostering

b) Creativity – Nature, Process, Identification, fostering and Guiding creative

children.

c) Interests, attitude and values

d) Adjustment of teaching – learning process to suit individual differences – learning

styles and teaching strategies.

UNIT VI: Personality:

Concept, development, structure and dynamics of personality

• Theories of Personality – Allport, Eysenck; Psychoanalytic approach of Freud, Erickson;

Behavioural approach – Miller, Dollard and Bandura; Humanistic approach – Roger, Maslow.

• Indian Theories : Vedic, Buddhist, Rabindernath Tagore, Mahatma Gandhi, J.Krishnamurti and

Sri Aurobindo

UNIT VII: Measurement of Personality Traits:

• Assessment of Personality – Techniques

a) Personality inventories – rating scales

b) Projective techniques : Rorchach, TAT

UNIT VIII: Adjustment and Mental Health

a) Concept, mechanism of adjustment – defence; escape, withdrawal, compensatory.

b) Introduction to common forms of neuroses, psychosis and somatic disorders

c) Principles of mental hygiene – preventive, constructive, curative measures,

d) Implications for education

References:

Problems in educational psychology, by Walter J. Gifford and Clyde P. Shorts.

(Garden City, N. Y., Doubleday, Doran & company, inc., [c1931]), by

Walter John Gifford (page images at HathiTrust)

A humane psychology of education, by Jaime Castiello ... with a preface by Louis J. A.

Mercier ... Chicago, # University Press, 1962., by Jaime Castiello (page images at

HathiTrust)

Fundamentals of educational psychology, by O. B. Douglas ... and B. F. Holland ...

(New York, The Macmillan company, 1938), by Oscar Berry Douglas (page

images at HathiTrust)

Skill in work and play, by T. H. Pear ... with seven illustrations. (New York, E.P.

Button & co., [1924]), by T. H. Pear (page images at HathiTrust)

Learning and teaching : psychological foundations of educational technique.

(Philadelphia, London, [etc.] J. B. Lippincott company, [c1923]), by

Arthur Raymond Mead (page images at HathiTrust)

Elementary psychology and education; a text-book for high schools, normal schools,

normal institutes, and reading circles, and a manual for teachers, by Joseph Baldwin.

(New York, D. Appleton and company, c1887), by Joseph Baldwin (page

images at HathiTrust; US access only)

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A. 2104: Organization and Administration of Education in India Objectives :

1. To understand the historical perspectives of Indian Education and its administrative structure

2. To understand the aims and objectives of education and it relevance to Educational

management.

3. To Know and understand the types of educational organizations and the procedure of their

administration in India.

4. To Understand the present system of Indian Education System.

COURSE OUTLINE:

Unit I: Historical foundations of Education 10 hrs

System of education during ancient, modern and medieval period.

Analysis of different committees and Commissions‘ reports in Indian education.

Unit II: The nature and process of educational organizations 12 hrs

Concept of organization.

Factors that affect an organization

Types of organization at primary school, Secondary school and Higher education level in

India.

Unit III: Administrative procedure of education in India. 8 hrs

Role of Centre

Role of State

Role of local bodies and authorities

Unit IV: Decentralized Administration: 12 hrs

Concept and meaning of decentralization.

Delegation of authority.

The art of delegation.

Factor determining the decentralization of administration.

Advantages & disadvantages of decentralization of administration.

Unit V. Manager and Organizational Development 13 hrs

The need of effective administrator.

Role of an administrator in O.D.

Approaches for administration.

Future of educational administration.

PRACTICAL : On the basis of informal interview with any educational administrators, prepare

a write up about the typical roles she / he performs in his/her organisation.

REFERENCES : 1. Banghart, Frant W. : Educational Systems Analysis, Macmillan Co., London 1969.

2. Bailey, A.J. : Support for school Management, Croom Helm, London 1987.

3. Bhagia, N.M. : Educational Administration in India and other developing countries,

Commonwealth Publishers. New Delhi. 1990.

4. McGrath, J.H. : Planning Systems for School Executives, Intex Educational Publishers,

S. Francisco, 1972.

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5. Mathur, S.S. : Educational Administration – Principles & Practices, Krishna Press –

Jullunder, 1989.

6. Naik, J.P. : Educational Planning in India, Allied Publications, Bombay, 1965.

7. Tyler, William : School Organisation : A Sociological Perspective – Crown Helm,

London, 1988.

8. Heuriegel, Don and John W. Slocum : Organisational Behaviour : Contingency view.

West Publishing Co. New York, 1976.

9. Cohen, Allan R., et al : Effective Behaviour in Organisations. Richard D., Irwin Inc.,

Illinois, 1976.

10. Milton, Charles R. : Human Behaviour in Organisations. Prentice-Hall Inc., New Jersey,

1981.

11. Mabry, Edward A. and Richard E. Barnes : The Dynamics of Small Group

Communication, Prentice-Hall Inc., New Jersey, 1980.

12. Grasha, Anthany F. and Daniel S. Kirshenbaum : Psychology of Adjustment &

Competence, Winthrop, Mass., 1980.

A. 405: LEADERSHIP THEORY RESEARCH AND DEVELOPMENT

Objectives

This Course has been designed to enable the student to :

1. Understand the concept of leadership in educational management.

2. Understand the Styles and Theories of leadership and their implications in educational

management.

3. Understand the importance of the leadership behavior in educational management.

4. Understand and appreciate the related concept of leadership in educational.

Unit I : Concept of Leadership 4 hrs

– Meaning and Definition of leadership.

– Leadership qualities or attributes

– Leading vs. Managing : Some Crucial distinctions

Unit II : The Background and Classic Studies on Leadership 5 hrs

– Iowa Leadership Studies

– Ohio State Leadership Studies

– Early Michigan Studies on Leadership Styles

Unit III : Leadership Styles and their Implications 5 hrs

– Autocratic, Democratic and Lasieez – Faire

– McGregor‘s X and Y styles, Reddins Three Dimensional Model, Likert‘s Four systems,

Blake and Mounton‘s, Managerial Grid.

– Power as an essential component of leadership.

– Reven‘s Social Basis of Power.

Unit IV : Theories of Leadership 7 hrs

– Trait theories of Leadership

– Group and exchange theories of leadership

– Situational theories of Leadership

(Fiedler‘s Contingency model of Leadership, Research support and its‘ Critical Analysis)

– Path – Goal Leadership theory

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– A Social Learning Approach to Leadership

Unit V : Related Concept of Leadership in Educational Management 6 hrs

– Leadership and Organizational Climate

– Leadership and Staff Morale

– Leadership and Organizational Development

– Leadership and Faculty Development

Unit VI : Perception of Power and Authority 7 hrs

– The effective use of Managerial Power

– Participation and the effective use of Authority

– Understanding Personal Power

– Power at Work

Unit VII: Other Aspects of Leadership 7 hrs

– Excellence at the Top : A Leadership style that works

– How to link Management style to Subordinates‘ Personalities

– Leadership, Management and Seven Keys

Attitude towards Goals, Conception of work, Relations with others, Sense of Self Concept,

Conflict, (Convergence and culture)

– Strategies for Successful Leadership in Changing times

– Developing Leadership Potential

– Leadership in Transformation

Unit VIII: Researches in the Areas of Leadership 4 hrs

– Researches in India w.r.t. to Educational Management

– Researches abroad w.r.t. to Educational Management

Practical Work:

1. Visit any Educational Institution and Study the Leadership Style of an Educational Manager

over there and Prepare a report on it.

References

1. Craigs, M.W. : Dynamics of Leadership, Jaico Publishing House, Bombay, 1995.

2. Luthans, Fred : Organizational behavior, McGraw-Hill International Book Co. Tokyo, 1981.

3. Herbert, Theodora T. : Dimensions of Organizational Behavior, McMillian Publishing Co.,

New York, 1976.

B. CORE PAPERS:

B. 2105: Conceptualization of a Research Problem

Objectives of the Course

1. The students will understand the process of conceptualizing a problem

2. Students will be able to know the characteristics of a scientific problem that is

researchable

3. Students will be able to rationalize the problem to be investigated.

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Course outline

Unit-I: Conceptual Framework (15 hrs)

1. Meaning of Concept

2. Developing a Conceptual Framework

3. Developing Assumptions, Postulates, Models and Hypotheses

4. Research Questions

5. Rational of a Study

Unit-II: Characteristics of a Scientific Problem (15 hrs)

1. Meaning of a scientific Problem

2. Characteristics of Scientific Problem

3. Importance of Metaphysical Questions

4. Considerations in selecting a research problem

Unit-III: Identification of a Research Problem (15 hrs)

1. Researcher‘s wisdom and Logic

2. Related Literature

3. Need of the Society

4. Thesis and Antithesis

5. Evolving thesis

Assignment

Students will select identify a research problem in consultation with the teacher and develop a

conceptual framework. It will be submitted for evaluation.

Reference

Best, J.W. and Kahn, J.V. (2008 ) Research in Education, Prentice Hall of India, New

Delhi

Kerlinger, F.N. (1978)Foundations of Behavioural Research, srjeet Publications, 7-K

Kolhapur Road, new Delhi-7

Bryman A (1988) Quantity and Quality in Social Research London: Routledge

Campbell D and Fiske DW (1959) Convergent and discriminate validation by the multitrait-multimethod matrix Psychological Bulletin 54, 297-312.

Denzin NK (1970) The Research Act in Sociology London: Butterworth

Denzin NK (1978) The Research Act: A theoretical introduction to sociological methods New York: McGraw-Hill

Emmel N & Clark A (2009) The Methods Used in Connected Lives: Investigating networks, neighbourhoods and communities. NCRM Working Paper. National Centre for Research Methods [http://eprints.ncrm.ac.uk/800/

EEA 2202: Quantitative Approaches to Research in Education

UNIT I: Nature of educational data: 10 hrs

Quantitative and Qualitative.

• Quantitative data : Scales of measurement : nominal, ordinal, internal, Ratio.

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UNIT II. Organization and representation of data: 10 hrs

Frequency distribution. Frequency polygon,

Histogram, Ogive, Smoothed frequency curve.

UNIT III. Concept, calculation and uses of ; 12 hrs

a) Measures of central tendencies,

b) Measures of variability.

c) Percentiles and Percentile Ranks.

d) Correlations and Regression equations

UNIT IV. Properties and uses of normal distribution 13 hrs

• Inferential statistical methods

a) Standard errors, confidence limits

b) Hypothesis testing Difference between means, correlations.

c) Chi-square test

References

1. Garrett H.E., and Woodworth , R.S. (1979) Statistics in Education and Psychology,

Vakils feffer and Simons Ltd. Ballard Estate, Bombay

2. Miles MB and Huberman AM (1984) Qualitative Data Analysis: A sourcebook of new methods Beverly Hills: Sage

3. Morse JM (2003) ‘Principles of mixed methods and multi-method research design’ in (eds) A Tashakorri A and C Teddlie C (2003a) Handbook of mixed methods in social and behavioural research Thousand Oaks, CA: Sage

4. Munro WG (2010) The Actuarial Subject: Legitimacy and Social Control in Late Modernity. Unpublished Doctoral Thesis, University of Stirling, Department of Applied Social Science

5. Richardson L and St Pierre EA (2005) Writing: a method of inquiry in (eds) NK Denzin and YS Lincoln The Sage Handbook of Qualitative Research, third edition, Thousand Oaks CA: Sage

6. Sandelowski M (2003) ‘Tables or tableaux: The challenges of writing and reading mixed methods studies’ in (eds) A Tashakorri A and C Teddlie C (2003a) Handbook of Mixed Methods in Social and Behavioural Research Thousand Oaks, CA: Sage

EEA 2203 : Qualitative Approaches to Research in Education

Course Objectives

To enable the students to understand:

1. The meaning of scientific method, scientific inquiry, Paradigm, theory and their

implications for educational research.

2. The characteristics of philosophical, psychological and sociological researches in

education.

3. The different strategies of educational research.

4. The techniques of developing a research proposal.

5. The meaning and techniques of sampling

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6. The various types of tools of data collection.

Course Contents

UNIT I: Nature of Research, knowledge and Inquiry. 8 hrs

• Scientific inquiry, scientific method, nature and sources of knowledge.

• Paradigm, theory, model and approach; positivist and non-positivist (humanities)

paradigms and their implications for educational research.

UNIT II: Methods of Qualitative Educational Research 8 hrs

• Experimental; Normative Survey; Historical, Case Study; Development; Ethnographic;

Documentary-analysis .

• Evaluative Research and Action Research

UNIT III: Sampling in Qualitative Research 12 hrs

• Unit of sampling, population; techniques (a) probability sampling techniques & (b) non-

probability sampling techniques.

• Characteristics of a good sample.

• Sampling errors and how to reduce them.

• Tables of Random Numbers; types; how to use them.

UNIT IV: Tools and techniques of data collection 12 hrs

• Observation; Interview; Sociometric techniques.

• Questionnaire, Rating scales; Interview schedules, Attitude scales etc.

• Reliability and validity of various tools and techniques.

UNIT VI: Data analysis in Qualitative Research 5 hrs

Content analysis

Descriptive/narratives

Coding- Classification

Factors influencing validity of research; internal vs. external validity;

How to increase validity of research findings in Qualitaive Research

PRACTICUM

• Review of two published research papers; one quantitative and the other qualitative.

• Review of an M.Ed. or an M.Phil. dissertation.

• Development of a research proposal for M.Ed. Dissertation and it‘s seminar–presentation.

• Construction of one tool of data collection.

References:

1. Garrett H.E., and Woodworth , R.S. (1979) Statistics in Education and Psychology,

Vakils feffer and Simons Ltd. Ballard Estate, Bombay

2. Miles MB and Huberman AM (1984) Qualitative Data Analysis: A sourcebook of new methods Beverly Hills: Sage

17

3. Morse JM (2003) ‘Principles of mixed methods and multi-method research design’ in (eds) A Tashakorri A and C Teddlie C (2003a) Handbook of mixed methods in social and behavioural research Thousand Oaks, CA: Sage

4. Munro WG (2010) The Actuarial Subject: Legitimacy and Social Control in Late Modernity. Unpublished Doctoral Thesis, University of Stirling, Department of Applied Social Science

5. Richardson L and St Pierre EA (2005) Writing: a method of inquiry in (eds) NK Denzin and YS Lincoln The Sage Handbook of Qualitative Research, third edition, Thousand Oaks CA: Sage

6. Sandelowski M (2003) ‘Tables or tableaux: The challenges of writing and reading mixed methods studies’ in (eds) A Tashakorri A and C Teddlie C (2003a) Handbook of Mixed Methods in Social and Behavioural Research Thousand Oaks, CA: Sage

EEA 2204: Curriculum Development

Objectives:

1. To enable the student to develop an understanding about important principles of curriculum

construction.

2. To help student to understand the bases and determinants of curriculum.

3. To orient the student with curriculum design, process and construction of curriculum

development.

4. To acquaint student with curricular content, curriculum implementation and process of

curriculum evaluation.

5. To help student to understand issues, trends and researches in the area of curriculum in India.

UNIT I Introduction : 12 hrs

1. Concept and meaning of curriculum.

2. Curriculum development, theories and procedures.

3. History of curriculum development.

UNIT II Bases of Determinants of Curriculum. 12 hrs

1. Philosophical considerations

2. Psychological considerations

3. Sociological considerations

4. Discipline-oriented considerations

UNIT III Curriculum Design and organization 13 hrs

1. Components and source of design

2. Principles

3. Approaches

4. Categories and types

5. Curriculum Construction :

6. Different models and principles

7. Deduction of curriculum from aims and objectives of education

8. Administrative consideration

9. Grass-root level planning

10. System – analysis.

18

11. Curriculum Implementation Strategies :

12. Role of Curriculum support materials

13. Types of materials and aids

UNIT IV Curriculum Implementation and Evaluation 8 hrs

1. Models of implementation.

2. Curriculum evaluation.

3. Importance of evaluation of curriculum

4. Models of curriculum evaluation

5. Interpretation of evaluation results and method.

6. Issues and trends in curriculum development & curriculum researches in India.

7. Suggestions and recommendations in curriculum development as per the following

commissions : University Education Commission, (1948), Secondary Education

Commission, (1952), Education Commission, (1966). NPF, 1986

Practical Work:

1. Prepare a report on a procedure followed for evaluation of curriculum in any one of the

educational institutions.

2. Prepare a report on the tools and steps of curriculum implementation, followed in any one

educational institution

3. Visit an educational institution of your choice. Observe and list the functions of curriculum

team

4. List the aspects you would consider for evaluating a curricular material.

References:

1. Preedy Margaret: Approaches to Curriculum Management Open University Press, 1989.

2. Brookes, J.E et al; School Time-tabling Unit-9. The Open University press, Londons, 1976.

3. Roe, W.H.: School Business Management, Mo-Graw-Hill Book Co. Inc , New York, 1961.

4. Galen Saylor & William Alexander Holt: Planning Curriculum for Schools, New York,

Rinehart & Winston Inc , 1974.

5. Hilda Taba: Curriculum Development: Theory and Practice, New York, Harcourt Bra,

Jovanoovich Inc 1962.

6. Ralph W. Tyler: Basic Principles of Curriculum and Instraction, Chicago, Chiecago

University Press,1947.

7. Reort of Secondary Education Commission (1952-53)

8. Education Commission (1964-66)

9. Iswarbhai Patel Commission (1977)

10. National Policy on Education.1992

11. Revised National Policy on Education, 1992

12. Programme of Action 1987

13. Syllabi for Primary and Secondary level prepared by N.C.E.R.T.

14. N.C.T.E. Curriculum framework, 1978, 1988

15. N.C.T.E, 1996 (Discussion Document)

EEA 2205 : Policy making in Education

Objectives

(1) To study various government policies from perspectives of Educational Management.

19

(2) To study process of policy making in Education

(3) To study importance of policies in Education.

(4) To critically analyze policies

Unit I Introduction 8hrs

1. Need and Importance of Policy

2. Bases of national policies

3. Review of policies before independence

4. Review of policies after independence

Unit II - Education and national Development Commission Report 1964-66 10hrs

1. Recommendation with regard to school education

2. Recommendation with regard to Technical education

3. Recommendations with regard to Higher Education

Unit III – Review of National Policy on Education-1986 10 hrs

1. Concept of Operation Black Board

2. Delinking degrees from Jobs

3. Primary Education

Unit IV- National Curriculum Frame work- 2005 6 hrs

1. Review of the recommendations on School education

2. Pedagogical implications

Unit V: National Knowledge Commission 2009 11 hrs

1. Perspectives and priorities

2. Strategies and Challenges

3. Review of the report

Assignments

(1) Students will refer different educational policies and note recommendations related to

educational management.

(2) Students will select any one national policy and note various steps taken by government to

apply recommendations given by that policy.

(3) Students will write in their own words, critical remarks on any policy recommendation

related to Educational Management.

Suggested Readings:

1. Ham, Christopher and Michael Hill (1993). The policy process in the modern capitalist

state . 2nd edition. New York: Harvester Wheatshea

20

2. Kirkhart, K.E. (2000). Reconceptualising evaluation use: An integrated theory of

influence. In Valerie J. Caracelli and Hallie Preskill (Eds.) The expanding scope of

evaluation use, New Directions for Evaluation, 88:5-23. San Francisco: Jossey-Bass.

3. Lindstrm, Lars, Leif Ulriksson and Catharina Elsner (1999). Utvrdering av skolan

avseende lroplanernas ml (US98). Portfljutvrdering av elevers skapande i bild.

[Evaluation of the school concerning the goals in the national curriculum (US 98). Port-

folio evaluation of the pupil's creative processes in art. In Swedish.] Stockholm:

Skolverket.

4. National Agency for Higher Education (2001). From quality audit to quality assessment.

Hgskoleverkets rapportserie 2001:9R. Stockholm: National Agency for Higher

Education.

5. Patton, Michael Q. (1998). Discovering process use. Evaluation, 4 (2):225-233.

EEA 2206: Review of Related Literature

Objectives

1. Students will be able to locate the related literature from different sources and critically

analyze and synthesize them.

2. They will be able to derive meaningful implications and conclusion for their own study.

Unit-I: Need and Importance of Review of Literature (8 hrs)

Locating Research Gaps; Substantive and Methodological

Unit-II: Procedures of Review (12 hrs)

1. Researches according to variables

2. As per sample coverage

3. As per time period and recency

Unit-III: Sources of Literature (15 hrs)

1. Policy documents

2. Researches in the area

3. Writing from Books and Journals

4. Documents

Unit- IV: Meta analysis Model (10 hrs)

1. Fixed model

2. Random Effect model

3. Quality Effect model

4. Procedure of Meta analysis

5. Examples of Meta analysis

Assignment

Students shall be carrying out the literature survey in a given topic and present the implications

and conclusions

21

References

1. Glass G. V (1976). "Primary, secondary, and meta-analysis of research". Educational

Researcher 5 (10): 3–8. doi:10.3102/0013189X005010003.

2. Cochran WG. Problems Arising in the Analysis of a Series of Similar Experiments.

Journal of the Royal Statistical Society, 4:102-118, 1937

3. Cochran WG and Carroll SP. A Sampling Investigation of the Efficiency of

Weighting Inversely as the Estimated Variance. Biometrics 9:447-459, 1953

4. Lelorier, J.; Grégoire, G. V.; Benhaddad, A.; Lapierre, J.; Derderian, F. O.

(1997). "Discrepancies between Meta-Analyses and Subsequent Large Randomized,

Controlled Trials". New England Journal of Medicine 337 (8): 536–542.

doi:10.1056/NEJM199708213370806. PMID 9262498.

5. Slavin, R. E. (1986). "Best-Evidence Synthesis: An Alternative to Meta-Analytic

and Traditional Reviews". Educational Researcher 15 (9): 5–9.

doi:10.3102/0013189X015009005.

6. Hunter, Schmidt, & Jackson, John E. (1982). Meta-analysis: Cumulating

research findings across studies. Beverly Hills, California: Sage.

7. Glass, McGaw, & Smith (1981). Meta-analysis in social research. Beverly Hills,

CA: Sage.

8. Rosenthal, Robert (1979). "The "File Drawer Problem" and the Tolerance for

Null Results". Psychological Bulletin 86 (3): 638–641. doi:10.1037/0033-2909.86.3.638

9. Hunter, John E; Schmidt, Frank L (1990). Methods of Meta-Analysis: Correcting

Error and Bias in Research Findings. Newbury Park, California; London; New Delhi:

SAGE Publications

10. Light & Pillemer (1984). Summing up: The science of reviewing research.

Cambridge, CA: Harvard University Pree.

11. Ioannidis, J., & Trikalinos, T. (2007). "The appropriateness of asymmetry tests

for publication bias in meta-analyses: a large survey". Canadian Medical Association

Journal 176 (8): 638–641. doi:10.1503/cmaj.060410.

http://www.cmaj.ca/content/176/8/1091.full

12. Ferguson, C., & Brannick, M. (2012). "Publication bias in psychological science:

Prevalence, methods for identifying and controlling, and implications for the use of

meta-analyses". Psychological Methods 17 (1): 120–128. doi:10.1037/a0024445.

http://www.tamiu.edu/~cferguson/PubBias.pdf

B 407: Preparation and Presentation of Research Proposal

Objectives of the course

1. Students will be able to develop a research proposal

2. Students will develop the skills of presenting their research proposal

Unit-I: Problem selection and proposal preparation (15 hrs)

1. Selection of a research problem

2. Format for developing a research proposal; Introduction, Conceptual framework, Review

of related literature, Research questions, Statement of the problem, Objectives of the

study, Hypotheses, Operational Definition, Design of the study, Conclusion and

Implications, References

22

Unit-II: Proposal Presentation (18 hrs)

1. Use of ICT in Presentation

2. Chairman‘s role in seminar

3. Participation in seminar

4. Benefits from a presentation

Unit-III: Critique of a seminar presentation 12 hrs

1. Evaluating a seminar presentation of proposal

2. Feedback from a seminar

3. Research Proposal review

Assignment

Students will develop a proposal and present and participate in the same.

References

1. Glass G. V (1976). "Primary, secondary, and meta-analysis of research". Educational Researcher

5 (10): 3–8. doi:10.3102/0013189X005010003.

2. Cochran WG. Problems Arising in the Analysis of a Series of Similar Experiments. Journal of

the Royal Statistical Society, 4:102-118, 1937

3. Cochran WG and Carroll SP. A Sampling Investigation of the Efficiency of Weighting Inversely

as the Estimated Variance. Biometrics 9:447-459, 1953

4. Lelorier, J.; Grégoire, G. V.; Benhaddad, A.; Lapierre, J.; Derderian, F. O. (1997).

"Discrepancies between Meta-Analyses and Subsequent Large Randomized, Controlled Trials".

New England Journal of Medicine 337 (8): 536–542. doi:10.1056/NEJM199708213370806.

PMID 9262498.

5. Slavin, R. E. (1986). "Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional

Reviews". Educational Researcher 15 (9): 5–9. doi:10.3102/0013189X015009005.

6. Hunter, Schmidt, & Jackson, John E. (1982). Meta-analysis: Cumulating research findings

across studies. Beverly Hills, California: Sage.

7. Glass, McGaw, & Smith (1981). Meta-analysis in social research. Beverly Hills, CA: Sage.

8. Rosenthal, Robert (1979). "The "File Drawer Problem" and the Tolerance for Null Results".

Psychological Bulletin 86 (3): 638–641. doi:10.1037/0033-2909.86.3.638

9. Hunter, John E; Schmidt, Frank L (1990). Methods of Meta-Analysis: Correcting Error

and Bias in Research Findings. Newbury Park, California; London; New Delhi: SAGE

Publications

10. Light & Pillemer (1984). Summing up: The science of reviewing research. Cambridge, CA:

Harvard University Pree.

11. Ioannidis, J., & Trikalinos, T. (2007). "The appropriateness of asymmetry tests for publication

bias in meta-analyses: a large survey". Canadian Medical Association Journal 176 (8):

638–641. doi:10.1503/cmaj.060410. http://www.cmaj.ca/content/176/8/1091.full 12. Ferguson, C., & Brannick, M. (2012). "Publication bias in psychological science: Prevalence,

methods for identifying and controlling, and implications for the use of meta-analyses".

Psychological Methods 17 (1): 120–128. doi:10.1037/a0024445.

http://www.tamiu.edu/~cferguson/PubBias.pdf

B 408: Quantitative Approaches to Research in Education (B)

23

Objectives

Students will be able to analyze and interpret the quantitative data by using descriptive and

inferential statistical

Unit-I: Descriptive statistics (12 hrs)

1. Scaling of data

2. Graphical representation of data

3. Measures of Central tendencies

4. Measures of variability

Unit-II: Nature of distribution of data (10 hrs)

1. Normal Probability curve; characteristics and applications

2. Deviation from normality; Skew ness and Kurtosis

Unit-III: Inferential statistics (15 hrs)

1. Correlation coefficient

2. Multiple correlation

3. Regression equation

4. ‗t‘ test

5. ―F‖ test

6. ANCOVA

Unit-IV: Non-parametric Statistics (8 hrs)

1. Rank difference correlation

2. Chi square test

Assignment

Students shall collect numerical data from a selected sample and use suitable statistics as per the

objectives for which data are collected.

References

1. Garrett H.E., and Woodworth , R.S. (1979) Statistics in Education and Psychology,

Vakils feffer and Simons Ltd. Ballard Estate, Bombay

2. Miles MB and Huberman AM (1984) Qualitative Data Analysis: A sourcebook of new methods Beverly Hills: Sage

3. Morse JM (2003) ‘Principles of mixed methods and multi-method research design’ in (eds) A Tashakorri A and C Teddlie C (2003a) Handbook of mixed methods in social and behavioural research Thousand Oaks, CA: Sage

4. Munro WG (2010) The Actuarial Subject: Legitimacy and Social Control in Late Modernity. Unpublished Doctoral Thesis, University of Stirling, Department of Applied Social Science

5. Richardson L and St Pierre EA (2005) Writing: a method of inquiry in (eds) NK Denzin and YS Lincoln The Sage Handbook of Qualitative Research, third edition, Thousand Oaks CA: Sage

6. Sandelowski M (2003) ‘Tables or tableaux: The challenges of writing and reading mixed methods studies’ in (eds) A Tashakorri A and C Teddlie C (2003a)

24

Handbook of Mixed Methods in Social and Behavioural Research Thousand Oaks, CA: Sage

B.409: Education for Sustainable Development

Course Objectives:

This course has been designed to enable the students to:

a. To understand the meaning of sustainable development in a general context as

well as in education

b. To identify and evaluate trends in Education for sustainable development

research

c. To understand and assess the impacts of sustainable development on schools.

d. To critically understand various approaches in national and international policies.

Course Outline

Unit-I: Sustainable Development

Concept or meaning of sustainable development

Principles of sustainable development

Unit-II: Governance issues in Sustainable Development

Integrating economic,social,environmental dimensions of decision making across

society

Incorporating sustainable development into educational and cultural practice

Evolving complex systems of multilevel governance (with cross connections

among institutions at national and international and global scales

Unit-III: Different Dimensions and Research Priorities in Education for Sustainable

Development

1. Environmental dimension

Living within environmental limits

Achieving a sustainable economy

Promoting good governance

2. Social Dimension

25

Education and sustainable development

Gender and sustainable development

Health and sustainable development

3. Economic Dimension

Trade and sustainable development

Private sector and sustainable development

Technological innovation versus sustainable development

4. Researches on Education for Sustainable Development

Indian scenario

Global scenario

Assignment & Practical work

Unit 1

a Visit any educational institution and find out how the pupils are engaged in sustainable

development learning and in activities that will allow them to develop the skills and explore the

issues in ways that will enable them to make up their own minds on some of the issues which

will shape the world.

b Prepare a report on how do you uunderstand the impact of environment policies on local

context critical thinking of how to apply specialized knowledge to the challenges of 21 century.

Unit-2

a Visit any educational authority and study the role played by the authorities in promoting the

Education for Sustainable Development

b Prepare a report and establish a ―local agenda for Sustainable Development‖ for the school, as

a key tool for education and effective scrutinisation of environmental and sustainable

development issues in school and the community

Unit-3

a. Visit any school and observe how the education in this institute is working to promote a

whole school, participatory decision making approach to problems and issues of

sustainability.

b. Find out the researches related to education for sustainable development which were

conducted in India and Abroad

Recommended Readings

26

1. Krueger, R., & Gibbs, D. (2007). The Sustainable Development Knowledge and

skills, Sustainability ethics and Collective responsibility

2. Blewitt, J. (2008). Understanding Sustainable Development. London:EarthScan.

(pp. 41-50 and pp. 173-198).

3. Huckle, J., & Sterling, S. (1996). Education for Sustainability. London: Earthscan

Publications Ltd. (pp.1-50).

4. Wakernagel, M., & Rees, W. (1996). Our Ecological Footprint: Reducing

Human Impact on the Earth. Ontario: New Society Publishers. (pp. 9-12).

B. 410: Management of Stress

OBJECTIVES:

1. To enable the students to understand the concept of stress

2. To enable the students to understand the causes of stress

3. To enable the students to understand the consequences of stress

4. To enable the students to understand the strategies to manage the stress.

COURSE OUTLINE:

UNIT-I : Concept of Stress

1. Meaning of Stress

2. The Nature of Stress

3. A Model of organizational Stress (Stressor Stress, Reactions)

UNIT-II :Causes of Stress in Organization

1. Environmental Cause: (Economic Uncertainties, Political uncertainties & New

innovations)

2. Personal Cause: (Type A Personality, Changes in one‘s life, Locus of controls, cognitive

appraisal)

UNIT-IV: Stress Management Strategies

(A) Individual Strategies

1. Physical Checkup, Physical Exercise, Time Management, Relaxation Training Social

Support, outside Interests, Self-awareness Activity, Flight or Fight.)

2. Organizational Strategies

3. Selection and Placement, Skills training Goal Setting job Redesign , Participative Decision

Making, Counselling Programmes, Prepare Employees for Stress)

PRACTICAL WORK:

1.Visit any Educational Institution and with an informal interview with the Educational manager

prepare a report on how he/she Manage Individual and Organizational stress.

2.Visit any Educational Manager and the Teachers prepare a report on various Causes of Stress.

REFERENES:

27

1.Sudha, G.S. Organizational Behaviour (A Psychological Frame work).

B. 411: Data Accessing and Analysis

Unit-1: Data Access Methods

1. Using Indexes

When to create indexes

Turning the logical structure

Choosing columns and expressions to index.

2. Using Bitmap Indexes

When to use bitmap index

Creating Bitmap index

3. Using Clusters

Unit-2: Data Source

1. Access to data

2. Remote data service

Unit-3: Data Analyses

1. Process of data analysis and interpretation

2. Steps involved in data analysis

Unit-4. Types of Analysis

1. T- Tests

2. Univariate analysis.

3. Bivariate

4. Multivariate

Unit -4: Analysis of Quantitative Data

1. Mean, Frequency Distribution, Standard Deviation

2. Higher levels of statistical analysis (e.g., t-test, factor analysis, regression,

ANOVA)

Unit-5: Analysis of Narrative (Qualitative) Data

1. Focus groups and Interviews

2. Documents

3. Observations

Assignment:

References:

1. Subrahmanian, V.S. ( ) Principles of Multimedia Database Systems, Morgan Kaufmann

Publishers.

2. Prabakaran, B. (1997)Multimedia Database Management Systems, Kluwer Academic

Publishers

3. Modern Database Systems. W.Kim, , Addison-Wesley.

28

4. Klara Nahrstedt ( ) Multimedia, computing, communications and applications Ralf Steinmetz, , ,

Prentice Hall.

5. Prabhu, C.S.R. ( ) Data Ware housing: Concepts, Techniques, Products and Applications, Prentice

Hall

B 412: Preparation and Presentation of a Conceptual paper

Objectives

1. To prepare and present any one concept related to educational management

2. To prepare and present importance of any idea related to educational management

3. To prepare and present critical remarks on any concept related to educational

4. management

Outline of the paper

Unit-1 Introduction

Concepts related to educational management

Recommendations of various committees/commissions related to concept on educational

management

Unit-II: Importance

Significance of concept from perspective of educational management

Present position

Critical analysis and conclusion

Unit III: Critical Analysis and conclusion

Critical remarks

Concluding Remarks

Assignments

1. Refer any source of knowledge and collect information about how a particular conept has

got developed

2. Prepare and present report on present position of a particular concept in your own words

3. Prepare and present critical analysis about that concept in your own words with the help

of your visit to educational institutions.

Suggested Readings:

29

1. AUB – AMERICAN UNIVERSITY OF BEIRUT (Editor); OFFICE FOR GRANT

(Editor); CONTRACTS (Editor) (2010): Proposal and Budget Preparation. URL

[Accessed: 28.04.2010].

2. FUNDS FOR NGOs (Editor) (2010): How to write a concept note. URL [Accessed:

28.04.2010].

3. PHILIP, R.; ANTON, B.; BONJEAN, M.; BROMLEY, J.; COX, D.; SMITS, S.;

SULLIVAN, C. A.; NIEKERK, K. van; CHONGUICA, E.; MONGGAE, F.;

NYAGWAMBO, L.; PULE, R.; BERRAONDO LOEPEZ, M. (2008): Local

Government and Integrated Water Resources Management (IWRM) Part III: Engaging in

IWRM – Practical Steps and Tools for Local Governments. Freiburg: ICLEI European

Secretariat GmbH. URL [Accessed: 17.04.2012]. PDF

4. REPOA (Editor) (2007): Guidelines for Preparing Concept Notes and Proposals for

Research on Pro-Poor Growth and Poverty in Tanzania. Special Paper 07.23. Dar Es

Salaam: REPOA – RESEARCH ON POVERTY ALLEVIATION. PDF

B.413: Writing and Reporting Dissertation

Objectives

1. Students will be able to acquire the knowledge of scientific writing

2. They will know the general format for writing a research report

Outline of the paper

Unit-I: Need and Importance of Reporting (16 hrs)

1. Purpose of reporting dissertation

2. Users of a report

Unit-II: General format for reporting (14 hrs)

1. Introduction

2. Review of Literature

3. Design of the Study

4. Data Analysis and Interpretation

5. Summary and Conclusion

6. Bibliography

7. Appendix

Unit-III: Care to prepare a Report (15 hrs)

1. Language of a Report

2. Preparation of Tables and figures

3. Font size

4. Reference

Assignment

Students will be prepare an evaluative report of any dissertation/thesis

References

30

1. Best, J.W. and Kahn, J.V. (2006) 10th

Edt. Research in Education, Prentice Hall of India,

New Delhi.

2. Williams, Joseph M. 1988. Style: Ten Lessons in Clarity and Grace. Scott, Foresman, &

Co.

B. 414: Comparative International Education

Objectives

1. Students will develop critical understanding of the system of education at different

levels.

2. Students will develop an understanding of the administrative structures of Indian

Education from international perspectives.

Outline of the course

Unit-1: Introduction to Comparative Education

1. Origins, nature and scope

2. Basic literature and methodology of comparative education

Unit-2: Language, Culture and the Classroom: Issues for Practitioners

1. Critical understanding of cultural linguistic diversity to facilitate the inclusion of English

Language

2. Learners in a globalized classroom.

Unit-3: Ethnicity, National Identity, and Education

1. Survey group-oriented education policies internationally

2. Comparing policies of India with developed and developing economy

Unit-4: Research in Comparative Education

1. Large-scale international assessment databases

2. How to use these data to conduct comparative education research.

Unit-5: Comparative Education Policy Analysis

1. International processes in policy formation

2. Current education policy trends worldwide.

Assignments:

1. Choose an educational issue theme or topic that holds your interest, has some

comparative aspect to it and cuts across national boundaries (i.e. international in

character) and prepare a research paper or poster presentation.

31

2. Choose an educational issue with a local concern and explore in more international

context and critically analyze the issue from political, social, cultural and economic

perspectives. You must refer the reading and other literature in the field.

Suggested Readings:

1. Altbach, K. (1978). Education and Colonialism. New York, NY: Longman.

2. Apple, M. W. (1982). Cultural and Economic Reproduction in Education: Essays on

Class,Ideology and the State. London, UK: Routledge.

3. Bray, M. (ed.). (2003). Comparative Education: Continued Traditions, New Challenges,

and New Paradigms. Dordrecht, The Netherlands: Kluwer.

4. Ball, Larson (1989). Struggle for Democratic Education, Equality & Participation in

Sweden.New York, NY: Falmer Press.

5. Bereday, Z.F. (1964). Comparative Method in Education. New York: Holt, Rinehart and

Winston

6. Danzinger, J. N. (2005). Understanding the Political World: A Comparative Introduction

to Political Science [Seventh Edition]. New York, NY: Pearson Education.

7. Lee, W. O. & Fouts, J. (eds.) (2005). Education for Social Citizenship: Perceptions of

Teachers in the USA, Australia, England, Russia and China. Hong Kong: Hong Kong

University Press.

OPTIONAL PAPERS

(7 paper =21 credit)

C. 401. Supervision, Development and Appraisal of Educational Personnel

OBJECTIVES

1. To understand and know the concept of Supervision in Educational Management.

2. To improve the Supervisor‘s effectiveness;

A) In the managerial area – interpersonal competence, motivation, innovative practices and

attitudinal change.

B) In motivational area – developing motivation in others, framing realistic and

challenging educational goals.

3. To inculcate in students, a better appreciation of the role of the supervisor as a

developmental personnel.

4. To examine and understand the most important aspect of development of Educational

Personnel.

32

5. To know and understand the concept of appraisal.

6. To know and understand the ways of appraisal of educational personnel.

COURSE OUTLINE

UNIT I: Concept of Supervision

– What is Supervision? – meaning of supervision.

– Supervision and Principal

– Supervision and Educational Management

– Understanding Supervisor‘s Place in School Operation.

(Working relationship, The simple line organization in school operation. The line and Staff

in school Operation)

– Meaning, Importance and need of Supervision in Educational Management.

– The emerging concept of Democratic Supervision.

UNIT II: Role of Educational Personnel in Educational Management

– Managerial skills required for supervision by the educational manager in educational

management.

– Qualifications, attributes of personality requires, for supervision, in an educational

manager.

UNIT III: Development of educational personnel

– Concept of development,

– Need of development for Educational Personnel,

– Identification of the areas where development is needed,

– Designing, Developmental programs for Educational Personnel.

UNIT IV: Development of Educational Personnel Through Training

– The field of Management

– Training and Development – its Definition, Purpose and Scope

– Training for Education and Development.

– Education vis-à-vis Training.

UNIT V: Appraisal of Educational Personnel

– Need of Appraisal of educational personnel in Educational Management.

– Design of appraisal

– Types of implementation and appraisal (effort and process evaluation)

– Judgemental Techniques for Performance Appraisal.

– Behaviorally anchored rating scales (BARS)

– The role of Control in Performance Appraisal

– Appraisal by result

PRACTICAL

1. On the basis of informal interview with at least three educational administrator of the

School/University, prepare Write up about the various inservice programs, they are

conducting in their educational organizations.

33

2. On the basis of an informal interview with at least three educational administrators of the

School/University, prepare a write up about the various techniques of Performance

Appraisal, they are using in appraising their Educational Personnel.

REFERENCES

1. Luthans, Fred : Organisational behaviour, McGraw-Hill International Book Co., Tokyo,

1981.

2. Dale Yoder, et al., Handbook of personnel management and labour relations McGraw Hill

Book Company, Inc., New York, 1958.

3. LB-2806 A2 L3 E9, Lewy, Arieh Evaluation roles in education.

4. LB-2806 L3 B3, Bermman, Lousie M., Supervision, Staff development and leadership,

1971.

5. LB – 2806 M5M8M6, Mukhopadhayay, B. Motivation in educational management issues

and strategies, 1994.

6. LB 2806 P5C4E2, Chalam K., Educational policy for HRD, 1993.

7. LB 2822 B2, Bau ghman, M., Dale. Administration and Supervision of the moern secondary

school.

8. LB 2822, G2S8, Gadgil, A.V., Supervision in education, 1982.

9. LB 2822 R6 P3, The role of the Head, 1976.

10. LB 2831, R3 S2, Reader, Ward, G., School boards and superintendent a manual on their

powers and duties rev. ed. 1954.

C. 402. Development and Evaluation of Educational Programmes

Course objectives

The students will be able to;

1. able to find out the need of educational programmes

2. Understand the process of evaluating educational programmes

3. Able to evaluate and draft report of evaluating educational programmes

Unit-I: Educational programmes at national and international level

1. Need of educational programmes

2. Designing of educational programmes

3. National and international programmes launched

Unit-II: Need and process of Evaluating educational programmes

1. Need-based educational programmes

2. Deciding the objectives and targets of educational programmes

3. Process of Evaluating educational programmes

Unit- III: Evaluation of Educational Programmes

1. Process of evaluating

2. Provision of evaluation

3. Impact on Policies of education

4. Evaluation Report preparation

Assignment

References

34

1. Ball,, S..,,&Anderson,, S..B.. Practicesin program evaluation:A survey and some case

studies.. Princeton,,NJ:Educational Testing Service,,October 1975 (a)..

2. Ball,, S..,,&Anderson,, S..B.. Professional issues in the evaluation of education/training

programs.. Princeton,, NJ: Educational Testing Service,,October 1975 (b)..

3. Joseph S. Wholey, Harry P. Hatry and Katherine E. Newcomer, eds. Handbook of

Practical Program Evaluation. 2nd ed. San Francisco: Jossey-Bass Inc., Publishers, 200

4. Sherril B. Gelmon, Anna Foucek and Amy Waterbury. Program Evaluation: Principles

and Practices. 2nd Edition. Portland: Northwest Health Foundation, 2005. First edition

with Amy Connell, 2001.

C. 403: Management of Examination system

Objectives

1. Students will be able to understand the process of examinations

2. Students will be able to plan an examination in school/college

Unit-I: Present System of Examination

1. CCE system; Objectives and process

2. Benefits and problems of CCE System

3. Operational experiences

4. Open Book Examination

5. Paper pencil test

6. Online examinations

Unit-II: Planning for Examination

1. Process of Planning- subject teacher

2. Process of Planning-School level

3. Process of Planning- Board level

4. Care while examining

Unit- III: Personnel needed in Examinations and their roles

1. Teachers

2. Invigilators

3. Examiners and paper setters

4. Supportive staff

5. Superintendent

Unit-IV: Component and Features of CCE

1. Examination of all round development

2. Components of CCE; Formative and Summative evaluation

Assignment

35

References

1. BLOOM, BENJAMIN S. ; MADAUS, GEORGE F.; and HASTINGS, J.

THOMAS. 1981. Evaluation to Improve Learning. New York: McGraw-Hill.

2. BROOKHART, SUSAN M. 1991. "Grading Practices and Validity." Educational

Measurement: Issues and Practice 10 (1):35–36.

3. BROOKHART, SUSAN M. 1994. "Teachers' Grading: Practice and Theory. Applied

Measurement in Education 7 (4):279–301.

4. CANGELOSI, JAMES S. 1990. "Grading and Reporting Student Achievement."

In Designing Tests for Evaluating Student Achievement. New York: Longman.

C.404: Management of Change in Education

OBJECTIVES :-

1. To enable the students to understand the concept of change and its process in Educational

Management.

2. To help the students to understand the ways of planning strategies and implementing

models, to being change in Educational Institutions.

3. To make the students aware of various approaches to changes, to changes Educational

Institutions.

4. To enable the students to know different types of change to be brought in Education system.

5. To make students aware of the factors affecting and resisting to changes.

COURSES OUTLINE

Unit-I .Managing Change : Understanding the Concept of Change

– The changing world as perspective : Planned Change, Efforts for Change, Communication,

Education and Change.

– The need towards change : Population, growth, technological and scientific development,

Educational growth and Diffusion of knowledge.

– The scope for change.

– The system process for change.

– The factor affecting the process of change : Input, output & throughput factors.

– Theories of change : Talcott Parsons Barrington Moore.

Unit-II. Planning, Strategies & Approaches to Change

Planning for Change :

– The concept, objectives and typology of planned change process.

– General conditions for a socio-psychological process of change in the planning for change

enterprise.

Organizational Change Strategies :

– Pilot Project, Cadre training, Manipulation of the environment and controlling and changing

the context.

Approaches to change :

– Overview of basic approaches, Needs based, Value oriented, people and task – focused

approaches.

Unit III: Facilitating Change

Types of Change :

36

Physical change : tools, machines, equipments, methods and structures (Formal and informal)

Personnel change : substitution, alterations, addition, restructuring, elimination of old

behavioural patterns and reinforcing of new behaviour.

Degree of change : Encumbered and unencumbered.

Facilitating Change :

1. The organizational change capability

2. The Research and Development : The Social interaction and the Problem Solving models.

3. The distinguishing features of the process models for change : Stress, Planning Personnel

and Dissemination media.

Unit IV : The system Effect on Change :

The Changes to be brought in Leadership, Supervision Goals, Traditions, Incentives‘ planning

process and clients need.

The stages of change process : Awareness, Interest, Conviction/shaping Evaluation Trial,

Acceptance and Adoption (Rogers, Hyen and Gross).

Unit V :The Process of Managing Change:

Steps to be followed :

Association, Involvement, Relationship, Commitment and Action

Change Process :

Early Majority, Late Majority, Early Adopters, Late Adopters and Laggards

Unit VI : Factors Affecting and Inhibiting Change

Factors Affecting Changes : Maturity, Training, Stability, Security, interest, Independence, Age

and out breeding, Consonance, personal, Restoring understanding, Facilitating adjustment and

change, Persistence and change.

Unit VII : School as an Agent of Educational Change

1. Application of Group Dynamic Theory

2. The Group as a Target and a medium of change.

3. The Role, Competence and Performance of Change Agents (Leaders, Teachers, Pupils,

Parents and Community) involves. Developing need for change, Establishing a change

relationship, Diagnose the problem, Create interest to change in the client, Translate intent

into action, Stabilize change and Prevent discountenances, achieve a terminal relationship

and helping other people to change.

4. Research about change agent :

Organisation as a change agent

– Studying and Creating change as a mean to understand social organization.

– Growth and changefulness as a symptom of healthy organization/system maintenance

and system renewal.

– Envisaging change for future organization.

5. Innovations in Educational scenario: Semester system, 10+2+3 pattern, Non-formal

Education, Adult Education and Autonomy to Institution.

Practical work :

1. Case studies of change oriented institutions.

2. A case study of the stages of change processes in Educational Institutions.

3. A Survey of the factors affecting and inhibiting change in Educational Institutions.

4. Preparation of an Observation Schedule to find out some barriers to change in Educational

Institutions.

37

5. Preparation of a term paper on the role of change agent in Educational Institution.

6. A survey of the success and failure of some of the innovative ideas in Educational

Institutions.

References 1. Pillo, M. Buch : Factors Affecting Diffusion of Innovations in Secondary Schools, An

Unpublished Ph.D. Dissertation, 1972, The M.S. University of Baroda, Baroda.

2. Sushama Bhagia : Perception of characteristics of Innovations as related to their Diffusion in

Schools of Gujarat, An Unpublished Ph.D. Dissertation, 1973, The M.S. University of

Baroda, Baroda.

3. Marmar Mukhopadhaya : Barrier to change in Secondary Education, An Unpublished Ph.D.

Dissertation, 1975, The M.S. University of Baroda, Baroda.

4. Tribhuwan Singh : Adoption and discontinuation of Innovations in the oreoration of

Secondary School Teachers in India. An Unpublished Ph.D. Dissertation, 1975, The M.S.

University of Baroda, Baroda.

5. Fr. Varghese P. Palmattam : a Study of the Management of Autonomous Colleges with

special Focus on Innovation and Change, An Unpublished Ph.D. Dissertation, 1992. The

M.S. University of Baroda, Baroda.

C.405: Special Education: Policies, Management and Finance

Objectives

(1) Students will study various government policies related to special Education.

(2) Students will get knowledge about management structure for special education at central and

state level.

(3) Students will understand about various finance (Provisions of central and state level)

Course Outline

Unit I Policies on Special Education

Different Government Policies and their recommendations on Special Education

Critical analysis of recommendations in various policies on Special Education.

Unit II Management of Special Education

Management structure of Special Education at central and state level

Critical Analysis of Management structure at central and state level.

Unit III Finance of Special Education

Financial Provisions about Special Education from government at Central and State

level.

Issues in Finance Management on of Special Education

Assignments (1) Students will visit any institution Providing Special Education and report about their

challenges related to financial management.

(2) Students will visit any institution providing Special Education and report about different

managerial problems which they are during.

38

Suggested Readings:

1. Chandler, M. (2007, December 31). ―Waiting too late to test?‖ Washington, D.C: The

Washington Post.Retrieved on December 8, 2008, from

http://www.washingtonpost.com/wp-

dyn/content/article/2007/12/30/AR2007123002447.html.

2. Cortiella, C. (2007). ―Rewards and roadblocks: How special education students are

faring under No Child Left Behind.‖ New York: National Center for Learning

Disabilities.

3. Dillon, E. (2007, July 17). ―Labeled: The students behind NCLB's ‗disabilities‘

designation.‖ Washington D.C.: Education Sector. Retrieved on December 8, 2008, from

http://www.educationsector.org/analysis/analysis_show.htm?doc_id=509392.

4. Ehrlich, S., Buckley, K., Midouhas, E., and Brodesky, A. (2008). Performance patterns

for students with disabilities in grade 4 mathematics education in Massachusetts (Issues

& Answers Report, REL 2008–No. 051). Washington, D.C.: U.S. Department of

Education, Institute of Education Sciences, National Center for Education Evaluation

and Regional Assistance, Regional Educational Laboratory Northeast and Islands.

Retrieved on December 9, 2008, from http://ies.ed.gov/ncee/edlabs.

5. Education Week. (2004). ―Quality Counts: Count me in.‖ Bethesda, MD: Editorial

Projects in Education, Inc. Retrieved in summer 2008, from

http://www.edweek.org/rc/articles/2004/10/15/qc-archive.html.

C 406 Organizational Developments

Objectives

(1) Students will understand concept of Organizational Development.

(2) Students will know about various issues related to Organisational Development.

(3) Students will be able to critically analyse different challenges faced by an authority with

reference to Otrganisational development

Unit I: Introduction

Concept,meaning and definition of organizational development

Steps taken by an organization for organizational development

Unit II: Management of Organizational Development

Management Structure for organizational development

Issues related to management of organizational development

Unit III. Critical Analysis

Present practices

Critical Remarks

Conclusive Remarks

Assignments:

1. Students will visit any educational institution and study present practices for organization

development adopted by that organization

39

2. Student will critically analyse and prepare their report on present practices adopted by

that organization

3. Students will visit any institution and study different managerial challenges faced by an

authority with references to organizational development.

Suggested Readings:

1. Bolman, L. G. and Deal, T. E. (1997). Reframing organizations: Artistry, choice, and

leadership. (2nd ed.). San Francisco: Jossey-Bass.

2. Bradford, D. L. & Burke, W. W. (Eds.) (2005). Reinventing organization development:

New approaches to change in organizations. Wiley & Sons.

3. Burke, W. W. (2007). Organization Change: Theory and practice (2nd ed.). Thousand

Oaks, CA: Sage.

4. Fordyce, J. & Weil, R. (1979). Managing with people, A manager’s handbook of

organization development methods (2nd ed.). Reading, MA: Addison-Wesley.

5. Harvey, D. & Brown, D. R. (2005). An experiential approach to organization

development (6th ed.). Englewood Cliffs, NJ: Prentice-Hall.

6. Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A's,

praise, and other bribes. New York: Houghton Mifflin.

7. Mclean, G. N., Rothwell, W. J., & Sullivan, R. S. (eds.). (2005). Practicing organization

development: A guide for consultants (2nd ed.). Hoboken, NJ: John Wiley & Sons.

C. 407: Management of Information System

OBJECTIVES:

1. To enable the students to understand the fundamentals of MIS

2. To enable the students to understand the concept of MIS

3. To enable the students to understand the Computer Based Information System

4. To enable the students to understand the Planning and Control of the MIS Function

5. To enable the students to understand the Introduction to DBMS and Data Base

Administration.

COUSE OUTLINE:

UNIT-I : Fundamentals of Management Information System

1. Introduction, Genesis, Organizational theory , Classical Process theory, Behavioural

theory, Group dynamics, Determinants for informal groups, Informal Organization,

Communication, Conformity, Power and Authority. Co-operation in an organization and,

Leadership style, decision theory, system theory of organization and management, the

Organization and MIS. Resistance to change. Change sans resistance, Management,

Information and the systems approach.

2. The General Management System:

3. Planning (Dimensions of plans, Strategic plan, short range planning, information and

planning)

40

4. MIS: The Manager‘s view (The Genesis, Anatomy of MIS, Levels of Management,

Planning System)

5. Characteristics of MIS and it‘s

6. Place in the Organization

7. Transaction Processing System (TPS)

8. On-line transaction Processing, Batch Transaction Processing

9. Decision Support Systems (DSS)

UNIT-II :Concept of Information System:

1. Information and data, The Meaning of Information, Information distinguished from data,

The Attributes of Information, Information processing

2. System definition and element, system and Communication system)

3. Information as a corporate resource, profile of information

4. Harnessing Information.

5. (Policy approach Centralized, Decentralized, distributed)

6. (Method: Batch, interactive , online)

7. Modus operandi (Integrative Now or Total System, Integrate later, Systems perspective)

8. Information in the organization, Window to MIS, Management, information and system

Approach, Computer application in business.

9. Social impact of Information System (Unemployment , Resistance to change)

10. Emerging application of Information System.

UNIT-III: Computer Based Information System

1. Facets of information

2. Characteristics of Information

3. (Subjective, Hierarchical, Presentation, The 80.20 rule)

4. Approaches to Infuses

5. (Centralized, Decentralized and Distributed, their advantages and disadvantages)

6. Processing Method (Batch Interactive online)

7. Trading Information system

8. (Total systems, Integrate later, Systems perspective

9. Classification of Computer based information system

Assignment

References

1. Ackoff, R. L. 1967, ‗Management misinformation systems‘, Management Science, vol.

14, no. 4, pp. 147–56.

2. Aiken, J. D. 1971, ‗An introduction to management information systems‘, Australian

Computer Journal, vol. 3, no. 3, pp. 98–105.

3. Culnan, M. 1986, ‗The intellectual development of management information systems,

1972–1982: a co-citation analysis‘, Management Science, vol. 32, no. 2, pp. 156–72.

4. Culnan, M. 1987, ‗Mapping the intellectual structure of MIS, 1980–1985: a co-citation

analysis‘, MIS Quarterly, vol. 11, no. 3, pp. 341–53.

5. Herzberg, Frederick, One More Time: How do you motivate employees? inClassic

Readings in Organisational Behaviour, Ott, Steven, (ed.) 1989, Brooks/Cole Publishing

Company, California

41

6. McClelland, David C., Human Motivation, 1987, Cambridge University Press,

Cambridge

7. Locke, E.A. and Latham, G. P. (2002) Building a practically useful theory of goal setting

and task motivation. American Psychologist. 57(9). 705-717..

8. Pintrich, P., & Schunk, D. (2001). Motivation in education: Theory, research and

applications. Second Edition. Englewood Cliffs, NJ: Merrill.

9. Mook, Douglas G., Motivation –The organization of action, 1987, Norton & Company,

London

C. 408: Management of Conflicts, Interpersonal Conflict and Team Building

OBJECTIVES:

1. To enable the students to understand and appreciate conflict as an inescapable phenomenon

that needs to be managed productively.

2. To enable the students to understand the nature and implication of conflict in Educational

Management.

3. To enable the students to understand the various approaches and styles to managing conflict

4. To enable the students to understand the inter group problems in organization.

5. To enable the students to understand the inter-personal, intra-personal conflicts in an

organization.

COURSE OUTLINE:

UNIT-I : Concept of Conflict

1. Definition and Origin of Conflicts

2. Nature and implication of Conflicts

3. Nature of differences (For issues: Facts, goals, Methods, values; Underlying factors:

Informational factors, perceptual factors, role factors)

4. Causes and Sources of Organizational conflict (Goal incapability, shared resources, task

interdependence, perception and values, personal style and background, poor

communication, performance expectations, line and staff conflict.)

5. Functional and Dysfunctional consequences

UNIT-II: Types of Conflicts

1. Inter-Personal (within the individual), Intra-personal between individuals and between

groups.

2. Transition in conflict thought

3. Conflict philosophy: theory vs. Practice

UNIT-III: Inter –group Problems and Team Building in Organizations

1. Some consequences of inter group competition

2. Reducing the negative consequences of inter-group competition

3. Reducing inter-group competition through laboratory training methods

4. Preventing inter-group conflict.

5. The problem of integration in perspective.

UNIT-IV: Management of Conflicts

1. Need of Management of Conflicts

42

2. Stage of Evaluation (Selecting an approach , bureaucratic approach, system approach)

3. Styles of Conflict Management (Forcing, Collaborating, accommodation. Compromising

avoiding, smoothing, integrative problem solving, authoritative command, super ordinate

goals, expansion of resources, altering of human variables, altering of structural

variables)

PRACTICAL WORK:

1. Visit any Educational Institution and study the different strategies adopted by an Educational

manager to resolve conflict in his/her organization.

2. Prepare a conceptual paper on Sources of Conflict in an organization.

REFERENCES:

Harry R. Knudson and C. Patrick Fleenor: Organizational Behaviour Management

Approach, Winthrop Publishers, Inc, Cambridge, Massachusetts.

Pfittener and Sherwood: Administrative Organization, Prentice-Hall of India, Ltd, New

Delhi, 1968.

Biswanath Ghosh: a New Look Organizational Behaviour, Himalaya Publish House.

Stephen P. Robbins : The Administrative Proness- Integrating Theory and…..

Biswanath Ghosh: A New Look Organizational Behaviour, Himalaya Publish House.

Stephen P. Rpbbins : The Administrative Proness- Integrating Theory and practice

DonHellriegel and jhon W. Slocum, Jr. : Organizational Behaviour-Contingency Views,

West Publishing co.

G.S. Sudha: organizational Behaviour- A Psychological Frame work.

C. 409: Women in Educational Management

OBJECTIVES:

1. To enable the students to understand Education and women‘s equality from policy

perspective.

2. To enable the students to understand the significance of Women in Education general and in

Educational Management particular.

3. To enable the students to understand and appreciate the contributions of Women in

Educational Management.

COURSE OUTLINE:

UNIT-I : Empowering Women’s Education- Policy Perspectives

1. What Policy says about Women‘s Education – POA-1992.

2. Ramamurti Committee for Review on NPE-1982.

3. Education for all by 2000.

4. CABE working group on Education for Women and other disadvantaged group-1991.

5. Programme of Action of NPE-1992.

6. Janardhan committee to review implementation of NPE-1992.

43

7. Workshop on the need of Women‘s Education in the Teacher Education Curriculum-

1992.

UNIT-II : Statistical Indicators

1. India as a whole

2. States

3. Scheduled Caste and Scheduled Tribes

4. District wise Women‘s Literacy -1991

UNIT-III : Global Overview : Selected Documents on Women’s Education:

1. Women : Challenges to the year 2000 (1991)

2. SAARC Decade of the Girl Child (1991)

3. Literacy, Education and Women (1992)

4. Women in Development (1992)

5. Women in Literate World (1992)

6. UNICEF and Girl/s Education (1994)

7. International Responses to Women‘s Education and Allied Issues

8. United Nations and Women‘s Education including Allied issues: Retrospect and

Prospect

8. Women‘s Education : Comparative Indicators

UNIT-IV : Women in Educational Management

1. Indian Women – Stereotyping and Modernity

2. Need for Employment oriented and leadership oriented education for Women

3. Constraints in the Process of Educational Management for women

4. Women in Educational Decision Making

5. Women and Leadership styles, Qualities Educational Management

6. Women Managers: Today and Tomorrow

7. Women and Educational Institutions (Work and Responsibility areas)

8. Competencies in Women for Educational Management

9. Problems and Issues

10. Actions need to be done

11. Women Educational Manager and Economic Liberalization

12. Women as Transformation Leader: The Need of the hour

PRACTICAL WORK:

1. Visit any Educational Institution and do the case Study of a Women Manager over there and

submit a report on it.

REFERENCE:

4. Education of Women in India (1921-1966

5. Santwani A.A.: A Study of the Perception of Professional Women with regard to

Professionalism and Professional Problems with special focus on Women Teacher in Higher

Education, An Unpublished Ph.D Thesis The M.S. University of Baroda, Baroda, 1996.

6. Talesra H: Higher Education Among Women an Analysis of the situation of Higher Education

at a District Level. An Unpublished Ph.D. thesis, The M.S. University of Baroda, 1983.

44

7. Prof. Sneha Joshi & Pushpanadham K. Empowering Women for Educational Management,

University News, Vol-39, No. 4 Jan 22,2001.

C. 410: Motivation in Educational Organizations

OBJECTIVES:

1. To enable the students to know the genesis the basic concepts and theories of Motivation.

2. To enable the students to understand the significance and role of motivation as a determinant

as well as component of personality.

3. To enable the students to know and apply motivational inputs in instructional – setting

4. To enable the students to understand the role of motivation in Development of government in

the country.

COURSE OUTLINE:

UNIT-I : Motivation- A Historical perspective

- Dualism, determinants of conduct

- Hedonism and Law effect

- Darwin‘s theory, post Darwinian developments

- Psycho-analysis/Behaviorism

- Personal Causation

UNIT-II: Concept of Motivation

1. Definition of Motivation

2. Definition and characteristics of certain related concepts: Drive, Need, Incentive,

Motives, Urges, Emotions, Instincts etc.

3. Nature and Characteristics of Motivation as a process and Product.

UNIT-III: Theories of Motivation

1. MC Clelland‘s : Achievement Motivation, Affiliation Motivation and Power Motivation.

2. Work Motivation Theory

3. The Content Theories of Work Motivation (Maslow‘s Higherachie of Needs, Herzberg‘s two

factor theory of Motivation, Alderfer‘s ERG theory)

4. The Process Theories of Work Motivation (Vroom‘s expectancy theory of motivation, The

Porter-Lawler expectancy model: implications for performance and satisfaction, The Lawler

expectancy model: A Refinement, Equity theory of work motivation Attribution theory and

Locus of control, Behaviouristics implications for work motivation.)

UNIT-IV: Motivation and Personality

1. Motivation as viewed by various personality theories

2. Personality traits as influenced by motivation.

UNIT-V: Facilitator’s of Motivation to work

(A) a) Physical b) Human: Individual factors and Group factors

(B) Group characteristics and Motivation: Cohesion, Trust & Adjustment

(C) Motive generating techniques

1. Participation of staff in decision making

2. Perception of personal and organizational Goals

3. Generating interpersonal support

45

4. Developing positive self concept

5. Receiving and interpreting the fees back

6. Competitions with self and others (Co-operation and Competition)

References

1. Cohen, Felix S. Felix S. Cohen‘s Handbook of Federal Indian Law. Charlottesville:

Michie: Bobbs-Merrill, 1982. KF 8205 C64 1982

2. (See Newton for 2005 ed.)

3. Kagzi , M.C. Jain The Constitutional of India Vol.1 & 2.-New Delhi: India Law House,

2001.

4. Pylee , M.V. Constitutional Amendments in India -Delhi : Universal Law,2003.

5. Mathew, P.D. Fundamental Rights in Action -New Delhi: Indian Social Institute, 1996

C. 411: Law and Education

Objective

The objectives of this paper shall be as follows:

1. The students will be able to know the laws related to education at different levels.

2. The students will be able to understand the underpinnings of laws of education.

3. The students will be able to find out the process of application of laws at institutional and

social levels.

Course outline

Unit-I: Constitutional Provisions for education in India

Laws for the education of;

Minorities, disadvantaged group, Children below 14 years age, Inclusive education.

Non- formal education, Open education,

Establishment of Institutions (General and Special)

Education as fundamental right

Unit-II: Statutory Provisions

Statutory Provisions for education

1. The UGC Act

2. The MIC act

3. The AICTE Act

4. NAAC

5. The State Enactments

6. The Private Universities (Establishment and Regulation) Bill, 1995.

Unit-III: Recognition and Affiliation of educational institutions

(A) Schools of state government

(B) Schools of central government

(C) Schools of International levels in the era of globalization

(D) Institutions of higher education (General and Professional, Govt. and Private)

46

UNIT-IV: Provisions for Financial and Office Management

1. Budgeting and Financing of Governmental and Private organizations

2. Auditing and Accounting of finance of educational organizations

3. Mobilizing resources for educational institutions

Unit-V: Powers and authorities to manage education system

1. State and Central government

2. At Sub-National Level; district levels and Taluka (Block) level, Village level, Institutional

level

3. Functioning of an administrator and law

References:

C. 412: Total Quality Management

Objective

1. The students will be enabling to;

2. Understand the concept of quality of education

3. Students will be able to critically analyze the quality parameter

4. Students will review the different practices to develop quality education

Course outlines

Unit-I: Concept and Meaning of TQM

Concept given by;

1. W Edwards Deming

2. Joseph Juran

3. Philip Crosby—Quality is Free

4. Tom Peters

5. Kaoru Ishikawa

Unit-II: Quality in Education

1. The students‘ role in quality

2. Quality control, quality assurance and total quality in education

3. The educational product

4. Service quality

5. Education and its customers

Unit-III: Quality monitoring in Education

IQAC

Quality Circle

Role of NAAC, NCTE , CBSC and State Board of Education

References

1. Berk, J. and S. Berk (1993). Total Quality Management: Implementing Continuous

Improvement, Sterling Publishing Co. Inc., New York NY.

2. Crosby, P. B. (1979). Quality is Free: The Art of Making Certain, McGraw-Hill Book

Company, New York NY.

47

3. Hodgson, A. (1987). "Deming's Never-Ending Road to Quality," Personnel

Management, July, pp. 40-44.

4. Walton, M. (1986). The Deming Management Method, Perigee Books, New York NY.

C. 413: Institutional Building

OBJECTIVES:

1. To Develop an understanding of the fundamentals of institutional Management

2. To create in the students awareness about the need and importance of institutional building.

3. To develop an understanding of various theories of administration and their implication, in

Institutional Building.

4. To acquaint the students with issues and problems in institutional Building.

5. To acquaint the students with modern concept in institutional Building.

COURSE OUTLINE:

UNIT- I : Self the Fulcrum

1. Introduction Bringing self in the Focus

2. Self concept and Coping with illness

3. Motivational patterns and planned social change

4. Poverty and Motivation: Figure and Ground

5. Intervention to deal with Deprivation

UNIT-II: Institutional Building Process, the spokes

1. Process Focus: A Neglected Area

2. Applied Behavioural Sciences in India

3. Relevance: A poser for Indian Psychology

4. Action Research for Institutional Building

5. The Process of knowledge utilization

6. Capacity Building through Institutional process

7. The Role of Learning Organizations

8. Management of Change and Innovation

9. How Institutions Learn to Change

UNIT-III: Learning Process for Institutional Building

1. Introduction : Learning, the Creative Intelligence

2. Planning for Innovation and Institutional Building

3. Process Interventions for Work and Education

4. Learning Activities of organizations

5. The role of Intellectual in Transitional India

6. A comprehensive concept of HRD

UNIT-IV : The Culture, The Rim

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1. Introduction: The Culture Context

2. Ethos for Institutional Building

3. Impediments to Development: A psycho-cultural analysis

4. Synergic pluralism: The Strength of Indian Culture

5. Behavioural Science and Development : Autobiographical Reflection

6. Ethno autobiographical, Notes on Consulting

UNIT-V: Issues in Institutional Building

- Structuring Autonomy by State and Center

- Private Initiative and State Support

- Education Public Manager

(A Concept from INTAN, Malaysia)

- Inter Governmental Initiation for Development

Freedom for Entrepreneurship

PRACTICAL:

1. Develop a Conceptual report on Qualities or Attributes needed in an Educational Manager for

Institutional Building to assure Quality Education.

REFERENCES:

Mukhopadhyaya,M. (1991) Leadership for Institution Building in Education, Shipra

Publication, New Delhi

Rao, T.V. (1990 ) Institution Building and Self Renewal Needs in Education System,

IIMA , Working Papers from Indian Institute of Management Ahmedabad.

C. 414: Human Resource Management

I: Course objectives

After completing this course, students will be able to:

Understand how educational managers can be effective and efficient in their role in HRM.

Understand the basic principles and added value of HR policies and HR functions.

Understand how HRM is related to the organizational context.

Develop a vision on the future of HRM.

III. Pedagogical techniques:

The pedagogical style will be a combination of conceptual lectures and tutorials. In the lectures,

the focus will be on the theories, concepts or models relating to the key HR-fields. Tutorials will

focus on an in-depth dialogue of specific relevant HR-themes. Short assignments during the

tutorials will increase the insight of students. The group paper will stimulate students to carry

out a literature search, for a relevant HRM case, to analyze the case and to write their reflections

49

on it. The overall deliberations will be on the emerging trends and challenges of Human

Resource Management in Education.

IV. Course Contents:

Unit 1: An Introduction to Human Resource Management in Education

Concept and Meaning of HRM in Education

Importance of HRM in Education

Unit 2: Strategic Human Resource Management

Human Resource Planning in Education

Job Analysis: Concepts, Procedures, and Choices

Equal Employment Opportunity: The Legal Environment

Recruiting and Job Search

Unit 3: Human Resource Development

Identification of Training Needs

Professional Development Through Training

Unit 4: Performance Assessment and Management

Performance Appraisal

Compensation and Collective Bargaining

Employment Transitions

Unit 5: Emerging Trends and Critical Issues of HRM in Education

National and International Trends

Research perspective

Practical Assignment:

You have a choice to select one of the below assignments and submit to the course in-charge as

per the scheduled date. Your assignment will be evaluated and the feedback will be provided to

all the students individually for the improvement.

1. Compare the performance appraisal systems in Private and Public schools in Baroda.

2. Study the existing professional development programs for teachers and school principals,

Critically analyze and prepare a detailed report.

3. Examine the critical issues and Challenges of HRM in Private Schools for administrative.

Reference Books:

1. Decenzo D.A and Robbins S.P., Human Resource Management(3rd

Ed.),Prentice Hall

India, New Delhi, 1997.

2. Flippo, E.B, Personnel Management (6th

Ed.), Mc-Graw-Hill, 1984.

50

3. Jeffrey A. Mello. Strategic Human Resource Management 2nd

edition. Published 2006 by

South-Western a division of Thomson. ISBN -10:324-29043-8.

4. Decenzo D.A. and Robbins S.P. Personnel/Human Resource Management (3rd

Ed.) Prentice

Hall of India, New Delhi.1997.

5. Chandan, J.S. Management Theory and Practices, New Delhi, 1997.

6. Flippo, E.B. Personnel Management (6th

Edi.) , Mc-Graw-Hill, 1984.

7. Roger smith, Successful school Management, 1995.

8. Lathans, Fred, Organizational Behaviour, Mc-Graw-Hill Book Company, New York, 1981.

(Students are advised to visit regularly CASE Library as well as Hansa Mehta Library for

reference materials and Journals).

Online Resources:

http://www.blackwell-synergy.com/toc/hrmj/17/4

http://www.informaworld.com/smpp/title~db=all~content=t713702518~tab=summarywww.nic.in

http://rphrm.curtin.edu.au/ http://www.elsevier.com/wps/find/journaldescription.cws_home/620229/description#description

C.415: TIME MANAGEMENT

OBJECTIVES:

1. To enable the students to understand the administrative and Managerial dimensions of time

as a resources.

2. To enable the students to understand the importance of Time Management for effective

organizational management.

3. To enable the students to understand the Time Wasters and Salient Features in Time

Management.

COURSE OUTLINE :

UNIT-I : Concept of Time Management

1. What is Time Management ?

2. Need and importance of time Management in Educational Management (Doing Time-

Analysis)

3. Salient Features of Time Management In an Organization

4. Nature of Time as a Real Resources.

UNIT-II : Administrative Dimensions

1. Yearly calendar of events

2. Daily time-table

UNIT-III : Managerial Dimensions

1. Time Saving Devices

2. Forward planning

3. Time Management Matrix

PRACTICAL WORK:

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1. Visit any Educational Institution and after an informal interview with the Educational

Manager prepare a report on how he/she does Time-Analysis in their organization or prepare a

report on Time-Wasters.

REFERENCES:

1. Biswath Gosh : A New book Organizational Behaviour, Himalaya Published on House.

C.416: Management of Alternative Education

Objectives

The students will be able to;

1. Know the functioning of different forms of education

2. Understand the functional difficulties of alternative forms of education

3. Acquire the managerial skills of alternative forms of education

Unit-I: Vocational education and its management

1. Need and importance of vocational education

2. Educational policies Related to vocational education in India and abroad

3. Challenges of vocational education

Unit-II: Adult Education

1. National Adult Education Programme in India: Policy Perspectives and attainments

2. Functional Literacy and its importance

3. National Development and Adult Education

4. Management of Adult Education

Unit-III: Collaboration of Formal educational Institutions and Non-formal Education

1. Needs for Collaboration

2. Challenges for management in collaboration

3. National Policies and Programmes for Alternative forms of Education

4. Inclusive Education and its Management

Assignment

References

1. J. Scott Armstrong (2012). "Natural Learning in Higher Education". Encyclopedia of the

Sciences of Learning.

2. Ron Miller, Self-Organizing Revolution, Holistic Education Press, 2008

3. Definition of alternative school. Retrieved August 9, 2007. Archived 2009-10-31.

4. Alternative Schools Adapt", by Fannie Weinstein. The New York Times, June 8, 1986, 14.

5. Fiona Carnie, Alternative Approaches to Education: A Guide for Parents and Teachers

6. J. Kellmayer, "How to Establish an Alternative School", Corwin Press (1996).

7. Sum, A., Khatiwada, I., McLaughlin, J. (1 October 2012), The Consequences of Dropping Out of

High School, Northeastern University, Boston, Massachusetts: Center for Labor Market Studies

8. Alliance for Excellent Education. (2010, October). Georgia High Schools. Retrieved from:

http://www.all4ed.org/ Dropping out may also increase the likelihood that these

individuals will require public assistance.

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1. http://ies.ed.gov/ncee/wwc/reports/dropout/check_conn/.