Quality Management in Higher   Education

Dr. Prasanna Kumar Mohapatra,                   

PG Department of EducationP.G Department of Education,Banki College(Auto.), Banki,      Cuttack, Odisha, India,Pin‐&754008                      Email‐drpkmohapatra1963@gmail.com

MEANING OF QUALITYBedner (1994) Mukhopadhya (2005),  (Green &Harvey1993), 

(Lorgosen 2004) Mukhopadhya2005; Dahlgarrd Kristensen and(Lorgosen 2004), Mukhopadhya2005; Dahlgarrd, Kristensen and kanji,1992), (ABC American Society 2008), (Chowdhury, S. 2005), (john Rabbbitt 1994), (W.A.Foster),( Agrawal, G. 2011), (American Society 2008),( Crossby Phillip,1979), (Edwards Deming,W.(1986), (DruckerPeter1985), (Walton Maryand and Edward Deming(1988) (Weinberg(Walton,Maryand and Edward Deming(1988), (Weinberg, Gerald,M.(1991) defined quality as:

f d b d lCustomer satisfaction and beyond, exceptional, consistency, fitness for purpose, transformative, good value for costs, quality as absolute, relative , process, service free of deficiencies and fitness for , , p ,use, Power and process power, the ability to exceed  customers  expectation, result of high intention, sincere effort, intelligent di ti d killf l ti d i i f f tdirection, and skillful execution, driving force, conformance to requirements,.

Something good or excellent, the efficient production of the quality that the market expects, what the customer gets outquality that the market expects, what the customer gets out and is willing to pay for ,  accomplished by better management of design, engineering, testing and improvement of processes,  the requirement as need or expectation, products and services that meet to some person,  cognitive development of learners and promoting values andcognitive development of learners and promoting values and attitudes of responsible citizenship and nurturing creative and emotional development, in terms of eight dimensions likeemotional development, in terms of eight dimensions like performance, features, reliability, conformance, durability serviceability, aesthetic and perceived quality etc.

Statutory Bodies in India to assure Quality inStatutory Bodies in India to assure Quality in                   Professional Education 

1. All India Council for Technical Education (AICTE)2.National Council for Teacher Education (NCTE)( )3.Medical Council of India (MCI)4.Indian Nursing Council (INC)

l f ( )5.Bar Council of India (BCI)6.Rehabilitation Council of India (RCI)7 Distance Education Council (DEC) and7.Distance Education Council (DEC) and8. Indian Council for Agricultural Research (ICAR).

Indian Higher Educational Institutions (Public)Indian  Higher Educational Institutions (Public)

SL.No Educational Institutions                               Numbers                       ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

01 Central Universities (public) 4402 State Universities (Public) 30602 State Universities (Public) 30603 State Universities (Private) 15404 Deemed Universities (Private and Public)          129

f l ( bl )05  Institutions of National Importance (Public)        67

_____________________________________________________Total   700

S UGC Hi h Ed ti t Gl 2013Source: UGC Higher Education at a Glance 2013

700 700 700 700 700

600

700

400

500

306

200

300

154129

67

0

100

Central Univ. State Univ.(Public) State Univ.(Private) Deemed Univ. Institutions of National 

4467

I di Hi h Ed ti l I tit ti (P bli )

Importance

Total Numbers Numbers

Indian Higher Educational Institutions (Public)

Enrolment of Indian Students by level of  Education

Level Numbers (000) % of Total‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐G d t (B h l ) 17 456 86Graduates (Bachelors) 17,456 86Post Graduates (Masters) 2,492 12Research (Doctoral) 161 1( )Diploma/Certificate 218 1      ____________________________________________________

20 327 10020,327 100

Source: UGC/Prepared by Dr. Education.com

d Qt 4th Qtr

Levels

2nd Qtr12%

3rd Qtr1%

4th Qtr1%

1st Qtr86%

Enrolment of Indian Students by level of Education

Enrolment of Indian Students by Field of Studyy y

Field Number (000) % of Total‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐A t 7 539 37Art 7,539 37Science 3,790 19Commerce & Management 3,571 18Engineering & Technology 3,262 16g g gy ,Education 733                                                   4Medicine 716 4Law 373 2Oth 218 1Others 218 1Agriculture 97 0Veterinary 28 0___________________________________________________________  ___________________________________________________________

20327                                               100

Copy right: Dr Rahul ChoudahaCopy right: Dr. Rahul Choudaha. Source :Statistics on Indian Higher Education 2012‐13

25,000

15 000

20,000

20,327 20,327 20,327 20,327 20,327 20,327 20,327 20,327 20327 20,327

10,000

15,000

7,539

0

5,000 3,790 3,571 3,262

733 716 373 218 97 282 2 3 50

Total Students                             Enrolements Enrolemnts Series 3

Enrolment of Indian Students by Field of Study

N b U i iti d t 200 li tNumber Universities under top 200  list

Name of the            No of Universities in        %                 Name of the    No of Universities    %Country top 200 list Country Top 200 listCountry                     top 200 list                                                Country              Top 200 list_____________________________________________________________________________United States 73 36.5                 Denmark                     3                 1.5United Kingdom 29 14.5                 Singapore                    2                 1Germany 12 6                     Italy 1                 0.5Netherland 11 5.5                 Finland                         1                 0.5Canada 9                              4.5 South Africa                1                 0.5Austria 9 4 5 Republic of Ireland 1 0 5Austria 9 4.5 Republic of Ireland    1                  0.5Swi zerland 7 3.5                 Taiwan                         1                   0.5France 7 3.5                 Spain                            1                  0.5Swede 5  2.5                 New Zealand               1                  0.5Japan 5 2.5                 Norway 1                  0.5Hong Kong 4 2                    Israel                             1               0.5Republic of Korea 4 2                    Russian Federation    1                   0.5Belgium 4 2Belgium 4 2                _________________________________Turkey 4 2                                                       200                 100China 3 1.5

Source: The Times Higher Education World University Ranking & 2014‐2015 List (http//www.times higher education. co.uk/world university. rankings/2014‐2015/world ranking.

Green and Harvey (1993) identified five different approaches to defining quality:defining quality:

In terms of exceptional (Exceeding high standards and passing required standards)

In terms of consistency (exhibited through “Zero defects” andIn terms of consistency (exhibited through  Zero defects  and             “getting right the firsttime”, making quality a culture)

f f ( h d hAs fitness for purpose (meaning the product or service meets the stated purpose, customer specifications and satisfaction)

As value for money (through efficiency and effectiveness); and

A t f ti (i t f lit ti h )As transformative (in terms of qualitative change)

ClassroomClassroom 

Need based classrooms

Well equipped department Seminar rooms with ICT facilities 

Research findings say that smaller classes benefit all pupils (Blatch, Ford etal.2011)

Longer period in small classes resulted in more increases in achievement in later grades for all students(Constant topoulosachievement in later grades for all students(Constant topoulos etal.2009)

LibraryLibrary

Central Library with reference books text booksCentral Library with reference books, text books, journals, magazines, booklets, brochures, news papers of regional, national and with international language, andg , g g ,

Departmental library with sufficient reference books, text books, journals, magazines, booklets, brochures etc.

LaboratoryLaboratory

Well equipped need based laboratory as perWell equipped need based laboratory as perstudent strength

Lavatory

d l ll d l f ff bNeat and clean well‐equipped lavatory for staff members, students  (separate for boys and girls)

Ph i l d iPhysical education

Proper playgroundProper playground, 

Swimming Pool and g

Separate Gym equipments for boys and girls

HostelsHostels

Required hostels with all sorts of facilities ( both for boys q ( yand girls)

Other facilities

CanteenStationary‐ShopStationary ShopWaterMedical facilities etc.

AdministratorsFor the smooth management and quality out‐ put inFor the smooth management and quality out‐ put in 

higher education it would be better if administrators possess some managerial behaviors like:p g

AccessibilityAccountability d biliAdaptability

AdjustiveAppreciativeAppreciativeBoldnessBudgetingCapacity to utilize the human resources and other resourcesCh i iCharismatic

CompassionateCommunicativeConstructiveConstructiveCo‐operativeCoordinatingCreativeCreativeDecisiveDedicative

iDemocraticDisciplinedEnthusiasticExecutiveEvaluativeFlexibilityyForesightedHonestyHelpfulnessHelpfulness Informative

InnovativeKnowledge about the cost benefit analysis Knowledge about social demandCapacity of monitoringL iLesseningNegotiative NoveltyNovelty PerseveranceResponsibilityScientific attitudeSelf confidence S per isingSupervisingUnbiasedness etc.

ResourceResource

Proper generation and utilization ofProper generation and utilization of(i)      Human resource(ii)     Financial resource(iii)   Material resources with other resources

Training

Training to faculty,Administrative Personnels Ministerial and technical staff members etc. in regular intervals i.e. in each 5 years.

Research WorkResearch culture in the institutionsResearch culture in the institutions

Emphasis on fundamental researchEmphasis on fundamental research

Publications of articles, books,Publications of articles, books, monographs

Participation in conferences

Scope for transfer of knowledge and applications of research etc.applications of research etc.

PersonnelInvolvement of top positionsInvolvement of top positions

TeachersTeachers CompetentCommittedCommittedCommunicativeInteractiveAssociativeInvestigative

Effectiveness( variables like intelligence personalityEffectiveness( variables like intelligence, personality factors, interest, attitude and aptitude towards  teaching,  creativity, and previous academic record are associated whichcreativity, and previous academic record are associated which are found from the studies like Mehta(1972), Chayya(1990), Debnath(1980), Vyas(1982), Pachauri (1985), Mahapatra(1985) and facilities for teacher empowerment etc. 

Teacher taught Ratio

Proper teacher taught ratio(1:15 or maximum 1 25)1:25), 

StudentsStudents

Need based through entrance, career and properg , p pcounseling.

CurriculumCurriculum

Need based learner centric curriculum and scope forNeed based learner centric curriculum and scope for employment.

Curricular and Co‐curricular Activities

Seminars at least one for honors students in a week, two for P.G students in a week, one or two state level seminars per year, one national level seminar in a year, one /two work‐ shops in a year , panel discussion at least 3/ 4 in 

t l l t / G t L t t l t ia year, extramural lecturer/ Guest Lecture  at least one in a month for honors students and two for P.G students, conference one in a year debates at least one in a weekconference one in a year  , debates at least  one in a week on the current problems/issues/new innovations / research findings etc., games and sports etc.( At college level, state level, national and international where facilities available)

Examination and evaluation

Proper examination system as per theaffiliating bodiesaffiliating bodies.

Finance and accounts

Transparent in finance and accounts

Audit

Internal Academic Audit Unit(IAAU), Internal Quality Assurance Cell(IQAC) and external audit by the affiliating bodies

Evaluation

Internal and external evaluation

SWOC

Institutions should know their SWOC (NAAC 2005)St thStrengthWeaknessOpportunity andOpportunity andChallenge 

Value Education

The main aim of value oriented education is to make the students good citizens who may share their responsibilities g y pin the changing set‐up of society, in order to give the desired shape and image to the society and the country at large. Alexander (1983) Markle (1984) and Dahler (1985) have valued the goal of schooling to develop each student socially, emotionally and intellectually Value education to theemotionally and intellectually. Value education to the stakeholders( students, teachers, administrators etc.) helps to provide quality  in higher education.p q y g

S i it l Ed ti

Spirituality refers to the “degree of involvement on

Spiritual Education

Spirituality refers to the degree of involvement onstate of awareness or devotion to a higher being or lifephilosophy. Not always related to conventional religiousbeliefs” (Walker, 1991, p.208).The Spiritual valuesotherwise known as ultimate values. It is that types ofhigher values which enable the human for realizing thehigher values which enable the human for realizing theultimate reality (self) and existence of spiritual entities.Faith in spiritual entities is called “spiritualism”. (Dash, B.N,2004) Th i it l d ti h l t d l th2004).The spiritual education helps to develop themind(Physical mind, Vital mind, and mind proper meansthinking mind, dynamic mind and externalizing mind(Srithinking mind, dynamic mind and externalizing mind(SriAurobindo,1995). The essence of spiritual education ineducational institutions is important for inspiring studentsf di i ti i ti t ti dfor a divine, creative, innovative, constructive andprogressive life.

Time TableTime TableTime table helps the students, teachers, educational 

managers to manage their time and the best use of it. It alsomanagers to manage their time and the best use of it. It also helps to be more effective and efficient.

1/2/3(Professors, Associate Professors, Assistant Professors) maximum general classes per day2/3 doubt clearing classes per day2/3 doubt clearing classes per dayO1 period for discussion about the problems of the students by the teachers  per dayy p y02 periods for discussion among the staff members for the improvement of the academic/ institution/ any other if in a week01 seminar period for hons., students and 02 periods for P.G or higher students ( N B : 01 seminar period is 03 generalor higher students ( N.B : 01 seminar period is 03 general periods)  in a week

O1 period for interdisciplinary seminar among the staff members in each month

01 State level and 01 National level seminar at least in a yearyear01 international seminar / conference for each department at least in every 05 years y y

01 extramural/guest lecture for U.G and 02 at least for P.G dstudents

The duration of the college hour should be from 8am/9amThe duration of the college hour should be from 8am/9am to 05 pm from Monday to Friday

Feedback 

Feedback must be given to the students, teachers, administrators, and feedback must be invited by , ythe educational managers to provide quality education.

Cost‐ Benefit Analysis

Cost Benefit Analysis is a systematic approach to estimate the strengths and weaknesses of alternatives that satisfy transactions, activities or functional requirements for a business.

Awards and Prizes

d b h h hAwards must be given to the teacher having innovative contributions and prizes to the good students, incentives to the high level academic achievementto the high level academic achievement.

Atmospherep

Congenial, cooperative and supportive atmosphereg , p pp p

AluminaAlumina association in the institution for the development of the curricular and co curricular activities of the institution

Wi‐Fi campusWi Fi campus

Educational campus with Wi‐Fi facilitiesEducational campus with  Wi‐Fi facilities

ConclusionConclusionThe management of education is necessary to systematize the input,

process and product from the grass root level to the top of the educationaladministration Quality management in higher education a basic need toadministration. Quality management in higher education, a basic need tomaintain the quality and by the quality, awareness will be developed amongmanagers, administrators, policy makers and academicians all over the world.To maintain the quality the higher education is to meet the purpose satisfyTo maintain the quality, the higher education is to meet the purpose, satisfythe customers. Higher educational institutions for providing quality educationmust think: how to surpass others, outstanding out‐ put, being best amongothers etc For quality management in education the higher educationalothers etc. For quality management in education the higher educationalinstitutions must give due importance on organizational framework, needbased infrastructures, proper administration ,development of managerial skills,proper audit(Academic and finance) creation of proper academic environmentproper audit(Academic and finance),creation of proper academic environment,proper utilization of resources( human, finance and material resources), andemphasis on doing research work(Fundamental, Applied and Action research),ell eq ipped librar and laborator proper s per ision and monitoring needwell equipped library and laboratory, proper supervision and monitoring, need

based curriculum and proper feedback ( students , teachers andadministrators), committed (teachers, administrators, policymakers and

liti i ) d t t t ll t hi h ill t l t f thpoliticians) and transparent at all steps which will support a lot for theimprovement of educational system.

PK MOHAPATRAP.K. MOHAPATRA