Educational Management Ecosystem for Facilitating the Development of Professional Competence in the CEOs in Higher Educational Institutes Thanikachalam Vedhathiri Former Professor and HOD, Center for International Affairs, National Institute of Technical Teachers Training and Research, Chennai
Keywords: Professional managerial competence, selection of CEOs, management development programs, succession planning
vthani2025@yahoo.in
Introduction
Abstract
The educational institutes from preschools to research universities need competent, dedicated and outstanding leaders and administrators with outstanding competence.
In this research work, various professional competences for the “CEOs” (Vice-Principals, Principals, Deans, DutyDirectors, Directors, etc.) of the Engineering Institutes have been synthesized. Almost all the eligible candidates for the CEOs positions have acquired the highest degrees in their areas of specialization, but they would not have spent sufficient time in acquiring outstanding professional skills that are required to perform as a topmost educational administrators/leaders and innovators. Considering the needs of various executive levels of educational institutes, the competence requirements vary from entry level to the exit level. The senior faculty members like heads of the departments, dean, pro-chancellor, director, vice president etc. must plan to acquire leadership skills, managerial skills, strategic management competence, process of internal revenue generation through externally funded projects, human resource development skills, development of global programs, methods of encouraging the faculty of the institute and networking competence with global institutes, and process of insuring human capital development. They should foresee the future needs of the Indian society, industries under globalized environment and plan to generate many extramural services. They are also responsible for multidisciplinary faculty development, national vocational and professional education qualification framework. They should manage the program development for accreditation of all programs. They must arrange human resource management from recruitment to retirement of the faculty and support staff. It is suggested to establish executive development programs. It is recommended to recruit the outstanding leaders to the highest educational administration positions like CEOs through professional evaluation committees of reputed faculty members, alumni, students and outstanding human resource managers who are responsible for the transformation of the institute.
A competence is defined as “a cluster of related knowledge, skills and attitudes that affect a major part of one’s job / role / responsibility that correlates with performance on the job, that can be measured against wellaccepted standards, that can be improved via training and development” (Parrry,1996). The Esman model on the institutional development considers the leadership as the foundation. Even though the needed skills and competencies are varying from chairpersons, principals, deans, directors, vice-provosts, pro-chancellors, and vice presidents, but there are many fundamental qualities which are common to all. All of them must follow the ethics, honest and plan for continuous development of the institute. Of late, there are many court cases on corruption on the CEOs of higher educational institutes. Many CEOs were punished severely from huge fine to imprisonment. This not only brings down their reputation, but also the reputation of the institution, faculty, students and the programs. It takes many years to rebuild the reputation of the institute. Many CEOs consider that they are not bound by any Rule, Act, Regulation in handling the finance. They usually get guidance from office managers and coterie. Most of the times, they get trapped and exposed in due course. Most of them are not aware the Service and Recruitment Rules, Memorandum of Administration (MOA) or the University Statutes. This leads to low performance and dissatisfaction among the senior faculty. The contribution to human capital and knowledge capital development reduces. Unless the engineering institutes develop vision, mission, goals and objectives to create excellent human resources,
the country would be driven to depend on the imported obsolete technologies. If the educational institutes are to be headed and administrated by the outstanding and ethically committed leaders, then only the institutes would grow at the fastest rate. The junior educational professionals are to be empowered to take appropriate decisions to facilitate the growth and quality of the programs. Even though all educational leaders have outstanding educational qualification in their areas of specialization, but the professional competencies, ethical standards and emotional intelligence are yet to be acquired by many of them. Most of the outstanding global research universities select outstanding executives which are essential for the graduates’ entry into professional careers in higher education and the corporates. The job specification for the CEOs in educational institutes would prescribe the needed professional competencies, but the process of acquiring may vary from person to person. Objectives The following are the objectives of this research:
List various key administrative positions for developing human capital and knowledge capital in the autonomous engineering colleges and technical universities Identify the required professional competencies, emotional intelligence, and ethical standards to manage and develop outstanding programs and global projects Suggest appropriate senior faculty development programs and self- learning strategies to acquire high standards in the desired competencies List some of the international practices to inculcate executive development processes to lead the centers of innovations Identify the most effective way of recruiting the outstanding administrative leaders for higher education institutes
Research Methodology Social inquiry method advocated by Prof. Guba of Indiana University and the input from around 1000 heads of departments from 1995 to 2011 have been adopted in this research. The existing literature is also critically reviewed. The process of selection of CEOs was modeled on the Chinese method. Also, the process has been validated by a group of 50 heads of departments.
Literature Survey For selecting top executive educational administrators, most of the outstanding universities usually describe the preferred academic qualifications, highest professional achievement, desired organizational linkages, primary responsibilities, required competencies to lead the institute. Under institutional development projects, the international development agencies (IDAs) like Asian Development Bank (ADB), Canadian International Agency (CIDA), United Nations Development Program (UNDP), United Nations Education, Scientific and Cultural Organization (UNESCO), World Bank (WB) etc. offer many customized competency development programs for the CEOs of project institutes through well- known professional development agencies as a part of the transformation process. Many research universities in higher education offer many high end executive development programs like masters, specialists, and doctoral programs in higher education administration, leadership, institutional evaluation, institutional development, higher education planning, planning interdisciplinary and multidisciplinary programs, accreditation, student personnel administration, instruction system technology, comparative education, global education etc. Hari Prakash, Anil Koli and Aswini Kumar Kar (2010) have identified the professional responsibilities of Deans of Dental Institutes. Many of these are common to all deans who are working in other higher education institutes. John Miller discussed the importance of leadership in the governance in higher education. Community of University Chairs (2014) focused on the code of governance in UK. Fabrice Henard and Alexander Mitterle developed guidelines for governance in higher education. Varghese and Aichaela Martin studied institutional autonomy in Asian Countries. Ming Sheng Li and Hang Pu studied the contribution of returnees in the Chinese Universities. Most of the foreign educated presidents introduced new programs, new ideas, new skills, new methods, up graded academic programs, raised the quality of research, internationalized the programs and connected with foreign universities. The Ministry of Education in China posted a list of potential presidents for North Normal University in Jilin province. If no effective objections are submitted by the panel of 24 members from the educational officials, peer leaders from the
university, students and alumni, the authorities selected the best faculty for the president.
Online Open Courses (MOOCs) in collaboration with Couresera, edX, and World Bank Institute.
President Selection Committee of many Japanese Universities is based on the Articles of the university. For the Selection Committee, 6 members are drawn from the leading corporate houses,6 deans of graduate schools, and three trustees. An interview was conducted by the President of the Selection Committee, the candidate gives a speech on the policy issues, opinion on the upcoming challenges and the university staff goes to the poll to elect the President.
KIPP Leadership Framework and Competency Model
Miller focused on the governance and leadership in higher education.
Under Driving Results, the following attributes are considered:
Most of the aspiring senior level educational leaders in India possess highest degrees in their areas of specialization, but they would not have undergone needed programs in higher education administration etc. They try to learn by trial and error without getting the benefit of existing advanced knowledge capital in higher education administration. Initiatives under Institutional Development Projects Under various institutional development projects, the planners of World Bank funded projects like TECH ED I, II, III, TEQIP I, II, in technical education, UNDP, UNESCO etc. plan customized executive development programs to implement the institutional transformation. Educational Management Programs of NITTTRs National Institutes of Technical Teachers Training and Research (NITTTR) Bhopal, Chandigarh, Chennai, and Kolkata offer advanced courses, workshops and seminars in institutional evaluation, institutional development, educational administration, leadership development, strategic planning, student services, international networking, interdisciplinary and multidisciplinary programs, internal revenue generation, and utilization, accreditation, and consultancy projects. Programs of Academic Staff Colleges (ASCs)
This model describes the competencies and desired behaviors considered most important to KIPP Executive Directors, Vice Principals, Deans, Deputy Directors etc. This model describes role specific competencies in driving results, managing people, and building relationships.
Under Managing People, the following attributes are considered:
Direction Setting Team Leadership Performance Management Talent Development
Under Building Relationships, the following attributes are considered:
Stakeholder Management Communication Impact and Influence Self- Awareness Cultural Competence
All these are highly relevant for the educational leaders. Executive Faculty Development Programs of NITTTR Chennai Since, 1981 till 2011, the following programs were planned and conducted for the senior faculty members of the polytechnics and engineering colleges by this researcher:
Academic Staff Colleges (ASCs) established by University Grants Commission (UGC) in many universities offer executive development programs for educational administrators.
1. 2. 3. 4.
MOOC Programs
5. 6. 7. 8.
Many established universities offer many advanced executive development programs through Massive
Achievement Orientation Continuous Learning Critical Thinking and Problem Solving Decision Making Planning and Execution
Performance Management International Academic Relationships Planning Industrial Consultancy Programs Bidding for Projects under International Development Agencies Innovation in Engineering Programs Globalization of Engineering Programs Leadership Development Accreditation of Engineering Programs
9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Human Resource Development Human Resource Management Strategic Planning of Engineering Institutes Continuous Process in Improving Educational Programs Planning HighEnd Interdisciplinary Postgraduates Programs Planning Interdisciplinary Diploma and Undergraduates Programs Globalization of Faculty Development Programs Institutional Evaluation and Development Educational Innovation and Centers of Excellence Development of Consultancy Programs Interpersonal Relationships High Performing Team Development
Around 2984 heads of departments from the polytechnic colleges from Southern States, North Eastern States, Andaman and Nicobar Islands attended these programs. From 1992 to 1997 the senior faculty members have been deputed under the World Bank Assisted Projects in Technician Education Tech -I and II. From 2001 to 2007, the faculty from the North-Eastern States attended these programs under World Bank assisted Project in Technician Education Tech III. From 2005-06, the faculty members from the engineering colleges attended under TEQIP I of the World Bank assisted Project. The outcome of the group discussions is synthesized in the following section. Synthesis of the Academic Competences of CEOs of the Institutes
Establish an Academic Council and plan various programs, courses, research works, and consultancy programs. Establish a Faculty Council to discuss development of the departments, centers of excellence, and outreach programs for the working professionals. Establish a Consultancy Center to undertake sponsored research projects under CSIR, DST, TIFAC, DRDO and MNCs. Establish an In-house Faculty Development Cell and plan training programs for the faculty and technical support staff in collaboration with ISTE, ISTD, industry, and other institutes of national importance. Build productive relationships with the chairpersons, key faculty members, and assist
them by delegating required authority to plan, develop and implement interdisciplinary programs in the emerging technologies through interdisciplinary approach. Establish a Talent Management Cell to provide support in performance appraisal, review and improve the faculty skills periodically. Establish an international program development Center and assist the faculty to undertake development programs for overseas faculty members and executives through various projects of Government of India. Establish a publication unit which will undertake the production of instructional materials for the students and faculty. Establish professional Associations in each branch of engineering so that the current technologies are discussed for the benefit of the faculty and students. Establish a research center for undertaking Interdisciplinary Research Projects (IDREE) in the Engineering Education. Establish video conference facilities for conducting faculty development programs in collaboration with national and international organizations. Establish a Learning Resources Utilization Center for acquiring online journals and eBooks, reports, reference materials. Establish an alumni interaction cell to get feedback on the curricula, instructional resources and instructional delivery for various programs and revise them periodically.
Synthesis of Administrative Competencies
Do not discriminate the faculty and other staff based on language, cast, religion, sex, disability, and community. Follow the constitutional rights of socially deprived people in selection, promotion and nomination to training programs. Provide easy access to physically challenged people as per the norms. Do not stop the growth of outstanding faculty when they are selected for various overseas training programs when they apply through proper channel. Do not obstruct the faculty members when the apply for advanced programs by utilizing their leave at credit. Encourage the faculty to compete at global level for recognition based on their achievement.
Circulate all the documents regarding government policies, opportunities for foreign programs under bilateral agreement between the countries. Follow the government regulations in fixing the salary, allowances, book grants, travel grants, reimbursement of fees paid for conferences and grants. Develop strategic plan for the faster development of the institute and the faculty. Place the government policies, new programs, new initiatives before the Board of Governors for their consideration and early approval. Follow the ethics in all academic and administrative activities. Maintain responsibilities towards students, staff, and faculty. Display the Board’s resolutions, annual reports and the Service and Recruitment Rules in the institute’s web. Respect the “Right to Information Act of 2005” and the Society’s Act of 1860 in the conduct of Board’s Meeting and follow up. Implement the approved recommendations of the Government in starting fellowship programs and other externally funded development activities. Establish an innovation center and support entrepreneurship development. Collaborate with institutes of the Government. Continuously develop the programs. Periodically evaluate the achievement of the institute and prepare institutional development plans and get the support from the government through the Board of Governors. Support the standing committees of the Board in solving the shortage of faculty Commitment to the values and the mission of the institution. Ability to work in a highly self-directed, proactive and creative manner Excellent oral, written and interpersonal communication skills. Commitment for interdisciplinary engineering and scientific research programs. Experience in supervising a large interdisciplinary professional team. Experience in working with consultancy projects for international development agencies. Commitment for implementing delegation and decentralization to the departments and centers. Constantly monitor the ongoing programs and projects and offer solutions to overcome the constraints.
Apply expertise to maximize institutional performance. Utilize best professional practices in educational management to ensure achievement of institutional results. Ensure effective flow of information regarding strategic directions, emerging trends in the digital technology. Oversee institutional evaluation and efficiency improvement measures that incorporate input from the key internal and external partners. Evaluate the impact of the emerging digital technologies to establish new multidisciplinary programs and projects in the centers of excellence and innovation units. Develop strategic partnerships with Ministry of Industries, Ministry of Science and Technology, Ministry of Space, Ministry of External Affairs, State Higher Education Councils, MNCs, IDAs and national labs to develop knowledge capital. Recognize long-term challenges posed by climatic change due to greenhouse gas emission and take steps to contain them through interdisciplinary research. Resolve highly complex problems due to the impact of the fast- changing economy on the graduate, postgraduate and research programs. Establish and reinforce high performance work team to innovate in various ongoing projects and high- end programs.
Suggested Training and Development Programs for the Senior Faculty before they apply for CEOs post 309 HODS who attended the Faculty Development Programs in the Institutional Administration and Management in 2011 suggested to offer the following courses (Table-1) to the HODs before they apply for the post of CEOs. Table-1
No. 1 2 3 4 5 6 7
Area Leadership Development Ethics Institutional Development Strategic Planning InHouse Faculty Development Curriculum Development Unit Instructional Materials Development Unit
Duration 3 days 3 days 5 days 5 days 3 days 5 days 3 days
8 9 10 11 12 13 14 15 16 17 18
19 20
3 days
in the extension of services of the faculty members for three years by MHRD. The Ministry of Education, China has already introduced peer evaluation in the selection of university presidents.
3 days
Summary
3 days
Based of the group discussions of the HODs who attended management development programs, a list of desirable competencies for the CEOs have been arrived at and presented.
Industry Institute Government Partnership Cell Performance Management Unit Modernization of Labs & Workshops Infrastructure Development Continuing Education Center Complaints and Redressal Unit Case Studies in Edu. Management Communication Portfolio Preparation Any other topic relevant to skill development Visits to well Performing Institutes, Industries and National Labs.
3 days
Exposure to various rules and regulations Budgeting, contracts and maintenance
3 days
3 days 2 days 2 days 2 days 2 days 3 days 5 days
3 days
Suggested Method of Selecting the CEOs for Engineering Institutions
Also, set of management courses have been recommended by them for the prospective candidates who plan to apply for the most reputed CEO post in educational institutes. Conclusion The existing methods of selecting the CEOs of the universities do not consider the outstanding candidates. Hence, a model has been developed based on the outcome of group discussion of the senior HODs of Engineering Colleges and Polytechnic Colleges. This method would ensure the outstanding candidates find in the selection list. References APCA Professional Competency Areas for Student Affairs Practitioners, Rubrics for Professional Development.
When the open advertisements are published for selection of CEOs, many candidates possess outstanding qualifications and experiences, but there not selected. Hence, the following procedure is suggested by the group of 98 HODs who attended the management development programs in 2009.
College of Engineering, University of MissouriColumbia, Job Description- Senior Director of Development
1.
www.universitychairs.ac.uk
2. 3.
4. 5.
The short- listed candidates could be given the cases on institutional administration. They can be asked to solve and propose implementable solutions. Their solutions could be forwarded to a team of three reputed CEOs who completed their tenures, a set of three alumni, a set of three outstanding human resource managers, a set of three auditors and a set of three outstanding students. They can award marks for the solutions suggested by the candidates. Outstanding candidate based on the 15 members team could be selected.
This process would eliminate bias and favoritism in the selection of CEOs. Peer evaluation has been introduced
Community of University Chairs (2014) The Higher Education Cabode of Governance, UK.
Fabrice Henard, Alexander Mitterle, Governance and Quality Guidelines in Higher Education. FIT Competency Model How to recruit Top https://www.entrepreneur.com/article/78598
Talent,
James J. Duderstad, Engineering for a Changing World-A Roadmap to the Future of American Engineering Practice, Research and Education. In Engineering Education for the 21 st Century: A
holistic Approach to meet Complex Challenges cited by Domenco Grasso KIPP Prakash, Aswini Kumar Kar and Nagpal (2010) Social Responsibilities and Professional Ethics for the Deans of Dental Institutions in India, First National Workshop, Dental Council of India, V 4, N2, May-June, 2010, http://dentistryindia/article.php?id=2123 Ming Sheng Li, Hang Pu, Recruiting Returnees: A Survey of Chinese University President’s Perceptions of Foreign-Educated Returnees at Chinese Universities, www.mediacritiques.net/index.php/jme/article/vi ew/151 Process of election of the President of Osaka University www.osakau.ac.jp/en/guide/information/committee/slection /selection www.osakau.ac.jp/en/guide/about/outline/selection
University of Illinois at Urbana Champaign, Illinois, Office of the Vice-Chancellor for Institutional Development, Associate Dean For Development. Steve Pettit, BJU’s Recruiting President, www.greenvilleonline.com/news/local/2014/10/ 16/steve-pettit-bjus-recruitng-prsident/17373583 World Economic Forum (2015) The potential technology to help close the skills gap, Chapter-3. CV of the Author Thanikachalam Vedhathiri, B.E. (1968, Civil Eng., Univ. of Madras), M. Tech. (1970, Soil Mech. and Foundation, IIT Madras), Ph.D. (1975, Civil Eng., Univ. of Madras), M.S., (1988, Instructional System Technology, Indiana University, Bloomington, USA), FIGS, FIE, FFIUCEE, Former Fulbright Scholar, Guided 18 Research Scholars for Interdisciplinary Ph.D. in Engineering
Education, Founder Professor of M. Tech (HRD), Completed 15 faculty development projects under Asian Development Bank, GTZ, UNDP, UNESCO, USAID, and World Bank.