A Triangle-Approach to Institutional Learning and Growth
International Conference on Accreditation for Institutional Learning and Growth, Organized by Association of Management Development Institutions in South Asia (AMDISA), 8 December 2015, Hyderabad, India: 103-107
6 Pages Posted: 18 Oct 2016
Date Written: 2015
Observation shows that the Management Schools or Management Development Institutions (MDI) in South Asian regions are hardly well managed. The reasons can be attributed by the lack of effectiveness of management systems of the university, as a whole, that starts from the functional level and continues till the policy making level. At the functional level, teachers and officers are the key and at the top level it is the Trustee Board for private university and the Government or University Grants Commission (UGC) for public university. Management School of a university is in the middle of this spectrum. Sometimes, management schools have strong desire for achieving quality in teaching and learning process but the other parts of the spectrum are not ready to support it. Therefore, management school alone is not enough to improve the quality in teaching and learning process of a university. Quality of teaching and learning determine quality of education and quality of education (QOE) determines the quality of human resources of a country (Prasad, 2007; Sinha, V. & Subramanian, K. S. 2013). QOE refers to the fulfillment of needs of a society concerning the standards of living, growth and development, physical survival in a complex and globalized world. QOE also implies the education that empowers the recipients with relevant skills, knowledge, ideas, values and attitudes needed to make decisions in their lives and work (Ndiomu, 1989; Romina Ifeoma Asiyai, 2013). As organizational growth depends on QOE, institutional learning acts as instrumental in the process. Research identified five pillars of institutional learning such as, learning effectiveness, cost effectiveness and institutional commitment, access (Online) to wide variety of programs and courses, faculty satisfaction, and student satisfaction (Janet C. Moore, 2005; Skender B., 2014). Poor Indoor Environmental Quality (IEQ) like thermal comfort, acoustic comfort, lighting and indoor air quality in academic building are also important for quality of education and institutional learning (Sulaiman, et. al., 2013).
Institutional learning and growth depends on the support of different stakeholders of a university. A number of external actors or factors are responsible for the poor quality of education of a university. All of these factors may be classified into three groups. Factors that are concerned with teaching and research like teachers, students, administrators are categorized under teaching and research group. Actors concerned with different types of interests like philanthropic interest of trustees as internal group and guardians, employers, social groups as external groups categorized under stakeholder group. The third group of actors is concerning with the macro environmental factors like government, UGC, globalization of education, research and consultancy that are grouped under environmental factors (Qiang, Z., 2003). The macro environmental factors are related to political, economic, social, technological, legal and environmental issues that are popularly called PESTLE. Now, we shall see how these factors are concerned with the quality of education and effectiveness of institutional learning and growth of a university.
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