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Higher Education Leadership in the context of RUSA UKIERI – MHRD Consultative Workshop 20 th -21 st November Harpreet Singh B.Venkatesh Kumar.

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Presentation on theme: "Higher Education Leadership in the context of RUSA UKIERI – MHRD Consultative Workshop 20 th -21 st November Harpreet Singh B.Venkatesh Kumar."— Presentation transcript:

1 Higher Education Leadership in the context of RUSA UKIERI – MHRD Consultative Workshop 20 th -21 st November Harpreet Singh B.Venkatesh Kumar

2  Escalating market pressures  Increasing unfunded mandates  Declining public support  Intensifying legislative oversight  Accelerating pace of change  Global competition Global Challenges in Higher Education

3 Challenges facing India’s State University System  Governance Issues  Planning deficit  Quality of teaching and research  Faculty shortages  Financing problems  Academic and examination reforms  Availability of higher educational institutions 3

4 Rashtriya Uchhatar Shiksha Abhiyan- Key Objectives  Improve the quality of existing state institutions by conformity to prescribed norms and standards and adoption of accreditation as a mandatory quality assurance framework  Introduce facilitating institutional structure for planning and monitoring at state level, promoting autonomy in state universities and improving governance in institutions.  Expand the institutional base by creating additional capacity in existing institutions and establishing new institutions  Promote research and innovation by establishing by promoting existing universities into research universities  Create opportunities for states to undertake reforms in the affiliating system  Ensure adequate availability of quality faculty in all higher educational institutions  Correct regional imbalances in access to higher education by facilitating access to high quality institutions in un‐served & underserved areas.  Improve equity in higher education by providing adequate opportunities to socially deprived communities 4

5 Strategic Focus  Financing  Incentivize the States to increase public investment in higher education  Provide flexibility and autonomy to the States in the process of planning and execution  Norm and performance based funding  Ensure the preparation of strategic plans for State higher education system  Governance  Creation of a State Council for Higher Education  Human Resource policy changes (Academic and Non academic staff)  Process re-engineering: Finance facilitation and approvals from government 5

6 Strategic Focus  Quality  Addressing the affiliation model  Mandatory accreditation  Focus on Research & Innovation  Encourage good colleges to become autonomous and/or be upgraded to universities  Access  To ensure one Degree College within every district  Opening of new Universities and expansion/upgradation of existing universities  Strengthening of existing colleges including enhancement of capacity 6

7 Leadership Development in India : an important RUSA priority  A large part of RUSA’s success will depend on leaders  RUSA: Financing + Governance-> Quality  Good leader-> improved governance + strategic and improved resource generation -> quality of institutions  Good leader can transform institution that is not performing well  Prevalent leadership deficit will hinder achievement of RUSA goals and improvement of institutions  Therefore developing HE leadership is a core RUSA priority and fundamental to its success

8 Leadership Development Project under RUSA -> Development of managerial skills that are relevant to all administrative levels  Professionalizing academic administrations and building capacities relevant to efficient management and strategic planning.  Develop skills in utilizing institutional research in planning and decision making

9 Leadership Development Project under RUSA -> Develop leadership skills of incumbent leaders and potential leaders :  Enhance leadership and management skills of existing functionaries  Leadership pipeline: groom potential leaders  Build leadership skills of leaders of nascent institutions: Crucial for Benchmarking of standards and academic growth  Institutionalize system whereby good leaders and meritorious persons are given their due In summary, Create a pool of good leaders

10 Important tasks of leaders under RUSA  Planning: Preparation of Institutional Plan  Lead research improvement and innovation  Faculty improvement  Supervise MIS and documentation and monitor institutional quality - the importance of Institutional Research  Strategic data based decision making  Making best use of increased institutional autonomy  Strategic resource generation  Team Building  Seizing opportunities and planning for long term growth

11 Important tasks of leaders under RUSA  Establish efficient and transparent institutional governance and administration  Effective recruitment of teachers and staff: Merit and excellence should be the only considerations.  Create enabling environment for excellent ideas and functionaries. Abjure patronage, favoritism  Groom future leaders  Establish and inculcate a culture of accountability  Promoting and guiding excellence in teaching and research

12  Is there one thing that he could do as the leaders of his university to guarantee he would be successful in his new role? President of a University, Summer of 1994, in Harvard Poser

13  “Become the living embodiment of the mission of the institution you serve”  “No guarantee ……….but institutions and leaders that are mission driven and democratic in nature were more likely to weather tough times successfully than those with less clear direction and purpose” …..late David Riesman, distinguished American Sociologists, Harvard, 1994 Response

14  Research, Extremely important and should be on everyone's radar Ability to do good research work and possession of research vision Talent hunt and ability to collaborate  Educational( Faculty), Innovation Technology based teaching and learning Integration of research and teaching  And administrative, with some positions combining two or all three types. Managerial skills typically involves hiring (and sometimes firing), resource allocation, alumni engagement and managing the changing and complex roles of faculty, staff and students. Three types of Higher Education Leadership

15  Conflicting Goals, Ambiguous Aims and ever changing boundaries ( Gross & Grambsch, 1974 and Cohen and March, 1974)  Importance of being Mission Driven – broad, overall long term purpose of the institution ( Welzenbach, 1982)  Adjusting to an Ever-Changing Environment ( Chait, Ryan and Talyor, 2005)  Importance of Democratic Partnerships in Advancing the Academy – “inextricably bound” (Kerr, 1964) Principles of Academic Leadership

16 Why Multi-level Leadership? (Ngo Tuyet Mai ) MACRO DECISION LEVEL (Government/Ministry Leadership Actions MESO IMPLEMENTATION LEVEL (Executive University Leadership Actions) MICRO IMPLEMENTATION LEVEL (Departmental Leadership Actions ) A Multi-level Model Of University Leadership

17  It takes away from research and education.  It is hard to gear back into research and education later on.  Leadership requires too much politics, both within an organization and outside.  Leadership usually requires fundraising of some kind.  Leadership requires a skill set you may not have including managing staff and central budgets. Why refuse to lead?

18  Significant impact on the product of the organization.  Improve the educational and research infrastructure,  Foster development of faculty, staff and students to improve the quality of work as well as morale.  Improving the quality of education and student mentoring can result in higher student retention and more successful graduates, which is a key factor in how we are judged.  leadership provides an opportunity and resources for effecting such changes - improving diversity, increasing the focus on teaching and learning, developing centers, or increasing interdisciplinary work,  Finally, leadership offers an opportunity for you to grow professionally, providing new experiences and new contacts - catalyst for organizational change Why Lead?

19 Functions of Leader Leadership is at the core of Performance Management. Following are the functions of a leader: Strategic: Define vision or goal, strategize to overcome constraints and exploit strengths, put resources to best use, use performance data in decision making (University of Mumbai, St. Xavier’s Colleges) Integrative: Integrate separate units, individuals and teams towards achievement of goals. Planning and communication are important. (University of Calcutta) Transformational: Create new vision. Transform organization to achieve vision. Transform organizations stuck in the rut of inertia. Get people out of their comfort zone and inspire confidence. ( University of Hyderabad, Presidency University)

20  Need for more mentors to groom young faculty to take leadership roles  Need to increase talent pipeline through mentoring  Many of the skills required for academic administrative leadership. Some can be acquired on the job. But others require training…. Mentoring for academic leadership

21 Leadership development for Academic administrators: Content  Understanding structure and function and their relationship with the external environment.  Understanding internal processes of decision making and policy and implementation.  Skills for interpersonal relationships and conflict management.

22  Good Governance – accountability and transparency, how to implement them  Efficiency, effectiveness and transparency in routine administrative tasks  Strategic planning; institutional planning, assessment, improvement – budgeting and resource mobilization,  Conflict Management, problem solving and negotiation  Organizational communication, delegation of power and decision making  Human resource management, motivation, leadership styles  Performance management, managing for results and organizational integration  Information management,  Legal and ethical issues  Structures in higher education sector and policy contours Content – Broad Issues

23 Content of leadership development: Four levels/types of modules Type/levelTarget GroupFocus & Content Advanced leadership trainingVC/Pro-VC, Governing Council members – Scholar leaders and enlightened visionaries Policy makers & high level administrators at state and central government levels (including senior functionaries of intermediate bodies) Skills relevant to the highest levels of leadership such as transformational and policy interface. Intermediate Leadership training Registrars, Controller of Exams, Finance and Account Mid-career administrators at state, intermediate bodies and central government Managerial skills and good governance for greater efficiency and effectiveness

24 Content of leadership development: Four levels/types of modules (contd.) Type/levelTarget GroupFocus & Content Basic leadership trainingDeans, Department Chairs in Universities Principals, Vice Principals, HoDs in Colleges Skills relevant to manage leadership positions in Schools/Department and Colleges Introduction to management and leadership Individuals who have demonstrated leadership potential – young and mid career faculty members Individuals who have demonstrated leadership potential – young and mid career administrators (such as Asst. Registrars) Basic principles of management and leadership for individuals about to assume greater leadership responsibilities

25 Components of HE leadership Programme Eight Regional Conclaves/consultation  Dissemination of Information on RUSA (focus on clarifying actions and reforms to be taken up by states, esp related to preparation of HR systems and processes)  Participatory Needs Assessment and Strategic Planning : inputs from stakeholders on felt needs and critical gaps + networking with stakeholders and mutual learning

26 Components of HE leadership Programme Leadership Development Template  Stakeholder inputs expressed in conclaves would shape leadership development template.  Template would be used for development of customized programmes and modules for different levels of leaders (mentioned earlier) and also for leaders in different academic programmes/fields.

27 Delivery Methods in HE Leadership Programme Mainly interactive Pedagogy  Workshop  Presentation  Case study analysis  Small group activities  Experience sharing  Online modules/course materials  Forums for participant interaction

28 International Collaboration  International best practices introduced in curriculum through collaborations with Yale University ( in partnership with IIT K and IIM K, Penn State and Rutgers University ( with TISS under OSI),  Design team will work with advisory committee drawn from International Higher Education Forum

29  All those undergoing training under this scheme should be provided appropriate leadership positions at the institutional level in accordance with established procedures.  All the participants of such training programmes shall be tracked periodically to ensure that the knowledge acquired from such programmes is applied at the institutional level.  Preference in selection for training shall be given to those faculty/educational administrators who are below the age of 50 and have demonstrated leadership skills in their respective institutions.  Women faculty shall be highly encouraged to participate in this program. Future Commitments under Leadership Development Program (RUSA)

30 Continual Crisis, Vulnerable and failing Sound, Authentic, Creative, Empowerin g leadership Healthy, Productive, Sustainable Academic Institutions and Programs Dysfunctional to Functional Institution: Role of Leadership

31  Institutional decisions are made on a core mission and a set of values  Institutional adaptation to environmental changes is in alignment with mission and core values  Institutional leaders seek to create and foster democratic partnerships with myriad constituents Successful Higher Educations in 21 st Century – 3 key characteristics

32 Successful Educational Leaders Hold the Key to Unlock a Vision Copyright © Allyn &Bacon 2007


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