Management Process and

Leadership
11 ma.n ~ cit ~ ~ ~ ~ t. 31:tt 3ml
cf; ~ it <if ~ MlChd:4 Ch1' ~ 7:fiT amtr{ m

il ~ om ~ Chl~orf ~ ~ ~ ~ ~
fqt:t£H113IT cit ~ ~ ~ ~ cit 'f"l ~ ~
~il"

'Education is a liberating force, and in

our age it is also & democratising force,
cutting across the barriers of caste and
class, smoothing out inequalities imposed
,'. by birth and other circumstances"
- Indira Gandhi
 ..
~.~.
~ I
.' .Ignou
'f"E PEOPLE'S
. UNIVIERSI 'Y

Indira Gandhi
MES-046
Higher Education

National Open University •

School of Education

Block

3
MANAGEMENT PROCESS AND LEADERSHIP
UNIT 7
Emerging Leadership 5
UNIT 8
Management Processes in Higher Education Institutions 18

\
-,
Expert Committee
Prof. B.N. Koul Prof. s.v. Shah
Former PVC Group of Adult Education
IGNOU, New Delhi School of Social Sciences
JNU, New Delhi
Prof. c.R.K. Murthy
STRIDE Prof. Neerja Shukla
IGNOU, New Delhi NCERT, New Delhi

Prof. Nalini Puneja

Prof. Kalpana Mishra
NUEPA, New Delhi
Director, Planning Division
IGNOU, New Delhi Dr. Sailja
Reader, Dept. of Education
Prof. G Natesan DU, Delhi
Head (Education), Distance Education
Madurai Kamaraj University Dr. Savita Kaushal
Madurai, Tamil Nadu NUEPA, Delhi

Course Team
Unit Writers Course Coordination
Prof. C.B. Sharma
Dr. Madhu Chitkara
School of Education
Chitkara University, Punjab
IGNOU, New Delhi
Dr. Sangeeta Pant
Content Editing
Chitkara College of Education
Prof. C.B. Sharma
for Women Chitkara University
School of Education
Punjab
IGNOU, New Delhi
Ms. Preety Chawla
Chitkara College of Education
for Women Chitkara University
Unit Design & Format Editing
Punjab
Prof. C.B. Sharma
Dr. R.S. Grewal School of Education
Chitkara University IGNOU, New Delhi
Himachal Pradesh
Secretarial Assistance
Language Editing
Ms. Kamlesh
Ms. Roma Banerjee
School of Education,
Independent Consultant
IGNOU
Social Development

Material Production
Psef. N.K. Oash Mr. S.S. Venkatachalam
r· rector,
1 School of Education A.R. (Publication)
If J '{OU, New Delhi SOE,IGNOU

February, 2014
© lndira Gandhi National Open University, 2014
ISBN : 978-81-266-66~9v'
All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any
other means, without permission in writing from the lndira Gandhi National Open University.
Further information' on the Indira Gandhi National Open University courses may be obtained
from the University's Office at Maidan Garhi, New Delhi-l10068.
Printed and published on behalf of the Indira Gandhi National Open University, New Delhi by
Director, School of Education, IGNOU, New Delhi. .
Laser Typeset by Tessa Media & Computers, C-206, A.F.E.-I1, Okhla, New Delhi.
Printed at : Akashdeep Printers, 20-Ansari Raod, Daryaganj, New Delhi-l l 0002
MES-046 HIGHER EDUCATION

Block 1 Managing Higher Education Institution: A Perspective

Unit 1 Higher Education: Historical Perspective
Unit 2 Globalisation of Higher Education
Unit 3 Major Emerging Policy Initiatives

Block 2 Structure of Higher Education

Unit 4 Higher Education Institutions: The Structural Basis at
Macro Level
Unit 5 Higher Education Institutions: Governance at University
Level
Unit 6 Higher Education Institutions: Governance at College
Le-vel

Block 3 Management Process and Leadership

Unit 7 Emerging Leadership
Unit 8 Management Processes in Higher Education Institutions

Block 4 Contemporary Aspects on Institutional Management

Unit 9 Management ofInfraStm~iure and Financial Resources
Unit 10 Management of Human Resources and Instructional
Planning
Unit 11 Management of Material Resources
Unit 12 Emerging Concepts of Management
 BLOCK INTRODUCTION

In blocks 1 and 2 of this course you have already read about the various issues
pertaining to the structure and management of higher education institutions.
Emerging issues like latest policy initiatives, governance and impact of
globalization on educational institutions have already been discussed. However,
at this juncture, it is felt that anyone who wants to develop a thorough
understanding of education management shall have to be exposed to the various
management process and leadership concepts applicable to educational
institutions. This block therefore, is dedicated to improving understanding of
the same.

The objective of this block is to familiarize you with the various management
principles, functions and leadership concepts and their implementation in
educational institutions. After going through this unit you will be in a position to
relate management strategies and leadership styles with the various functions
and outputs of educational institutions.

This block consists of two units, unit 7 and unit 8. Unit 7 endeavors to shed light
on the concept of leadership as applicable to educational institutions. Some of
the concepts that have been discussed are the impact of leadership on student
learning, the prerequisites to effective education leadership and the role of the
government in education management. Unit 8 focuses on management processes
in higher educational institutions. In this unit need for implementing appropriate
management techniques in higher educational institutions have been discussed.
The idea is to enable the incorporation of the narrated management concepts in
the strategic thought of the reader first and application henceforth.
UNIT 7 EMERGING LEADERSHIP

Structure
7.1 Introduction
7.2 Objectives
7.3 Defining Leadership
7.4 Leadership Styles and their Influence on the Learning Process
7.5 Leading a Higher Educational Institution
7.6 Traits of a Good Educational Leader
7.7 Impediments to Effective Education Leadership
7.8 Strengthening Education Leadership
7.9 Role of Government in Education Leadership
7.10 Education Leadership in the 21 st Century
7.11 Summary
7.12 Unit End Exercises
7.13 Further Readings
7.14 Bibliography

7.1 INTRODUCTION
During the last decade and half, educators, psychologists, critics as well as policy
makers have accepted the crucial role of effective education leadership in
augmenting classroom learning. In fact, when considering the impact of
educational institutions on the learning process, leadership is considered an
extremely important factor second only to classroom instruction. Effective
leadership is believed to have the capacity to positively influence the attitudes,
behavior, thinking as well as the level of achievement of students. Owing to this
fact many researchers are today engaged in investigating the links between
leadership and student learning.

7.2 OBJECTIVES
After going through this unit you should be able to:
• Explain the impact of leadership on student learning;
•. Discuss the various leadership styles and their influence on the performance
of educational institutions;
• Explain the prerequisites to effective education leadership; and
• Map the government's role in education leadership.

7.3 DEFINING LEADERSHIP

In this section, we shall try to answer the basic question: what is leadership?
The word 'leadership' conjures in our minds images of dynamic and awe-inspiring
individuals who have led nations, revolutions, armies or corporates and have 5
Management Process and inspired fervor among followers. History is replete with stories of their exploits,
Le=dership
though the reasons for their influence remain an unexplored area.

Past researchers have made a number of attempts to define leadership. Some of

the representative definitions have been given in Table 7.1.

Table 7.1: Some representative definitions of leadership

• Leadership is "the behavior of an individual. .. directing the activities of
a group-toward a shared goal." Hemphill and Coons, 1957, p.7.

• Leadership is "the process of influencing the activities of an organized

group towards goal achievement." Rauch and Behling, 1984, p. 46.
• "Leadership is the ability to influence a group toward achievement of
goals." Robbins, 1996.

• "As a process leadership is the use of non coercive influence to direct

and coordinate the activities of group members to meet a goal."
Mooorhead and Griffin, 2009.

• Leadership is "the act of making an impact on others in a desired

direction." Pareek, 2009, p. 551.

• Leadership is "to get. .. people excited about a compelling cause that

contributes to the lives of others." Sharma, 2010.

As can be seen from table 7.1, each author has his / her own individual perspective
on leadership, though most of them agree on one basic premise: they believe
leadership to be a process by virtue of which an individual (the leader) exerts
influence on other individuals (the followers) to intentionally facilitate an end.
They however differ in their opinion of how this influence is exerted or the end
facilitated.

In the context of education leadership, this phenomenon may be described as the

process through which the head of an educational institution, be it the chancellor,
vice-chancellor, director, principal etc., with the help of the teachers facilitates a
change in the behavior of the students, with an aim to augment student learning.

Since diverse views exist on leadership, many researchers have gone to the extent
of calling it an abstraction not worthy of being a scientific construct. Some have
even called it a romantic myth based on false anticipations. However, in spite of
being widely criticized, there exists consensus among researchers on the fact
that effective leadership is mandatory for successful organizations. It is believed
to be a real and powerful influence in organizations, institutions and societies
and a substantial reason for organizational success. One scholar has even remarked
that it is the quality of leadership that distinguishes successful organizations
from the unsuccessful ones.

This unit examines the above claims in the light of education leadership and its
impact on the students.

6
 Emerging Leadership
7.4 LEADERSHIP STYLES AND THEIR
INFLUENCE ON THE LEARNING PROCESS
The extent to which a leader allows himself / herself to be influenced by others
determines his / her leadership style. Leaders are considered autocratic if they
don't allow or allow very little participation of others in decision-making. Where
leaders share problems with their subordinates / followers and solicit their opinion
on various alternative solutions and together reach a consensus, their style of
leadership is called participative. In between autocratic and participative, the
style of leadership is called consultative.

In educational institutions there exist many leaders. Experts on the subject believe
that though the heads of the various sections of the institutions are the most
prominent leaders in educational institutions, the leadership styles of other leaders
too, such as instructors, administrators, parents etc. involved in decision making
significantly influence not on~y learning but also achievement among students.
Traditionally, fatter decision making structures (decision making structures which
allow higher participation of all stakeholders in the decision making process)
are known to be more effective. Since the participation of all concerned is invited,
the resultant decisions, which are a corollary of collective leadership, tend to
improve learning in educational institutions. Statistically, such institutions are
known to perform better than those in which the heads practice autocratic
leadership. To cite an example, it has been observed that in educational
institutions, which have bodies such as student council, student welfare
association etc., students are active members of the decision-making process.
Their participation not only improves the quality of the decisions, but also the
acceptance of the decisions among other students.

In the context of higher education, shared leadership deserves special mention

since there isa direct and proportional relation between this style of leadership
and student achievement. Institutions in which it is practiced show a high degree
of trust between the head of the institution and teachers and also between the
teachers and the students. This not only leads to improved instruction and learning
but also higher student achievement.

7.5 LEADING A HIGHER EDUCATIONAL

INSTITUTION
The head of the institution plays a central role in education leadership and hence
learning can significantly improve if the head adopts a leadership style conducive
to effective pedagogic activities. The following are some leadership practices,
which can help achieve this end:

The heads of the institutions are the most important leaders in educational
institutions, but high performing institutions distinguish themselves by drawing
the benefit of the leadership of teachers too. The interest of the students can be
better taken care of, if the inputs of the teachers while taking decisions are sought.
Hence, by encouraging teachers to act as leaders, learning in educational
institutions can be improved.

7
Management Process and Further, the heads of the institutions can also improve the learning environment
Lead •••snip
by creating a "professional learning community," supported by an environment
wherein the teachers share their teaching expertise with each other. Learning
among teachers as well as students in this way can be substantially enhanced and
the institutional head has a crucial role to play in the development of such a
culture. By adopting a participative leadership style and freely sharing information
with the teachers, the head can motivate and encourage teachers to develop
learning communities targeted at academic excellence. This is one of the finest
known methods of developing and sustaining an intellectual talent pool.

Learning inputs also improve substantially, when heads place faith in their
teachers. This enhances the performance of the teachers, which positively
influences student learning. This results in higher student achievement. This
argument is supported by the findings of many researchers across the world.

Furthermore, the heads of educational institutions must focus on the development

of the professional capabilities of teachers to improve student learning. This can
be done by first identifying the gap between the existing and desired skills of
various faculty members and subsequently enrolling them for various professional
development training programs and workshops to bridge the identified gap. The
heads of the educational institutions must also ensure the development of
organizational capabilities necessary to support the professional development of
teachers.

Another aspect, which the educational leaders must take care of, is the morale of
the teachers. They must ensure that the morale of the teachers is high 'at all times.
Constant motivation and incremental improvements in the work settings are
known to be effective and easy ways of improving the morale of the teachers.

Lastly, leaders of educational institutions, by encouraging the development of

sound relationships of the institute with parents and the community can also
solicit the cooperation of both in improving student learning. For example, active
support of the alumni and the industry, which is to ultimately absorb the students,
can prove to be extremely helpful in preparing the students to face the real time
challenges that they are likely to face when employed. They can make the students
conversant with the actual business environment, thereby preparing them better
to be successful professionals.

After having read this section, you have become familiar with the practices,
which make education leadership effective. In the next section, you shall read
the traits of successful educational leaders.

Check Your Progress 1

Note: Answer your questions in the space provided below.
1) Briefly discuss the concept ofleadership as applicable to an educational
institution.

8
 Emerging Leadership
2) Assuming yourself to be the director of a management institution, enlist
three ways, which will make your leadership effective.

7.6 TRAITS OF A GOOD EDUCATIONAL LEADER

In the previous sections, we have discussed the importance of good education
leaders. Now, in this section, we shall explore the traits of a good education
leader.

Education leadership is a nascent phenomenon, which has gained the attention

of researchers only recently. As a result, models on traits of successful education
leaders are still evolving. Different researchers have different opinions on the
subject and lack consensus. However, the following seven characteristics are
found to be common among most models:

Instructional leadership
The ability to provide instructional leadership has been identified as the most
important characteristic of an education leader by manyresearchers. Instructional
leadership comprises development of curriculum and assessment systems,
development of instruction and learning strategies, evaluation of programs,
supervision etc. It is therefore important for educational leaders to have an in-
depth understanding of teaching and learning practices, innovative pedagogical
measures, problem solving skills and knowledge assimilation processes. In .
•
addition to' possessing the above skills, they must also be willing to provide
support, guidance and informed feedback to all involved in the process of teaching
and learning.

Management skills
, . ~.,
There is much debate about whether leadership can be separated from ,",

management and most critics feel that both are inseparable. A leader cannot lead
effectively if he / she is not a good.manager and hence much stress is laid onthe i ,";,.

managerial skills of a leader.

It is believed that educational leaders like corporate managers must possess

knowledge of all functional areas of management, such as finance, marketing
and human resources, since it comes handy in taking decisions with respect to
resource allocation, budgeting, staffing, motivation etc. These issues have become
specifically important owing to the latest reforms in education.

" 9
Management Process and Communication competence
Leadership
Good negotiation skills, ability to handle media effectively and sound people
and relationship skills are the halh:!1arkof a good educational leader and all these
skills have their base in good oommunication skills. Needless to say, a successful
education leader must be an effective communicator too.

Collaboration technique
Strong leadership is always "more than hierarchalleadership." This means that
strong leaders have a collaborative leadership style and are not intimidated by
the participation of others. This stands true for education leaders too. Good
educational leaders are known to promote the involvement of teachers and parents
in decision-making. They solicit and consider the views of all possible by
encouraging consultation. Such practices heighten student outcomes and enhance
the respect of teachers, creating a win - win situation for all.

Further, it is believed that collaboration with the community is equally important.

Time and again it has been suggested that successful educational institutions are
characterized by a strong community support and the leader of the institution
has a central role to play in getting this support.

Vision
All successful educational leaders must have a distinctive vision for their
respective institutions, chalk out a realistic plan of how it can be achieved and
finally should be able to effectively share it with others. It is their responsibility
to ensure that their vision is shared and understood in the desired way. Also, they
should be able to communicate their vision in a way that pervades all aspects of
culture and results in the creation of a network of likeminded teachers and parents.

Though specific missions may vary from one institution to another, the existence
of an articulated, well-shared vision is visible in all effective educational
institutions. And in most cases, the credit for it goes to the leader.

Ability to change
Massive reforms in the education sector are expected in the coming decades and
in order to handle them effectively education leaders must have the capability to
initiate and manage change efficiently. They must be adept at creating internal
mechanisms that soften the process of transition. They must have a feel of the
pulse of the teachers, staff and students and utilize that information in anticipating
change and devising strategies to handle it successfully.

Education institutions all over the world have a work force, which is known to
be less flexible than its counterparts in other set-ups. They are typically
characterized by behaviors and beliefs, which are deeply entrenched and hence
difficult to modify. This presents a difficult task for education leaders who must
challenge these behaviors and beliefs to pave way for innovation. Thus education
leaders must not only have the ability to change themselves, but also they must
have the ability to facilitate change in others.

Ability to take risk

Just as it is important for leaders to have managerial skills, so also are
entrepreneurial skills important. In their own right education leaders are also
10
entrepreneurs and must have the ability to take risk, exploit opportunities and Emerging Leadership
develop effective networks of all stakeholders - their juniors, seniors, the
government and the community.

Not only must the education leaders be risk savvy themselves, but also they
must encourage their teachers to take risk. The education industry like any other
industry in order to meet the ever-changing demands of the environment must
constantly innovate and all innovations involve some degree of risk. To cite an
example it can be said that introduction of a new pedagogical style or a new
assessment strategy involves risk - the risk of its acceptance by students, the risk
of its being relevant etc. Hence, the ability of take risks and encourage others to
take risk too makes good education leaders.

There is debate going on at present with regard to which of these traits are intrinsic
and which can be inculcated and developed. Researchers have reached no
consensus since some believe that these traits are inherent and cannot be
developed, while some others believe that these traits can be inculcated through
effective external influence. Owing to this belief, the researchers who belong to
the latter school of thought are constantly attempting to devise training programs
to inculcate leadership traits in education leaders. Some critics have gone to the
extent of suggesting that all education leaders must be made to undergo these
training programs before they are considered fit for being education leaders.

To conclude, it can be said that most researchers believe that in order to be

successful, educational leaders must possess some specific traits, such as the
ability to provide instructional leadership, the ability to collaborate, change and
take risk, effective communication and management skills and a strong and clear
VISIon.

After reading about the traits, of successful leaders in this section, the next section
shall introduce you to the impediments to effective education leadership.

Check Your Progress 2

Note: Answer your questions in the space provided below.
I) In your opinion, which are the traits you need to inculcate in order to
become an effective education leader.

2) Briefly discuss whether or not leadership traits can be inculcated through

external influence.

11
 Management Process and
Leadership ·7.7 IMPEDIMENTS TO EFFECTIVE EDUCATION
LEADERSHIP
This section deals with the commonly encountered impediments to the
development and practice of effective education leadership.

Research has shown that there are many reasons why education leadership fails.
Of all the problems cited, the most common education leadership problem is the
high turnover of educational leaders. Though there exists no ideal term for which
the head of an educational institution must serve, a term of five or greater than
five years is preferred. Contrary to this thumb rule, most heads (roughly eighty
percent) serve for a period of less than five years. This nullifies the positive
cultural changes administered by the head. Also, if the turnover of the educational
leader is high, a lot of student time and effort is wasted in continually assimilating
and adapting to the cultural and pedagogical changes initiated by new leaders.
This leads tostunted student learning and achievement.

Further, lack of competent leaders in the education industry has created a severe
"leadership deficit," especially at the lower and middle levels (at the level of
department chairs). This deficiency has been instrumental in minimizing the
overall efficiency of the top leaders, since the top leaders can only successfully
operate if supported suitably by middle and lower level leaders.

Furthermore, in higher educational institutes, more often than not, the heads are
not trained to meet the challenges of participative / shared leadership. This style
of leadership though known to yield better results than any other style; is rarely
practiced, manifestations of which are seen in poor student learning or
achievement.

7.8 STRENTHENING EDUCATION LEADERSHIP

The last section dealt with the commonly encountered hindrances to the practice
of effective education leadership. In continuation with the same, this section
deals with how to overcome these impediments.

Though a large body of researchers has investigated the problem at hand, experts
on the subject, believe that the following four - pronged approach can substantially
improve the quality of education leadership:

Conducive regulatory environment

It is believed that a supportive regulatory environment can go a long way in
improving the quality of education leadership in institutions.

Leadership policies
Education leadership policies at various levels of hierarchy must support and
complement each other. This rules out any possibility of confusion and improves
the effectiveness of education leadership.

Proper selection
Effective leaders are a prerequisite for successful educational institutions. Hence,
-;: 12 they must be selected after due diligence.
Effective training Emerging Leadership

Education leaders must be effectively trained since effective training can

substantially improve the quality of education leadership.

In the last section, we discussed that the scarcity of good educational leaders is
an impediment to effective education leadership. Training is the solution to this
problem. With the help of proper training, leadership traits can be inculcated
among educational leaders. This will help in improving the quality of their
leadership, which will have a direct bearing on student learning and achievement.

7.9 ROLE OF GOVERNMENT IN EDUCATION

LEADERSHIP
After familiarizing you with the various concepts and applications of education
leadership, this section is discusses the role of the government in education
leadership.

In every country the ultimate education leader is the government. Its policy makers
and education leaders, though far away from the seat of actual instruction, play a
pivotal role in the development of education policies, through which they
influence classroom learning. Their primary role is to develop a regulatory
approach, which while focusing on student achievement provides a
comprehensive guidance to educational institutions.

The government is responsible for devising a regulatory mechanism that supports

a system of learning aimed at the holistic development of students. It does this in
conjunction with an acknowledgement of. the requirements of educational
institutions and the student community, thereby providing for a participative
model of leadership. Further, while on one hand it provides educational
institutions, the legal and regulatory framework to which they must comply, on
the. other hand it also regularly monitors the performance of educational
institutions through inspections and checks. However, all through this process,
the government provides educational institutions the flexibility to determine how
to operate.

The government also provides financial aid to meet the requirements of

educational institutions wherever necessary. It singularly provides the maximum
funding to the education sector in India and most other countries worldwide.
Furthermore, it also provides for the professional development of instructors as
well as administrators.

7.10 EDUCATION LEADERSHIP IN THE 21ST

CENTURY
.
Knowledge and skill empowerment are mandatory in order to meet the challenges
of the 21 sI century. Both these can only be acquired through quality education
and effective education leadership tops the list of prerequisites for imparting
quality education. It can thus be said that education leadership is of vital
importance in the 21 st century. .

13
Management Process and There thus exists a need to ensure the presence of effective educational leaders
~eadership
in educational institutions, who should be able to revamp the existing system in
favor of a more learning centric system, better suited to meeting the needs of the
21 st century. Since drastic changes in the pattern of education are expected in the
current century, education leaders must be trained to effectively manage the
dynamics of change while keeping the teachers motivated.

Check Your Progress 3

Note: Answer your questions in the space provided below.
1) Briefly discuss the reasons why education leadership fails.

2) Suppose you have been entrusted the responsibility of devising a training

program to prepare teachers to take up leadership positions in your
institute. Which points would you keep in mind?

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

. 0 •

3) Suppose you are the head of an educational institution. What help would
you expect from the government.

7.1f--SUMMARY'
Different authors have defined leadership in different ways though they all share
the basic assumption that it is a process, which concerns with exertion of influence
by an individual on other individuals. This influence is aimed at the performance
of a collective task, generally referred to as the outcome of the attempted influence.
It is believed that when atpplied to education leadership, the desired outcome of
this exerted influence is unproved student learning.
14
Different researchers have established a conclusive link between effective Emerging Leadership
education leadership and student learning and achievement. They believe that it
is an important factor influencing learning among students, second only to
classroom instruction.

There exist different styles of leadership depending upon the extent of

participation that a leader solicits while taking decisions, however the best style
suited to education leadership is the participative or collective style ofleadership.
This style encourages participation from all stakeholders: the teachers, parents,
administrators and even students where ever possible. Since the views of all are
incorporated, the overall quality of student learning is enhanced. This style of
leadership is in contradiction to the autocratic style of leadership where in the
head of the institution takes all decisions without consulting others. The results
of this style of leadership manifest themselves in the form of a negative impact
on student learning and achievement.

The most prominent .leader in an educational institution is its head. It is his

leadership that has a maximum influence on student learning as against the
leadership of teachers and other administrators. His leadership is thus crucial
and consequently must facilitate effective learning.

Learning can be significantly improved if the head develops organizational

capabilities that support effective learning. This can be achieved through the
development of learning communities where teachers freely share learning
resources, focus on development of professional competencies among teachers,
constant motivation by the head, existence of a high level of faith between
institutional leaders and teachers, development and sustenance of a positive work
environment and fostering sound relationships between the institution and the
parents.

Most leadership critics opine that effective education leaders must possess six
basic leadership traits, namely: instructional leadership, management skills,
communication and collaboration skills, vision, ability to change and the ability
to take calculated risks. Further, there exist diverse opinions on whether these
traits are inherent in a person's personality or can be inculcated through effective
external training.

The commonly encountered impediments to effective education leadership are

high turnover of the leaders, undertrained leaders / lack of competent leaders.

The ultimate education leader is the government responsible primarily for the
development of a regulatory environment / policy framework which supports
holistic learning among students and professional development among teachers.

Education leadership can be strengthened through careful selection of education

leaders, adequately training them and developing the requisite support structure
to help them effectively discharge their duties.

In the 21 st century drastic changes in the pattern of education are expected making
the role of education leaders crucial. Learning, unlearning and relearning, which
is expected to consistently happen shall present intricate challenges for education
leaders. They must thus be adequately trained and prepared to handle.

15
Management Process and
J _-adership 7.12 SELF ASSESSMENT QUESTIONS
1) Discuss the role of effective education leadership in augmenting student
learning. '

2) Which style ofleadership is most suited to the development of a professional

learning environment in higher educational institutions? Give reasons for
your answer.

3) Which criteria in your opinion can be used to evaluate the effectiveness of

education leadership? Explain in detail.

4) Write a comprehensive note on the impediments to effective education

leadership and how they can be overcome.

5) "The government of. a country is the ultimate education leader of that

country." Do you agree? Discuss in detail.

6) Discuss in detail the role of education leaders in the 21 st Century.

7.13 FURTHER READINGS

1) Moorhead, G. and Griffin R. W., "Leadership." In Introduction to
Organizational Behavior (1st Indian ed.), Cengage Learning India Pvt. Ltd.,
2009, pp. 276 - 313.

2) Pareek, U., "Leadership Theories and Styles." In Understanding

Organizational Behavior (2nd ed.), Oxford University Press, 2009, pp. 550
- 578.

3) Robbins, S. P. "Leadership." In Organizational Bebavior: Concepts,

Controversies and Applications. Prentice Hall.

4) Yulk, G, Leadership in Organizations (6th ed.), Pearson Education Inc., 2008.

7.14 BIBLIOGRAPHY.
Central Office Transformation for District - Wide Teaching and Learning
Improvement. Centre for the Study of Teaching and Policy (University of
Washington), 20'10.

Hemphill, J. 'K. and Coons, A.E. "Development of the leader behavior description
questionnaire" in R. M. Stogdill and A. E. Coons (Eds.) Leader behavior: Its
description and measurement. Columbus: Bureau of Business Research, Ohio
State University, 1957, pp. 6-38.

Knapp, M. S., "Learning - focused Leadership and Leadership Support: Meaning

and Practice in Urban Systems" Center for the Study of Teaching and Policy
(University of Washington), 2010.

Kouzes, J. M. and Posner, B. Z., The Leadership Challenge: How to Get

Extraordinary Things Done in Organizations (2nd ed.), San Francisco: Jossey-
Bass, 1995.

16 ..
 Louis, K. S. et al, Learning from Leadership: Investigating the Links to Improved Emerging Leadership
Student Learning. Centre for Applied Research and Educational Improvement
(University of Minnesota) and Ontario Institute for Studies in Education
(University of Toronto), 2010.

Moxley, R. S. and 0' Connor - Wilson, P. "A Systems Approach to Leadership

Development" in C. D. McCauley, R. S. Moxley and E. Van Velsor (eds.), Centre
for Creative Leadership Handbook of Leadership Development. San Francisco:
Jossey - Bass, 1998, pp. 217 - 241. '

Mumford, M. D., "Leadership in the Organizational Context: Some Empirical

and Theoretical Considerations." Journal of Applied Psychology, 16, 1986, pp.
508 - 531.

Nevis, E. c., Dibella, A. J. and Gould J. M., "Understanding Organizations as

. Learning Systems." Sloan Management Review, Winter, 1995, pp. 73 - 85.

Noe, R. A., "An Investigation of the Determinants ·of Successful Assigned

Mentoring Relationships." Personnel Psychology.Al , 1988, pp.A57 - 479.

0' Brien, G. E. and Kabanoff, B., "The Effects of Leadership Style and Group
Structure upon Small Group Productivity: A Test of the Discrepancy Theory of
Leader Effectiveness." Australian Journal of Psychology, 33 (2),1981, pp. 157
'""'158 .

. Rauch, C. F. and Behling, O. "Functionalism: Basis for an alternate approach to

the study of leadership." In Leaders and Managers: International Perspectives
on Managerial Behavior and Leadership (1sted.), Elmsford, NY: Pergamon Press,
1984, pp. 45 - 62.

Rotherham, A. J. and Willingham, D., "Teaching for the 2pt Century."

Educational Leadership, 67 (1),2009, pp. 16 - 21. In Education (University of
Toronto), 2004.

Sharma, R. Leadership Wisdom: The 8 Rituals of Visionary Leaders, Jaico

Publishing House, 2010.

17
 UNIT 8 MANAGEMENT PROCESSES IN
HIGHER EDUCATION
INSTITUTIONS

Structure
8.1 Introduction
8.2 Objectives
8.3 Expansion of Higher Education Institutions (HEIs) in India
8.4 Management in Higher Education Institutions
8.5 Understanding the Concept of Management
8.6 Functions of Management in Higher Education Institutions
8.7 Strategies for Managing HEIs
8.7.1 Environmenta1Analysis
8.7.2 Participative Management
8.7.3 Balance Scorecard
8.8 New Paradigms in HEI Management
8.9 Summary
8.10 Unit End Exercise
8.11 Further Readings
&

8.1 INTRODUCTION
Management is desirable in all types of organized activities. Moreover,
management processes are applicable to all types of organizations. Any group of .
two or more people working to accomplish a goal and having resources at its
disposal is engaged in management. With the emergence of global economies it
is now obligatory to gain knowledge on the principles & processes of management
for all kinds of people in all kinds of organizations across the world. In this fast
changing world higher educational institutions are behaving similar like other
business setups, thus, a clear understanding of the managerial function and
management processes is very much required. This unit contains the information
about all management functions and processes in general and management in
higher education institutions in particular. The aim is to develop, in students, a
deeper understanding of management functions and processes, outlining their
basic elements and operating characteristics, and exploring how they are best
influenced and led.

8.2 OBJECTIVES
After going through this unit, you will be able to :
• I
• Understand fundamental concepts of management including the principles,
functions and importance of management processes in any organization,
• Relate management processes in the context of higher education institutions
(HEIs), and
18
• Review the innovations and new paradigms in managing higher educational Management Processes in
Higher Education
institutions (HEIs) Institutions

8.3 EXPANSION OF HIGHER EDUCATION IN

INDIA
India has experienced appreciable growth in the number of institutions of higher
education during last six decades and particularly since 1990. This growth has
already been possible because of the increase in the number of State Universities
and colleges public as well as private. Though the government supported higher
education through public as well as private colleges in the form of grant-in-aid
colleges, yet the private colleges which were managed by committees or trusts
enjoy their autonomy in most of the decisions regarding admission, enrolment,
and awarding the degrees and this autonomy further led to the emergence of
institutions 'Deemed to be Universities'. The period since 1990 has also seen
the emergence of private universities, Between 19S0 and 2008, the number of
universities has increased from 20 to about 431, colleges from SOO to 20,677.
According to an estimate in a UGC report by the year 2012 additional 2S02
colleges would be required during 11th plan in addition to 11699 general colleges
in 200S.(See Table 8.1) With this rapid expansion in higher education institutions
(HEI) there is a need to devise appropriate management processes to run these
educational institutes effectively.

Table 8.1: Number of Universities and Colleges Required-An Estimate

Criteria Restructuring Projection

Total Addi- Total Addi-

tional tional
Enrolment Criteria Norm (i) 20000 per university 646 309 1072 735
(inclusive of VG Norm (ii) 30000 per university 430 93 715 378
and PG) -
College Criteria Norm (i) 20 colleges per 585 248 - -
university
Norm (ii) 30 colleges per 389 52 - -
university
Population Criteria (i) 1 university per 2lakh 619 282 715 378
population in 18-24 year age

Source: UGC Report- Higher Education in India -Issues related to Expansion, lnclusiveness,
Quality and Finance

8.4 MANAGEMENT IN HIGHER EDUCATION

INSTITUTES
In recent years there has been a lot of discussion on managing higher education
institutes. The purpose is to run education institutes efficiently and effectively.
Since the constitution of HEIs is different from other institutes, the implementation
of management processes has to be modified taking into consideration the peculiar
needs of an educational institute. The focus of educational institute has always
been education and research. In this present dynamic world of technological
19
ManagementProcess and innovations, education institute need to understand the importance of effective
Leadership
management as they cannot afford to neglect the relation between good
management and achievement of organizational goals. Before discussing the
management processes in higher education institutes let us first understand the
concept of management, how the management thought has been developed and
what are the various management processes or functions in any organization. In
the next section we shall discuss the management concept, principles of
management, functions of management in general and then we will move on to
understand the application of these management functions and principles in higher
education institutions.

8.5 UNDERSTANDING THE MANAGEMENT

CONCEPT
Management in all business and organizational activities is the act of getting
people. together to accomplish desired goals and objectives using available
resources efficiently and effectively. It is organizational process, which involves
planning, defining the objectives and gathering resources, motivating people to
work towards achieving objectives and reviewing the work for discrepancies
and suggesting correctives measures.

The development of management thought is a result of contribution of

management thinkers, experts from different fields like economics, social sciences
and psychology. The evolution of management thought can be studied in following
three Stages
•
1) Classical Approach
2) - Neo Classical Approach
3) Modem Approach to Management

8.5.1 Classical Approach

The Classical approach to management thought emphasized on development of
functions of management and application of principles of management in
organization. It includes three streams of management thought - Administrative,
Scientific and Bureaucratic. The credit of bringing the administrative concept of
management goes to Henry Fayol. Henry Fayol studied engineering and worked
as chief executive il} a coal mining company. He developed his management
principles and general management theory and published them in a book" General
and Industrial Administration'; in 1916 which He is truly recognized as father of
modem management theory. He suggested five basic functions of management
planning, organizing, staffing, commanding, coordinating and Controlling (The
functions of management are discussed in detail in next section). The fourteen
principles of management suggested by him are related to these basic functions.
of management process and are universally accepted. ( See Table 8.2).

Fedrick W Taylor (1986-1915) who is known as father of scientific management

emphasized on systematic observation and measurement of activities. His
management philosophy is based on four basic principles:

1) The development of science of management to determine the best method

for performing each task..
20
2) The scientific selection of workers so that each worker would be given Management Processes in
Higher Education
responsibility fofthe task for which he or she was best suited. Institutions
3) The scientific education and development of workers.
4) Reward successful performance through proper incentive schemes.

Table 8.2: Henry Fayol's Principles of Management

a) Division of Work: Specialization and division of labour increase

efficiency and productivity.

b) Authority: The right to issue commands, along with which must go

the balanced responsibility for its function.

c) Discipline: Employees must obey, but this is two-sided: employees

will only obey orders if management plays their part by providing good
leadership.

d) Unity of Command, An employee should receive orders from one

superior without conflicting

e) Unity of Direction: People engaged in the same kind of activities must

have the same objectives in a single plan. Unity of command does not
exist without unity of direction.

f) Subordination of individual interest (to the general interest):

Management must see that the goals of the firms are always paramount.

g) Remuneration: Equitable system for giving reward to employees for

their work.
-
h) Centralization (or Decentralization): This is a matter of degree
depending upon the condition of the business and the quality of its
personnel.

i) Scalar chain (Line of Authority): The line of command from top to

bottom should not be over-stretched and consist of too-many levels.

j) Order; Both material order and social order are necessary. The former
minimizes lost time and useless handling of materials. The latter is
achieved through organization and selection.

k) Equi!y: In running a business a 'combination of kindliness and justice'

is needed. Treating employees well is important to achieve equity.

l) Stability of Tenure of Personnel: Employees perform better if job

security and career progress are assured to them. An insecure tenure
and a high rate of employee turnover will affect the organization
adversely.

m) Initiative: Managers as well as employees should be given congenial

environment to be creative and take initiative to achieve given
objectives.

n) Esprit de Corps: Management must foster the morale of its employees.

21
Management Process and Max Weber (1864-1920), who was, a German sociologist, is considered as
Leadership
originator of the term 'bureaucracy' emphasized on organizational structure
having set rules and regulations, division of labour, authority hierarchy and rigid
system for selection and promotion. He emphasized on a formal hierarchy
structure where each level controls a level below and is controlled by a level
above, decision making should be done on centralised basis, control should be
done through strict rules and regulations, and work should be done according to
specialization.

8.5.2 Neo Classical Approach

The neo classical approach is more human oriented and accentuate on creating
best work environment for workers to improve efficiency. It includes human
relations approach and Behavioral approach. George Elton May (1880 - 1949),
who was an Australian sociologist, introduced human relations. approach to the
management thought. He worked as lecturer at the University of Queensland
and University of Pennsylvania, but spent most of his career at Harvard Business
School (1926 - 1947), where he was professor of industrial research. He introduced
the democratic leadership and participative management styles and brought out
the role and importance of people in any organization. According to Elton Mayo,
people who work for an organization should be seen an a group as informal
groups formed at work has a strong influence on the behavior of workers.
Moreover monetary incentives and good working conditions are less important
than their need to belong to the group; so managers must focus on the social
needs of the workers in order to achieve desired outcomes from the workers.

8.5.3 Modern Approach to Management

The modem approach to management consists of quantitative/mathematical
approach, systems approach and contingency approach. The quantitative approach
paid attention to the.use of sophisticated econometric tools to find out a solution
to identified problems. The systems approach postulates the orderly arrangement
of all the parts and activities of management and bringing all the activities together
to make a complete system whereas contingency approach suggeststaking action
plan according to the prevailing situation.

8.5.4 Functions of Management

Management Processes focus on implementation, and the way we work through
processes-series of tasks and activities that unfold over time to move an
organisation forward and achieve results. Management process comprises
planning, organizing, staffing, leading or directing, and controlling an organization
(a group of one or more people or entities) or effort for the purpose of
accomplishing a goal. Management involves efficient utilization of available
resources to achieve pre determined objectives. The main aim of management is
to use the inputs or resources in the form of "six M's" (men, material, money,
machine, markets and methods) in the most effective and efficient manner through
functions of management. Koontz and 0' Donell suggested planning, organizing
staffing, controlling and coordinating as main functions of management. The
management process is depicted in Figure 8.1

22
 Outputs:
Inputs : Planning Organizing I Staffing I Coordinating

Ojective~ .
Men ~
"--- /

>
Material
MANAGEMENT PROCESS
Money
Machine
Methods
Markets End Results

t _. --------" 1
Figure 8.1: Controlling

Luther Gullic gave a new formula to suggest the elements of Management Process.
According to him, management process may be indicated by the word
"PODSCORB" where,

P Planning - It is the primary function of management. Planning

involves deciding in advance the course of action to
achieve the desired objectives.
0 Organising - Tthe next step is organizing. It means the bringing
the resources together to achieve the predetermined .
objectives
D Directing - Directing refers to guiding and instructing people to
work according to the predetermined plans. It involves
good leadership, motivation and effective
communication
S Staffing - Staffing involves recruitment, selection, training,
development and appraisal of employees
CO Coordinating - Coordination is essential at all levels of management.
It involves integration of all activities of management
to have smooth functioning.
R Reporting - It is process of keeping informed about the activities
done to functioning.
B Budgeting - It involves preparing plan about allocation of resources

Check Your Progress 1

Note: Answer your questions in the space provided below.
1) Discuss the importance of principles of management in an educational
institute .
................................................................................................................
•••••••••••••• 4 ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

••••••••••••••••••••••••••••••••• 10 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

23
Management Process and
Leadership 2) How do you think the functions of management are applicable in colleges
and universities?

................................................................................................................
-c

8.6 FUNCTIONS OF MANAGEMENT IN HIGHER

EDUCATION INSTITUTES
We have discussed so far about the eoacept of management and management
principles and functions in their traditional context. Now the question arises as
to what extent these management principles and processes are applicable in
education institutes. In order to have effective management it is imperative to
have a thorough understanding of the nature of organization of higher education
institutes. Many scholars have attempted to study the structure of universities
and colleges and this section focuses upon understanding the organizational
structure of universities and applicability of management functions in universities
and colleges. One of the distinctive characteristics of higher education institutes
is their autonomy. In India, Universities as well as affiliated colleges thought
being regulated by the government exercise their autonomy in number of
management decisions.· Another aspect of organization of higher education
institutes as explicated by Rodrlgues et al (200:4) is the stretch between two
paradoxical extremes - pedagogical and business. There is no ambiguity that the
main pUrpose of higher education institutes has always been imparting knowledge
through education, at the same time the business side of education institutes
cannot be ignored as one set of scholars who abide by the GATS view have
opined that education is type of service provided by education institutes and thus
must be paid for.

There has been a lot of debate on application of management techniques. in

colleges and universities and lot of researchers who abide by the Gats viewed
showed their concern about lackof proper understanding, among educators, of
management processes and their implementation in education institutes.
Researchers have also focused on understanding the nature of structure of higher
education institutes and implementation of management processes in HEIs. There
is not much evidence seen about the use of management methods in education
institutes till 1950s. Hungate (1964) was perhaps the first researcher who
pioneered this thought of using management techniques in higher education
institutes. _
24
Hungate (1964) has identified four broad areas of the management functions of Management Processes in
Higher Education
higher education institutions. These are: Institutions
1) The delegating and organizing function.
2) The directive function.
3) The operative function.
4) The evaluative function ..
1) The delegating and organizing function - Delegation of authority and
responsibility is one of the most important part in a decentralized form of
organization. In universities and colleges participative culture is more
effective where administrative responsibilities are delegated to involve
employee participation in making plans and policies, preparing budgets,
deciding resource allocation and dealing with students' problems.

2) The Directive Function - In institutions of higher learning, the directive

function comprises of making policies and plans which is generally
performed by the vice chancellor of a university or the principal of a college.
The authority to make plans and policies and responsibility to get them
implemented are generally delegated by the governing board to the head of
the institution. These policies are generally listed in university charter, by
laws or state government regulations. Though the governing board defines
the policies, the onus is on the head of an institute and other staff members
including faculty to get them implemented.

3) The Operative Function- The operative function requires the implementation

of plans through operating activities. The vice chancellor or the head of an
institution further delegates the responsibilities to the heads of various
departments, or administrative staff to perform tasks at operational level so as
to achieve the desired objectives. Here Henry Fayol's first principle of
management that is delegation of work according to the job specialization
comes handy to the needs of educators working as managers.

4) The evaluative Function - The evaluative function in universities and

colleges is done at all levels and in all the departments. It helps the manager
to identify the areas where performance does not meet the required standards;
which further helps to take corrective measures to improve efficiency and
bring smoothness in all the activities in future.

While studying the nature of organization of education institutes and other

organizations Hungate (1964) identified that there are similarities in jobs
performed by a CollegelUniversity head and a business head, but dissimilarities
in activities of an education institute and other organization. Bibbero (1967), on
the other hand, viewed several similarities in management functions of a business
organization and those of education institutes and emphasized on application of
management functions proposed by Koontz and O'Donnnell comprising of
planning, organizing, staffing, directing and controlling. Keller's observation of
similarities in the structure of education institutes and other organizations was
based on "profit maximization". He opined that colleges and universities compete
with other enterprises for resources which they obtain by rendering services to
the society and like any other business, they focus on optimum utilization of
resources. Balridge (1971) advocated the bureaucratic model proposed by Max
Weber for university governance.
25
Management Process and
Leadership Check Your Progress 2
Note: Answer your questions in the space provided below.
1) Critically analyse the role of various contributors in understanding the
application of management pr.ocesses in educational institutes

8.7. STRATEGIES FOR MANAGING HE Is

For successful management of higher education institutions strategic management
is imperative.A strategic plan envisages systematic route drawn between the perception
and achievement of future goals. We shall now discuss how various strategies play
an important role in effective management of higher education institutes.

8.7.1 Environmental Analysis

•
Environmental analysis is the starting point of strategic management in any
organization. In universities and colleges also a thorough scanning of the
environment helps in formulating effective strategies for achievement of goals.
Environment scanning consists of identification of following four areas which
can influence the business :

1) Strengths
2) Weaknesses
3) Opportunities
4) Threats
The precise understanding of strengths and weaknesses will on the one hand
help higher education institutes to focus on core areas (internal environment),
on the other hand a clear view of opportunities and threats will aquaint them
with external environment. The following chart depicts some of the factors of
environment scanning of a university or college or an institute of higher education.

SWOT Analysis

Internal III Strengths Weaknesses

I
External --+ Opportunities Threats

8.7.2 Participative Management

Higher education institutes should adopt participative management style doing
away with 'top to bottom' route for decision making and encouraging participative
management which promotes involvement of all stakeholders in decision making
process. Participative management encourages employee involvement in all the
stages of decision making beginning from formulating a strategy, developing the
26 right course of action and implementing the strategies.
 Management Processes in
8.7.3 Balance Scorecard Higher Education
Balance scorecard is an important strategic management tool developed by Robert Institutions
Kaplan and David Nortan for performance measurement. It has been developed
to overcome the shortcomings of previous performance measurement tools which
focus only on quantitative aspect of performance and lack strategic vision of an
organization .Balance scorecard uses the mixture of financial as well as non-
financial aspects to gauge the performance of an organization.

The four perspectives

Balance scorecard helps organisations to measure performance and implement
their strategic vision from four perspectives.
1) Financial Perspective (How do we look to stakeholders?)
2) Customer Perspective (How do our customers see us?)
3) Internal Business Perspective (What must we excel at?)
4) Learning and Growth Perspective (How can we continue to improve and
create value?)
Through Balance Scorecard an organization is able to define its vision and
strategies, define objectives set targets and formulate measures to achieve those
targets. Balance scorecard provides a balance between external measures such
as stakeholders and customers and internal measures like internal processes and
learning and growth
Financial Perspective
Objectives
Measures
Targets
Initiatives -
-
"'~
Business Process
Customer Perspective Perspective
"'-- --
Objectives Objectives
Vision
Measures and --') Measures
~ Strategy v
Targets Targets
Initiatives Initiatives

.~
7
Learning and Growth
Perspective

p Objectives
Measures
Targets
Initiatives

•
Figure 8.2: Balance Scorecard

Adaptedfrom Robert S. Kaplan and David P.Norton, "Using the Balanced Scorecard as a Strategic
Management System," Harvard Business Review (January-February 1996): 76.
27
Management Process and Balance Scorecard in Universities
Leadership
• The Financial Perspective focuses on identification of a relevant financial
indicators. In universities and colleges source of revenue may include, grants,
state appropriations, endowments, donations and tuition fees. The focus
should be on the proper utilization of these resources.

• The Customer Perspective refers to customer satisfaction and realising

that customer is the most important element in order to increase market
share. In Universities current students and prospective students form a par
of customer perspective as they are the ultimate receivers of education
services provided by institutes of higher learning and their satisfaction in
the form of quality education should be the ultimate aim.

• Internal Business Processes emphasize on the internal operations and

stresses on how well a business is being run and to what extent the mission
or goal of organisation has been achieved. The internal processes in a
university may include academic programmes, and courses that are being
run by the university, enrolment and admission system of students,
examination system, recruitment system of faculty and staff and information
system of various departments. Smooth functioning of all these processes
is essential to have a balanced growth.

• Learning and Growth Perspective underlines the importance of self

improvement A university or college is an institute of higher learning. It has
the responsibility not only to provide quality education but also to contribute
to the society through research and academic excellence. So creating a
congenial environment to encourage research and learning among the
students, scholars as well as teachers could go a long way to achieve the
goal of self improvement.

Table S.2: Balance Scorecard Indicators in a University

Example of the Balanced Scorecard and Associated Objectives

Objectives Indicators
Diversity: How well do we Increase campus diversity Percentage of students,
broaden and strengthen our staff, and faculty by gender
community? and ethnicity
Provide better disability Inventory program needs
access as baseline; improvement
over time
Student learning Improve student progress Retention and graduation
experience: How Increase studentsatisfaction rates
effectively do we transfer Improve graduate program Institute student survey data
knowledge to our students? quality Graduate student placement
Increase research Higher Education Research /

Academic excellence: Increase research Counts of publications,

What is our contribution to productivity citations, grants, and awards
the creation of knowledge? Heightennationalreputation Number of departments in
top quartile of National
Research Council rankings

28
 Outreach and engagement: Management Processes in
Increase technology Number of licenses, patents,
Higher Education
How effectively do we transfer Activity and invention disclosures: Institutions
transfer knowledge to the Increase outreach to royalty income
local, national, and community Number of programs and
international communities? services; number of people
erved
Resource management: Increase and diversify Percentage of revenue by
How well do we develop revenues category over time
and manage resources?
Provide incentives for Number of science and
entrepreneurial ini tiati ves technology campus
partnerships

Adaptedfrom Syewart and Rubin, " The Balanced Scorecard - Beyond Reports and Rankings",
Planning for higher Education, (Winter 2000-2001 )pA1

Managing Cultural Diversity

The diversity among students, academic and administrative staff is one of the
peculiar characteristic of an educational institution and managing this diversity
and bringing change in organizational culture is one of the crucial part of strategic
management in higher education institutes, The organizational culture should be
the one which is adaptable enough to adjust to the changing needs of students,
faculty or staff.

Talent Management
Recruitment of the best talent is not the only job of human resource strategy,
retention of talent is equally important. Lack of opportunity for professional
growth and contribution towards the organization result in frequent turnovers.
Developing a career growth path, conducting 'faculty development programmes' ,
facilitating knowledge transfer helps faculty in retaining its enthusiasm and
vigor in doing research, in learning, and in devising new methods of teaching.

Ensuring Quality and Excellence

Ensuring quality education demands structural and institutional reforms in
addition to committing enhanced financial resources, Imparting quality education
would entail better infrastructure; greater use of l'C'T (information and
communication technologies) ; teaching and learning in smaller groups, granting
autonomy to the faculty, department and individual teachers.

Resource Management
The revenue generated through students' fees is just one method of resource
generation in education institutes. Another method is grants from government
which is largely utilized by public universities and colleges. In the present era of
emerging private universities, there is need to build strong private - public
partnership for funding and improving the quality of higher education. For
example, the universities and research institutions can do the research and
innovations which may provide competitive edge to industry and industry may
provide hands on experience to students.

29
Management Process and
Leadership 8.8 NEW PARADIGMS IN HEI MANAGEMENT
In this present era of information explosion and technological innovations, it is
essential for higher education institutes to adapt, update and modernize its internal
processes, teaching methods and management strategies to cater to the needs of
new age customers or students. In order to compete with colleges and universities
within and outside the country, institutions have to make proper use of
technological innovations in managing education institutes and also in imparting
education to students through improvised methods. Studying abroad in foreign
universities had always been a cherished dream of students of developing
countries. But with globalization more and more universities from developed
world are forming collaborations with universities and institutes in developing
countries resulting in collaborative programmes, sharing knowledge and research
through student and teachers exchange programmes about which you have read
in Brlock 1, Unit 2.

Another implication of use of information technology in education institutes is

online education which results in elimination of physical infrastructure. With
the advent of online education, students can learn and earn degrees without even
coming to classrooms. This innovation is especially helpful for the students in
remote areas where due to lack of physical infrastructure students cannot get the
benefits of education. The changing world has changed the dimensions of
management in higher education institutes and for any educational institute it is
essential to bring in new technologies along with implementing traditional
management principles.

Check Your Progress 3

Note: Answer your questions in the space provided below.

1)

8.9 SUMMARY
There has been a lot of debate on the applicability of traditional management
concept~ and principles in managing higher education institutes especially in the
context of its distinctiveness in structure and organization. Many researchers
have attempted to explain the similarities and dissimilarities between educational
I
institutes and other enterprises based on administration, role of the head of insitute
in organization and activities performed. On the-basis of these similarities and
dissimilarities it has been suggested that traditional management processes can
be applied in education institutes in their modified form suiting the needs of an
30
institution. The role of strategic management is equally important. Techniques Management Processes in
Higher Education
of strategic management, if effectively implemented can help education Institutions
institutions in improving performance, optimum utilization of resources, effective
talent management, and ensuring quality and excellence. With the arrival of
globalization and technological innovations, education institutes must take further
steps towards internationalization in order to survive in this ever changing world.

8.10 UNIT END EXERCISE

1) In the present context of growing increase in number of higher education
institutes, discuss the need and importance of effective management in higher
education institutes
2) Discuss the evolution of management thought and contribution of various
management gurus
3) Discuss the principles of management and their applicability in education
institutes. .

4) Discuss the contribution of education scholars towards the understanding

the nature of organization of education institutes and implementation of
management processes
5) What role does strategic management play in managing higher education
institutions? '. .

6) Suggest the steps to be taken by education institutes to modify themselves

in the light of technological innovations

8.11 FURTHER READINGS

Rodrigues, L. C. ; Maccari, E. AM. and Almeida, I. R. de (2004), "Knowledge
Management in Higher Education: the busioness-side performance" THE
INTERNET SOCIETY 2004,

Skiathos (Greece). Proceedings of The Internet Society: Adavances in Learning,

Commerce and Security. Southampton: WIT Press, 2004. v. 1, p.309-318.

Niradhar Dey (2011), "Higher Education Institutions in India and its

Management", International Journal of Academic Research in Business and
Social Sciences, April, YoU, No. 1

Hungate, T. (1964). Management in higher education. New York: Bureau of

Publication, Columbia University.

31