C H A P T E R II

ADMINISTRATION IN HIGHER EDUCATION

 C h a p te r II

A d m in is tra tio n o f H ig h e r E d u c a tio n

C o n te n ts

1) In tro d u ctio n 40

2) R ole o f the A d m in istrato r. 41

3) A d m in istratio n an d M an a g em en t 43

4) E d ucational A d m in istratio n 46

5) T h eo rie s in A d m in istratio n ' 48

6) H igher E d u ca tio n A d m in istratio n O rg a n izatio n 53

7) H igher E d u catio n A d m in istratio n 55

8) L evels o f A d m in istratio n 55

8 1 )T h e U G C 55

8.2) U G C and H ig h er E d u catio n 56

8. 3) V ice -C h an ce llo r 57

8.4) T h e T ru stee s M em b ers 58

8.5) C ollege P rincipal 59

8.6) T h e H O D 59

8.7) T he T ea ch ers 59

8.8) S tudents 60

C o n clu sio n 62

R efe ren c es 63
 CHAPTER II
A D M IN IS T R A T IO N IN H IG H E R E D U C A T IO N :
1) In tro d u c tio n : . ^

E ducation lias alw ays been im portant but p erh ap s n ev e r m ore than today and recen t

stu d ies show that edu catio n plays an im portant role in the so cio -eco n o m ic d e \ elo p m en t o f any

co untry. A lthough the m ain focus is on h ig h er edu catio n , it w ill b e w ell b e a r in m ind that

ed u catio n , as a w hole m u st be regarded as a sy stem o f w h ich h ig h er ed u c atio n is an integral

co m p o n ent. It is universities, w hich carry sole re sp o n sib ilitie s o f h ig h er ed u c atio n from th e last

m an y d ecades. T he u n iv ersities are the b est form al o rg a n iz atio n in any society. T h ey are the

ce n te rs o f social entities. H ence everybody likes to know h ow u n iv ersities are m n, o p erated and

m an ag ed, hi the last five d ec ad es education has em erged as an effec tiv e m ean s to tack le v ario u s

p ro b lem s and ch a llen g es o f h ig h er ed u catio n in b o th the dev elo p ed and u n d er d ev e lo p in g

cou n tries.

T h e expansion o f education, p artic u la rly o f h ig h er level d u rin g the p ast five d ec ad es sin ce

India b ecam e Ind ep en d en t in 1947 as one o f the b ig g est ev en ts in the h isto ry o f h ig h er ed u catio n .

T h e h ig h er education d u rin g B ritish period w as in a very d iso rg an ized and full o f chaos. D esp ite

th e im p ressiv e ex p an sio n o f h ig h er education in alm o st all the states in India, there are still w id e

gaps b etw een the m ajo r areas and issues p erta in in g to effec tiv en e ss o f the H ig h er ed u c atio n and

m o stly un iv ersity pro d u ct should be such th at it should m eet both the so cietal and indiv id u al

asp iration. At present hig h er and university ed u catio n is im parted through arts, scien c e and

co m m erce and professional colleges, research institutions and in stitu tio n s d ee m e d to be

u n iv ersities u n d er U n iv ersity G rants C o m m issio n A ct, 1956.

It is clea r from the above d iscu ssio n th at ex p an sio n o f h ig h er ed u c atio n has re ceiv ed a

g reat im petus after in d ep en d e n ce and it is ac h ie v ed thi'ough p ro p e r ad m in istratio n . A t a glan ce,

ed u c atio n and ad m in istratio n ap p ear to b e tw o d iffe ren t d iscip lin e s but ed u c atio n req u ires p e rfe c t

ad m in istratio n and w h ile ad m in istratio n n ee d s sm art and efficien t and ex p e rien ce d

adm in istrators, both these factors are in ter-related . A d m in istratio n in the area o f ed u c atio n is

v ery d ifficu lt and tough jo b to h an d le an d one should take into ac co u n t th at o rd in ary

ad m in istratio n alw ays d iffe rs from the ed u catio n al ad m in istratio n . T he effec tiv en e ss d ep e n d s on

th e ad m inistration o f the un iv ersities. N atio n al Policy o f E ducation (N P E ) in 1986 and its

40
Programmes o f A c tio n (P O A 19 9 2 ) la y great em phasis on the role o f u n ive rsity adm inistrator as

an implementer. T h e y are one o f the few w ho facilitates creation o f excellence in the teaching,

learning process; the teacher is the b uilder o f educational system e sp ecia lly o f higher education.

H e/ She is directly responsible for im plem enting new educational program m ers (new ideas) from

tim e to time as adm inistrator o f the educational system are having form al position in the

hierarchy. For this co n scio u sly coordinating so cial units or departments o f u n ive rsity must be

effective. M uch o f the in itiative and s k ill required for d ay-to -d ay adm inistration as w e ll as the

enthusiasm and foresight needed for higher education adm inistration planning and appraisal o f

activities comes from adm inistrators. H e/ She has to be able to organize effective program in the

field. A dm inistrator m ust be tactful in hand ling men, women, students, staff, matters, m oney,

inform ation and tim e for attairmient o f certain predetermined goals w ith m axim um e fficie n c y

and competency.

2) Role of Administrator:

Th e adm inistrator’ s role in educational institution has to be a g uid ing and coun seling to

the teaching staff and students under h is charge. A great deal o f h is jo b perform ance and activity

status depends upon h is or her adm inistration. H e has to perform several irm ovative, creative,

fim ctional works. H e m ust interact, motivate, inspire h is subordinators and guide them for better

jo b performance. H e has b ig responsibilities to perform m any duties nam ely the most important

o f a ll is academ ic adm inistrative, c o -cu rricu la r activities, close co-ordination and understanding

between different departments and units o f the institution is o f paramount significance.

Th e adm inistrator o f the higher education is responsible for affecting m uch co-ordination.

In fact an educational organization is com pleted b y m eans o f their m anagem ent than b y their

products. M anagem ent gives life to the educational organization to be m ore effective for the

attainment o f goal. M anagem ent is an important attribute for the developm ent o f an educational

organization that has set apart a successful institution for unsuccessful institutions w ithout

adm inistration. A n educational organization is s im p ly a m ass o f m an, w om en, teachers, students

and m achine and m aterials. A dm inistrator is the personal q uality o f an in d iv id u a l who plan,

organize, co-ordinate and then im plem ent and direct the follow ers their activities towards the

attaiiraient o f his institutional organizational goals and then m ake assessment o f the jo b

performance.
41
 A fte r decision m aking process management is regarded as the process o f in flu en cin g the

activities o f an in d ivid u al or a group in effort towards goals. A fter the d ecision m akin g process

o f in flu encing the activities o f an in d iv id u a l or a group in effort towards goal achievem ent in a

given situation. In today’ s w orld higher education adm inistration and m anagem ent both w ords

have been used vice -a-ve rsa. B ut a good m anager is the one who m akes good d ecisio n -m ak in g

and planning. It is undoubtedly true that a m anager m ay be w eak adm inistrator or an

adm inistrator m ay be a w eak m anager or vice -a-ve rsa, m a y be e q ually true. So, a m anager w ith

sound adm inistrative qualities is a true m anager o f educational institutions, who can get the w ork

done from the staffs e ffe ctive ly tim e to time w ith proper planning. A l l the attempts have been

made in understanding the m anagement and organizational behavior, m anagem ent process and

adm inistration in higher educational institution. From a ll these points o f view , the sig n ifican t part

o f a higher education management jo b is to have a proper w orking schedule. H e m ust have tim e

for staff and students on h is w e e kly program mes. H is orderly and proper w orking at higher

educational institution u ltim ately depends on the reputation o f the higher educational

organization and the position that it holds in the society. It depends, a large m easure, on

influence that the exercise over the colleges and the students and the m em ber o f the society. T h e

fo llow ing diagram can exp lain the structure o f functioning o f adm inistration and m anagem ent

accurately.

Principles of Administration and Management

S o u rc e ad o p te d fro m - H e in z . W e ih ric h , N e w York, (1 9 8 5 ) '

A b ove diagram shows the role o f adm inistrator and management appropriately.

A dm inistrato r is seen as d ecision m aker whereas m anagem ent is im plem enter. In this system
42
objective approach is beneficial for administrator and management. In this process educational
administration what has planned goes into effect and each level it is implemented by the
management till the evaluating process and that’s how they come up with best result finally.

3) Administration and management

The terminological difference between these two terms is analyzed on the basis of two
major schools of management described as follows:

(a) Administration and management are two separate functions:

According to American school of thought management thinkers, such as Seldom, Lead

Schulz and Spriengel, the term administration is broader than management. Administration
determines the specific goals and lays down the broad areas within which goals have to be
achieved.^ Administration is a policy- making function; On the other hand, management involves
implementing the broad policies laid down by administration. Administrators do the thinking
while manager’s act; administration is a top- level activity while management is a lower level
function.
British management thinker such as Brench, Fayol and Kimball asserts that management
is a broader concept as compared to administration. Administration handles the problems arising
out of execution of policies laid down by management. According to them, management is the
rule making and rule enforcing activity. It is a much more comprehensive and an all-
encompassing term of which administration is a part of management. ^

(b) Administration and management

Administration and management generally are used interchangeably and quite often,
synonymously. According to Oliver Sheldovy, Administration is that function in the organization
concerned with:
1) Determining organizational policy.
2) Coordinating organizational activities.
3) Setting the compass of organization.
4) The ultimate control of the executives.'’
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 The differencegivenbelow willsum up thewhole discussion,

A dm inistration M anagem ent

1) Administration is a means which 1) Management is that means which determines

Determines the objectives, pohcies and related to the objectives, policies and related to the
the achievement of goals and objectives directive achievement of goals of organization.
principles of organization. Management is implementation.

2) Administration is that term which is used for 2) Use of the term namely “management” is
the administration of public matters, law and done for running companies, factories and firms
order and civil institutions etc etc.

3) Administration is related to rules and 3) Management is related to goals and

regulations. The more emphasis is laid on paper objectives. Due to this more emphasis is laid on
work in it. results in it.

4) Due to laying employment on the rules 4) Due to providing enforcement on results,

the administration becomes difficult Management is innovative and imaginative.
and traditional.

5) The results cannot in the administration be 5) The results can easily be measured in
measured easily. Management.

6) Administration is a process which is related to 6) Management is also a process, which is

decisions in which plarming, organization. related to decision in which planning,

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appointments of personnel, running of a organization, running of a business,

business, coordination, report w riting, coordination, report- w riting, preparation o f

preparation o f budget and activities regarding budget and activities regarding evaluation are

evaluation are placed. kept.

7) R elatio n o f the adm inistration is w ith the 7) M anagem ent is related to both in d iv id u a l

coordination o f p hysical and hum an endeavors. and com m odity

Source: Pand va.S.R .A d m inistratio n and M anagement Edu catio n (20041

1) Edu catio nal A d m inistration m akes entire m eans and efforts active for jo in t venture.

2) Edu catio nal adm inistration helps in getting objectives o f education

3) M anagem ent is responsible for im plem entation o f p o lice s has been m ade b y top

adm inistration or management.

Som e o f the m odem w riters such as Koontz, M cfarland , N ew m an, and D aleet do not

m aintain a distinction between the two terms. A cco rd in g to D a v is top m anagem ent function is

labeled as adm inistrative management and low er leve l o f m anagem ent is labeled as operating

management. D ru cker opines that any attempt to divorce p lanning from doing is boim d to be

ineffective.^ W h ile management is the function concerned w ith the execution o f p lan s and

p o licie s w ithin the lim its set b y the adm inistration, b y em p loying the resources at its disposal.

M anagem ent is accountable to adm inistration. In the event o f any laps o f m anagem ent,

adm inistration m ay ask it to explain the position and m a y even penalize it.

B u t what is the role o f management in the educational adm inistration even though we

have adm inistrative board in the same institution. T h e fo llo w ing diagram d ivid e d into two

branches w ill reflect the role o f management in the educational adm inistration and how they

com e up w ith good management in the success o f an institution w ith proper p lanning. M o stly a ll

educationalists, management philosophers believe that there must be balance o f know ledge

(Theory) and experience (Process) to do the w ork and becom e successful m anager in H ig h e r

education.

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 Educational Management

As a theory A s a process

1) Philosophy 1) H um an relation

2) Concept 2) M aterial M anagem ent

3) O bjectives 3) F in a n c ia l m anagem ent

4) Functions 4) Planning

5) P rin cip les 5) O rganizing

6) Practices 6) Im plem enting

7) M odels 7) D irecting

8) C o -co o rd inating
9) M onitoring

10) Co ntro llin g

1 1 ) E valu atio n

S o u rc e : M a n a g e m e n t o f E d u c a tio n a l In s titu tio n in the c h a n g in g S c e n a rio , (2 0 0 4 )

4) Educational Administration:
Indian higher education system has undergone m assive expansion in post-independent

In d ia w ith a national resolve to establish several U n ive rsities, T e c h n ic a l Institutes, Research

Institutions and Professional / N on-professional colleges a ll over the country to generate and

dissem inate know ledge to the masses. There is a tremendous pressure o f num bers on this system

and a large num ber o f additional students are kn o ckin g at the doors o f hig her education

institutions in the country. There are also new changes in the challenges o f m anagem ent and

regulation being faced b y these institutions, w h ich requires serious attention, both at the

institutions in the p u b lic sector and also those in the private sector now grow ing at a fast pace.

A s a result, the old structures o f management established in pre-independent In d ia and w orking

during most o f the twentieth century are now required to undergo drastic changes.

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 T o d a y it is no longer desirable to undertake educational reform s in piecem eal fashion,

without a concept o f totality o f the goals and modes o f the educational process. M a n y

educational problems can be su cce ssfu lly understood and approached o n ly in the context o f

larger societal system o f w hich educational portion is but a part. There are different types o f

systems o f educational adm inistrations such as -

1) P u b lic,

2) Central,

3) R egional,

4) L o c a l and

5) Private.

U nder these types and system s there is various levels v iz. elem entary, secondary and higher

education.

A lthough Edu catio n al A d m inistration is a m eans and not an end, and in spite o f the

variety o f the systems, types and levels o f education, there is a u niversal aim o f education

adm inistration w hich is to unable, the right p up ils to receive the right education under the right

teacher at the lowest possible cost. Educational adm inistration is an essential for the developm ent

o f an adequate program me for education in a ll system s, types and levels. A d m inistrato rs should

understand the p rin cip le s u nderlying the important adm inistrative process and provide leadership

in assuring that they u tilized constructively. H e should understand people in d iv id u a lly to

function su cce ssfu lly and solve the problem s w ith w h ich they and their society confronted.

Pandit Jaw aharlal N ehru, in h is convocation address to the u n ive rsity o f A lla h a b a d in

19 47, thus summed up “the basic objectives o f the u n ive rsity and its role in national life ; A

u n ive rsity stands for hum anism , for tolerance, for reasons, for the adventure o f ideas and for the

search o f truth. It stands for the onwards m arch o f the hum an race towards even higher

objectives. I f the universities discharge their duties adequately, then it is w e ll w ith the nation and

the people.”^

These great w ords highlight the b asic truth that universities have a cru cia l part to p la y in

the life , w elfare and strength o f a nation. Th e universities can, however, f ill this role o n ly i f they

owe uncom prom ising lo yalty to certain fundamental values o f life . T h e y are e ssen tially a

com m unity o f teachers and students where, in some w ays, a ll learn frorn one another or, at any

rate, strive to do so. T h e ir p rin cip le object is to deepen m an ’s understanding o f the universe and

47
o f h im se lf in body, m in d and sprit, to dissem inate this understanding throughout society and to

apply it in the service o f m ankind. T h e y are the d w e llin g places o f ideas and id ealism , and expect

high standards o f conduct and integrity from a ll their m em bers. There is the pursuit o f truth and

excellence in a ll its d ive rsity a pursuit, w hich needs, above a ll courage and fearless: (not afraid,

in a w ay that people adm ire)

“T o seek cultivate knowledge, to engage vig o ro u sly and fearlessly in the pursuit o f tmth,

and to interpret old know ledge and b eliefs in the light o f new needs and disco veries.”

It is also, ‘T o provide society w ith complete m en and w om en trained in higher education such as

agriculture, arts, m edicine, science and technology and various other professions, who w ill also

be cultivate in d ivid u als, im bued w ith a sense o f so cial purpose” .

Education, e sp e cia lly higher education has transgressed national boundaries and acquired

a global dim ension. N atio n al education systems and p o licie s governing them are constantly

changing in an attempt to meet the challenges o f globalization. Continued stress is being placed

on restructuring o f cu rricu la, teaching technologies, plarm ing, management m echanism s and

procedures for generating resources. T h e paradigm shift is apparent and the situation dem ands a

re -lo o k at the higher education system and its management. S ta ff developm ent is perceived as an

obvious and important investment necessary for m eeting the challenges o f q u ality and relevance

in this process.

5) Theories of Administration;
In the adm inistration o f higher education, to m an y people the term ‘T h e o ry ’ itse lf

suggestion ivo ry tower something unreal or som ething o f little practical value but to the contrary

a theory establishes a cause and effect relationship, between variables w ith the purpose o f

exp lain in g and predicting phenomenon. John D e w e y one said that, there w as nothing more

p ractical than a good theory. It is for this reason that m anagem ent scientist ought to carry on their

investigations as ca re fu lly as the p h ysical scientists. Therefore, the art and science o f the

adm inistration, surely present the greatest change and challenge on the first decade o f T w e n ty

first century so an attempt is made here to analyses the system atic theory o f adm inistration and

co - related with the present study. Som e o f the theories are as follow :

1. Theo ry o f change

2. General system theory

3. Theo ry o f organization

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 4. T h eo ry o f d ec isio n m ak in g

5. T h eo ry o f H u m an re la tio n sh ip m an ag e m en t

6. T heory o f E d u ca tio n a l L ead ersh ip

7. T h eo ry o f p lan n in g

8. T h eo iy o f ad m in istratio n

A m o n g the theories th at has m en tio n ed e a rlier the re searc h er w ill focus and selec t a few o f th em

to ex p lain in b r ie f

1 ) Theory of Educational Leadership:

T h e ed u c atio n ist an d h isto rian s b eliev e th a t sin ce th e d o w n o f h u m a n c iv iliz a tio n

lead ersh ip has o ccu p ied the m ind o f h u m an b ein g s. T he g re at p o litica l th in k ers su ch as P lato in

h is R ep u b lic gave co n sid erab le atten tio n to ch a rac te ristic s o f th e p h ilo so p h e r kin g the id eal and

th e ju s t ru ler o f the m a n from an cien t tim es h ero w o rsh ip h a s b e e n a m a n ife sta tio n o f lead ersh ip .

P h ilo so p h ical fo u n d atio n o f leadership, ex p lain s th e traits o r th e q u alities o f leader. P h ilo so p h ica l

q u alitie s o f leader the traits are in tellig e n ce creativ e em o tio n al stab ility an d stead fastn ess.

P sy ch o logists

C o n cern the lead ersh ip as a w h o le p erso n ality . S ociologists, em p h asize th e ch a ra c te ristic o f a

g roup ra th e r than a lead e r w ho lead s th e groups. T h e so cio lo g ist fo cu ses on the asp ects o f the

lo catio n in w h ich lead ersh ip is attem p ted . B ut from b eh a v io r p o in t o f v iew , a le a d e r m a y d iffe r

from situation to situation. A leader, w ho is su cc essfu l in o n e situation, m a y fail in a n o th er

situ atio n , pro v id ed he does no t ch an g e the p a tte rn o f h is b ehavior. In g en e ral th ere are th ree

k in d s o f leaders:

a) O pinion leaders

b ) In tellectu als L eader. A nd

c) S ocial leaders.

T h ere are also several ap p ro ach es to stu d y th e lead ersh ip b eh av io r. S om e o f th em are tra it type

th e situ atio n and th e b eh av io r. S tyles o f lead ersh ip h av e also b e e n stu d ied o n the b asis o f

n o rm ativ e style p erso n al style and th e tran sactio n al.

2) Theory of planning

T he second th eo ry th at re searc h er h as selec ted is th eo ry o f p lan n in g . T h e so u l o f

ad m in istratio n o f a u n iv ersity lies in its p ro p e r p lan n in g . H u e fn e r o b serv es ev e ry o n e p la n s b u t

n o t v ery w ell m ost o f o u r actio n s are in flu en c ed b y ex p e ctatio n s o f the fiiture an d a w ritte n o r at

49
least a m ental plan o f h o w th at future can be im proved. B ut seldom have these p la n s been

su b jected to a critical e v a lu a tio n o f assu m p tio n s and o b jectiv es are carefu l co -o rd in atio n w ith

p lan s to w hich they m ust relate. P lam iing is v iew ed as a p ro c ess o f a m eth o d th at is d e v e lo p e d to

ach iev e som e p u ip o se and th erefo re, it is future o rien ted ? P lanning o f h ig h e r e d u c a tio n is

effectiv e, system atic, and co m p reh en siv e. A co m p re h en siv e plan for each m a jo r level o f

ed u catio n should be co n sid ered essential. B ut all the sam e, serious efforts should be m ad e to

ensure that the goals and pro ced u res p ro posed are interred linked. W hen p lan n in g is

co m p reh en siv e, it is essential to d eteim in e.

a) V alu es and goals are clearly defined.

b) P olicies related effec tiv ely to the ch an g es that are p lan n ed .

c) E veiy im portant and re lev an t facto r is considered.

3) Theory of Change:
P rior to u n d ersta n d in g o f the general th eo rie s o f ed u catio n al ad m in istratio n , it is

essen tial to realize the p u rp o se and the goals o f ed u catio n . N o w th ese grow out o f the ideas,

b eliefs and values o f the p eo p le tend to be m o d ified so m ew h a t o v er a p erio d o f years. It has b een

o b serv ed th at there is u su ally co n sid erab le resistan ce to m a jo r ch an g es, reg ard less o f the need.

Gardener (1964)^ suggested that:

a) T here are also so m e p eo p le w ho v iew ch ange as a th rea t to th eir estab lish ed valu es,

h abits, attitudes, p re ced e n ts and b e lie f system o f people.

b) In m ost o f the in stitu tio n s, som e p eo p le are stan ch ad vocates o f co n stan t ch ange.

c) T here is co n sid erab le ev id en ce ex ists that m an y in stitu tio n s o f h ig h er ed u c atio n have

been quite slow in ado p tin g ch an g es and im iovation in education. In short, C h an g in g

u su ally is v ery d ifficu lt

4) General System Theory:

T he system m ay be open o r clo sed. A n open system is related to and ex ch an g es m atter w ith

its en v ironm ents. W h ile a clo se system is n o t related to, n o r does it ex ch an g e m a tte r w ith its

en v iro n m ent. M illers (19 6 5 ) *study o f system th eo ry has g reat sig n ifican ce for ad m in istrato rs

and researchers. M iller, rep o rts co n cern in g the co m m u n icatio n ch a n n els in ed u c atio n al

ad m in istration.

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5) Theory of Organization:
There can be no adm inistration without an adequate organization. T o what extend, the theory

o f organization can facilitate the task o f educational adm inistration. T h e organization shall

provide the fo llow ing conditions for d ecisio n-m akin g.

a) P ro cedure o f selectin g a leader, deteiTing, the role o f a m em ber.

b) Determ ining the goal o f group and procedure o f ach ie vin g the goal.

O rganization and adm inistration are necessary in a ll fo rnis o f hum an society.

The goal of organization is more important than the individual.

6) Theory of Decision Making:
G riffith (19 6 6 )^ has form ulated a theory o f adm inistration as decision-m aking:

a) A d m inistration is a generalized type o f behavior, to found in a ll hum an organization and

process o f directing and contro lling life in so cial organization.

b) Th e sp ecific function o f the adm inistration is to develop and regulate the decision m akin g

process in the most effective m anner possible.

c) Th e adm inistration w orks w ith groups and w ith in d ivid u als. G u lic k , adm inistration is a

process o f planning, organizing, staffing, directing, co-coordinating, reporting and budgeting.

‘M ille r ’ (19 6 5 ) Propose that research in d ecisio n -m akin g , seems to be the o n ly answer, to know

the truth in the adm inistration o f un ive rsity or college.

7) Theory of Human Relationship Management:

M cG re go r (196 0) is the pioneer o f the hum an relations movement. H e developed a

theory o f management X and Y . Theo ry o f ‘X ’ is based on m onocratic bureaucratic concept o f

organization and adm inistration. Theo ry ‘Y ’ it is the assum ption being the p lu ra listic co lle g ia l

concept. T h e adm inistration o f u niversity or b ig colleges, have to shoulder m any resp onsib ilities.

T h e y are calle 3d upon to harness p hysical, m onetary, and hum an recourses, for organizational

advantages. T h e y have to m otivate, appraise and co-ordinate the efforts o f faculty adm inistrators,

students and funding agencies in order to ensure succe ssfiil functioning o f the seats o f h igher

learning

8)Theory of Administration:
T h e adm inistration has to deal w ith the organization, the in d ivid u al, and the environm ent. T h e

in d ivid u al and the organization must com e to terms w ith each other to a point o f in d iv id u a l

understanding the nature o f business and com m unication. T h e researcher assum es that the

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process o f adm inistration deals essentially, w ith social behavior in the adm inistrating levels o f

setting, social order in an institution, w hich refers to three sources o f control, coercion, econom ic

assets and norm ative values. Th e organization, institution, or higher education, structures, and

goals are classified as:

1) O rder goal, to control w orks considered deviant.

2) Econ om ic goals, to provide production and sei"vice to outsiders

3) C u ltu ral goals, to institutionalize attempts to preserve and create or reinforce com m itm ent to

this w ork that have to be done. Adm inistrators in the college or u niversity em phasize academ ic

freedom. Adm inistrato r has to provide the faculty; students and others not the adm inistration

h ierarchy shall m ake m ajo r p o lic y and program me decision. Adm inistrators have to pay,

distinguished professors salary hig h and higher than those o f persons holding position in the

institutions hierarchy. T h e fo llo w ing are the four m a jo r’ s tasks u su a lly faced b y college or higher

education adm inistration:

a) Th e adm inistrator m ust seek to achieve the goals, o f the college or u n ive rsity in an y w ay

possible.

b) Th e adm inistrator m ust u tiliz e other people in fu lfillin g these goals.

c) Th e adm inistrSator m ust also face the hum anitarian aspects o f the jo b . H e should want people

who w ork w ith h im to be happy. T h is is m anagement m oral the idea that under suitable

conditions people w ill do better w ork than they w ill under unsuitable conditions.

d) Th e adm inistrator, m ust try to b u ild into h is college or institution the p ro visio n s for

innovations needed for developm ent in challenging and changing w orld. In twenty first century,

adm inistrators and teachers must adapt to changing conditions. Since adm inistration is a

com m on sense approach, hence it is both an art and science. H o w one should tackle the d ay-to -

d ay adm inistrative p rob lem ? T o do so, one has to ap ply series o f techniques, for the solution o f

several baffing adm inistrative problem s.

N o w days, the practice o f adm inistration is becom ing m ore scien tific due to the b ody o f pertinent

knowledge on the increase, through scien tific studies. S ince the increase o f new scie n tific

theories o f knowledge o f adm inistration, the various adm inistrative problem s have becom e easier

to tackle. N ow , adm inistration is considered more in hum an relations and the interactions am ong

the components o f the system.

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M oreover, the educational adm inistrator is a m otive o f m an, perception. C o m m unicatio n, power,

authority, m oral group dynam ics. D e cisio n -m a k in g and the hum an- relation approach to

leadership. In fact, in every day life one w^ho m akes choices and judgm ents im p lie s a theory,

provided there are certain reasons for h is actions.

6) H ig h e r E d u c a tio n A d m in istra tiv e O rg a n iz a tio n :

D espite the im p ressive expansion o f higher education in a ll most a ll the states in India,

there are still w ide gaps between the m ajor areas and issues pertaining to effectiveness o f the

higher education. U n iv e rsity products should be such that it should meet both the so cial and

in d ivid u al aspects. T h e effectiveness depends in the H ead o f the college or u n ive rsity

adm inistration. N ational P o lic y o f H ig h er Education in 1986 and its program me o f action la y

great em phasis on the role o f adm inistrators as an “im plem enter” . T h e y are one o f the few who

facilitates creation o f excellence in the teaching learning process. Th e teacher is the pivot o f

educational system as he / she is d ire ctly responsible for im plem enting the new educational

programs from tim e to tim e. H eads o f the educational system s are having k in -p in position. F o r

this consciou sly co-ordinate social unit o f department at college or u n ive rsity leve l m ust be

effective. M u ch o f the in itiative and s k ill required for d ay-to -d ay adm inistration as w e ll as the

dynam ism and foresight needed for U n ive rsity educational p lanning and ap praisals o f activities

com e from adm inistrators.

He/she has to be able to organize the efficient program me tactfu lly in handling men,

women matters, m oney, info m iatio n and time for attainment o f certain predetermined goals w ith

m axim um e fficie n cy and a ll round happiness. T h e A d m inistrato r o f the educational institution

has to be a guide and counselor to the teaching staff, students and a ll the people w ho w ork in h is

organization. A great deal o f perform ance and activity status depends upon the leadership o f h is

adm inistration. H e has to perform several innovative, creative functions. H e therefore, m ust

interact, motivate, co-ordinate and inspire h is subordinates and guide them for better w ork and

professional jo b perform ance. H e has to perform m any duties nam ely academ ic, adm inistrative,

planning, c o -cu rricu la r activities close co-ordination and understanding between different

departments and units o f the institution is o f paramount significance. T h e educational

adm inistrator o f the institution is responsible for affecting m uch co-ordination.

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 In fact o rg an izatio n s co m p lete by m ean s o f th eir lead ers th a n b y th e ir p ro d u c ts.

M an ag em en t gives life to the o rg an izatio n , to be m ore effec tiv e fo r th e attain m en t o f g oal.

M an a g em en t is an im p o rtan t attrib u te fo r th e d ev elo p m en t o f an o rg a n iz atio n th at set a p a rt a

su ccessfu l o rg a n iz atio n from u n su cc essfu l o rg a n iz atio n w ith o u t m an ag em en t. A n ed u c atio n al

o rg an izatio n is sim p ly a m ass o f h u m an being, m ach in e and m aterials. E d u ca tio n a l ad m in istra to r

is the p erso n al qu ality ol' an individual w ho o rganize the effect o f fo llo w er and d irec ts th e ir

activ ities tow ards the attain m en t o f org an izatio n al goal. A n A d m in istratio n is reg ard ed as the

p ro cess o f in flu en cin g the activ ities o f an individual o r a group in effo rt to w ard s goal

ac h iev em en t in a giv en situation. It is u n d o u b ted ly true that a m a n a g e r m a y b e a w e ak le a d e r o r a

lead e r m a y be a w eak m an ag e r o r vice-a-v ersa m ay be eq u ally true. So, a m a n a g e r w ith

ad m in istrativ e q u alities is a true m a n ag e m en t o f the o rg an izatio n , w ho can get the w o rk d o n e

from th e w o rk ers effectiv ely . A good m a n ag e r m ust have ab ility to m an ag e and o n th e o th er

h an d h e m u st b e b ra v e and fa ir to all in his ed u catio n al o rg a n iz atio n .T h e attem p ts h a v e b e e n

m ad e in u n d erstan d in g the m an ag e m en t behavior, m an ag em en t p ro c ess in the h ig h er ed u c atio n

system , w h ich m u st be so phisticated

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7) H ig h e r E d u c a tio n : A d m in is tra tio n

T he hig h er ed u c atio n system in hidia is now a d ay has b een ch an g in g in such a w a y th at

is read y to accep t an y ch a lle n g e co m in g due to g lo b alizatio n an d tech n o lo g ica l ad v a n cem en t.

M any facto rs are re sp o n sib le fo r the tra n sfo n n a tio n o f ad m in istrativ e sy stem i.e., c h a n g es in

acad em ic d isciplines, new m eth o d s in teaching, ch ange in cu rricu lu m and sy llab u s etc. E v en the

C en tral and State G o v e rn m en t is also com ing forw ard by m ak in g som e good p la n n in g to

o rg an ize and control th e ad m in istrativ e system o f ed u catio n in India. T he g o v ern m e n t also ag rees

to re n d er enough freed o m in recru itin g good staff, au to n o m y in cu rricu lu m and sy llab u s. It is

in d u b itab le fact that In d ian ed u catio n al ad m in istrativ e system is looking efficien t and co m p e te n t

th an earlier.

8) L evels o f A d m in is tra tio n :

T h o u g h the ed u c atio n al system in India is to tally co n tro lled b y the g o v ern m e n t, w h ich

m ean s it is a cen tralized system . T he g o v ernm ent has d istrib u ted the ad m in istrativ e p o w e r to

d iffe ren t p eo p le in clu d in g m in isters, ch an cello r, v ice-ch an c ello r, tm ste es, p rin cip a ls and te a c h e rs

and stu dents. T h ese vario u s stages / layers have m assiv e co n tro l o v er ed u c atio n al a d m in istra tio n

in th eir o w n w ay. T h ese vario u s lev els are as follow s.

8.1) T h e U n iv e rsity G r a n ts C o m m issio n (U G C )

T h e U niversity G rants C o m m issio n (U G C ) is one o f the m ost im p o rtan t ed u c atio n al

o rg a n iz atio n s in the g o v ern m en t o f India. T he U G C w as estab lish ed by an act o f p a rlia m e n t in

1950 fo r p ro m o tio n an d c o o rd in a tio n o f teaching, ex am in atio n , an d re searc h in h ig h e r ed u c atio n .

T h e U G C act w as am en d ed in 1972 w ith a view to reg u late the u n p lan n ed in cre asin g o f

u n iv ersities as w ell co lleg e s and rev ised again in S ep tem b er 1984 w ith th e a d d itio n o f an

en ab lin g p ro v isio n to estab lish co m m o n facilities as w ell as service p ro g ram m e s and to d e n y o r

(refu se) the colleges w h ich v io late such a p ro v isio n and also to d eterm in e scale o f fe es ch a rg ed

b y th ese institutions. T h erefo re, Indian h ig h er ed u catio n system is co n sid ered as o n e o f the

larg est ad v anced ed u catio n system in the w o rld “T h e U G C has play ed a sig n ifican t ro le in

q u ality im p ro v em en t and p ro m o tio n o f ex cellen ce in teac h in g and re se a rc h ” .

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 A nu m b er o f u n iv ersity d ep a rtm en ts have b een id en titie d u n d er ih t p ro g ram m e o f sp ecial

assistan ce for stren g th en in g teach in g and research. O ne o f the in n o v atio n s in In d ian h ig h er

ed u catio n ca iried out by the U G C in early 80s w as using p ow erful m ed iu m o f film s for

k n o w ledge co m m u n icatio n s early as in 1984. U G C launched c o u n tiy w id e classro o m (C W V R )

and p ro d u ctio n facilities at 6 (six) u n iversities. Initially the co o rd in a tio n w ith these ce n te rs w as

co n tro lled from U G C o ffic e w ith the support o f a "C o n so rtiu m for ed u c atio n al C o m m u n ica tio n ".

(C E C ) w hich w as set up in the y ea r 1993. T h e ed u catio n satellite ch a n n el kn o w n as “ V y as

C h an n el on G yan D arsh an B o Q u est."

a) E n rich m en t o rien ted film s.

b) S u b ject related series o f film s.

c) U n d er g ra d u a te ’s sy llab u s b ased lectures by em in en t teachers.

8.2) UGC and Higher Education

U niversity G ra n ts C o m m issio n has a w ide co n c ep tio n o f the d uties and re sp o n sib ilitie s o f

u n iv ersities in India. T h ey have to provide leadership in p o litics, ad m in istratio n , p ro fessio n ,

in d u stry and co m m erce. T h e U G C have to m eet the in creasin g d em an d for ev ery type o f h ig h er

ed u catio n , literacy and scien tific, tech n ical and p ro fessio n al. T h ey m u st en a b le the c o u n try to

attain , in as short a tim e as possible, freed o m o f thoughts, illiteracy by the ap p lica tio n and

d ev elo p m en t o f scien tific and tech n ical know ledge. It is the u n iv ersities, w h ich c reate

k n o w ledge, b ecau se India is rich in natural reso u rces and h er p eo p le have in tellig e n ce, so p eo p le

m ust be trained how , w ould bring to g eth er the tw o (k n o w led g e and m ind).

O ne can sum up the d ev elo p m en t o f U G C in the follow ing w ay (1 9 5 0 -2 0 0 5 )

1) N atio n al A ssessm en t and A ccred itatio n council (N A A C ) w as estab lish ed b y U G C in

S ep tem b er 1994 at B an g lo re/N A A C m an d ate in clu d es task o f p e rfo rm a n c e ev a lu a tio n s,

a sse ssm e n t and a c cre d ita tio n o f un iv ersities and co lleg e s in the co u n tiy . So, the m ain

re sp o n sib ilitie s o f N A A C are based on h ig h er edu catio n o b jectiv es and co n tin u o u s im p ro v em en t

o f h ig h er education.

2) N u c le ar S cience C e n te r (N S C )

N u c le ar S cience C e n te r w as the first inter u n iv ersity ce n te r to b e estab lish ed b y the (U G C ) in

1984. T h e prim ary o b jectiv e o f the ce n te r is to estab lish w ith in the u n iv ersity system a w o rld -

class facility for a c celerato r-b a sed research. T he m ain o b jectiv es o f N S C are re searc h and

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fo rm u late co m m o n re se a rc h p ro g ram m e s o f re se a rc h an d d ev e lo p m e n t in c o lla b o ra tio n w ith

u niv ersities.

3) In ter U niversity C en ters fo r A stro n o m y and A sto r P h y sics (lU C A A ).

(lU C A A , P une) in P u n e w as set up in 1988 as an au to n o m o u s ce n te r o f e x c e lle n c e to h elp , to

in itiate, n u rtu re re searc h and d ev e lo p m e n ta l activ ities in A stro n o m y and A stro p h y sics in the

u n iv ersity sector. IC U A A w as set up w ith the b asic p u ip o s e o f p ro v id in g a d v a n ced ce n tralized

facilities, for su b jects n o t a d e q u ately covered in the u n iv ersity d ep a rtm en ts and colleges.

4) In ter U n iv ersity C en ters. (lU C ) w as created in the y e a r 1990 w ith the b ro a d o b je c tiv e o f

d ev e lo p in g co m p ete n ce and p ro m o tin g re searc h in front lin e areas o f scien c e an d te c h n o lo g y in

In d ian u n iv ersities.

(5) In fo rm atio n and L ib rary N e tw o rk C en ter (IN F L IB N E T )

T h is in fo rm atio n ce n te r estab lish ed at A h m ed ab ad . H ow ever, the U G C ap p o in ted a

n u m b e r o f co m m itte es to re v ie w research es ca rried ou t in d iffe re n t su b jects in th is re g ard and

m ak e su itab le re co m m en d atio n s. In 1984 the U G C p u b lish e d a d o cu m en t o f “ U G C p o lic y and

p ro g ram m e fo r im p ro v em en t o f re searc h in the u n iv ersities.” A ll th ese h av e b e e n estab lish ed

u n d e r sec tio n 12 o f th e U G C A ct in “ T he N a tio n al P o lic y o n E d u ca tio n 1986.” P ro g ra m m e o f

actio n p re se n te d to th e p a rlia m e n t a w hole c h a p te r on re se a rc h and d ev e lo p m e n t. O v e r all in

co n c lu sio n w e are o u g h t to say th at U G C is resp o n sib le for fu n d in g the u n iv e rsitie s an d

m ain ten an c e o f stan d ard s o f ed u c atio n and re searc h in the in stitu tio n s o f h ig h e r learn in g , n ee d s

to b e g eared up to m e e t th e em erg in g challen g es in h ig h er ed u catio n .

8.3) Vice-Chancellor
T h e o ffic e o f th e V ice -C h an ce llo r (V .C .) b e g a n as a su b stitu te fo r th e C h an ce llo rs. T h e

sy m b o lic and p ro c ed u ra l p o w e r ex e rcised in a su b s titu te ’s role. T h ese tw o fu n d a m e n ta l

c h a rac te ristic s still rem a in in the age o f c h ie f ex e cu tiv e V .C . F irst th e role h as ch a rism a tic

p o ten tial: in tern a lly b e c a u se th e V ice -C h a n c e llo rsh ip is a h ig h statu s ro le a n d th ere fo re , V .C .

p o ssesses g reat sy m b o lic p o w e r ex tern ally b ec au se h e/sh e is th e p erso n al em b o d im e n t o f th e ir

in stitu tions. S econdly, th e ro le is p o stu lated o n the c o lle c tiv e d ec isio n m aking, b e c a u se V .C . still

tak e m an y d ec isio n s as su b stitu tes, ‘a c tin g ’ no lo n g e r fo r th e C h a n c e llo r b u t as c h a irs o f th e

ac ad em ic boards, ra th e r th an in th eir ex ecu tiv e c a p a c ity as h ea d s o f U n iv ersity ad m in istratio n s.

V .C . h as alw ays b ee n ‘le a d e r’, alth o u g h p erh ap s o f an arch aic variety. O n ly re c e n tly he h as b een

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seen as ‘m a n a g e r’. L ead ers create the v isio n an d g en e rate th e strateg y fo r th e ir o rg a n iz atio n s,

w h ile m an ag ers o p erate system s, m on ito r p ro g ress an d assess p erfo rm an c e.

T h e tw o m ain re aso n s fo r the m arg in a lity o f th e V .C . at the a c ad em ic lite ratu re ab o u t

lead ersh ip are - first, until as 1970’s U n iv ersities w ere no t seen as in stitu tio n s th at h ad to b e

m an ag ed. S econdly, the very lim ited stu d ies o f V .C . h ad b ee n u n d ertak en . T h is m arg in a lity

m ak es it d ifficu lt to assim ila te V .C. into the m ain b o d y o f literatu re ab o u t o rg a n iz atio n al

leadership. H ence, the V .C . faces the ch a llen g es o f crisis m an ag em en t, b u d g etary a u ste rity and

p o liticiz atio n w ith fu n d a m e n tal re-engineering, re p o sitio n in g and ev en re -e n c h a n tin g o f the

institu tions. H is ro le in th e ad m in istratio n is;

1) P o licy fo rm u latio n - th e lead e r is ch arg ed w ith the re sp o n sib ility fo r e stab lish in g th e a b stra c t

go als o f the o rg a n iz atio n an d specifying the m o re sp ec ific w ork in g p o lic ie s th at g u id e th e

org an ization.

2) Im p lem en tatio n - o n ce the po licies h av e b een fo rm u late d , th e y n eed to be p u t into e ffe c t by

m ean s o f sp ec ific p lan s o f operation s.

3) M ain ten a n ce o f fu n ctio n al autonom y- the le a d e r h as to m ain tain the a u to n o m y in h is all

fu n ctio n s.

8.4) The Trustees Members

To run an y in stitu tio n effectiv ely there is a n eed o f a k n o w led g e ab le p e rso n o f th at field

an d w ho also act as an advisor. T ru stees are su ch p eo p le. T h e T ru stees o f an y o rg a n iz a tio n are

m ain ly the top o ffic ia ls and is the decisio n m ak in g body.

T ru stees are the p art o f the ad m in istrativ e system and act as d ec isio n m ak ers fo r the

in stitu tio n an d set th e go als an d strategies fo r the in stitu tio n a n d w o rk in co -o rd in a tio n w ith th e

C h airp erso n an d o th e r m em b ers o f ex ecu tiv e body.

T h e crite ria fo r e v a lu a tio n o f su itab ility fo r T ru stee sh ip are as fo llo w s-

1) S u ccess in v ocation.

2) G o o d ju d g m e n t a n d e ffec tiv e decisio n -m ak in g .

3) T ru stw orthy.

4) W illin g n ess to co -o p era te w ith o ther m em bers.

5) D eep in terest in the w e lfare o f the organization.

6) H o n e sty an d o th e r ch a rac te ristic s o f good citizen .

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8.5) College Principal

T h e p rin cip al is ex p e cted to kn o w ab o u t th e co n d itio n s th at g o v ern the a u to n o m y o f the

co lleg e. I f it is a G o v e rn m e n t’s co lleg e, the p rin cip a l n eed to o b e y the ru les an d re g u la tio n s o f

th e g o v ern m en t and at th e sam e tim e fu n c tio n as an a u to n o m o u s in stitu tio n . T h erefo re, a

g o v ern m en t college b ein g both g o v ern m en t and au to n o m o u s at th e tim e c a n ’t fu n c tio n in th e true

spirit o f the schem e. T hus the sch em e co u ld no t m ak e h ea d w ay in the g o v ern m e n t secto r, d esp ite

th e fa ct th at there are co m p ete n t p rin cip a ls to m an ag e su ch co lleg es. W h a t is n o w left in o n ly

p riv ate sector? E ven in the p riv ate sec to r can d iv id e th e m an ag e m en t into th ree cate g o ries.

T h e su cc ess o f an au to n o m o u s co lleg e dep en d s u p o n the skill an d ab ility o f th e p rin c ip a l in

c a rry in g w ith him the teac h in g co m m u n ity , the m an ag e m en t, th e stu d en ts an d the p u b lic at large

he m u st act as a b rav e and fa ir ad m in istrato rs. H e m u st estab lish a g o o d re la tio n sh ip w ith h is

co lleg e students. H e m u st act as a m a jo r p ro b lem solver. So at large his m o st re sp o n sib ilitie s are

to p ro m o te q u ality o f education.

8.6) The Head of the Department (HOD):

T h e H O D , as th e n am e suggest, is th e im p o rtan t p e rso n a lity o f th e d ep a rtm en t. H e/S h e

acts as lin k b etw e en th e m an ag e m en t an d teac h ers an d th e stu d en ts o f th e d ep a rtm en t. T h e H O D

o rg an izes, form ulates, co -o rd in ates the d ep a rtm en tal activ ities. T h e H O D , w ith co -o rd in a tio n an d

c o -o p era tio n o f fello w teac h ers and m an ag e m en t m ak e the d e p a rtm e n t as a real p la c e o f learn in g .

T h e H O D is real ad m in istrato r o f the d ep a rtm en t and his role is sim ilar to th at o f V ice

C h a n c e llo r an d p rin cip al as w ell ex cep t that h e h as to m ak es cu rricu lu m p la n n in g an d d eal w ith

s tu d e n ts ’ o rg a n iz atio n as w ell as b e a p ro b le m so lv er also lik e ev e ry o th e r ad m in istrato r.

8.7 Teacher / Lecturer

T h e ro le o f te a c h e r in th e ed u catio n al ad m in istratio n is as fo llo w s-

1) In terest in th e o v erall w e lfare o f th e students.

2) U sin g as m an y teac h in g aids as possible.

3) A c t as a p ro fessio n al p ro b lem so lv er and try to b u ild th e im ag e o f h im s e lf as a tru stw o rth y

p erso n am o n g students.

4) D e v elo p in g a syllabus.

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5) E v alu a tin g o n e ’s o w n p ro g ress in teaching.

6) E v alu a tin g the an sw e r p ap e rs w ith in reaso n ab le tim e perio d .

7) U p d a tin g ones o w n k n o w led g e and teac h in g skills.

8) L o y alty w ith o rg a n izatio n / Institutions.

9) In telligence.

10) H o n esty to the w o rk /H e alth y C haracter.

11) In terest in Institution, S tu d e n t’s d ev elo p m en t an d pro fessio n .

12) T h irst fo r k now ledge, u p d atin g w ith cu rren t kno w led g e.

A te a c h e r teac h es n o t o n ly b y ‘w h at he sa y s’ and ‘d o e s ’ b u t also v ery larg e ly b y ‘w h a t h e is .’‘°

8.8) The students

“ O u r m issio n o f ed u c atio n is to su p p o rt an d ad v a n ce ed u c atio n b y p re p a rin g o u tstan d in g

lead ers co m m itted to the re fo rm and co n tin u o u s im p ro v em en ts o f ed u c atio n ” '^

S tu d en ts are the real cu sto m ers o f ed u c atio n so th e y sh o u ld b e g iv en o p p o rtu n ity in d ec isio n

m ak in g to som e extent, b e c a u se th ey are th e ad m in istrato rs an d m an ag e rs o f fiiture. T h e stu d en ts

are p h y sical evid en ce o f ad m in istratio n a n d m an ag e m en t in real sense. R ig h t fro m the a d m issio n

p ro c ed u re till gettin g d eg ree in hand, th ey su ffered a lot i f ad m in istratio n is n o t fu n c tio n e d o n

rig h t track, such as sh o rtag e o f seats, fees, e n v iro n m e n t etc. A s it stated earlier, b e c a u se o f lack

o f q u alified staff, th e y face real d an g er b ec au se u n less and u n til q u alified te a c h e r’s q u alified

stu d en ts w ill no t b e p ro d u ced . In the d ev elo p ed c o u n trie s the p erc e n ta g e o f stu d en ts e n terin g in

u n iv ersities is not m o re th a n 20% . In India, it is aro u n d 6 to 7% b e c a u se large n u m b e r o f stu d en ts

is n o t satisfied w ith the ed u catio n al p attern im p o sed b y the univ ersity . E ven th e co st o f tak in g

h ig h e r ed u c atio n in In d ia is alm o st like m o u n tain o n the o n e h an d a n d e x tre m ely p o o r fin an cial

b a c k g ro u n d o f students h am p ers the d ev e lo p m e n t o f h ig h e r ed u c atio n in In d ia in sp ite o f all

p ro v isio n m ad e b y th e gov ern m en t su ch as sch o larsh ip , freesh ip , a n d re la x a tio n in fee a n d so

other. W h e n a g roup o f stu d en ts w ere surveyed, th e y sh o w ed a strong d isc o n te n t re g a rd in g to

th e p attern o f ed u c atio n a n d w e re also u n h a p p y w ith th e m an ag e m en t o f th e ir in stitu tio n s. T h e

ab o v e-m en tio n ed m issio n o f h ig h er e d u c a tio n h a s re m a in e d o n ly o n p a p e rs a n d no a c tu a l step

h as b een tak en fo r th e re fo rm and th e im p ro v em en ts. M an y stu d en ts c o m p la in e d ab o u t th e

co m m o n p ro b lem s as:

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1) C o m m u n icatio n gap b etw een the a d m in istrato r and the students.

2) Poor m an ag em en t w ith co rru p ted people.

3) P oor Hbrary faciU ties.

4) In ad eq u ate h ea h h fa cih ties.

5) O u td ated lab apparatus.

6) Lack o f qualitative education.

7) S u b stan d ard syllabus.

8) M em o iy based p attern o f ex am in atio n

9) N o co m m u n icatio n w ith o th er d epartm ents.

10) L ack o f tm stw o rth y p eo p le in the m an ag em en t.

11) T each ers w ith p o o r teach in g skills and know ledge.

12) L ack o f v ocational guidance.

13) P o liticizatio n o f ed u c atio n and the institutions.

14) C u rricu lu m d ev elo p m en t w ith o th er d ev e lo p e d countries.

15) S tu dent ex change p ro g ram m e w ith d iffe ren t co u n tries.

S om e o f the stu d en ts su g g ested som e m easu res for the im p ro v em en t such as, ex ten d in g

th e stu dent ex change p ro g ram m e, need to m easu re and ev a lu a te the learn in g as w ell as teac h in g

p ro cess, n eed for the p lace m en t cen ter, refo rm s in the ex a m in a tio n p attern , v alu e and m oral

based ed u catio n , b e tte r m an ag em en t w ith good p eo p le, ad m issio n b ased on m erit etc.

A s th ere are so m any levels o f ad m in istratio n at d iffe re n t level in ed u c atio n al ad m in istratio n but

the re searc h er had focused only on the ad m in istratio n , w h ich is at ru d im en tary level, th at is,

ad m in istratio n at co lleg e level. For instance, tru stees, prin cip als, te a c h e rs and stu d en ts are

h ig h lig h ted in respect o f ad m in istratio n and m an ag e m en t in edu catio n . T h e re se a rc h e r p o in ted

out w hat ex actly h ap p en ed at all th eses levels, w h a t’s th eir re la tio n w ith each o th er and h o w they

carried out everything w ith good result and p ro sp e rity o f institution. E ven the re se a rc h e r also

h ig h lig h ted the lo o p h o les and back d ro p s, w h ich are alw ay s h in d ran c es in th e d ev e lo p m e n t o f

ed u cation.

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C onclusion

W e have seen the roles o f the different personalities at the position o f educational

adm inistration and their im portance in the adm inistration at the academ ic institution. E v e ry

adm inistrator according to the rules must be a good p o lic y m aker and know the resp onsib ilities

o f a good management. (Planning, O rganizing, Im plem entation, C o n tro llin g and Assessm ent).

Th e importance o f this w ork is to study o f relationship between professional developm ent

o f the steff, e fficie n cy and w ork culture, to study the recom m endation made b y N atio nal P o lic y

on Education. W ith respect to adm inistration. Th e researcher w ould lik e to study a ll these aspects

discussed above in the present thesis and w ould lik e to analyze the relationships between various

sects o f adm inistration and management o f colleges / institutions o f H ig h e r Education and

h ighlight the management responsibilities to colleges /institutions and fu lfillm e nt o f this goals,

w h ich influencing the society as a whole.

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1) W e ih rich , H e in z and Koontz, H arold, (2005): Management: G lo b a l Perspectves, (N ew

D e lh i: Tata M c G ra w Publication).

2) Law an i, B .T . (2003): Developm ental Perspectives in C o lleg e A d m inistratio n K olhapur.

Published b y - Sm t.M .S.Subhedu r- 416003.

3) W e ih rich , H e in z and Koontz, H arold, (2005): Management: G lo b a l Perspectives, (N ew

D e lh i :Tata M c G ra w Publication)

4) Ibid, 14.

5) Ib id , 15

6 ) Surya, Prasad Nath. (2006): U n ive rsity N ew s: Journal o f H ig h er Education, (N ew D e lh i:

A IU )

7) Gardener, W .J (196 4), ‘ S e lf Renew al, T h e in d iv id u a l and Innovative Society, N ew Y o rk

8 ) M ille r, (19 6 5), G .I.L iv in g System C ro ss level H ypothesis, B e h avio ral Sciences.

9) G riggiths (1966), T h e o ry o f Educational A d m inistration .

10) Gregor, M .C .(19 6 0 ), Th e him an side o f Enterprise, N e w Y o rk . M c G ra w H ill co.

1 1 ) http://w w w .education.nic.in/secondarv.htm l. date o f v is it - 1 -2 - 5‘^ Novem ber 2006.)

Developm ent o f H ig h e r Education in Ind ia (U n ive rsity Grant Co m m issio n).

12 ) Governm ent o f India, M in is tiy o f H um an Resource Developm ent, Departm ent o f higher

education (200 3-2004).

13 )P a n d ya , S .R . (2004): A d m inistration and M anagem ent o f Education, (K ira n m a y i:

H im alayan P u b lish in g House).

14 )L id h a ra , N . M ura and Rath, Prabhash N arayana, (2006): U G C Infonet Programm e.

U n ive rsity N ew s, 44 ( 2 1 ) (D e lh i:A IU )

15 ) H .H .A .B o u ra i and B .P .U n iy a l (2005), C hallenge s in adm inistration o f higher education

A b h ijeet Publications D e lh i

16) Law ani, B .T . (2003): Developm ental Perspectives in C o lle g e A d m inistratio n K o lhapur.

Published b y- Smt. M . S.Subhedur.

17 ) K ira n m a yi, Y .S . (1989): M anagement o f H ig h e r Education in India, N ew D e lh i: C ro w n

Publication)

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