HiEd Log

The kind of proliferation of titles we come across today related to careers and designation are interesting as well as confusing. In fact, 'bemusing' is more likely a term which conveys the feel. Under the names of two 'Resource Persons', those who came deliver sessions, the following descriptions were found.  1. Leadership Coach Curriculum Designer Corporate & Academic Trainer Parenting Coach Counsellor & Therapist Teacher, Mentor 2. Higher Education Facilitator  International Career Analyst  Transformational Life Coach  Academic Strategist These are samples of many such one can come across and, when you are the old school, how ever present and future conscious, this is worth thinking on. Many of these titles sound overlapping. While it points to the reality that there has been an explosion of job roles of late, it becomes hard to come across many institutions which offer such roles. When this fact is read against the backdrop of the language inflation that...

It has been a long time since Quality Assurance Cells (QACs) were established in Higher Education Institutions (HEIs) across the country. The constitution of Internal Quality Assurance Cells (IQACs), mandated by the National Assessment and Accreditation Council (NAAC), was intended to provide a central mechanism to lead, coordinate, and sustain quality enhancement efforts within institutions. While some HEIs have turned their IQACs into cosmetic appendages—report-churning units that exist mainly to boost numbers for rankings and accreditation narratives—many have embraced the idea meaningfully, using it to nurture quality practices across teaching, learning, and governance. The outcomes are visible, though the excessive documentation that accompanies these efforts often attracts criticism, particularly when it becomes an end in itself, disconnected from real academic practices. A more recent offshoot of the IQAC framework is the growing number of QACs established at the college level. ...

How do we measure the growth of an institution? Traditionally, growth has been expressed in years, numbers, and size — the length of time an institution has existed, the expansion of its buildings, the increase in schools and departments, or the swelling numbers of faculty and students. These markers certainly add weight and aura, sometimes even prestige. Yet, the quality of growth of a Higher Education Institution (HEI) cannot be captured merely through its physical footprint or numerical strength. True growth lies in the quality it sustains, the reputation it builds, and the impact it creates for students, faculty, and society at large. Classical parameters such as academic yield, scholarly output, public reputation, and community engagement have long provided meaningful measures of institutional excellence. These remain essential, for they ground institutions in their academic credibility and social responsibility. At the same time, the landscape of higher education is undergoing pr...

Key Questions for Emerging Autonomous Colleges in Kerala (With What Not to Do!) 1. How will the institution ensure transparency and accountability in the functioning of statutory bodies like the Academic Council, Governing Body, and Board of Studies? (Avoid populating these bodies with only insiders, yes-men, loyalists. Don’t reduce them to symbolic roles or friends’ clubs with no space for critical voices or dissent. Institutional health demands diversity, expertise, and challenge.) 2. What mechanisms will be established to ensure that curriculum development remains industry-relevant, academically sound, and socially responsive? (Do not go for superficial revamps with jargon-heavy, “trendy” topics just for cosmetic appeal. Avoid dumping real content in favour of what merely sounds futuristic. Curriculum must serve relevant learning outcomes, not marketing.) 3. How will assessment practices—including internal evaluations and end-semester exams—be made robust, unbiased, and resistant to...

 'The moment I walk across the gate, I know the grade the college deserves': I recall a senior academic once telling me as we walked across the gate of a College. He was there for a mock NAAC visit. The same holds true for the front office of a Higher Education Institution (HEI) too. The front office can hold a mirror to the overall quality of the institution: whether it is the physical infrastructure, academic ambience or the quality of communications which await when one walks across. The person you meet first in the front office, the first point of contact physically, is the one who can provide assurance as to what might follow, lent confidence in the programmes offered and the marketing-promises made. What the person/s at the front office communicates is as important as the matter she hands out: institutional brochures, flyers, prospectus and other literature which relate to the institution and it's courseware. The level of awareness of the front office personnel as to...

When anything is taken for granted, it's genuineness is killed. It gradually turns to a ritual. As part of the documentation ritual we have unleashed in the name of accreditation in the HEIs, feedback has become a casualty. It is true that majority of HEIs initiated the habit of collecting structured feedback only in the wake of accreditation as it was mandated. Feedback has since joined the legion of reports which are mechanically generated, printed and filed, often followed up with requisite action taken reports. Many institutions ensure that the responses gathered through feedback will not be made to interfere with the regular functioning of the HEI!        Feedback-effectiveness is strongly tied to the follow-up actions. In any context, leave alone academic, if feedback doesn't lead to change, then it becomes a mere practice which doesn't benefit the person who spends her time on it or improve the whole process in one way or another. Once the Feedback-giver is co...