HiEd Log

  The assessment for accreditation by NAAC is all set to switch to the new format with a binary framework. One key difference is that it will be data driven exercise, without physical visits. There are a lot of changes being brought in through the new format which moves into an input-process-outcome framework, with expected and necessary emphasis laid on outcomes. With input being primarily in the quantitative form, the old ways of excessively descriptive presentations with narratives that help no one will be eliminated. One recent SSR I had to go through had each descriptive part beginning with a definition of the key indicator, educating the assessor perhaps about what exactly the NAAC meant by it, rather than simply keying in what is it that the college has achieved during the assessment period. The new format will put paid to it.     But I would like to draw the focus to the emphasis on data driven approach, doing away with the physical visits. There could be many reasons why the p

A recent meeting convened by an innovation promoting body was perplexed by the low number of students who have registered on their platform. They were wondering why a university which has more than lakhs students on the roll find it difficult to enrol even 10 percentage of their students on their platform. They seemed to indirectly, very gently, unspokenly, blame the coordinators and institutional leadership for this state of affairs. They wanted the number to be of a higher proportion. As usual the meeting came to an end with, reportedly, all those involved taking vows to bring in more registrations on the platform so that the numbers look promising. The question at the bottom is, where does innovation come from? Do we expect innovation to flow out of our campuses? Why do do we expect so? Can we switch innovation on the way we turn on a light? All those who wrote about creativity, lateral thinking, innovation etc have emphasised the fundamental contexts which inspire innovation. Whet

How do you start a new university and create an appealing brand when nobody knows who you are? Where in the world do you get the money needed to build a top-ranked university from scratch and keep it financially viable? How do you attract faculty to commit their careers to an institution that does not yet exist, and then convince students and families to invest in the unproven institution? How does one design a new curriculum that is innovative and distinctive, that is responsive to the demands of the new century, and yet is recognizable to accreditors and employers? How does a founding team build an effective governance structure and an authentic    shared culture in a brand new institution, without any of the shared assumptions or traditions that most universities enjoy? To what degree are these new start-ups reflections of a distinctly American approach to the liberal arts, and to what degree do they reflect local traditions and aspirations? What are the different and sometimes hidd

While interviewing for new faculty positions, I came across a young faculty interviewee who has neither attended seminars, workshops or any professional development programmes nor done any publishing. That happens occasionally. More interestingly, the person hasn't been to any college other than where the UG and PG Programmes were done by her. On asked about the reasons, it was said that her college gives all importance to students and doesn't want students to suffer because of faculty absence. That sounded a very interesting way of ensuring student support to me! The institution seems to have completely skewed it's strategies in terms of faculty professional development with the  apparent belief that eternally tying the faculty down to the campus with their constant presence is the best way of putting the students first! This 'old school' approach neither ensures the student growth nor satisfies the need for teacher growth.  Home is where you keep returning to, rat

We are at the threshold of a major overhaul of the Higher Education scene in India as the NEP unfolds and the Four Year Undergraduate Programme (FYUGP) is being slowly unveiled. In Kerala, the FYUGP will be implemented from the academic year 2024-25 in all colleges and the decision making bodies are working overtime to put a system in place. There's an equal mixture of hope and anxiety in the air. Hope bred by the changes to be ushered in with the system reboot and the expectations thereof. Anxiety stemming from the manner in which the changes may be administered. No system can be overhauled overnight and huge challenges are on the cards when a National Policy shift with seismic proportions in the Higher Education scene is put into action. This post means to indicate the multiple ways in which the whole exercise can go haywire if the past instances are anything to go by. It also dwells on the precautions which can be taken while the State goes about implementing the same.  The past

What will happen to the work we have done as NAAC is revising it's guidelines? This is a standard question from many quarters each time the assessment norms for accreditation are revised. Though the worry is understandable and valid to an extent, it raises concerns of another kind regarding the relationship between accreditation parameters, the institutional readiness and their relevance. The outcome of each such revision, in any system, may be warranted by many causes. It may be a periodic revision which all systems need to undergo time to time. It may also be the outcome of a revision warranted by the systemic changes. The revision may also be the result of corrective measures necessitated by the need to weed out complacency or corruption. As always, all changes may not be exclusively changes for the better!  There has always been the question of what is it that an HEI leader has to do when charged with the responsibility of preparing it for periodic assessments. Ready the insti