Hand Book for Vice-Chancellors - UGC - e-book PDF
Responsibilities of Vice-Chancellors in Indian Universities.
https://www.ugc.ac.in/e-book/VC%20handbook_Complete.pdf
The role of Vice-Chancellors of Indian universities has gained paramount importance.
As ‘Chief Executives and Academic Heads of universities’, the Vice-Chancellors are expected to be efficient and effective in terms of
(a) implementation of National Higher Education Policy and programmes,
(b) institutional change in tune with the national reforms package,
(c) quality and innovation enhancement and their sustainability,
(d) productive engagement with ‘communities of scholars’ from within their universities and from national and international domains,
(e) nurturing of ‘Research and Innovation Ecosystem’ and translation of deliverables to society and economy and
(f) adoption of international best practices of ‘Good Governance.’
Universities in India have shared governance wherein the Vice-Chancellors as the ‘Chief Executives and Academic Heads’, are expected to strictly adhere to the Acts, Statutes and Ordinances of their universities on the one hand, and equally comply with Acts, Regulations and Guidelines of the National Statutory/Regulatory bodies on the other hand. Most of the decision making powers are vested with university bodies like Executive/Governing Councils/Syndicate/ Board of Management, Senate/Court, Academic Councils and Finance Committees.
CHAPTER II
ATTRIBUTES OF A 21ST CENTURY VICE-CHANCELLOR OF AN INTERNATIONALISED UNIVERSITY
Attributes of a performing Vice-Chancellor
The Vice-Chancellor has to focus on at least four attributes:
2.2. Firstly, preparedness for the structural challenge:
The Vice-Chancellor has to start by elaborating major themes that will be developed by him/her. The principal themes should be few, clear and amenable to development. The Vice-Chancellor has multiple audiences who need to understand the proposed central themes of development. Hence, they are to be repeated sensibly to sensitize these audiences.
2.3. Secondly, the development stage:
Various new themes or themes requiring renewed attention like like student experience, research challenges, relating to wider political culture and economic imperatives shaping societies through higher education, demand action in the current period. This stage is needed to turn fragments into great building blocks. The university leadership needs to develop the strategy to show how fragments (new areas requiring implementation) can be brought together, how one can triumph against adversity, and how dissonance can give way to harmony.
Recruitment of Quality Faculty: One should not assume that it is difficult to get the best teachers, but think what may attract them to one’s institution.
It is important to understand the factors impacting the desired behaviour and devise appropriate incentives and disincentives.
2.4. Thirdly, university governance, whether collegial and/or corporate?
Keeping these governance forms in operational balance is a continuing challenge. Managing the coexistence of these two very different and apparently contradictory models appropriately on a contingency (suitability) basis is a good attribute. It lies at the very heart of a university’s wonderfully quirky culture and makes the job of Vice-Chancellor probably the best in the world.
2.5. Fourthly, developing teams and team work, building partnerships and collaborations:
2.7 International Practices in Good Governance
For achieving excellence and contribution to society, institutions that demonstrate:
a) Integrity in appointments at all levels, both external and internal;
b) Strong leadership and management skills in all of the places where they are needed;
c) Processes in place for monitoring the quality of teaching and learning and, within institutions, for
improving that quality with appropriate student involvement;
d) Processes in place to deliver improvements in research quality (assuming that there is significant
research activity);
e) Competent administration;
f) Robust and transparent financial systems, not least on procurement, together with strong internal and external audit;
g) Effective and transparent mechanisms to determine remuneration at all levels;
h) Strong human resources process, for appraisal, development and dealing with poor performance;
i) Effective student support arrangements;
j) Student participation in management and governance at all levels.
Code of Professional Ethics for Teachers
Teachers and their Responsibilities :
The national ideals of education which have already been set forth and which he/she should seek to
inculcate among students must be his/her own ideals. The profession further requires that the teacher should be calm, patient and communicative by temperament and amiable in disposition.
Teacher should:
(i) Adhere to a responsible pattern of conduct and demeanor expected of him/her by the community;
(ii) Manage his/her private affairs in a manner consistent with the dignity of the profession;
(iii) Seek to make professional growth continuous through study and research;
(iv) Express free and frank opinion by participation at professional meetings, seminars, conferences etc., towards the contribution of knowledge;
(v) Maintain active membership of professional organisations and strive to improve education and profession through them;
(vi) Perform his/her duties in the form of teaching, tutorials, practicals, seminars and research work, conscientiously and with dedication;
(vii) Discourage and not indulge in plagiarism and other non ethical behaviour in teaching and research;
(viii) Abide by the Act, Statute and Ordinance of the university and respect its ideals, vision, mission, cultural practices and tradition;
(ix) Co-operate and assist in carrying out the functions relating to the educational responsibilities of the college and the university, such as: assisting in appraising applications for admission, advising and counselling students as well as assisting the conduct of university and college examinations, including supervision, invigilation and evaluation; and
(x) Participate in extension, co-curricular and extra-curricular activities, including the community service.
6.2. The Quest for Quality Teachers
It is very difficult to identify and specify the attributes of good teachers, although all agree that domain knowledge and pedagogic skills are essential. In other words, a good teacher knows what to teach and how to teach (Stephenson, 2001). A good teacher is one who has excellent knowledge of the subject
and can engage his/her class and communicate the knowledge effectively.
Chapter 9
9.1. Quality Assurance in Higher Education
9.1.1. Initiatives to Improve Quality of Higher
Education in India
UGC in its 532nd meeting held in May, 2018 deliberated on quality concerns in higher education and set the target of achieving FIVE results/outcomes at the institutional level for improving quality in higher education in India by 2022. They are:
(i) Improved graduate outcomes in terms of at least 50% of graduates to have access to employment/
self–employment or pursuit of higher education;
(ii) At least 2/3rd of students of HEIs getting engaged in socially productive activities and/or in industry during their study;
(iii) Graduates acquire essential professional (domain) knowledge and soft skills such as teamwork,
critical thinking, communication, leadership, and entrepreneurship skills as well as human values and
ethics;
(iv) Ensuring teacher deployment to secure that teachers are in position against at least 90% of sanctioned strength at any point of time and professional development of 100% of teachers in terms of domain knowledge and pedagogical competencies; and
(v) Obtaining NAAC accreditation with at least a minimum CGPA score of 2.5 by all HEIs by the year
2022.
The UGC recommended the following strategies to deliver these results:
(a) Induction programmes for all students;
(b) Outcome based curriculum framework and its revision at regular intervals;
(c) Use of ICT based learning tools by teachers and students;
(d) Teaching soft skills to students;
(e) Mentoring students to become entrepreneurs and self-employable as for ‘start-ups’, and other
ventures;
(f) Engagement of HEIs in socially productive activities and with industry;
(g) Examination reforms;
(h) Tracking students’ progress after completion of educational programmes;
(i) Induction and regular refresher courses for teachers on a yearly basis;
(j) Promoting quality research by faculty; and
(k) Monitoring non–accredited HEIs to ensure that they get accredited by 2022.
9.2.3. Value Framework
Following are to be the core values of the HEIs of the country:
a) Contributing to National Development.
b) Fostering Global Competencies among Students.
c) Inculcating a Value System among Students.
d) Promoting the Use of Technology.
e) Quest for Excellence
9.2.5. Revised Assessment and Accreditation (A&A) Framework
9.3 Internal Quality Assurance Mechanisms
Every accredited institution should establish an Internal Quality Assurance Cell (IQAC) as a quality sustenance measure. Since quality enhancement is a continuous process, the IQAC will become a part of the institution’s system and work towards the realisation of the goals of quality enhancement and sustenance.
The work of the IQAC is the first step towards internalization and institutionalization of quality enhancement initiatives.
It has the potential to become a vehicle for ushering in quality enhancement by working out planned interventionist strategies by IQAC to remove deficiencies and enhance quality, like the “Quality Circles” in industries.
9.3.2. Objective
The primary aims of IQAC are:
a) To develop a system for conscious, consistent and catalytic action to improve the academic and
administrative performance of the institution;
b) To promote measures for institutional functioning towards quality enhancement through internalization of quality culture and institutionalization of best practices.
9.3.3. Strategies
IQAC shall evolve mechanisms and procedures for:
a) ensuring timely, efficient and progressive performance of academic, administrative and
financial tasks;
b) promoting relevant and quality academic/ research programmes;
c) ensuring equitable access to and affordability of academic programmes for various sections of
society;
d) optimization and integration of modern methods of teaching and learning;
e) ensuring credibility of assessment and evaluation process;
f) ensuring the adequacy, maintenance, and proper allocation of support structure and services;
g) sharing of research findings and networking with other institutions in India and abroad.
9.3.4. Functions
Some of the functions expected of the IQAC are:
a) Development and application of quality benchmarks;
b) Parameters for various academic and administrative activities of the institution;
c) Facilitating the creation of a learner-centric environment conducive to quality education and
faculty maturation to adopt the required knowledge and technology for participatory teaching and
learning process;
d) Collection and analysis of feedback from all stakeholders on quality-related institutional
processes;
e) Dissemination of information on various quality parameters to all stakeholders;
f) Organization of inter and intra institutional workshops, seminars on quality related themes and
promotion of quality circles;
g) Documentation of the various programmes/activities leading to quality improvement;
h) Acting as a nodal agency of the Institution for coordinating quality-related activities, including
adoption and dissemination of best practices;
i) Development and maintenance of institutional database through MIS for the purpose of
maintaining /enhancing the institutional quality;
j) Periodical conduct of Academic and Administrative Audit and its follow-up;
k) Preparation and submission of the Annual Quality Assurance Report (AQAR) as per guidelines and
parameters of NAAC.
The composition of the IQAC may be as follows:
1. Chairperson, Head of the Institution
2. Teachers to represent all levels (Three to eight)
3. One member from the Management
4. A few senior administrative officers
5. One nominee each from local society, students and alumni
6. One nominee each from employers /industrialists/stakeholders
7. One of the senior teachers as the Coordinator/Director of the IQAC.
9.4. Annual Quality Assurance Report (AQAR)
NAAC has launched Revised Accreditation Framework since July, 2017 and hence, the AQAR format was also modified, in consonance with the new methodology P. 207)
9.7. Professional Development of Teachers and the Need for On-the-Job Training
9.7.1. Higher Education Needs to Focus on Deep Learning
CHAPTER X
UNIVERSITY E-GOVERNANCE AND
ADMINISTRATIVE, PROFESSIONAL AND
LEADERSHIP DEVELOPMENT PROGRAMMES IN
HIGHER EDUCATIONAL INSTITUTIONS
TQM is the art of managing the whole institution so as to satisfy the needs of internal and external stakeholders and to achieve excellence.
TQM is both a philosophy and a set of guiding principles that represent the foundation of a continually
improving organization.
CHAPTER XI
GOOD and BEST PRACTICES IN HIGHER EDUCATIONAL INSTITUTION
11.4. BEST PRACTICE SERIES BY NAAC
A series of publications on the ‘Best Practices’ assessed on different aspects
(i) Curricular Aspects;
(ii) Evaluation of Students;
(iii) Student Feedback and Participation;
(iv) IQAC activities;
(v) Library & Information Services; and
(vi) Community engagement.
11.5. National level Best and Good Practice initiatives and facilitating UGC Regulations and Guidelines:
11.5.1. Academia-Industry Interactions in Higher Educational Institutions
11.5.1.1. Current Status of Cooperation between Academia and Industry
11.5.1.2. Reasons Behind the Gap Between Academia and Industry
11.5.1.3. Avenues for Future
11.5.1.4. Interaction Between Industry and Doctoral Programs
11.5.1.5. Academia-Industry Interaction Should be Considered as Part of Education
11.5.1.6. Industry Team Project: Real world Experience
11.5.1.7. Industry and Government Research Relationships
11.5.1.8. Provision for Scale-up Operation and Entrepreneurial Ventures
11.5.1.9. Consultancy Services
11.5.1.10. Nurturing the Innovation Ecosystem
11.5.1.11. UGC Guidelines for Establishing University-Industry Inter-Linkage Centres in Universities
11.5.2 Internationalization of Indian Education
11.5.3 Foreign Collaborations
CONTENTS
Foreword v Acknowledgements ix
Introduction 1
I Genesis and Development of Appointment Norms of Vice-Chancellors, their Duties, Responsibilities, Powers and Functions 9
II Attributes of a 21st Century Vice-Chancellor of an Internationalised University 19
III Code of Conduct for the University community 31
IV Statutory/Regulatory Councils / Bodies and their Acts/Statutes/ Ordinances/Regulations 47
V Autonomy of Higher Educational Institutions and Regulatory Provisions 99
VI Human Resource Management: Teachers, their Appointments, Promotions and Norms 108
VII Financial Administration and Norms, Accounts and Audit Rules 134
VIII Student Harmony in Higher Educational Institutions and Grievance Redressal Mechanism 169
IX Higher Education: Quality, Teachers, and Employability of Graduates 179
X University e-Governance and Administrative, Professional And Leadership Development Programmes in Higher Educational Institutions 234
XI Best Practices in Higher Education System 267
XII UGC Quality Mandate 288
References 290
Appendix – Compendium relating to Circulars/Orders issued by Government of India/UGC
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https://www.linkedin.com/jobs/vice-chancellor-jobs/?originalSubdomain=in
Finance
Human Resources
Facilities
Admissions
Placements
Quality - Teaching/Learning
Research
Service by Faculty Members
Marketing
Relationships Management
Strategy
Supply Chain Management
Policies Formulation
Process Design
Knowledge Management
Benchmarking and Best Practices
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