IT in Enhancing the Quality of Technical Education:

Opportunities and Challenges

Dr S G Deshmukh ABV-Indian Institute of Information Technology & Management Gwalior deshmukh.sg@gmail.com All India Seminar on Sustaining Quality in Technical Education in India: Challenges Ahead 12th July 2008 at N Delhi

Remarks..

Quality is never an accident. It is always the result of intelligent effort. It is the will to produce a superior thing. -- John Ruskin

It requires a quality experience to create an independent learner. --Myron Tribus

Outline of the presentation

Imperatives for quality

Models for QA: Accreditation and Educational Excellence

Implications and Role of IT

Challenges

Concluding remarks

Imperatives ..

World of accelerating multi-dimensional change

Shift to knowledge economy

World without border

Quality of services: Washington accord ?

Revolutions in Information & Communication Technology (ICT) Engineering Education System MUST

translate these challenges through a Quality response

Trends in education – vis a vis

Quality

1987 - ISO 9000 series awareness in areas other than manufacturing [BS 5750]

1989/90 – ISO 9004 Part 2 addendum for the Service Industry

About the same time – spillover to training and education as part of companies’ requirements of “purchases” from vendors

ISO9000:2000 edition

Quality = Competitive advantage for educational institutions

UGC/AICTE’s initiative: Accreditation

Educational Excellence Award Models

QCI’s initiative: Accreditation Standards for Quality School

OECD work on education indicators

OECD Handbook for Internationally Comparative Education Statistics: Concepts, Standards, Definitions

and Classifications, OECD, 274 pages, May 2004

Indicators of quality..

a) teacher / student ratio ; academic staff / non-academic staff ratio,

b) quality indicators concerned with academic staff,

c) quality indicators concerned with non-academic staff,

d) incentives for promotion of qualification of academic and non-academic staff,

e) budget structure, particularly as concerns ratio of staff costs and other costs,

f) pattern of funding

What is the Philosophy ? Tenet 1 : Customers are vital to the operation of the

organization. Without customers, there is no business, and without business, there is no organization (Deming 1986).

Students as customers, as products and as co-producers ! Quality calls for a restructuring of management methods to

create that quality. Organizations to turn nearsighted, top-down management "on its head" by involving both customers and employees in decisions for continuous improvement

Tenet 2 : Management needs to listen to nontraditional sources of information in order to institute quality,

People want to do quality work and that they would do it if

managers would listen to them and create a workplace based on their ideas (Deming, 1986).

How does this translate to Education? Role of Students: Administrators need to involve students

in their own education by training them to question the learning process, and once the students have questioned it, administrators need to seriously consider student proposals for change (Olson 1992).

Role of Teachers: It calls for changes in teachers'

relationships with both students and administrators; teachers need to view engineering education through students' eyes, and they need to work with administrators as a team. This teamwork is largely the responsibility of administrators, who need to delegate some of their responsibility and power to teachers (Rhodes 1992).

Testing and Evaluation: Instead of using standardized tests and grades to measure students' progress, institutes that embrace quality often try to assess student progress regularly throughout years (Blankstein).

Summary on Quality

Quality is about satisfying customers

Quality is holistic

A system needs feedback to make it useful and feedback is useful to improve products and services

Regular and designed feedbacks better than unsolicited ones

Quality is everybody’s job

Training is needed for staff to do quality jobs

A way of thinking has to be developed; does not just happen :To learn new things, we need to unlearn old things

Management by Measurement

Feedback from the students.

Responsiveness of top management in implementing feedback

Number of times assistance provided by teacher in inter-disciplinary projects

% reduction in absenteeism

Shift from Efficiency to Effectiveness through measurement

Remarks..

Efficiency : may relate to Quality of institution

Effectiveness : may related to Quality of Education per se !

Role of IT is vital in Efficiency and Effectiveness

Use of Information Technology (IT)

IT as an enabler and facilitator

IT as a tool

IT for streamlining processes

IT for bringing in transparency and objectivity

“IT Thinking" Paradigm

Everything is a process

All processes have inherent variability

Data is used to understand the variability and drive process improvement decisions

Unless you document, you cannot improve: Documentation facilitated

by IT

IT

capability Meaning Example

Transactional IT can transform

unstructured processes

into routine transactions.

Employee records, (faculty. etc.) can

be structured

Automatical IT can replace or reduce

human labor in a routine

process

Preparation of attendance reports,

preparation of defaulters reports etc.,

goods inspection report etc.

Analytical IT can bring complex

analytical methods to

bear on a process

Calculations of CGPA, student

/teacher evaluation using multi-

attribute decision making models

Informational IT can bring vast

amounts of detailed

information into process,

Data on extensive profile of students,

faculty , staff

Sequential IT can enable changes in

the sequence tasks in a

process often allowing

multiple tasks to be

worked on

simultaneously.

Various steps required for checking

credentials of a candidate for

admission process, placement related

procedure etc.

Tracking IT allows the detailed

tracking of task status,

inputs, and outputs

Tracking the status of a particular

purchase order., tracking inventory of

an item ,use of consumables, use of other

financial resources.

EXTERNAL STANDARDS

AUDIT THE CURRENT

SYSTEM

GAPS IN THE CURRENT

SYSTEM

YES

ASSESS WHAT NEEDS TO

BE DONE TO SATISFY THE

STDS

DEVELOP THE

PROCESSES NEEDED

AND IDENTIFIED ABOVE

DETAIL THE PROCESSES

AND INCLUDE IN THE

CURRENT SYSTEM

REVIEW STDS &

CURRENT SYSTEM

CONTINUALLY

NO

QA SYSTEM

Quality Assurance

To make quality the defining element of higher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives.

Regulatory System – UGC, State Governments, Affiliating Universities

Built-in regulatory controls through

- Assessment and Accreditation NAAC (General Education); NBA (Technical Education)

2

Perspective 1: Accreditation Model

To ensure that existing systems are continually improved and reviewed for

improvement Accreditation is formal or public declaration that the technical programmes complies with a

set of previously established standards by the apex body in technical education (AICTE) by assuring the quality and entrusted the work to NBA

It is a structured assessment of compliance to the accreditation standard

It provides an opportunity to acknowledge quality in educational systems

It intends to guarantee quality and public accountability in the educational system, encouraging trust in students, parents, employers, education administration and society in general.

It stimulates the academic environment for promotion of quality of teaching-learning and research

It encourages self-evaluation, accountability, autonomy and innovations.

Criteria University level

institutions

Affiliated/ Cons. College

Autonomous College

Curricular Aspects 150 100 50

Teaching-learning and evaluation

250 350 450

Research, consultancy and extension

200 150 100

Infrastructure and learning resources

100 100 100

Student Support and progression

100 100 100

Governance & Leadership 150 150 150

Innovative Practices 50 50 50

Total 1000 1000 1000

Accreditation model (NACC)

9

Use of IT in Accreditation model Teaching-learning & Evaluation

IT interventions: use of web, internet,, on-line student evaluation forms, on-line quiz, faculty web page , on-line learning management systems

National initiative such as NPTEL Infrastructure and learning resources

IT devices such as interactive boards, multi-media aids,

Student Support and progression

On-line counseling service : Ex: IITD’s Board of Student Welfare)

Innovative Practices For teaching, evaluation and student

involvement

Role of IT

IT enabled procedures Use of various database IT enabled training and orientation

programmes IT for Internal Quality Assurance

Mechanisms Initiating ICT – enabled assessment Collaborating with others Provision for professional

development

Use of IT: Enterprise wide information

systems

Software to connect various modules such as : Admission, Student Information System, Examination, HR, Finance,, Procurement etc.

Advantages: Streamlining of processes, objectivity, transparency and accountability

Example: In-house developed solution at IITD

Campus Connect : An institutional Resource Planning System

IBM Lotus® Symphony : Set of intuitive easy-to-use applications for creating, editing & sharing documents/spreadsheets and presentation.

Use of IT: Learning Management

System

Deployed at IIITD

For Faculty: uploading of lecture notes, ppts, on-line evaluation test/quiz etc).

For Students: Notice board, discussion forum

For Administration: Attendance, grade record, monitoring of progress,

USE OF IT: NPTEL Web enabled curriculum The main objective of NPTEL program is to enhance the

quality of engineering education in the country by developing curriculum based video and web courses. This is being carried out by seven IITs and IISc Bangalore as a collaborative project.

In the first phase of the project, supplementary content for 129 web courses in engineering/science and humanities have been developed. Five major engineering disciplines have been covered in this project so far (NPTEL Phase I) at the undergraduate (B.E./B.Tech) level. Civil Engineering Computer Science and Engineering Electrical Engineering Electronics and Communication Engineering Mechanical Engineering

Use of IT: Best Practices as shown on AICTE website

Use of IT such as video conferencing for delivering quality lectures to a large number of

students.

Muthayammal College of Arts & Science, Kakkaveri,Tamil Nadu

Use of IT in Institutional governance, such as introduction of smart cards for the students as well as for the faculty members.

1. College of Engineering, Amravati, Maharashtra

2. Gogte, Institute of Technology, Belgaum, Karnataka 3. Jaipur Engg. College & Research Centre, Jaipur,

Rajasthan

4. Maruthi Institute of Engineering & Tech., Tamil Nadu

5. The Rajaas Engineering College (Formerly the Indian Engineering College) Vadakkangulam, Tamil Nadu

Access to vast information available in digital library through

Internet.

1. Lourdes Matha College of Science & Technology, Thiruvananthapuram, Kerala

2. SIES Graduate School of Technology, Mumbai, Maharashtra

Use of IT: PDCA Cycle & Quality

Assurance

PDCA

Cycle

Quality Assurance

Increasing

Expectations

Perspective 2: Engineering

Education Excellence Model

Enables to assess quality efforts on a variety of factors

Supports a template for improvement

Encourages Self-assessment, Peer-assessment

Enables “Management-by-Measurement”

Acts as a platform for “Best Practices” and Benchmarking

UPTU Academic Excellence Award Model

Enablers

Item Weightage

(in %)

Top Management’s commitment to Quality & Academic Leadership

10

Faculty Resources Development & Management 5

Quality Policy & Strategy 5

Academic Resources 10

Academic Processes 10

Results

Faculty & Staff satisfaction 10

Students satisfaction 10

Impact on Society 5

Academic Results 25

Placement Results 10

Academic

Processes 100

(10 %)

Top Mgmt Commitmt & Leadership

100 (10 %)

Faculty Resources

Developmt & Mgt. 50 (5 %)

Quality Policy & Strategy

50 (5 %)

Academic Resources

100 (10 %)

Faculty & Staff

Satisfaction 100 (10 %)

Students

Satisfaction 100

(10 %)

Impact on

Society

50 (5 %)

Academic Results 250 (25 %)

Placement

Results 100

(10 %)

Enablers 400 points (40%) Results 600 points (60%)

UPTU Academic Excellence Award Model Source: www.uptu.org

‘How’ of the Model .... A panel of eminent jury headed by an

outstanding academician having experts in quality management from academics, industry and other NGO’s evaluates a institute

panel analyses the self – assessment report of each aspiring institution and decides on a cut – off score based on self – assessment report to site visit the organizations short-listed.

A five member team of assessors visits the site and arrives at a consensus score among the members of the team on each of the 10 factors and total score.

This is presented before the panel

SN Sub factors High

05

Very Good

04

Good 03

Satisfactory

02

Low

01

1. Recruitment process leading to excellence

2. Financial compensation package/process

3. Perks and performance incentives

4. People development process- encouragement to improve qualifications

5. Work culture Faculty Development & Management (50)

6. Faculty & Staff performance appraisal process

7. Networking with reputed academic institutions- encouragement & support

8. Ambience in offices of faculty & staff

9. Encouragement for industry interaction

10. Skill-up gradation / conference Sponsorship and peer interaction

Sn.

Sub factors High

05

Very Good

04

Good 03

Satisfactory

02

Low

01

1. Quality policy on student admissions

2. Quality policy on faculty recruitment process

3. Quality policy on faculty promotion/recognition process

4. Student orientation

5. Industry (employer) orientation Quality Policy &

Strategy (50) 6. Quality of physical

ambience

7. Quality improvement policy for faculty & staff

8. Vision / Mission leading to quality

9. Core values leading to quality of education

10

.

Quality Management Systems-ISO etc in place

Distinctive features

Objective appraisal by outsiders

Helps in documenting various processes

Correlation between enablers and results thus proving evidence for quality success

Provides support for Accreditation and ISO 9000

Engineering Education Excellence model – Self Assessment Process

Develop Commitment

Plan Self Assessment Cycle

Establish Model and Reporting

System

Communicate Plan

Educate Staff

Conduct Self Assessment

Establish Action Plan

Implement Action Plan

Review

Progress

Criteria S 0-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

Leadership 100

B

Policy &

Strategy 50

B

Faculty

Resources 50

B

Academic

Resources 100

B

Processes 100

B

Faculty

satisfaction 100

B

Student

Satisfaction 100

B

Impact on

Society 50

B

Academic

Results 250

B

Placement

Results 100

Inst 1 Inst 2 B - Best

Score comparison

Benefits of Educational Excellence Award

Model

• Winners share their knowledge

• Process motivates employees

• Process provides a well-designed quality

system

• Process requires obtaining data, thus builds

objectivity and transparency in the system – Management-by-Measurement

• Process provides feedback

Related to Opportunity Benefits

Accreditation IT helps in documenting

various processes such as

admission, selection of faculty,

evaluation of student feedback

etc.

Makes processes data

driven, transparent

Engineering

Education

Excellence model

Assistance provided by

making various components of

the model; implementable at

the ground level: for example

records on processes,

leadership, informational

resources ,

students/faculty /alumni etc.

Facilitates record keeping

and helps in self-assessment

so that improvement can be

quantified, measured and

tracked

Accreditation Education Excellence Model

Prescriptive and Normative Non-prescriptive and flexible

Process oriented Based on Systems perspective

Focus on primarily student exam results

and placements. Meager importance for

societal contribution.

Research based result oriented framework

including governance and social

Responsibility

Monitoring mechanism need to be

strengthened after accreditation Top management involvement and

commitment is essential.

Feedback and follow up may not be

learnable by the individual Learn from the feed back process by

every individual in an institution

Modular (Teaching learning,

supplementary processes etc.) based

assessment

Alignment and integration of institutional

goals i.e. Build on existing strengths ie.

Targeting of opportunities for

improvement.

Lack of clarity and direction on

performance More clarity on clarity and direction on

performance

Opportunities offered by IT

Can affect the design and delivery mechanisms related to teaching-learning processes

helps in streamlining various non-valued added processes

helps in making the processes objective & transparent

Some of the hurdles…

Many academics and practitioners do not understand the centrality of quality standards Standards are seen as the opposite of creativity in design In many curricula economic constraints, legal constraints,

compliance and interoperability are considered secondary ..and sometimes absent

Techniques and devices based on standards are often taught with little or no regard to standards …taught without referring to the standardization

infrastructure

Challenges Educational administrators must become “data and information

savvy”. Typical surveys (such as India Today, Onlooker survey) ranks educational institutes on various parameters. For such ranking, it is necessary that internally, the institute must have a data cell and quality assurance cell whose responsibility is to promote use of quantified data for improvement..

While using any quality framework, ,it is important to employ statistical process control and the concepts of common and special causes in determining levels of accountability in education. Thus, procedures relevant to these should be setup for acquiring, recording, manipulating and analyzing data/information for reviewing and improvement. This will require sensitization and adequate training to educational administrators, faculty and other stakeholders.

The quantitative framework of education excellence model identifies some of the fundamental requirements and characteristics of the technical institutions.

The challenge is to identify various non-value addition processes and use IT to weed them out.

Challenges.. (contd.)

Procastrination concerning changes in HE ...

Dangers of a top-down approach to force change - academics tend to be conservative

concerning their institution - they must be convinced of the need to change

- role of leadership - government, regulatory bodies , Professional societies, NGOs , institutions, etc ...

- academic staff ( and society in general ) show low awareness about the concerned issues

Challenges…

The quality philosophy is built around three basic ideas,:

to become customer driven instead of being self-focused,

to concentrate on the process rather than being preoccupied with results;

and to use employee’s thinking ability.

Educational institute need to deploy various initiatives to realize this philosophy.

How to implement Quality

Involvement

Quality involves everyone Quality not just concern of AICTE /MHRD or College administration - involves everyone, including student, teacher, alumni, financial supporters

Continuous improvement System always looking for ways to improve processes to help quality

Stakeholders involvement :Every stakeholder has vital role to play in spotting improvement opportunities for quality and identifying quality problems

When we try to bring about change in our societies, we are treated first with indifference, then with ridicule, then with abuse, and then with oppression. And finally, the greatest challenge is thrown at us. We are treated with respect. This is the most dangerous stage !

Thanks a lot for your patience …

deshmukh.sg@gmail.com