Strategic Flexibility for an Engineering Institute

8/13/2019 Strategic Flexibility for an Engineering Institute

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Strategic flexibility for an engineeringinstitute

Submitted in partial fulfillment of the degree of

Masters of Business Administration

By

Radha Raman Chaudhary

(Entry No. !!"SMN#$ %&

'nder the uidance of)rof. Sushil

*epartment of Management Studies

+ish,a-arma Bha,an

/ndian /nstitute of 0echnology *elhi /ndia


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April !%

AC1N234E* EMEN0

/ ,ould li-e to express my immense gratitude to )rof. Sushil*epartment of Management Studies /ndian /nstitute of0echnology *elhi for his in5aluable guidance mentoringand encouragement at e5ery stage of this pro6ect. / than- himfor his 5aluable inputs and support and feel greatly indebtedfor the -een interest that he has sho,n in my report ,or-.

At the same time / ,ish to than- all the faculty of *MS //0*elhi for handing o5er ,ealth of their -no,ledge andexperience to me during the course of study. 0heir ,ay ofteaching is unparallel in the ,orld.

7inally my sincere gratitude is also for those people ,hoha5e directly or indirectly contributed to,ards thepreparation of this pro6ect report.

*ate8 %9:!;: !% Radha Raman Chaudhary

!!"SMN#$ %

*epartment of Management Studies

/ndian /nstitute of 0echnology

*elhi /ndia

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ABS0RAC0

There are over 2000 engineering institutes in India, producingaround 8-10 lacks engineers every year .Most of the developedcountries including U and !urope produce around 10 lacksengineers every year. India"s gro#th rate of producing engineersis $0% year on year therefore India is poised to &eet the 10 lacks

&ark very soon. If the nu&'ers are the goal then #e #ill &ake itsooner or later. (ut the key )uestion is* - +re #e co&petent to&eet the glo'al challenges 'efore us #ith these pass outengineers Industry feed'ack says that there is a 'ig gap in #hatindustry needs and colleges produce in ter&s of capa'ility and)uality to deliver. orget glo'al challenges, in a position to &eetour o#n local challenges. hy then it is a pro'le& here does

the pro'le& lay / TU ! T, T!+ 3!4, I 4+ T4U TU4!,566+(U , I TITUT! or the U I7!4 IT5 hat is its curetudent intake, teacher"s recruit&ents, infrastructure and su' ect 9

sylla'us are o#ned and controlled 'y the institute. Mainly e:a&sare controlled 'y the university. Therefore the institute 'eco&esthe center point of attention for the selection of students, theircapa'ility, )uality and co&petitiveness in the Industry ;6ocal 9


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0able of Content

hapter/1....................................................................................................................................>

1.1(ackground.........................................................................................................................>

1.2 ational (oard of +ccreditation ; (+=*................................................................................?

1.$ ational +ssess&ent and +ccreditation ouncil ; ++ = ..................................................10

1.@ +ll India ouncil of Technical !ducation ;+I T!=*.............................................................12

1.A elf assess&ent 'y institutes the&selves ; BT=*........................................................1$

1.> The B' ective .................................................................................................................. 1A

hapter-2...................................................................................................................................1>

2.1 urrent Institute

2.2 +C- 6+C Methodology*................................................................................................... 20

hapter-$...................................................................................................................................2D

$.1 inding strength and #eaknesses of an institute using BT.........................................2D

$.2 Identify the continuity forces for the institute.....................................................................2?

$.$ Identify the change forces for the institute .......................................................................$2

@.1 Using the +C-6+C &ethodology ....................................................................................$>

@.1.1 ituation..................................................................................................................... $>

@.1.2 +ctor.......................................................................................................................... $8

@.1.$ Crocess......................................................................................................................@0

@.1.@ 6earning..................................................................................................................... @$

@.1.A +ction Clan.................................................................................................................@@

@.1.>Cerfor&ance...............................................................................................................@D

hapter-A...................................................................................................................................@8

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A.1 onclusion....................................................................................................................@8

A.$ 4eferences .................................................................................................................@?

..........................................................................................................

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Chapter1

1.1 Background

The need for the engineering education is rising #ith the ti&e;refer igure 1.1=. The spread of infor&ation to large section ofsociety in ur'an and se&i-ur'an area, a'out the i&portance ofengineering degree in the hands of their #ards, is very o'vious.Their social and fa&ily conditions si&ply change their fortunes.This has created the rush to the engineering institutes and has

ske#ed the de&and and supply situation. There has 'een &anyfold increase in capacities in universities and colleges in ourcountry #ithin very short span of ti&e. The econo&ics of openinga ne# higher educational institute is very de&anding al&ost in allstrea&s ;&edical, engineering, &anage&ent, agriculture,phar&acy, education=. The institutes #hich are already 'een thereare surplus #ith regular students.

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igure 1.1- gro#th of engineering colleges #ith ti&e

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1. +ppro:i&ately D.2 % of adults in the 1D-2@ age groups haveprivilege of getting higher education. +s co&pared to this the

figure for U and +ustralia is 80%, anada 88%, inland D@%,and UE A2%. This figure for India is to 'e aug&ented-at least'y a &odest 2A% 'efore 2020.

2. In India, total enrol&ent in higher education institutions is 10.A&illion, ust 11% of total relevant age group ;1D-2$ years= in thepopulation. Bn this count, India fares poorly co&pared to outheast +sian countries like Chilippines ;$1%=, Thailand ;1?%=,Malaysia ;2D%=, hina ;1$%=.

$. 4egarding pu'lic e:penditure on higher education , India isa&ong the lo#est in the #orld , #ith pu'lic e:penditure perstudent at F@0> co&pared to hina ;F2D28=,(raGil ;F$?8>=,Indonesia ;F>>>= and Malaysia ;F>2A=

Thus there is an urgent need to enlarge and enhance the role

and relevance of our universities and technical institutionsto reach a larger community for achieving national andglobal challenges.

ince the increase in nu&'er of educational institutes has 'eendra&atic #ithin short ti&e ;refer igure 1=, the pace of theincrease in their ecosyste& has not 'een the sa&e. The )ualitydelivery of technical education, )uality of availa'ility of teachers,re)uired infrastructure, university support syste&, and finally the)uality of student"s intake are 'elieved to 'e co&pro&ised. +s aresult the credi'ility of engineering education is at stake and 'eing)uestioned periodically.

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institution is started. 3o#ever )uality assurance entails anassess&ent of the perfor&ance of the institution in deliveringtechnical education of the prescri'ed )uality.

1.2 National Board of Accreditation (NBA):

ational (oard of +ccreditation ; (+=, a 'ody under +I T!, isthe only authoriGed 'ody in India entrusted #ith the task ofundertaking accreditation of technical education progra&&es.

+ll progra&&es on technical education including those offered'y University epart&ents are accredited 'y (+. The (+evaluates the )uality of progra&&es offered 'y educationalinstitutions fro& iplo&a to the Costgraduate levels in Technical!ducation.

+ccreditation is 'ased on an 9 point criteria ,hich includes

organi=ation and go5ernance financial resources allocation and utili=ation physical resources human resources 0eaching : learning processes etc.

There has 'een a su'stantial increase in the nu&'er ofaccredited progra&&es in India.

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1.3 National Assessment and Accreditation Council (NAAC)

ational +ssess&ent and +ccreditation ouncil, an autono&ous'ody, has 'een esta'lished 'y the University


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++ has identified seven criteria-

urricular aspects, Teaching-learning and evaluation, 4esearch, onsultancy and e:tension, Infrastructure and learning resources, tudent support and progression,


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1.4 All India Council of Tec nical !ducation (AICT!):

The Government of India (Ministry of Human ResourceDevelopment) also constituted a National Workin Groupto look into the role of !I"T# in the conte$t ofproliferation of technical institutions% maintenance ofstandards and other related matters& The Workin Grouprecommended that !I"T# 'e vested ith the necessarystatutory authority for makin it more effective% hich

ould conse uently re uire restructurin andstren thenin ith necessary infrastructure andoperatin mechanisms& *ursuant to the a'ove recommendations of the NationalWorkin Group% the !I"T# +ill as introduced in 'oth theHouses of *arliament and passed as the !I"T# !ct No& ,-of ./01& The !ct came into force &e&f& March -0% ./00&The statutory !ll India "ouncil for Technical #ducation

as esta'lished on May .-% ./00 ith a vie to properplannin and coordinated development of technicaleducation system throu hout the country% the promotionof ualitative improvement of such education in relationto planned uantitative ro th and the re ulation andproper maintenance of norms and standards in thetechnical education system and for matters connectedthere ith&

The purvie of !I"T# (the "ouncil) covers pro rammesof technical education includin trainin and research in#n ineerin % Technolo y% !rchitecture% To n *lannin %Mana ement% *harmacy% !pplied !rts and "rafts% Hotel

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Mana ement and "aterin Technolo y etc& at differentlevels&

1." #elf assessment $% institutes t emsel&es (#' T):

elf assess&ents are perfor&ed through a BT analysis.BT is an acrony& for trengths, eaknesses, Bpportunities

and Threats ;refer figure-1.2=. Institutes strengths and#eaknesses are its internal factors #hereas opportunities andthreats are its e:ternal factors.

igure-1.2 BT +nalysis factors

BT analysis involves a syste&atic identification of thesefactors and the strategy that reflects the 'est &atch 'et#eenthe&. It is 'ased on the pre&ises that an effective strategy&a:i&iGes institutions strengths and opportunities 'ut at the sa&eti&e &ini&iGe its #eaknesses and threats.

ince the strengths and #eaknesses are internal to the institutiontherefore it is in its control. They &ay 'e &anipulated to suite a

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The student activities are planned in such a #ay that they arecaught 'et#een crossfire of attending i&portant class versesparticipating in ca&pus activities. The thinking to give to the

students, their value for &oney see&s to 'e ustifia'le 'ut the&anner in #hich all resources are used for the delivery raisescause of concern. Is the 'usiness &odel used for the deliveryoutdated, or &ay 'e &eant to serve the local &arket oes thisre)uire 'etter strategy to pool resources to give &a:i&u& valueto the students and at the sa&e ti&e 'eco&e &ore co&petitive

oes the institute need to take stalk of their strengths and#eaknesses and do BT analysis to find #here they lie, despitehaving (+, ++ or +I T! certifications +re they in a positionto e:ploit the opportunities an they do strategic &anage&entperiodically to co&pete #ith outside &arket

1. T e $*ecti&e

The o' ective of this paper is to analyGe and identify the strengthand #eaknesses of the institute. Eeep the strength and 'uild the

ne# capa'ilities to sustain and co&pete to gain the &ost of theopportunities in local as #ell as glo'al &arketplace.

In the case of old institutes shying a#ay fro& the risk of changeand in the case of ne# institute fighting for the continuity in theirstruggle to keep alive.

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Chapter-2

2.1 Current Institute +o&ernance ,odel

Typical stakeholders &odel of the private engineering educationsyste&.

igure 2.1 / takeholder relationship in !ngg education syste&

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3aryana state has appro:i&ately 80 engineering collegesK &ostof the& are private o#ned colleges. The governance &odel in&ost of the private engineering colleges is the sa&e as

&entioned 'elo# .

igure 2.2 Manage&ent Tea&

The ad&issions to these engineering colleges are thru counseling'ased on +I!!! ranking and appro:i&ately 2A% seats are filled'y the &anage&ent )uota. The seats #hich are not filled 'ycounseling, adds to &anage&ent )uota. Most of the &anage&entseats are decided 'y &anage&ent tea& #hich are &ostlyoverlooking the )uality of the candidate and giving #ay tocontacts and social net#orking persons necessary for the instituteto run its day to day operations.

The counseling fills up &ost of the capacity of the instituteKtherefore the revenue strea& is constant.

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RE /S0RAR *ean Academy R>*?EA*

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A) /0 EC ME CECS B0

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Typically an engineering institute has &ini&u& A engineeringstrea& na&ely ! ; o&puter cience and !ngineering=, IT;Infor&ation Technology=, ! ! ;!lectronics and o&&unication=,

! ; ivil !ngineering=, M! ;Mechanical engineering=, !!!;!lectrical and !lectronics !ngineering=.

+n engineering institute #ill have intake of roughly around @A0students 'atch for a year. +t any point of ti&e college has four'atches running #hich &eans total strength of the institute #ould'e around 1D00 students.


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igure 2.$ - +'ility and illingness to change

The approach to solve the capa'ility ;skill 'uilding= and )uality ofengineering education pro'le& in this paper has 'een follo#ing.

1. o BT analysis to understand the institutes currentstrength, #eaknesses, opportunities and threats.

2. Map these BT analysis results to identify the continuing

and change forces for the institute.$. !sta'lish the o' ectives.

@. Use +C-6+C fra&e#ork to prepare strategic action plan for'etter &anage&ent and develop&ent of the institute vis- -vis glocal challenges.

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2.2 #A- /A- ,et odolog%:

There is a pressing need to evolve a &anage&ent approach

#hich is holistic and fle:i'le in the light of dra&atic change invarious e:ternal factors of the 'usiness environ&ent and thecorresponding change in the internal factors of the organiGations.The concept of syste&ic fle:i'ility", dealing #ith options, changeand freedo& of choice is discussed in the docu&ent. (ased onthis concept, the +C-6+C ; ituation +ctor Crocess-6earning

+ction Cerfor&ance= fra&e#ork has 'een evolved. This is a

holistic fra&e#ork that 'lends the analytic as #ell as syntheticparadig&s on the one hand, and hard syste&s ;opti&iGing= andsoft syste& ;learning= paradig&s on the other.

The +C-6+C fra&e#ork consists of three entities in any conte:t,viG. a situation to 'e dealt #ith, an actor" or group of actors #hodeal #ith it and a process" or processes that recreate thesituation. In this fra&e#ork, freedo& of choice lies #ith the actor.

+ synthesis of +C leads to 6+C #hich deals #ith learning, actionand perfor&ance.

(ased on the +C-6+C fra&e#ork, #e can prepare generic as#ell as specific &odels for &anagerial in)uiry and pro'le&solving. These &odels could 'e )ualitative in ter&s of critical)uestions or &ay e&ploy certain tools, such as )uantitativeanalysis tools, &atri: representation etc. e often encountersituations in &anaging organiGations and conducting&anage&ent research to carry out an in-depth in)uiry of thepro'le&9case at hand for effective action.

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The effectiveness of the outco&e of in)uiry9pro'le& solving9casedevelop&ent #ill depend a great deal on the deep rooted andcreative group learning a'out the key facets of the pro'le&. uch

a holistic in)uiry re)uires so&e syste&ic aids to channeliGe thecreative process adapting to the pro'le& at hand. + fle:i'le&odeling fra&e#ork can facilitate this action learning process toaid kno#ledge &anage&ent. +C-6+C fra&e#ork is generic andfle:i'le and can 'e used to develop generic as #ell as specific&odels for &anagerial in)uiry and pro'le& solving.

The purpose of a +C-6+C &odel is to aid the process of analysis

and idea generation a'out the situation", actors" and processes"and their interfaces. The &odel also guides the process ofsynthesis in ter&s of key learning areas, action points andperfor&ance i&pacts. Thus, the +C-6+C &odel prepares thegroup for effective action in the changing situation. The &odel can'e applied iteratively, as #ith each action the situation is changedand a fresh in)uiry can 'e &ade.

+C-6+C &odels can 'e of various types depending on thepurpose, application focus co&prehensiveness, ti&e di&ension,levels of in)uiry and tools used for analysis as #ell aspresentation.

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epending on the purpose of the &odel, the +C-6+C &odelscan, 'asically, 'e of t#o types*

i. !:ploratory &odels * Used for &anagerial in)uiry and

case develop&ent.

ii. or&ative &odels * Used as a guideline fori&ple&entation, e.g. strategy for&ulation, technology transfer,pro ect selection etc.

+ typical +C-6+C &odel for case develop&ent for coreco&petence and fle:i'ility is presented 'y Eak and ushil ;2000=

#hich is used for developing si: cases in IT and Char&a sectors. + nor&ative &odel for strategy for&ulation and i&ple&entationusing core co&petence and fle:i'ility is presented 'y Eak ;2000=.

Eeeping in vie# the application focus, the +C-6+C &odels can'e classified into t#o 'road categories*

i.


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econo&ic refor&s, recession in IT industry, dot.co& revolution,&arket penetration, ne# product launch and so on.

+s per the co&prehensiveness, the +C-6+C &odels can again

'e classified into t#o categories*

i. aNve or ato&ic &odel * These are preli&inary&odels that take into consideration the si: 'asic co&ponents of

+C-6+C fra&e#ork, i.e. situation, actor, process, learning, actionand perfor&ance independently #ithout e:plicitly considering theirinterdependence or interrelationships. Though these &odels arenaive, they can 'e )uickly developed 'y 'rainstor&ing and can 'eapplied #ith li&ited ti&e, resources and e:pertise. The &odelpresented in !:hi'it 1 lies in this category.

ii. Integrative &odel * These &odels take care of theinteraction and interdependence of the 'asic co&ponents, i.e.situation, actor and process. These &odels &ay eitherincorporate interfaces of situation, actor and process, e.g.

organiGational cli&ate and culture, strategy structure, syste&s,contingency etc. or &ay use &atri: &odels 'y taking t#oele&ents on t#o di&ensions and the third one on the &atri:. +typical &atri: 'ased +C-6+C &odel is sho#n in !:hi'it 2

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E%&!'!T SA* +A* odel -or eneral *roblem Solving

Situation- 3o# did #e reach here- .hat is happening no#,- .hat all is e:pected to happen,

Actor - .hat are the #orld vie#s,- .hat roles and capa'ilities are e:hi'ited,- In #hat do&ains freedo& of choice is availa'le,

*rocess- hat is 'eing done - hat are the varia'les

- .hat are the para&eters,- .hat can 'e changed,

- .hy it is 'eing done,- 3o# is it 'eing done, - .hat else, - .hy else, - 3o# else,

+earning - .hat are the ke" issues related to situation;s=,- .hat are the key issues related to actor;s=,- .hat are the key issues related to process;s=,

*erformance- .hat should9ought to 'e done to i&prove the situation;s=,- .hat should9ought to 'e done to i&prove the actor;s=,

- .hat ought to 'e done to i&prove9i&ple&ent the process;s=,

Action - 3o# #ill 'e its i&pact on the situation;s=,- 3o# the actor;s= #ill 'e affected,- 3o# the perfor&ance of the process;s= #ill 'e affected,


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Chapter-3

3.1 0inding strengt and eaknesses of an institute using #' T

BT analysis of &ost of the &iddle level private engineeringinstitutes in 3aryana is si&ilar. 3aryana has three technicaluniversities giving engineering degrees na&ely

1.


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(ased on the 'rainstor&ing done #ith the a'ove criteria in&ind #e co&e up #ith follo#ing as the strength area of theinstitute

1. e&i-ur'an &arket seg&ent fro& #here the institutedra#s strength.

2. Market i&age is that of interest protection of aco&&unity.

$. alculated risk taking a'ility.

@. University support / close link #ith university andinstitute &anage&ent.

A. Juality of student"s intake.

>. 4etention of staff.

D. Most of the colleges have sound financial position.

Ma or #eaknesses are1. Most of the strength is te&porary and &ostly ignoring the

environ&ental factors changes.

2.


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3.2 Identif% t e continuit% forces for t e institute

1. Market seg&ent - e&i ur'an culture

There is &ad rush for the se&i-ur'an &iddle class fa&ily toprovide its kid #ith 'est education possi'le, for #hich theyare #illing to pay high fees. The fa&ily status changes oncetheir kids are taking &edical or engineering education. Thissituation helps the& to &arry kids in reputed fa&ily and all

this change their kid"s life.The institute catches up #ith these vi'es and opens theirgate for such student either thru counseling or &anage&entseats under one of the local university. The de&and fro& this&arket seg&ent is filling &ost of the seats in institutes andtherefore guaranteeing their safe profit &argins. The institutepro&oters see this opportunity and act accordingly. 0heinstitute does not ,ant to disturb this e uilibrium theycreate to ma-e definite profit margins.

The 'usiness &odel has 'eco&e so co&&on that a lot ofne# institutes have sprung up to catch up #ith the oldinstitute in sa&e &arket seg&ent.

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2. o&&unity i&age / Crotected &arket

o&e of the institute creates their good #ill for thepro&oter"s o#n co&&unity to safeguard their 'usiness

interest. This relationship #ith a particular co&&unity helpsthe& not only to dra# good students fro& the co&&unity 'utalso helps in safeguarding their 'usiness 'y providingconstant flo# of intake. The institute does not #ant todistur' this scenario and therefore stick to continuity.

$. !ntrepreneurship of the pro&oters / 4isk aversion

The pro&oters of the institute can take risk and co&e out ofthe shell to open up to the higher seg&ent of the &arket#here )uality and capa'ility is the hall&ark of the institute.

uch institute #ould 'e on risk as it has to attract students'ased on its &erit. There are already 'ig houses ;strong onpurse= that are playing in this field. This lets the institute totake very cautious approach as they feelK it is tall order to

co&pete #ith such institute. Therefore they get caught up#ith the continuity forces.

@. University support / !:tent of gro#th

University runs the courses as per their sylla'us andconducts e:a&s for the institute. The institute 'eco&espassive and #aits for the university support syste& to do therefor&s in these areas. This attitude develops a dependantculture on the university and difficult to operate out of theiro#n plans. The institute keeps &ini&u& resources #hichcan 'e )ualified 'y +I T!, (+ and ++ audits.

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A. Juality of student"s 'aseline / Inertia for change

ue to the co&petition #ith ne# institutes co&ing up in thesa&e &arket seg&ent therefore the )uality of intake of

students is declining.

This leads to pro'le& at all levels for the institute, 'e itdiscipline, teacher"s effort in the class, depart&ent"s effort forplace&ents etc. It i&pacts the entire supply chain of theinstitute and if the institute do not change in ti&e then &aygo to o'livion.

>. 4etention of the teaching staff /


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The gap is not 'ig 'ut significant enough to create alar& inthe &arket seg&ent. If the old institute does not L 3+

@. ylla'us / InternationaliGation

ylla'us of the corresponding university need rationaliGation

as the industry e:pectations fro& the particular 'ranch ofengineers is to kno# current and e&erging issues and ne#technologies in that area. hereas the sylla'us is &oreinclined to#ards theoretical kno#ledge and less e&phasis isgiven on practical kno#ledge. !ven so&e of the theoreticalsu' ects do not cater to current and e&erging issues in thatarea. This needs L 3+

to search for solutions.

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A. 4apid ur'aniGation / Market seg&ent diluting

The notion that the L octorH and L!ngineersH are the pride ofthe &iddle class fa&ily is eroding. The parents are seeing

the change in returns fro& the engineering students andother general careers. ue to rapid industrialiGation not onlydoctors and engineers are re)uired 'ut also lots of other o'slike finance, &arketing and sales e:perts are also re)uired in'ig nu&'ers. These careers are also catching up #ith the&iddle class fa&ilies. Therefore the engineering institute"sintake is facing 'igger challenges to catch the 'right

students #ho are routing to#ards ((+ and M(+ courses.The institute &ust #ake up to this situation and L 3+

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igure $.1- (alancing continuity and change

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need fro& thestudents changedfro& &ono to &ultitechnology e:perts,handling Mcusto&ers #ithinnovative ideas andpro'le& solvingattitudes #hich #asseriously lacking.

progra&s #ere instituted tocover deci&al ground ratherthan taking this situation in'ig #ay institute felthandicapped to &eet thisneed as infrastructure #ere a'ig cost for the&. TheL+ssi&ilationH #as si&plyinade)uate or &isplaced.

survivalsituation #ithlots of studentse:posed tochart their o#ndestiny.

/ 0om etition

The ace of arrivalof ne1 institutes1as so 2uick, thatmost of the oldinstitute found tohave not builtenough ca abilitiesand ca acities,difficult to catch u1ith. As a result oldinstitutes arefinding it toughgoing.

0learly, most of the oldinstitute assessment31ent in favor of0ontinuity3 rather than0hange3. The institutedid not use resources tobuild ne1 ca abilitiesdifficult to com ete 1ith.This has reduced theircustomer base therefore inorder to fill the vacantseats at counseling endsu in com romising 1ith

oor intakes and thereforedecline in level.

Thesuggestion toado tintelligentmethods 1illdefinitely buildne1ca abilities totake oncom letionand succeedin creatingbetter image

at counseling.This brings inbetter intake.

A


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4.1.2 ActorThere are &ainly follo#ing actors.

I.


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conferencesperiodically

2. !:a&ine studentse:a& copy, setting

papers and prepareresults for the student

$. 4esponsi'le fororganiGing eventssuch as sports, tech-fest etc

@. Creparation of the&anage&ent reports

A. Carticipate inteacher"sdevelop&entprogra&s

relationship as&ost of thestudents progra&sare driven 'y staff.

taff and&anage&ent alsoshares har&onicrelationship so thatinstitute"sfunctioning iss&ooth.

support for thee:ecution of dayto day activity&ay not 'eade)uate for)uality delivery.

A tudent 1. +ttending classesregularly

2. Carticipating ininstitutes progra&s

ti&e to ti&e

tudents 'eing thecenter of activityinteract #ith staffand &anage&ental&ost every day

The )uality ofintake &ay 'ei&proved along#ith )uality ofteaching

4.1.3 Process

S.No )rocess Actor s/n5ol5ed

Result s a5ailed 1ey issues

1 +d&issions tudent, +d&issions happens thru


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and#orkshops

Institute. attractive to thestudents.

? tudentspro ects,

papers,patents.

tudents,taff,

Institute.

The process 'egins fro& 2 nd year to final year and is very

transparent.

The culture of takingla's seriously

affects the results.

%! Mar-etSur5eys and

oal setting

/nstitute 0his is a ne, processsuggested by the paper.

Ne, processdesigned by thepaper

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4.1.4 Learning

eneral /ssue / There are &any issues internal ande:ternal to the institute for e:a&ple the co&pro&ising #iththe )uality of intake, infrastructure &anage&ent, staffdevelop&ent, the sylla'us design as per the &arket needetc.

Specific /ssue / 0he main issue ,e are ta-ing up in this

paper is of continuity and change for the institutes sothat the institute can ,in o5er the competition andad5ance. 3e no longer afford to continue ,ith the oldpolicy and slo,ly decline to the obli5ion. 0hecompetition is catching up 5ery fast and if not changedthe conse uence can be fatal for the institute.

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4.1.5 Action Plan

1. The pro'le& #ith current 'usiness governance &odel is notin the structure 'ut in the process it follo#s. Most of theprocesses are not &oving #ith ti&e. Therefore, this papersuggests a ne# process ie 'ased on intelligence gatheringfro& the &arket and assi&ilating the intelligence in theinstitute thru goal for&ation .

igure @.1 / The Intelligence gathering fro& the &arket

Page @@


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Mostly the institutes are run on the a'ove governance

structure #ith Crincipal 9 irector taking control of day to dayinstitute operations ;action= and !B ; hief !:ecutiveBfficer of the group= taking care of the perceptions of theinstitute"s custo&er 'ase and co&petition after applyingkno#ledge 'ase. !B #ill also design solutions and setgoals for the institute to perfor&. This along #ith thedepart&ent"s goal sets the overall goals for the institute

se&ester #ise progra&. This #ill periodically 'e &onitored'y the institute 9depart&ent to provide the feed'ack to the

!B"s Bffice.

2. Market survey and


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igure @.2 / The trategic


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Chapter-5

5.1 Conclusion

!ducation institutes should learn the e:a&ple set 'y IndianIT industry. Today, IT industry is changing at a faster pace tocatch up #ith the rest of the #orld, and therefore attractingglo'al clients. 6ike#ise the education institute also shouldlook 'ack at their processes and prune it so that it addressesthe changed situations. The sa&e resources #ith propergoal setting and changed approach can turn the story to aLsuccessH as


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5.3 eferences

Q1R ushil. L+ le:i'le strategic fra&e#ork for &anagingconfluence of continuity and changeH Oournal of enterprisetranslation, 7olu&e 2, Issue 1, 2012.

Q2R 4adha 4a&an haudhary. L6ean +pproach / + ne# success&antra for institutesH. ronacharya 4esearch Oournal7olu&e III, Issue II, Ouly- ec, 2011.

Q$R 4ichard . EatG (alancing technology traditions / +ne:a&ple of course &anage&ent syste&.

Q@R Een Elingenstein. The rise of colla'orative tool.

QAR onald ! 3anna. (uilding a leadership vision / 11strategicchallenges for higher education.

Strategic Flexibility for an Engineering Institute

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