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Strategic flexibility for an engineering institute

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

April !%

AC1N234E*(EMEN0
/ ,ould li-e to express my immense gratitude to )rof. Sushil. *epartment of Management Studies. /ndian /nstitute of 0echnology. *elhi. for his in5aluable guidance. mentoring and encouragement at e5ery stage of this pro6ect. / than- him for his 5aluable inputs and support. and feel greatly indebted for 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 and experience to me during the course of study. 0heir ,ay of teaching is unparallel in the ,orld. 7inally. my sincere gratitude is also for those people ,ho ha5e directly or indirectly contributed to,ards the preparation 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, producing around 8-10 lacks engineers every year .Most of the developed countries including U and !urope produce around 10 lacks engineers every year. India"s gro#th rate of producing engineers is $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 it sooner or later. (ut the key )uestion is* - +re #e co&petent to &eet the glo'al challenges 'efore us #ith these pass out engineers, Industry feed'ack says that there is a 'ig gap in #hat industry needs and colleges produce in ter&s of capa'ility and )uality to deliver. -orget glo'al challenges, in a position to &eet our o#n local challenges. .hy then it is a pro'le&, .here does the pro'le& lay / TU0!1T, T!+23!4, I1-4+ T4U2TU4!, 566+(U , I1 TITUT! or the U1I7!4 IT5, .hat is its cure, tudent intake, teacher"s recruit&ents, infrastructure and su'8ect 9 sylla'us are o#ned and controlled 'y the institute. Mainly e:a&s are controlled 'y the university. Therefore the institute 'eco&es the center point of attention for the selection of students, their capa'ility, )uality and co&petitiveness in the Industry ;6ocal 9 <lo'al=. Institute &ust adopt the intelligence to ad8ust the&selves to these needs. This paper #ill discuss &ore a'out ho# the institute should conduct their 'usiness to &eet these challenges.

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0able of Content

2hapter/1.................................................................................................................................... > 1.1(ackground......................................................................................................................... > 1.21ational (oard of +ccreditation ;1(+=*................................................................................? 1.$1ational +ssess&ent and +ccreditation 2ouncil ;1++2= ..................................................10 1.@ +ll India 2ouncil of Technical !ducation ;+I2T!=*.............................................................12 1.A elf assess&ent 'y institutes the&selves ; .BT=*........................................................1$ 1.> The B'8ective .................................................................................................................. 1A 2hapter-2................................................................................................................................... 1> 2.1 2urrent Institute <overnance Model.................................................................................1> 2.2 +C- 6+C Methodology*...................................................................................................20 2hapter-$................................................................................................................................... 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 2hapter-A................................................................................................................................... @8 Page @

A.1 2onclusion.................................................................................................................... @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 of society in ur'an and se&i-ur'an area, a'out the i&portance of engineering 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 &any fold increase in capacities in universities and colleges in our country #ithin very short span of ti&e. The econo&ics of opening a ne# higher educational institute is very de&anding al&ost in all strea&s ;&edical, engineering, &anage&ent, agriculture, phar&acy, education=. The institutes #hich are already 'een there are surplus #ith regular students.
<4B.T3 B- !1<I1!!4I1< 2B66!<! 1800 1>00 1@00 1200 1UM(!4 1000 800 >00 @00 200 0 1?@0 @> 1?A0 80 1?>0 1A1 1?D0 1D? 2A8 $$D 1>1D 1AA? 1@?A 1$@> 1208 10AD 8$8 DD> >>2 AA8 @D1 $DA eries1 I12! 1?@D

1?80

1??0

2000

2010

5!+4

-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 have privilege of getting higher education. +s co&pared to this the figure for U and +ustralia is 80%, 2anada 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, 8ust 11% of total relevant age group ;1D-2$ years= in the population. Bn this count, India fares poorly co&pared to outh east +sian countries like Chilippines ;$1%=, Thailand ;1?%=, Malaysia ;2D%=, 2hina ;1$%=. $. 4egarding pu'lic e:penditure on higher education , India is a&ong the lo#est in the #orld , #ith pu'lic e:penditure per student at F@0> co&pared to 2hina ;F2D28=,(raGil ;F$?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 institutions to reach a larger community for achieving national and global challenges. ince the increase in nu&'er of educational institutes has 'een dra&atic #ithin short ti&e ;refer -igure 1=, the pace of the increase in their ecosyste& has not 'een the sa&e. The )uality delivery 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 a result the credi'ility of engineering education is at stake and 'eing )uestioned periodically.
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This #arrants a full proof &echanis& to &onitor the technical education syste& in India. The <overn&ent of India has taken several initiatives in this direction and has set up accreditation 'odies to take care of the )uality and capa'ility 'uilding of technical education in India. Accreditation refers to a process of assessment and review which enables a higher education course or institution to be recognized or certified as meeting appropriate standards. Quality in the context of higher education can be defined as a judgment about the level of goal achievement and the value and worth of that achievement. It is also a judgment about the degree to which activities or outputs have desirable characteristics, according to some norm or against particular specified criteria or objectives.H Quality Engineering Education (QEE) is the development of intellectual skills and knowledge (capabilities that will e!uip graduates to contribute to societ" through productive and satisf"ing engineering careers as innovators, decision#makers and leaders in the global econom" of the twent"#first centur".H <EE demands a process of continuous impro5ement of and dramatic inno5ation in student. employer and societal satisfaction by systematically and collecti5ely e5aluating and refining the system. practices and culture of engineering education institutions.

There already e:ist several regulatory &echanis&s ;na&ely 1(+, 1++2 and +I2T!= for ensuring &ini&u& standards 'efore an
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institution is started. 3o#ever )uality assurance entails an assess&ent of the perfor&ance of the institution in delivering technical education of the prescri'ed )uality. 1.2 National Board of Accreditation (NBA):

1ational (oard of +ccreditation ;1(+=, a 'ody under +I2T!, is the only authoriGed 'ody in India entrusted #ith the task of undertaking accreditation of technical education progra&&es. +ll progra&&es on technical education including those offered 'y University 0epart&ents are accredited 'y 1(+. The 1(+ evaluates the )uality of progra&&es offered 'y educational institutions fro& 0iplo&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 of accredited progra&&es in India.

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1.3

National Assessment and Accreditation Council (NAAC)

1ational +ssess&ent and +ccreditation 2ouncil, an autono&ous 'ody, has 'een esta'lished 'y the University <rants 2o&&ission in 1??@ in pursuance of the reco&&endations &ade 'y the 1ational Colicy of !ducation, 1?8> and the Crogra& of +ction ;CB+=, 1??2 #hich lay special e&phasis on evaluating the )uality of higher education in India. The pri&e &andate of 1++2, as envisaged in its Me&orandu& of +ssociation ;Mo+=, is to assess and accredit institutions of higher learning, universities and colleges or one or &ore of their units, i.e., depart&ents, schools, institutions, progra&&es, etc. The 1++2 functions through its <eneral 2ouncil and !:ecutive 2o&&ittee #here educational ad&inistrators, policy &akers and senior acade&icians fro& a cross-section of syste& of higher education are represented. Under the ne# &ethodology introduced 'y 1++2 #.e.f. 1st +pril, 200D, the higher education institutions are assessed and accredited 'y a t#o-step approach. In the first step, the institution is re)uired to seek IInstitutional !ligi'ility for Juality +ssess&ent ;I!J+=" and the second step is the assess&ent and accreditation of the institute under the grades I+", I(", I2" for accredited institutionsK and I0" for those #hich are not accredited.

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1++2 has identified seven criteria 2urricular aspects, Teaching-learning and evaluation, 4esearch, 2onsultancy and e:tension, Infrastructure and learning resources, tudent support and progression, <overnance and leadership and Innovative practices as the 'asis for its assess&ent procedure.

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

The Government of India (Ministry of Human Resource Development) also constituted a National Workin Group to look into the role of !I"T# in the conte$t of proliferation of technical institutions% maintenance of standards and other related matters& The Workin Group recommended that !I"T# 'e vested (ith the necessary statutory authority for makin it more effective% (hich (ould conse)uently re)uire restructurin and stren thenin (ith necessary infrastructure and operatin mechanisms& *ursuant to the a'ove recommendations of the National Workin Group% the !I"T# +ill (as introduced in 'oth the Houses 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 proper plannin and coordinated development of technical education system throu hout the country% the promotion of )ualitative improvement of such education in relation to planned )uantitative ro(th and the re ulation and proper maintenance of norms and standards in the technical education system and for matters connected there(ith& The purvie( of !I"T# (the "ouncil) covers pro rammes of 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 levels& 1."

Technolo y etc& at different

#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 and threats are its e:ternal factors.

-igure-1.2 .BT +nalysis factors

.BT analysis involves a syste&atic identification of these factors and the strategy that reflects the 'est &atch 'et#een the&. It is 'ased on the pre&ises that an effective strategy &a:i&iGes institutions strengths and opportunities 'ut at the sa&e ti&e &ini&iGe its #eaknesses and threats. ince the strengths and #eaknesses are internal to the institution therefore it is in its control. They &ay 'e &anipulated to suite a
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particular situation. Ideally, an institution should relentlessly 'uild on its strengths, dilutes its #eaknesses, e:ploit the opportunities and avoid the threats. Strength is a resource, a skill or other advantage relative to com etitors. !t is a distinctive com etence that gives the institution a com arative advantage such as image, financial, hysical, human resources etc. "eakness is a limitations or deficiencies in a resources, skills, and ca abilities that seriously im edes effective erformance. # ortunity is a ma$or favorable situation in the institutions environment. Threat is a ma$or unfavorable situation in the institutions environment. In order to 'uild the reputation of the institute in the &arket various institutes go for these certifications. This ena'les institute to adopt a 'etter process fra&e#ork for their operations. The proper institutionaliGation of these processes has definitely &ade the difference, 'ut still lot of grounds re&ains to 'e covered. Most of the institutes have a set pattern of course planning, resource loading, infrastructure allocation, lecture delivery, course co&pletion #ith the sa&e age old traditional ;chalk and talk= &ethods. Their internal and e:ternal e:a&s are conducted in very ritualistic &anner. The training and place&ents, ad&inistration and finance are run 'y too close and friendly people of the pro&oters.
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The student activities are planned in such a #ay that they are caught 'et#een crossfire of attending i&portant class verses participating in ca&pus activities. The thinking to give to the students, their value for &oney see&s to 'e 8ustifia'le 'ut the &anner in #hich all resources are used for the delivery raises cause of concern. Is the 'usiness &odel used for the delivery outdated, or &ay 'e &eant to serve the local &arket, 0oes this re)uire 'etter strategy to pool resources to give &a:i&u& value to the students and at the sa&e ti&e 'eco&e &ore co&petitive, 0oes the institute need to take stalk of their strengths and #eaknesses and do .BT analysis to find #here they lie, despite having 1(+, 1++2 or +I2T! certifications, +re they in a position to e:ploit the opportunities, 2an they do strategic &anage&ent periodically to co&pete #ith outside &arket, 1.) T e ($*ecti&e The o'8ective of this paper is to analyGe and identify the strength and #eaknesses of the institute. Eeep the strength and 'uild the ne# capa'ilities to sustain and co&pete to gain the &ost of the opportunities in local as #ell as glo'al &arketplace. In the case of old institutes shying a#ay fro& the risk of change and in the case of ne# institute fighting for the continuity in their struggle to keep alive.

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Chapter-2
2.1 Current Institute +o&ernance ,odel Typical stakeholders &odel of the private engineering education syste&.

-igure 2.1 / takeholder relationship in !ngg education syste&


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3aryana state has appro:i&ately 80 engineering collegesK &ost of the& are private o#ned colleges. The governance &odel in &ost of the private engineering colleges is the sa&e as &entioned 'elo#. Management 0EAM @ CE2 and )R/NC/)A4

RE(/S0RAR

Exam

R>* ?EA*

0)

*ean Academy

A)

CS

/0

EC

B0

ME

CE

-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 'y counseling, adds to &anage&ent )uota. Most of the &anage&ent seats are decided 'y &anage&ent tea& #hich are &ostly overlooking the )uality of the candidate and giving #ay to contacts and social net#orking persons necessary for the institute to run its day to day operations. The counseling fills up &ost of the capacity of the instituteK therefore the revenue strea& is constant.

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Typically an engineering institute has &ini&u& A engineering strea& na&ely 2 ! ;2o&puter cience and !ngineering=, IT ;Infor&ation Technology=, !2! ;!lectronics and 2o&&unication=, 2! ;2ivil !ngineering=, M! ;Mechanical engineering=, !!! ;!lectrical and !lectronics !ngineering=. +n engineering institute #ill have intake of roughly around @A0 students '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. <enerally D0-80% students are local and rest 20-$0% is fro& other parts of 3aryana. Institutes having &ore than ten years of operations are popular a&ong other institutes 'ut ne# institutes co&ing al&ost every t#o years are eating into the custo&er 'ase of the old institutes. ince old institutes has developed inertia of Leverything is good as long as the ad&issions are fullH, 'eco&es difficult to change for the gro#th ;refer figure @=. trategically the institute &anage&ent #ants to continue #ith the current practices and continue #ith the 'usiness. .hereas ne# colleges are struggling to survive, therefore they #ant to sta'iliGe their operations so that they can create their i&age in the sa&e custo&er 'ase 'ut are finding it difficult to do so 'ecause of changes happening at a faster pace and their continuity is a continuous threat ;refer figure @=. In 'oth the situation #e find that the engineering institutes are at risk of survival. Bnly very fe# institutes #here the continuity and change are 'alanced such that they re&ain ahead of the race are advancing #ay ahead of others.

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

The approach to solve the capa'ility ;skill 'uilding= and )uality of engineering education pro'le& in this paper has 'een follo#ing. 1. 0o .BT analysis to understand the institutes current strength, #eaknesses, opportunities and threats. 2. Map these .BT analysis results to identify the continuing and change forces for the institute. $. !sta'lish the o'8ectives. @. Use +C-6+C fra&e#ork to prepare strategic action plan for 'etter &anage&ent and develop&ent of the institute vis-Mvis 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 in various e:ternal factors of the 'usiness environ&ent and the corresponding change in the internal factors of the organiGations. The concept of Isyste&ic fle:i'ility", dealing #ith options, change and freedo& of choice is discussed in the docu&ent. (ased on this 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 synthetic paradig&s on the one hand, and hard syste&s ;opti&iGing= and soft 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 Iactor" or group of actors #ho deal #ith it and a Iprocess" or processes that recreate the situation. In this fra&e#ork, freedo& of choice lies #ith the actor. + synthesis of +C leads to 6+C #hich deals #ith learning, action and 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 )uantitative analysis tools, &atri: representation etc. .e often encounter situations in &anaging organiGations and conducting &anage&ent research to carry out an in-depth in)uiry of the pro'le&9case at hand for effective action.

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The effectiveness of the outco&e of in)uiry9pro'le& solving9case develop&ent #ill depend a great deal on the deep rooted and creative 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 the creative process adapting to the pro'le& at hand. + fle:i'le &odeling fra&e#ork can facilitate this action learning process to aid kno#ledge &anage&ent. +C-6+C fra&e#ork is generic and fle: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 Isituation", Iactors" and Iprocesses" and their interfaces. The &odel also guides the process of synthesis in ter&s of key learning areas, action points and perfor&ance i&pacts. Thus, the +C-6+C &odel prepares the group for effective action in the changing situation. The &odel can 'e applied iteratively, as #ith each action the situation is changed and a fresh in)uiry can 'e &ade. +C-6+C &odels can 'e of various types depending on the purpose, application focus co&prehensiveness, ti&e di&ension, levels of in)uiry and tools used for analysis as #ell as presentation.

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0epending on the purpose of the &odel, the can, 'asically, 'e of t#o types* i. !:ploratory &odels case develop&ent. *

+C-6+C &odels

Used for &anagerial in)uiry and

ii. 1or&ative &odels * Used as a guideline for i&ple&entation, e.g. strategy for&ulation, technology transfer, pro8ect selection etc. + typical +C-6+C &odel for case develop&ent for core co&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&entation using core co&petence and fle:i'ility is presented 'y Eak ;2000=. Eeeping in vie# the application focus, the 'e classified into t#o 'road categories* i. +C-6+C &odels can

<eneric &odels * These &odels are developed to &ake an in)uiry into certain generic areas such as pro'le& solving, change, fle:i'ility ; ushil, 1???, 2000a=, enterprise transfor&ation ; ushil, 2000'=, core co&petence ;Eak and ushil, 2000= and so on. These &odels provide guiding critical )uestions on the si: co&ponents of +C-6+C #hich can 'e suita'ly adapted as per the re)uire&ent 'y adding or dropping a fe# critical )uestions. + typical generic &odel for I<eneral Cro'le& olving" is sho#n in !:hi'it 1

Ii, pecific &odels * pecific +C-6+C &odels can 'e developed in any typical conte:t as a plan for in)uiry, e.g. study of
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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 'e classified into t#o categories* +C-6+C &odels can again

i. 1aNve 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, action and perfor&ance independently #ithout e:plicitly considering their interdependence or interrelationships. Though these &odels are naive, they can 'e )uickly developed 'y 'rainstor&ing and can 'e applied #ith li&ited ti&e, resources and e:pertise. The &odel presented in !:hi'it 1 lies in this category. ii. Integrative &odel * These &odels take care of the interaction and interdependence of the 'asic co&ponents, i.e. situation, actor and process. These &odels &ay either incorporate 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#o ele&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, - .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, - .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, - .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=,

Actor

*rocess

+earning

*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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-igure 2.@ / +C Model in Matri: -or&

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Chapter-3
3.1 0inding strengt and 1eaknesses of an institute using #'(T .BT analysis of &ost of the &iddle level private engineering institutes in 3aryana is si&ilar. 3aryana has three technical universities giving engineering degrees na&ely 1. <uru Oa&'hesh#er University, 3issar 2. Eurukshetra University, Eurukshetra $. Maharshi 0ayanand University, 4ohtak Most of the private engineering colleges are affiliated under these three universities. ;.e #ill e:e&pt the private universities fro& our study in this paper=. 6et"s revie# these institutes perfor&ance 'ased on follo#ing criteria 2onstraint i&posed 'y environ&ental conditions ;C! T= 2usto&iGation de&anded 'y diverse custo&ers, Bpportunities offered 'y several technological develop&ents happened in several sectors. I&plications of glo'aliGation* - such as creation and innovation as the 'asis of co&petitiveness. Meeting local aspirations.

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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 the institute 1. e&i-ur'an &arket seg&ent fro& #here the institute dra#s strength. 2. Market i&age is that of interest protection of a co&&unity. $. 2alculated risk taking a'ility. @. University support / close link #ith university and institute &anage&ent. A. Juality of student"s intake. >. 4etention of staff. D. Most of the colleges have sound financial position. Ma8or #eaknesses are 1. Most of the strength is te&porary and &ostly ignoring the environ&ental factors changes. 2. <ro#th plans are slo# to the e:tent that gives the i&pression of Lno gro#th happeningH. $. Mis&atch 'et#een re)uire&ents. educations delivered and 8o'

@. 4oles and responsi'ilities are vague.

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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 to provide its kid #ith 'est education possi'le, for #hich they are #illing to pay high fees. The fa&ily status changes once their kids are taking &edical or engineering education. This situation 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 their gate for such student either thru counseling or &anage&ent seats under one of the local university. The de&and fro& this &arket seg&ent is filling &ost of the seats in institutes and therefore guaranteeing their safe profit &argins. The institute pro&oters see this opportunity and act accordingly. 0he institute does not ,ant to disturb this eAuilibrium they create to ma-e definite profit margins. The 'usiness &odel has 'eco&e so co&&on that a lot of ne# institutes have sprung up to catch up #ith the old institute in sa&e &arket seg&ent.

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2. 2o&&unity i&age / Crotected &arket o&e of the institute creates their good #ill for the pro&oter"s o#n co&&unity to safeguard their 'usiness interest. This relationship #ith a particular co&&unity helps the& not only to dra# good students fro& the co&&unity 'ut also helps in safeguarding their 'usiness 'y providing constant flo# of intake. The institute does not #ant to distur' 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 of the 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 on purse= that are playing in this field. This lets the institute to take 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 and conducts e:a&s for the institute. The institute 'eco&es passive and #aits for the university support syste& to do the refor&s in these areas. This attitude develops a dependant culture on the university and difficult to operate out of their o#n plans. The institute keeps &ini&u& resources #hich can 'e )ualified 'y +I2T!, 1(+ and 1++2 audits.

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A. Juality of student"s 'aseline / Inertia for change 0ue to the co&petition #ith ne# institutes co&ing up in the sa&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 it discipline, teacher"s effort in the class, depart&ent"s effort for place&ents etc. It i&pacts the entire supply chain of the institute and if the institute do not change in ti&e then &ay go to o'livion. >. 4etention of the teaching staff / <ood Teaching to continue The institute &ust keep good reputation in the &arket so that it can attract the 'est teaching talent fro& the &arket. This can happen only #hen it values the teaching skill and help gro# it #ith the help of ne# tools and technologies. Institute &ust spend in tools and technologies freely so that the students develop confidence using it. The internet connectivity &ust 'e very good so that students and teachers are a'le to refer to the ne# ideas #orking in the &arket.

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3.3 Identif% t e c ange forces for t e institute 1. 2hanging Industry 1eed / Multi skilled resource The gap 'et#een institute greed and industry need should 'e as s&all as possi'le if not Gero. + recent survey of the industry sho#s that the engineering graduates passing out fro& these private institutions are une&ploya'le. It is no &ore a hidden fact that these institute lacks in infrastructure ;e:posure of latest tools and technologies= and a'le teachers #ho can conduct proper skill 'uilding training. The li'rary facilities also leaves a gap a&ong the students desire to study the digital docu&ents. Most of the period is engaged and there is hardly a period for the& to sit and e:plore in the li'rary. In the na&e of the skill 'uilding #e 8ust conduct teaching 'ased on the university sylla'us. This is not even enough to skill and #hat to speak of &ulti-skilled resource #hich is an industry need. This is high ti&e institutes &ust #ake up and L23+1<!H to &atch the industry need. 2. 2o&petition / 1e# colleges in sa&e &arket seg&ent Though the old colleges has so&e advantage of 'eing in the &arket and therefore having so&e kind of &ental recall a&ong the parents #hen they are looking for so&e institute for their #ards at the counseling. (ut soon this is also eroding as ne# colleges are e)uipped #ith 'etter infrastructure and support staff to create 'etter facilities a&ong the students.

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The gap is not 'ig 'ut significant enough to create alar& in the &arket seg&ent. If the old institute does not L23+1<!H no# then it &ay 'e too late to recover. $. Juality of teacher and the teaching &ethods / Use of Tools and Technology Institute &ust set so&e )uality standard for the intake of the teacher and they &ust have the 'asic e&ploy&ent rules to instill confidence a&ong the teachers so that they stay at the institute for long. This &ay increase the )uality of teaching in the institute. The teachers &ust feel easy in using 9 e:peri&enting latest tools and technologies availa'le in the &arket. This #ill create &ulti skilled students. The L23+1<!H #ill esta'lish 'etter credi'ility in the &arket seg&ent. @. ylla'us / InternationaliGation ylla'us of the corresponding university need rationaliGation as the industry e:pectations fro& the particular 'ranch of engineers is to kno# current and e&erging issues and ne# technologies in that area. .hereas the sylla'us is &ore inclined to#ards theoretical kno#ledge and less e&phasis is given on practical kno#ledge. !ven so&e of the theoretical su'8ects do not cater to current and e&erging issues in that area. This needs L23+1<!H so that it leaves in)uisitive &ind to search for solutions.

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A. 4apid ur'aniGation / Market seg&ent diluting The notion that the L0octorH and L!ngineersH are the pride of the &iddle class fa&ily is eroding. The parents are seeing the change in returns fro& the engineering students and other general careers. 0ue to rapid industrialiGation not only doctors and engineers are re)uired 'ut also lots of other 8o's like 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"s intake 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 L23+1<!H accordingly.

>. <lo'aliGation of institutes / Cressing need for re&aining co&petitive ince the <overn&ent of India opening education &arket for foreign players and al&ost all reputed universities giving affiliation to opening up of private colleges. The students rush is getting focused to#ards these colleges first. +s a result the student"s intake is lo#ering the )uality at the counseling for less reputed institutes. This re)uires &aintaining the 'rand i&age of the college at higher level to attract )uality students. The L23+1<!H is to happen as fast as possi'le else the college &ay dilute reputation and hence decline.

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-igure $.1- (alancing continuity and change

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Chapter-4 4.1 2sing t e #A-./A- met odolog%


4.1.1 Situation
S.No 1 Situation 3istorical Competiti5e forces There #as less institute in the area therefore the de&and to get a seat in near'y colleges #ere &ore. /nstituteBs Assessment > Assimilation Remar-

Institute assess&ent of the Crofita'le intake #as very positive, situation therefore institutes used to keep 'asic &ini&u& infrastructure to run the se&ester syste&. tudents #ere placed easily in the industry.

Internal

The internal &anage&ent use to run operations of the institute keeping in &ind the LcontinuityH of the profit &argin. The ne# colleges opened #ere hardly posing any threat to the 'usiness as de&and #as still higher than supply.

Institute"s assess&ent of the 2autious to changing situation is largely risky situation co&forta'le even though the student"s )uality is found to 'e lacking 'y the Industry. The institute LcontinuedH #ith their spent on i&proving infrastructure and gro#th and )uality of teaching at 'are &ini&u& and not ai&ed at &eeting future risks or #inning the co&petition. The L+ssess&entH and the 3o#ever the )uality L+ssi&ilationH is not keeping of the intake is slo#ly #ith their &arket i&age and co&pro&ised. therefore started sliding do#n. The Industry 'eca&e Institute"s assess&ent of the glo'al and institute changing situation #as re&ained largely largely unnoticed in the local. 1o# industry 'eginning 'ut lately so&e The co&forta'le situation changed
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!:ternal

to

need fro& the students changed fro& &ono to &ulti technology e:perts, handling M12 custo&ers #ith innovative ideas and pro'le& solving attitudes #hich #as seriously lacking. / 0om etitio n The ace of arrival of ne1 institutes 1as so 2uick, that most of the old institute found to have not built enough ca abilities and ca acities, difficult to catch u 1ith. As a result old institutes are finding it tough going.

progra&s #ere instituted to cover deci&al ground rather than taking this situation in 'ig #ay institute felt handicapped to &eet this need as infrastructure #ere a 'ig cost for the&. The L+ssi&ilationH #as si&ply inade)uate or &isplaced. 0learly, most of the old institute assessment3 1ent in favor of 0ontinuity3 rather than 0hange3. The institute did not use resources to build ne1 ca abilities difficult to com ete 1ith. This has reduced their customer base therefore in order to fill the vacant seats at counseling ends u in com romising 1ith oor intakes and therefore decline in level.

survival situation #ith lots of students e:posed to chart their o#n destiny.

The suggestion to ado t intelligent methods 1ill definitely build ne1 ca abilities to take on com letion and succeed in creating better image at counseling. This brings in better intake.

<ovt policy

The <ovt policy is to reach the target of 10 lacks engineers per year + +C, so that they are at co&forta'le position #hen higher gro#th plan is &ade.

The ne# institutes are even Cutting older taking advantage of the <ovt institutes at situation 'y getting over #ith higher risks. &ini&u& or less infrastructure. There &ay 'e co&pro&ises on all corners.

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4.1.2 Actor
There are &ainly follo#ing actors. I. II. III. I7. 7. <overn&ent University Institute taff tudent

S.No
1

Actor
<overn&en t

Role
1. Increase co&petition 'y allo#ing &ore and &ore institute to 'e set up in private sector 2. et tandards 'y auditing institute 'y 1(+, 1++2, +I2T! standards

Relationship

Remar-

Institute runs the Institute has to se&ester progra& pass the govt #ith govt laid audit. standards as &entioned in 1(+, 1++2 and +I2T! processes.

$. <iving grants as an encourage&ent to the institute 2 University 1. Crescri'es the sylla'us for the se&ester progra& 2. 2onducts e:a& as per the given guidelines $. 0oes the survey of the infrastructure and success of the previous progra&s 'efore giving additional intake. -i:ing the sylla'us, conducting the e:a& and providing li&ited grants for e&inars, 2onferences and #orkshops. 6ack &onitoring of the colleges for their conduct on all these areas.

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@. +lso gives opportunity to the institute to earn 'y conducting so&e of the university activities at their pre&ises. $ Institute 1. 0ay to day operations of the institute 2. !nviron&ental appraisal of the institute"s i&age $. e&ester &anage&ent Institute is run 'y the staff and &anage&ent tea& to acco&plice &ost of the tasks set out for the institute. (eaurocratic style of &anage&ent tends to overlook the )uality standards that should 'e set in the reputed institute.

@. Industry-Institute relationship A. Training and place&ent of the final year students >. Interface #ith university for e:a&s and sylla'us D. -ace 1(+, 1++2 P +I2T! audits 8. Infrastructure &anage&ent of the institute ?. Cu'lications, research #ork and patents creation 10. 2onducting e:a&s, paper checking @ taff 1. 2onduct classes, la's, se&inars, taff and students have close 6ack of infrastructure
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conferences periodically 2. !:a&ine students e:a& copy, setting papers and prepare results for the student $. 4esponsi'le for organiGing events such as sports, techfest etc @. Creparation of the &anage&ent reports A. Carticipate in teacher"s develop&ent progra&s A tudent 1. +ttending classes regularly 2. Carticipating in institutes progra&s ti&e to ti&e

relationship as &ost of the students progra&s are driven 'y staff. taff and &anage&ent also shares har&onic relationship so that institute"s functioning is s&ooth.

support for the e:ecution of day to day activity &ay not 'e ade)uate for )uality delivery.

tudents 'eing the center of activity interact #ith staff and &anage&ent al&ost every day

The )uality of intake &ay 'e i&proved along #ith )uality of teaching

4.1.3 Process
S.No 1 )rocess +d&issions ActorBs /n5ol5ed tudent, ResultBs a5ailed +d&issions happens thru 1ey issues <uality of inta-e in
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Institute, University. 2 e&ester education !:a&s tudents, staff, institute. tudents, Institute, University, taff.

counseling and thru &anage&ent )uota ;2A% appro:=. 3appens as per se&ester plan, ti&eta'le and delivera'les. ession and university e:a& happens as per the announced progra&s.

management Auota gets compromised. 4atest /0 tools and technologies usage is an issue Students unfair means need to be chec-ed effecti5ely

Training P Clace&ents

tudents, taff, Institute

This is rando& process. .hen an industry visits the ca&pus or other ca&pus place&ent happens 6a's are availa'le for the students for hands-on practices on various tools and technologies. Management policy is based on the guidelines of the uni5ersity and /ndustry needs.

Market perception of the institute is a 'ig factor in selection of students for e&ploy&ent. Infrastructure is not latest and &ostly inade)uate. At times since the uni5ersity support is not adeAuate the policy remains on paper. Needs self initiati5e of institute to chart out most timely policies. 7ery rela:ed approach leads to lot of repeats a&ong the students. 6acks focus and direction to 'eco&e
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Infrastructure Manage&ent

tudents, taff P Institute Students. Staff. /nstitute. 'ni5ersity and (o5t.

Managemen t )olicy and control

4esult analysis

tudents, taff, Institute, University. tudents, taff,

tudents are supposed to attend DA% of the class during a se&ester to appear in the final e:a&. 3appens as per the plan.

e&inars, 2onferences

and #orkshops ? tudents pro8ects, papers, patents. Mar-et Sur5eys and (oal setting

Institute. tudents, taff, Institute. /nstitute The process 'egins fro& 2nd year to final year and is very transparent. 0his is a ne, process suggested by the paper.

attractive to the students. The culture of taking la's seriously affects the results. Ne, process designed by the paper

%!

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4.1.4 Learning

(eneral /ssue / There are &any issues internal and e:ternal to the institute for e:a&ple the co&pro&ising #ith the )uality of intake, infrastructure &anage&ent, staff develop&ent, the sylla'us design as per the &arket need etc. Specific /ssue / 0he main issue ,e are ta-ing up in this paper is of continuity and change for the institutes so that the institute can ,in o5er the competition and ad5ance. 3e no longer afford to continue ,ith the old policy and slo,ly decline to the obli5ion. 0he competition is catching up 5ery fast and if not changed the conseAuence 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 not in the structure 'ut in the process it follo#s. Most of the processes are not &oving #ith ti&e. Therefore, this paper suggests a ne# process ie 'ased on intelligence gathering fro& the &arket and assi&ilating the intelligence in the institute thru goal for&ation.

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


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Mostly the institutes are run on the a'ove governance structure #ith Crincipal 9 0irector taking control of day to day institute operations ;action= and 2!B ;2hief !:ecutive Bfficer of the group= taking care of the perceptions of the institute"s custo&er 'ase and co&petition after applying kno#ledge 'ase. 2!B #ill also design solutions and set goals for the institute to perfor&. This along #ith the depart&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 2!B"s Bffice.
2.

Market survey and <oal etting can 'e done 'y 2!B"s office. These goals can 'e given to the principal"s office as L T4+T!<I2 <B+6 H. The Crincipal office can convert these goals into standard 'usiness scorecard and set"s ne# &etrics and processes #hich can 'e &easured and a ne# kno#ledge 'ase created for the institute. This kno#ledge 'ase 'eco&es the reference points for the process tea&s for attaining ne# goals.

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-igure @.2 / The trategic <oals converted to &easurea'le &etrics

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4.1.6 Performance

1. Measuring &onthly &atrices as a follo#-up of process e:ecution. -or e:a&ple for every staff a report on the classes assigned and conducted &etrics #ill give the efficiency of the staff. 2. Monthly status report fro& the depart&ent stating the detailed perfor&ance of the depart&ent versus goal set for the depart&ent. $. Institute can docu&ent their o#n perfor&ance versus their goal set. @. Maintenance and infrastructure depart&ent can set their perfor&ance 'ased on their goal stated.

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Chapter-5
5.1 Conclusion

!ducation institutes should learn the e:a&ple set 'y Indian IT industry. Today, IT industry is changing at a faster pace to catch up #ith the rest of the #orld, and therefore attracting glo'al clients. 6ike#ise the education institute also should look 'ack at their processes and prune it so that it addresses the changed situations. The sa&e resources #ith proper goal setting and changed approach can turn the story to a LsuccessH as <6B2+6 ;<lo'al and 6ocal= institutes.

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5.3

eferences

Q1R

ushil. L+ -le:i'le strategic fra&e#ork for &anaging confluence of continuity and changeH Oournal of enterprise translation, 7olu&e 2, Issue 1, 2012. 4adha 4a&an 2haudhary. L6ean +pproach / + ne# success &antra for institutesH. 0ronacharya 4esearch Oournal 7olu&e III, Issue II, Ouly-0ec, 2011. 4ichard 1. EatG (alancing technology traditions / +n e:a&ple of course &anage&ent syste&. Een Elingenstein. The rise of colla'orative tool. 0onald ! 3anna. (uilding a leadership vision / 11strategic challenges for higher education.

Q2R

Q$R Q@R QAR

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