Academic Planning and Management

Module II:
ACADEMIC PLANNING AND

MANAGEMENT
Professional Competency Enhancement Program for Teachers
(PCEPT)
NATIONAL ACADEMY OF
HIGHER EDUCATION (NAHE)
Learning Innovation Division
Higher Education Commission (HEC)
MODULE DEVELOPERS
Team Leader
Dr. Jan-e-Alam Khaki
Asstt. Prof
IED, Aga Khan University, Karachi
Members
Graeme Alexander Cane
Head, Centre of English Language
Aga Khan University IED Karachi
Anjum Halai
Assistant Professor
Aga Khan University IED Karachi
HEC Team
Ms. Noor Amna Malik
Director General
Higher Education Commission, Islamabad
Email: namalik@heec.gov.pk
Mr. Fida Hussain
Director
Email: fhussain@hec.gov.pk
Ms. Ishrat Siddiqa Lodhi
Program Coordinator
National Academy of Higher Education (NAHE)
Email: isiddiqa@hec.gov.pk
Contents
A. Introduction ............................................................................................................................. 5
B. Aim ........................................................................................................................................... 9
C. Module Objectives ................................................................................................................... 9
Theme One: Academic Planning and Management.................................................................... 11
Session I: Introduction to Academic Planning and Management .......................................... 11
1. Session Learning Outcomes ................................................................................................... 11
2. Key Concepts and Content ..................................................................................................... 11
3. Teaching Approaches ............................................................................................................. 13
4. Learning Activities .................................................................................................................. 13
5. Summaries and transitions .................................................................................................... 14
6. Assessment ............................................................................................................................ 14
Session II: What is Academic Planning and Management (APM) ........................................ 15
5. Summaries and transitions .................................................................................................... 20
6. Assessment ............................................................................................................................ 20
Session III: Resource Management: Focus on Time Management ........................................ 21
1. Session Learning Outcome..................................................................................................... 21
5. Summaries and Transitions .................................................................................................... 24
6. Assessment ............................................................................................................................ 25
Theme Two: Planning and Management of Teaching and Learning .......................................... 26
Session IV: Course Planning, Management and Assessment ................................................ 27
1. Session learning outcomes .................................................................................................... 27
2. Key concepts and content...................................................................................................... 27
3. Teaching approaches ............................................................................................................. 32
6. Assessment ............................................................................................................................ 34
Session V: Classroom Management (CRM) ............................................................................. 35

1. Session learning outcomes .................................................................................................... 35
2. Key concepts and content...................................................................................................... 35
6. Assessment ............................................................................................................................ 40
Session VI:Dealing with unwanted behavior/Indiscipline in the Class .................................. 41
6. Assessment ............................................................................................................................ 46
Theme Three: Academic Planning and Management of Research ............................................ 47
Session VII: Key Concepts in Planning and Managing Research .......................................... 49
6. Assessment ............................................................................................................................ 55
Session VIII:Managing and Coordinating Dissemination of Research Projects .................. 56
4. Learning Activities ................................................................................................................. 56
5. Summaries and transitions..................................................................................................... 57
6. Assessment ............................................................................................................................ 57
D.
Materials ......................................................................................................................... 58
A. Introduction
This module on Academic Planning and Management (APM) is one of the many
modules, which National Academy of Higher Education (NAHE), Higher Education Commission
(HEC) Islamabad, has prepared for introduction to the higher education faculty members as
part of their professional and institutional development. The rationale for introducing this
module in this important exercise is that faculty members, heads of departments, and courses
coordinators have to plan and manage academic activities in their programs. Lack of planning
and/or lack of proper management may lead to inefficiency or underperformance of individuals
and their institutions. Higher education institutions such as colleges and universities are
academic institutions which need to follow certain academic standards and conventions which
characterize academic work.
Before venturing into the phenomenon of higher education, we, as academicians, need
to ask what the purpose of higher education is. We need to understand why before we ask
questions like how higher education may be managed. The process helps us focus on why we
are doing what we are doing, or are going to do. For example, we need to ask ourselves the
following questions. What is higher education? What are/should be its purposes? These are by
no means easy questions. These are some of the key questions that higher education
institutions and academicians continue to ask themselves. Rowley and Sherman (2004), for
example, deal with this question extensively in their work Academic Planning. The study, citing
Queeney (1996) defines the purpose of higher education as:
To create a society in which lifetime learning is encouraged, valued, and rewarded
and a community of learners created and sustained. The principles she sets forth to
guide this agenda include: the value of learning both to society as a whole and the
individual, universal equity of access, enhancement of the natural propensity for
learning, acknowledgment that a lifetime learning society will be consumer-driven,
the importance of arts and cultural studies, the unique commission of public higher
education institutions, and the ability to identify learning needs. (p. 24, 25)
Higher education institutions are undergoing transformations in many parts of the
world. Several trends in the globalized world have influenced these changes, and the more the
higher education is responsive to these developments, the more these can be on the vanguard
of staying relevant to the modern world. For example, there is a strong debate whether the
universities should be only intellectual centres generating knowledge that they think is
intrinsically good or they should be market oriented. Due largely to the need for higher
education institutions to generate their own funds for their survival, many universities in
developing countries are increasingly becoming clientele oriented. This is being seen as not less
than a paradigm shift. Rowley and Sherman (2004) argue that many faculty members feel that
viewing students as customers alludes to a level of student entitlement that goes beyond the
noble opportunity to learn. Students now, as consumers, have the right to challenge grades and
grading techniques, question the content and instructional method of courses and instructors,
and may demand extra credit and/or additional time to complete course requirements. The
authors refer to a particular case where at least one of them had heard students say "I paid my
tuition, I deserve (to pass, a good grade, a diploma, etc.)." The focus of student faculty
discussions has shifted somewhat from course content (let's talk about XYZ) to course
outcomes (tell us how to get a good grade in your class) and the dialogue between instructor
and student often centres on quantitative course results rather than what is to be learned (p.
21).
Many faculty members see colleges and universities as the last bastions of human
development. They feel dedicated to educating students to realize their full potential and
make a positive contribution to the world we live in. Universities should be able to help their
students generate new ideas, inject new or added meanings to ideas of the past and adopt a
pragmatic rather than a perennialist posture to knowledge.
Referring to the critical subject of planning and management in higher education, the World
Declaration on Higher Education (1998) made very important references to this aspect. Due to
its strong recommendations towards improving higher education, the Conference made some
very critical comments and recommendations. Keeping in view its significance, some key
quotations of the report are reported and repeated here for the benefit of our Module Leaders.
Referring to the planning and management of higher education, in its Article 13 (a-c) the paper
argues,
The management and financing of higher education require the development of

appropriate planning and policy-analysis capacities [emphasis in the original] and
strategies, based on partnerships established between higher education institutions and
state and national planning and co-ordination bodies, so as to secure appropriately
streamlined management and the cost-effective use of resources. Higher education
institutions should adopt forward-looking management practices [emphasis in the
original] that respond to the needs of their environments. Managers in higher education
must be responsive, competent and able to evaluate regularly, by internal and external
mechanisms, the effectiveness of procedures and administrative rules.
Continuing on the theme in the article (b and c), the report goes on to state that the higher
education institutions must be given autonomy to manage their internal affairs, but with this
autonomy must come clear and transparent accountability to the government, parliament,
students and the wider society. It further argued that the ultimate goal of management should
be to enhance the institutional mission by ensuring high-quality teaching, training and research,
and services to the community. This objective requires governance that combines social vision,
including understanding of global issues, with efficient managerial skills. Leadership in higher
education, the paper sums up, is thus a major social responsibility and can be significantly
strengthened through dialogue with all stakeholders, especially teachers and students, in
higher education. The participation of teaching faculty in the governing bodies of higher
education institutions should be taken into account, within the framework of current
institutional arrangements, bearing in mind the need to keep the size of these bodies within
reasonable bounds. I think the conference makes very pertinent comments on the aspects
mentioned above and those who are particularly responsible to manage lead and deal with the
policy issues should read the recommendations of this Conference on higher education.
No academic planning will make sense unless these perspectives are addressed and adopted
consciously in a course that an academic institution of higher learning hopes to offer. Thus,
academic leadership, not just management, is expected in todays world to become creative, critical
and innovative in examining the courses that are offered. This would require curriculum leadership
to make the more defensible choices in terms of selecting areas of discipline or course that need
to be offered by a particular higher education institution. Once a course is selected, and its content
identified, the next critical question would be how best to deliver the content. What teaching and
learning strategies should be considered to effectively teach a course and achieve its aims and
objectives?
Many of the academic institutions in the developing world have been seen as less effective
due largely to the lack of academic and strategic planning. It is often alleged that courses do not
change with time and the teaching approaches date back to decades. It is not an uncommon
experience for students that a particular faculty uses the same notes for decades without changing
much. It is a common practice for faculty members to dictate definitions, and lengthy notes about
topics and transmit their knowledge in almost a theological and normative manner. This, we know,
tends to lead to transmission of traditional knowledge, without creating any curiosity in learners to
find out what is unknown. Learners take on this knowledge hoping to get good grades by being
sincere to the original notes the concerned faculty members dictated. Such passive teaching
approaches have led to stifling of higher order thinking skills in students.
Also, it is argued that our higher education institutions are perhaps over-managed and
under-led. Due largely to lack of reward for creativity, innovation, and novelty, institutions of higher
learning in this country have not been able to arouse the curiosity of their students and have led to
churning out of graduates that often lack quality and rigor of academic disciplines. NAHE, HEC has
come to the conclusion that certain key areas, including academic planning and management, need
to be strengthened at all levels, if the status quo is to be challenged and changed.
As a result of extensive deliberations at HEC-NAHE, a select team of academicians, both
from the public and private universities, suggested a framework of developing key modules that
should serve as a stepping stone in upgrading the academic planning and management skills of the
higher education faculty members. The current module is one of them.
This module explores the basic concepts of academic planning and management. By
Academic planning and management, we mean, key areas and activities to be carried out by a
faculty member to perform his/her academic work in a meaningful way. If done well, academic
planning and management skills can give a sense of confidence to facilitators in carrying out their
day to day academic responsibilities and save them from shocks and surprises. By planning and
managing teaching, research and service well, faculty members will be able to have more
mastery over their work, leading to institutional effectiveness and personal growth. Forward
planning, management of resources and developing capacity to deal with challenging problems
of the organization will better prepare academics to deal not only with the day to day urgent
issues but also important issues of substance in higher education.
The term Academic Planning and Management is used in this module in juxtaposition to the
concept of administrative planning and management. Academic (meaning things related to
academia) relates generally to teaching, research and (academic) service (or leadership).
Administrative planning and management, on the other hand, is used for planning resources
(human and material), institutional development, budgeting etc. at the institutional level.
Under the term - academic planning and management, there are a number of areas that are
discussed; however, for the purpose of this module, only three key concepts will be dealt with:
notions of academic planning and management; academic planning and management of
teaching and learning; and planning and management of research.
In the next section, we discuss the module structure to help Module Leaders better understand
the module, its contents, and approach to teaching and learning.
B. Aim
The aim of the module is to help Faculty Participants better understand the concepts of
academic planning and management, and gain some hands-on experience to be able to
implement the ideas in their academic work.
C. Module Objectives
As for objectives, the teaching and learning process of the Module will enable the
Module Leaders to:
Complete sample hands-on activities that will give them confidence to handle more
complex tasks in terms of planning and managing their academic and management
tasks;
Develop a more creative and professional approach towards their work with the
support of their colleagues in their role set for innovative approaches to their
academic planning and management;
Demonstrate leadership qualities by becoming catalysts of change in their contexts,

through knowledge and skills gained during the course in order to foster a spirit of
learning community/organization in their own contexts; and
Participants should have a detailed understanding of the discrete as well as

interconnected roles of faculty work teaching, research and service.
Participants will have the resources and knowledge to develop a plan for their own
professional growth and to articulate specific ways in which they wish to enhance their faculty
work roles.
Participants will attempt through the entire Module to assess the nature of learning,
and accordingly, adjust their teaching and learning strategies. The assessment of the extent to
which these objectives have been achieved will be gauged by both formative and summative
assessment strategies. In the course of the module you will come across what are called
indicators of learning, and you can use them in addition to what you already know. For
developing a deeper understanding of the assessment strategies please refer to the module on
Curriculum and Assessment.
Theme One: Academic Planning and Management

Session I: Introduction to Academic Planning and Management
1. Session Learning Outcomes
Participants will
Demonstrate understanding of the concepts of planning and managing in their academic

engagements;
Determine their roles in the context of their profession and particular academic setting
2. Key Concepts and Content

2.1
Key Concept 1: Concept of Academic Planning and Management

Academic planning and management, as indicated above, is a vast area of higher
education. The term could be understood to include all major activities related to teaching,
learning, research, and service in a higher educational institution. In a narrower sense, the term
indicates key areas of activity that an academic has to follow when formulating or designing a
course or semester and managing (delivering) it. Due to the limitations of time and resources,
the latter meaning has been adopted in this module.
The term academic planning and management - basically implies those activities,
which are to be done by faculty members in higher education to be able to perform his/her
work in a meaningful way to meet the objectives of the institution and personal growth. If done
well, academic planning and management will encourage their personal and professional lives.
It will encourage gaining ability and desire to carry out their responsibilities with more
efficiency and effectiveness for academic excellence. In developing the capacity to plan and
manage teaching, research and service well, academics will be able to have more mastery over
their tasks leading to institutional effectiveness and personal growth. Forward planning,
management of resources and developing capacity to deal with challenging problems of the
organization will better prepare the academics to deal with not only day to day urgent issues;
but also substantially important issues.
2.2
Key Concept 2: Roles in Academe

It is assumed that all those who are involved in higher education as faculty members
have three major areas of responsibility: teaching (and learning), research (e.g., applying and
doing) and service (which might include heading/leading a department, leading or being a
member of a team, providing service to a community, interdepartmental work takes some
portion of the time). Different higher education institutions rationalize the time distribution in
different portions, and there is no one fit for all. The Aga Khan Universitys Institute for
Educational Development (AKU-IED), for example, expects its faculty to devote 50% time to
teaching, 25% to research, 10% to service (which includes heading or being a member of a
committee, leadership roles like coordinators of courses or projects or programmes) and finally,
15% for any other work (which includes, professional development activities, consultancy,
community service, etc). This is the general formula but faculty members have different
preferences at different times and different focuses during an academic year. The faculty
members work is then assessed at the end of the year in terms of these areas.
The AKU-IED looks at the Boyers (1990) four forms of scholarship (scholarship of
teaching, scholarship of research, scholarship of service and scholarship of application) as
guiding parameters for faculty rewards. Boyers work has influenced many universities,
including HEC in Pakistan to adopt and adapt it for the assessment of the professoriate.
Regardless of the fact whether a university applies Boyers scholarship model, faculty
members in any higher education context need to rationalize their time in terms of at least
broad areas, teaching, research and service.
However, often, in many universities, including that of Pakistan, a large portion of
faculty time is devoted to teaching and service, less to research. In this Module therefore a full
theme is devoted to planning and managing research as an integral part of an academic life of
faculty members. Often universities divide faculty time in terms of these three areas. Though
not consistent, universities divide time according to their priorities. You need to know if your
university has any guiding parameters for this. Current trends indicate that universities will
enhance their push for research as HEC in Pakistan is highly encouraging and supporting
research in many ways.
The above background is for the Module Leaders own understanding and they can
provide a gist of the discussion to their learners.
3. Teaching Approaches
Discussion
Interactive presentation with PowerPoint
4. Learning Activities
1. The MLs will give a brief introduction and ask others to introduce themselves.
2. After the ice breaking activity, the ML will share the purpose of their being in the
session. He or she will explain the day plan (to be prepared in advance).
3. The ML should then proceed to make the PowerPoint presentation overview of
Academic Planning using the material in the Introduction and Theme 1. The ML could
ask the faculty participants a few questions to gauge their level of understanding about
the content of the module. Another option is to ask them to identify first in writing
(gives time for individuals to formulate their questions) and then share with the group
some key questions about the academic planning and management areas.
4. The presentation and Q & A should be followed by a discussion as to how the
participants perceive the roles in their own contexts.
You could ask these questions
during the discussion
What percentage of time do you currently devote to the roles of teaching, research,
service or any other area(s)?
What kinds of tasks are in the other category?
What do they think are ideal percentages for the various roles?
How might academic planning help to support management of time for various
roles?
5. Summaries and transitions

We have begun with a general introduction to the module and the concept of academic
planning and management and now we will move into an exploration of what is Academic
Planning and Management
6. Assessment
The questions responded to will reflect faculty level of interest and knowledge about
this area.
Session II: What is Academic Planning and Management (APM)

At the end of the session, it is expected that participants will:
Demonstrate an understanding of APM;
Develop skills for use in APM; and
Demonstrate a capacity to apply APM strategies to their work.

2.1
Key Concept 1: Strategic Planning

Academic planning is often seen as the heart and soul of the academic strategic plan
(Rowley and Sherman, 2004). A strategic plan in an academic institution involves long term
planning exercise based on the present and future need analysis of an institution. The need
analysis takes into account a number of areas including the clientele (i.e., student) needs,
market demands, etc.
This strategic plan includes planning and management of a course, a programme and a project
in the higher education context. Planning of a course precedes its management. Both terms,
therefore, are seen as one integrated process or activity, and therefore, though distinct, both
are being used as one term in this Module for the sake of simplicity. Rowley and Sherman
(2004) argue that academic planning is a campus-wide activity and the primary responsibility
should lie with the institutional faculty; every faculty member should be involved to some
degree. Academic managers such as department chairs, deans, academic vice presidents (or
academic vice chancellors), and provosts should all take part in the process. These are the
people who best understand what their disciplines are and ought to be. Academic managers
provide structures, resources, and timelines to help assure that academic planning activities
proceed and progress as planned.
2.2
Key Concept 2: Disciplines

Another important dimension of academic planning is the consideration of disciplines
that needs to be examined. This means looking at the larger picture in the country to see which
disciplines are growing, stable, or in decline. There is no point offering a course which is not
going to serve the students in the coming years or decades. Faculty members need to be aware
of growing trends and markets that are flourishing and not diminishing. Internally, the academic
planners need to examine how well the campus resources are serving learners that are following
certain disciplines. This is an analysis of how well instructors teach, how well learners learn,
how current pedagogical methods affect the discipline and the best methods available to transfer
learning effectively (Rowley and Sherman, 2004).
These perspectives are necessary to keep in mind prior to the next step of the strategic
planning process. While the university faculty needs to look at their own disciplines, they need
to look beyond their courses to what is happening in their disciplines. Courses need to be
revised and revisited on a regular basis in the light of the larger changes happening in the
society, so that they respond to the growing or changing needs that are taking place in that
discipline or in the market. In addition, higher education today needs to be sensitive to its
clientele as it is now a more conscious generation that will not tolerate mediocrity as
educational opportunities are increasingly becoming competitive, as universities vie for
students. Thus, academic planning and management is not just a routine activity, done to meet
both ends in the departments; this activity requires utmost creativity, innovation, novelty,
excellence in teaching and learning environments, followed by an inspiring faculty cadre that
commands respect, not due to their political clout, but by sheer power of their knowledge,
expertise, and ability to motivate their students. They need to be helped to climb to new
heights of learning, develop problem solving abilities, leading them to be critical thinkers,
reflective citizens, and change agents of their societies. Once they graduate, they not only have
a mere piece of paper as a degree in their hands, but they possess qualities and abilities
that distinguish them from others, thus, their performance speaking much louder than their
degrees. Students expect their faculty members to help them realize their full potential in order
to enable them to make a positive contribution to the world they live in. They have a right to
expect a meaningful engagement during their courses not just finishing courses. Commenting
on the graduates or alumni role in the society, Prince Karim Aga Khan, the Chancellor of the
Aga Khan University once remarked,
our approach to learning (should) be in the high traditions of intellectual enquiry
(i.e.,) teaching students not simply to memorise factual knowledge, but to use that
knowledge to identify and to solve problems. We hope that the habit of applying
logical and disciplined thought to questions and the appreciation of research will
remain with our graduates throughout their lives. (March 16, 1983)
This is possible with the help of both faculty members and students use of courses
intelligently and creatively. This is possible in an enabling environment and it is the primary
responsibility of the higher education institutions to make sure that they provide such an
enabling learning environment to their students. This environment includes both the
physical and psychological environment. Many higher education institutions environments
in many developing countries, including Pakistan, are simply unacceptable in these
competitive times. Surely, many institutions are becoming better, even competitive, but
others, need to pay attention to this aspect. Often, the focus of attention of administrators
has been only on academics at the expense of the physical environment. Thus, academic
planning goes hand in hand with administrative planning and management and they should
supplement each other.
When deciding on an academic plan the following dimensions need to be looked into:
Standards in the discipline
Knowledge domain to pick from
Clientele (students) interests
Pedagogic considerations
Time frame (doability)
Nature and criteria of assessment
Knowledge, attitude and skills as key domains to consider change
Taxonomy of learning (Bloom)
Inter- and intra-disciplinary enrichment
Institutions resources and limitations
Market demands and needs
Use of technology: discussion sessions, references, net resources; etc
Teaching strategies
Budget preparation if needed.
For more details on some of these topics, please refer to the Module on Curriculum and
Assessment.
The following aspects must be kept in mind while taking a learner centred approach in
the academic planning:
Developing course participants as independent learners;
Developing them as autonomous individuals, capable of making decisions based on

informed judgment;
Generating lifelong interest in learning;
Developing them as critical thinkers; change agents and reflective citizens;
Encouraging a non-judgmental approach in the class;
Creating an enabling learning environment for effective teaching and learning;
Taking an inclusive approach, respecting diverse interests;
Respecting diversity and pluralism in all senses, such as multiple intelligences, multiethnic backgrounds, diverse faiths within and outside ones faith; and
Gender sensitivity: including topics that interest boys and girls; using a gender
friendly language: such as when using examples, bringing simply he or she when
giving examples.
Faculty must at all times respect the dignity of learners: respect and appreciate their
knowledge and ignorance; treating them as respectful individuals and learners.
The above discussion on considerations for developing a semester course will help
faculty members devise their own course or semester plan. Attempt has also been made to
simplify these to be user-friendly as the purpose of teaching the subject is not so much
academic depth; but practical orientation. Further discussion on how to develop a semester
plan is given in Theme 2 of this Module.
Activity Sheet with discussion
Presentation discussion
1. In order to introduce the topic, there might be many strategies that one could use. Use
a strategy which you are familiar with; you can do well. One strategy is the use of the
attached grid [see D. Materials, Session 2, Activity 1]. The grid helps to explore faculty
members prior knowledge and skills about the APM. This is necessary to know before
anything is given to them. We should neither assume that the participants know too
much nor should we think that they do not know anything regarding the topic we are
going to introduce. Once they fill in the form, they will be asked to pair and share with
one another, and discuss for around 10 minutes about the APM practices in their
respective institutions. Once they do it, they will be asked to share their views and
experiences with their colleagues, which will give a measure of the level at which your
participants are; from where you need to start off. In case you do not get the Activity
sheet for one reason or another, you could simply start by asking a couple of questions
from the participants. It is important that you appreciate their contribution without
making judgments about their knowledge or lack of it. Just do a little exercise of
brainstorming to assess their current level of understanding. However the writing is
preferable as all participants will be able to reflect on their prior knowledge and do the
exercise given in the Materials Section.
2. Presentation, possibly with PowerPoint of the two Key Concepts-Strategic Planning and
Disciplines. Introduce interactively the technical definitions and descriptions of these
terms and what they mean in the APM.
5. Summaries and transitions
In this topic, we focused on the following points:
1. Conceptions of the academic planning and management;
2. Planning and management are interrelated subjects;
3. Planning and managing our individual and institutional work is necessary;
4. Academic planning and management are of critical importance for professional and
institutional growth and to provide quality service to our clientele.
6. Assessment
Please see their learning through the following activities:
1. See their oral input and classroom participation in activities;
2. Observe their worksheets and their quality; and
3. The quality of their writing through written pieces or other means.
Session III: Resource Management: Focus on Time Management

1. Session Learning Outcome
At the end of the session, Faculty participants are expected to:
A. Be able to articulate the significance of resource management in their professional and
personal lives;
B. See time as a precious resource and develop strategies to use it judiciously in their
professional (and personal) lives; and
C. Apply strategies of short term (daily, monthly) and long term (yearly, multiple years, say
three or five years) planning of their time.
Time is seen in management sciences as a resource to be used cost effectively. By time
management, what is meant is how we use our personal and institutional time in an effective
manner.
Do not spend time, invest it.
(Adair and Allen, 20004)
Time cannot be saved; it can only be spent wisely.
(Mishra and Misra, 2001)
There is a lot of literature that suggests how to manage time. Some References and
Bibliography have been given at the end of the module, which you can consult. The preceding
quotes set the stage of how to approach time.
2.1
Key Concept 1: Division of time
We need to develop a time management philosophy based on the three areas of scholarship
teaching, research and service. The ratio of time division would depend on your institutional
priorities and your own preferences. Many organizations actually place a policy of the time
division among these areas.
Each university or colleges might have a different scale or might not have one at all. However,
as academicians we need to set our priorities. Do you have any priorities? To what extent do
they work? If your answer is, yes? If you do not have any, would you like to develop such
priorities? How will you apply them? What challenges do you expect to face in translating these
ideals?
In order to facilitate you do this exercise, two pages are suggested for you to examine your time
structure in your institution, which are given in the material section attached in the material
section of the Module (See D. 4).
2.2
Key Concept 2: Planning Your Time
When planning for your time, it is important to keep the two kinds of planning in mind: short
term planning and long term planning. The short-term plans may mean plans for a day, week
and a month, whereas long term planning would mean for a year or over multiple years. For
example, you might plan for your PhD over the next five years, and accordingly you would then
plan backwards as to how you would plan over the next couple of years to get to your goal. In
the following, a weekly plan is suggested for you to fill in so that we would develop a strong
realization as to how you actually make use of your time on a daily basis.
You can consult any other article/notes that may be identified for further reading on TM to
assist in your background knowledge and presentation.
Many writers have helped us understanding time management principles or techniques. In the
following are identified ten principles of time management identified by LeBoeuf (2001, p. 8 )
Ten Principles of Time Management

1. Develop a personal sense of time
2. Identify long-term goals
3. Make medium-term plans
4. Plan the day

5. Make the best use of your best time
6. Organize office work
7. Manage meetings
8. Delegate effectively
9. Make use of committed time; and
10. Manage your health
The following are suggestions for time planning.

Ten Key Words for Time Planners
1. Purpose
2. Goal
3. Aim
4. End
5. Object
6. Objective
7. Mission
8. Plan
9. Vision
10. Intention
Presentation on time management
Individual reflection/worksheets followed by discussion
1. At the start of the session ask your participants to reflect on their time management
practices. You can elicit their opinions and note down their responses on the board
without making any comments until all of them have shared their ideas. You can then
summarise their responses on the board and work out the consequences of what they
are doing with their time using interactive approach. Having summarized their
responses, you can, if you like, share your own experiences of time pressures and the
need to take charge of our professional time rather than the time taking over us.
2. You may ask participants to complete the Daily Activity Planner [Materials, section D]
and then discuss the question at the bottom.
If they wish to spend their time
differently, how? Also invite discussion about time spent on teaching, research, and
service and how satisfied they are with their % of time in each.
3. You may ask participants to complete the time wasters activity *See D. Materials+ and
then pair and share to discuss their thoughts with their colleagues on the same table or
across the table.
You are encouraged to use any other material which you think might be more relevant
and interesting for the participants. You can make the teaching and learning as enjoyable and
as productive as you think you can. You are also encouraged to be as creative as possible; you
can even go beyond the ideas given in this module to enhance participants understanding and
interest.
5. Summaries and Transitions
1. Resource management in academic planning and management is a must for the
institutional and professional growth of the academicians in the higher education
institutions;
2. Planning and management are processes that require human intelligence, knowledge of
the context, future needs and situational understanding, resource opportunities and
limitations; and
3. Time is a precious resource and therefore has to be managed most effectively.
Otherwise there is a danger time controlling us.
6. Assessment
Please consider using the following ways to assess the learning outcomes:
See their oral input and classroom participation in activities;
Observe their worksheets and their quality; and
The quality of their writing through journal writing or other means; and
Provide helpful feedback on their work both written and verbal by raising a couple of
questions to help them think beyond what they have done.
Theme Two: Planning and Management of Teaching and Learning

This Theme discusses the nature, scope and strategies, implementation of planning and
management of teaching and learning a course/session/lesson at the higher education. In this
Theme you will find a brief discussion about some of the things that have been introduced
hoping that their deeper understanding will be developed in other Modules related to these
themes as they would be appropriate to be discussed there rather than in this theme. In this
Theme, therefore, an introductory background is given for three subjects, namely planning and
management of a course/session/lesson; Classroom management (CRM); and dealing with
unwanted/disruptive behaviour as part of CRM. Based on these assumptions and
considerations, this Theme is divided into three sessions. Each session is discussed in this
Theme.
The Theme may be understood more deeply by studying the other related Modules, e.
g., the Module on Curriculum Development and Student Assessment. Curriculum development
and student assessment (and also the Module on Andragogy) are part of the academic planning
of teaching and learning and therefore a strong background in both Modules will further help
course participants gain strong insights about the way a course is to be developed, strategized
and implemented.
Session IV: Course Planning, Management and Assessment

1. Session learning outcomes
Through the process of the teaching and learning of this session, the participants will be able to:
Identify key planning stages of developing lessons and their better understanding;
Appreciate the critical stages in a lesson planning and be able to develop a rational plan
for the effective handling of a course; and
Develop a more positive attitude towards self reflection for being able to critically
examine how the plan went and learn lessons from the experience for future or for the
next session.
2. Key concepts and content

Key Concept 1: Course Planning
2.1.1 Needs analysis & course design
In planning a course, the facilitator has to consider the following questions:
What does the student need to learn from your course?
The answer naturally depends on the subject you are teaching and on the level of the
students. However, it is important to note that the overall course objectives should be
concerned with educating students. The objective of a course is not to cover a certain set of
topics regardless of the level or needs of the students but to encourage and stimulate student
learning and thinking about the subject. In fact, in most disciplines, we should be concerned
with helping our students in a life-long learning process rather than in giving them a set of facts
which they can memorize for the final examination and then promptly forget. Thus, in forming
our course objectives, we need to think about what will be meaningful to our students both
now and in the future.
Why does the student need to learn what you are going to teach?
Here you need to consider the relevance of your course to the overall programme of studies
the student is following. Are there certain topics in your course that will probably have little
relevance for the students? Is it necessary to teach these topics or would it be better to spend
time on other more immediately relevant areas?
What are your course objectives?
Course objectives should consist of explicit statements about how you expect your students to
change as a result of taking your course. These should include changes in thinking skills, feelings
and actions. You need to write objectives that will reflect these changes in your students
behaviour. One way of doing this would be to ask yourself the question, What do I want the
students to do by the end of this course that they cannot do now?
Notice that not all objectives are at the same cognitive level. For example, lets imagine that a
lecturer lists the following two course objectives:
The student will know the names of the capitals of all the countries in South Asia.
The student will be able to discuss in depth the current economic and political
situation in Brazil.
It is clear to see that the level of understanding required to achieve objective (2) is much more
sophisticated than that required for objective (1). You could consult Blooms taxonomy (1956)
and see how Bloom has classified educational objectives going from the relatively simple recall
of facts and names up to the more complex task of synthesizing or evaluating a problem or
situation.
How much time is available?
You need to plan your time as efficiently as possible so that you are able to cover the topics
that will be most useful for your students. Do not try to pack in too many topics just for the
sake of comprehensiveness. It is far better to cover a few things well than to cover lots of topics
so hurriedly that no one learns anything.
What materials / resources will be used?

In planning your course, you need to consider using materials that are interesting, up-to-date
and at the right level for the students. You also need to think about access to and availability of
materials.
How will the learning be achieved?
Questions to consider here would be:
What learning theories will underlie the course?
What kind of methodology will be used?
Which types of assignments and assessment would be most suitable

to measure whether or not your learning outcomes have been achieved?
Key Concept 2: Planning and Managing Teaching Sessions

In planning your individual teaching sessions for the course, you need to consider these points:
Division of course content into a session/lecture program
How many sessions/lectures do you have? How will you divide the content effectively into this
number of sessions? Try to plan so that you have something interesting and meaningful to say
and teach in every session.
In Writing a Lecture Plan, consider
How does todays lecture fit in to the bigger picture of your whole course?
How does this lecture link to the previous one?
How can I make this lecture more interesting? Can I add any visual aids
or non-verbal extras to support my presentation?
How do we get students actively thinking in a lecture situation?
In planning your session, you may wish to consider how to get students actively involved in
thinking about what you have said in the session. If you have not considered this question at
the planning stage, it may be too late to consider what to do once you are into the practical
teaching stage. One way suggested by McKeachie (1999) is the Minute Paper. This involves
telling the students that you will interrupt your lecture at any point to ask them to write down
for a period of one or two minutes what they have learned about the topic covered.
Alternatively, you could ask them at the end of the lecture to write down the most important
thing they learned. It is also possible to interrupt your lecture at some point, break the students
into groups of 2 or 3 and ask them to discuss a question related to the lecture.
After the lecture is over, do not immediately forget what you did and rush on to planning for
the next session.
Reflect on what happened during the class and ask yourself questions such as:
Were the students interested or bored?
What was the most successful part of the session?
What was the least successful part?
What worked well?
What did not?
What needs to be reviewed in a future class?
How can I improve the session next time?
2.2.1 Management/Implementation of the course

Once an academic plan is ready and it should be ready at least six months before the course is
offered, then comes the implementation and management stage.
Sending information/advertisements to the identified papers/outlets.
If there is any policy of interview of candidates, then working out the details for it; for
example:
1. Who and how many will interview; where, when; and on what basis?
2. Collating the results and approval process of the successful candidates;

3. Issuance of acceptance letter: who signs the acceptance letters? Is there any policy?
4. Inauguration of the course: How to you welcome the students in the university?
5. Developing an enabling environment in the classroom;
6. Course briefing about all the dimensions
7. Course teaching
8. Formative assessment of the course (Monitoring progress of the students)
9. Mid-term reviews by different personnel including senior management
10. Diverse exposure to different learning experiences;
11. Conclusion of the course
12. Assessment of the students
13. Compilation of the results
14. Evaluation of the course by students (principles that need to be taken into
consideration)
15. Feedback; facultys own assessment
16. Report writing of the course taught:
17. Dissemination to the concerned
18. Revisiting the future offering of the course based on the feedback both from faculty
and students.
Key Concept 3: Effective Assessment
As we said above, course planning is about deciding where it is we want to go.
Assessment is about finding out where we have arrived. This means that in planning our
assessment, we need to link the questions we ask to our original course objectives in order to
see if the learning objectives have been achieved or not. Too often, course lecturers base their
assessment questions on the material in their textbook rather than on the learning outcomes
they set out to achieve in planning the course. This is a mistake that we should try to avoid.
At its best, assessment is not simply a way to label students with letter grades or
numbers; it is part of the learning process. As Carbone (1998:67) says, Think of assessment as a
series of signs and road maps that tell you where the students are and tell the students how to
stay on course or get back on course.
Assessment should work as a feedback loop which provides teachers and students with
opportunities to better understand their performance and make adjustments accordingly. For
example, you give a quiz to your class. The quiz is an assessment of the students learning so
far. This allows the student to assess his/her study habits and to make changes if necessary. The
results of the quiz also assess how well the instructor conveyed the material. The instructor
may, on the basis of the results, decide to adjust his/her teaching style, the rate at which the
material is to be covered, and the style of questions for the next quiz. With the next test, the
feedback loop is repeated all over again.
Some considerations lecturers might like to take into account when planning
assessment procedures for their students are the following:
Learning is more important than grading.
Providing feedback is more important than assigning a grade. You can use formative
(non-graded) assessment as well as summative (graded) continuous assessment to
gauge what your students have learned and what they still need to learn.
It is useful to try to assess levels of attainment for all your course objectives, even if
some objectives (such as increased motivation for learning) will not be used when
grading your students. Avoid assessment devices that increase anxiety and
competition.
3. Teaching approaches
Brainstorming with the participants;
Sharing a template of a course plan;
Giving an exercise to develop their own lesson plan.
Choose one or a couple of the following activities depending on the time available in the
session. Alternatively, you could divide the group and ask them to do these activities so that
there is diversity in what they are doing:
Through facilitation, draw on the previous knowledge of learners as to what they

understand as academic planning and management of teaching and learning;
Ask learners to go through the text given in this section. Ask them to share it with their
colleagues and then identify key points with the entire group.
Ask them to develop a plan for a teaching session based on their experience of the way
they have been doing this in their work. The plan may include a) developing aims and
objectives of their lesson; strategies for teaching; summary of the lesson; activities, time
plan, assessment procedure(s); overall a day plan in terms of time and activities to be
done.
Ask volunteers to develop a skit for management of unwanted behaviour in the

classroom and present it to the class.

1. In planning a university course, it is important to remember that a great deal of our
students learning takes place outside our classes. In planning any course, it is therefore
important to remember to put student learning rather than our teaching at the centre
of our planning.
2. In matters of classroom management, it is important to let students know from the
outset what it is you expect of them and then to hold them to those expectations.
3. Course planning is about deciding where it is we want to go.
4. For further understanding of the teaching dynamics, you can also refer to the other
modules, like the Curriculum Development and Student Assessment and Andragogy,
Communication Skills, Psychology of the Learners.
6. Assessment
A draft outline developed by each participant as part of their activities done in the
activity above (Activity 3) on their short and long term time management may reflect
their understanding of the concepts in this topic.
Their daily practices of discipline may also reflect their internalization of the time
management during the activities.
Pre-Test and Post-Test: Ask the participants to respond in writing to this question:
In your opinion, what are the three most important factors a college or university lecturer must
consider when planning an academic course? Give brief reasons to support your three choices.
Session V: Classroom Management (CRM)

1. Session learning outcomes
The session will enable the participants to:
Describe the dynamics of classroom management (CRM) and develop and maintain an
orderly classroom environment while teaching and learning;
Use knowledge of the physical and psychological environment in creating a learning

context; and
Develop positive attitudes towards inclusive classroom environments where students

from different backgrounds can equally participate and feel encouraged to learn and
thrive.
2. Key concepts and content
Significance of order in the classroom for better teaching and learning;
Necessity of being mindful of the ways in which we can provide an enabling classroom
environment and learner friendly social context to help learners learn better; and
Orderly classroom environment and learning are inter-related.
Key concept 1 of classroom management

In simple terms, classroom management (CRM) can be understood as the progression of
strategies teachers utilize to promote order and student engagement in learning. The classroom
management apparently looks simple, but when deeply explored, is quite complex as it has
major implications on student learning. The question we can ask about CRM is: How is order
established and maintained in a classroom? Classroom environment, i.e., a number of areas
that need to be looked at: for example, the room condition, the seating arrangement, learning
materials placement, student seating arrangement, classroom temperature and noise level
outside the classroom. All these and many more can affect the quality of learning in the
classrooms. Thus, by classroom management we mean mostly how to deal with the student
interactions and maintain order in the class for creating and sustaining a smooth learning
environment for all.
Doyle (1986) contends, Classroom teaching has two major task structures organized
around the problems of (a) learning and (b) order (pp. 394-395). The studies concerning order
since the late 1980s highlight the interrelatedness of order and learning. In fact, there is a
tendency to equate order and learning in the context of CRM (Dollase, 1992; Gordon, 1991).
The literature cited argues that the classroom order encourages student engagement.
Summarizing the literature, Doyle states that, for many educators, classroom orfor
that matterschool management evokes several terms such as order, discipline,
cooperation, and misbehaviour. These terms are casually mentioned sometimes but are not
well defined, often leaving the reader to assume that they are either mere synonyms or
antonyms. Doyles literature review concerning classroom management, however, offers some
appropriate working definitions that help distinguish each term. First, imagine a hierarchy of
concepts where order is at the top with discipline below.
According to Doyle, as cited above, order prompts engagement whereas a teacher uses
discipline to curb misbehaviour. The result is cooperation. Misbehaviour, as Doyle contends,
is any action by one or more students that threatens to disrupt the activity flow or pull the
class toward a program of action that threatens the safety of the group or violates norm of
appropriate classroom behaviour held by the teacher, the students, or the schools staff (Doyle,
1986; p. 396).
Thus, a common assumption is to equate management with discipline, only focusing on
an individual students misbehaviour with the goal of achieving student cooperation. Yet, as
Doyle (1986) points out, cooperation rather than engagement (in the sense of involvement
with content) is the minimum requirement for student behaviour (p. 396). In other words,
engagement is learning, cooperation is passivity.
The research reviewed mentioned above goes beyond the notion of student passivity,
focusing instead on order, which should not be confused with discipline. No doubt, order in a
learning environment does depend to a degree upon passivity from some students; however, as
Doyle
(1986) contends, Order, in classrooms as in conversations, is achieved with students and

depends upon their willingness to follow along with the unfolding of the event (emphasis in
original, p. 396). In other words, Doyle continues, order is not absolute silence, or rigid
conformity to rules, although these conditions are sometimes considered necessary for specific
purposes (e.g., a major test). Order in a classroom simply means that within acceptable limits
the students are following the program of action necessary for a particular classroom event to
be realized in the situation (p. 396, emphasis in original). Furthermore, order is much broader
than discipline or cooperation. It includes: organizing classroom groups, establishing rules and
procedures, reacting to misbehaviour, monitoring and pacing classroom events, and the like
(p.395).
What is it that tends to increase negative student behaviour? There could be many
reasons. For example, Mayer (1995) pointed out that, punitive systems without consequences
for positive behaviour and teachers and administrators inconsistency in responses to negative
behaviour actually augmented students tendencies to engage in antisocial behaviour, including
vandalism on school grounds and truancy. Several studies have suggested that counselling,
psychotherapy and punishment are the least effective responses to violence in schools (Lewis
et al, 1998). They seem to have less impact on such behaviour.
According to Walker et al (1996), classroom systems are developed by teachers to
support the larger school-wide policies and procedures and to manage the academic
performance and social behaviour of students within instructional environments and
arrangements. Studies concerning CRM suggest proactive lesson-planning strategies for the
whole-class instruction and cooperative learning.
Doyle (1986) contends that students would be more engaged in tasks designed to suit
their interests, that seemed meaningful to their lives, and that were presented with clear goals
of what needed to be accomplished, creating a structured lesson having a clear picture of what
a teacher wants to see happen, communicating clear goals for students. He also found
modelling as a key element of communicating clear goals. Furthermore, he found moving
around the room, coming to students who needed help. Then, he could also randomly ask
student questions about their responses to questions, and ask why they had come to a
particular solution/answer. Finally, he realized that he needed to consciously treat students

equally by allowing them to share responsibilities, not only in areas concerning discipline but
also academically. Thus, he introduced cooperative learning as a strategy to engage students in
their learning more creatively and collaboratively.
Cooperative learning
An important way of maximizing the classroom order and learning is to adopt cooperative
learning. Cooperative learning typically involves a small group of studentsusually no larger
than fourwho are positively dependent upon each other when completing an assigned task.
Students manifested more time-on-task in the cooperative small-group setting than in the
whole-class mathematics. In cooperative learning, it is more likely that student engagement
may be much greater in the small-group than in the whole-class setting and they would be
more activity engaged in the small-group setting. Thus, group activity may be more desirable
than all the time a classroom setting for all.
Though some studies disagree about the benefits of cooperative learning for various types of
students, they do agree that the successful cooperative learning in classrooms requires
activities that are engaging and require higher-order thinking, and expectations that are explicit
and clear to the students. In other words, cooperative-learning activities should not be applied
in the classroom until students are taught to accomplish their role and have a clear
understanding of expectations. Thus, the first step is to prepare students for this learning
strategy.
One of the key ingredients for successful cooperative learning environments is the inclusion of
engaging activities that require higher-order thinking. High order thinking would involve why
rather than what questions. Trivial exercises that demand less from the learners may not
prove to be productive in so far as cooperative learning is concerned. Students should know
exactly what is expected of them during cooperative learning. Indeed, cooperative learning has
proven to be an engaging teaching and learning strategy.
Successful CRM establishes clear goals, expectations, consistent teaching and learning
strategies, and implement these components in a supportive, positive, enabling, and studentfriendly environment.
Many higher education institutions in Pakistan tend to have more fixed furniture in the
classrooms often making the group work impossible. On the other hand many higher education
institutions are building their classrooms with furniture more suited for group discussion and
collaborative learning during and after the face to face instruction.
The traditional structure is suited more to the transmission method of education where scores
or dozens of students sit in rows, the teacher standing in front of the class or hooked to a
podium, and the students facing him/her. This makes teacher student interaction less possible,
thus, creating a formal and undesirable distance between the facilitator and the students. In
sum, the teaching strategies can create either a conducive and healthy learning environment in
the class or can make it a more dull and boring class thus leading to more probably chances of
unruly behaviour.
Ask the participants to identify the elements of classroom management and their
positive and not so positive experiences of classroom management;
Various kinds of environments: enabling or disabling; learner friendly or learner less

friendly and classroom level of energy; and
How to develop creative ideas to develop enabling classroom environments for

fostering better teaching and learning, leading to appreciation of the sociology of
classroom structures.
1. Engage in a exploratory study of the class in which the session is taking place and help
the participants identify the key aspects of a class;
2. Lead them to think of the various dimensions of the classroom and their significance;
and
3. Then sharing with them the understanding that classroom dynamics is a complex
phenomenon and a faculty member needs to be aware of critical dimensions of
classroom management.
4. Recall the skit they prepared in the previous session, now with more knowledge of
classroom management, how would they prevent unwanted behaviours?
1. Classroom management is a complex issue relating to both maintaining order in the
class while making sure the maximum learning for all learners;
2. Classroom management depends on a number of factors including teachers attitude
towards students and vice versa; and
3. Learning more about our practice, reflective practice about our conduct of the classes
may help us ensure more effective learning and a satisfying professional practice to the
facilitator.
6. Assessment
There could be many ways to judge the learning about this session, for example:
Asking the learners to recall their own experiences of learning/teaching and identifying
the key issues of CRM; and
Role model a class and then see how they are able to identify issues related to CRM.
Session VI:
Dealing with unwanted behaviour/indiscipline in the class
Despite all our efforts, at times, the classrooms may have learners who appear to be
disrupting the class or do things that disturb or disrupt the smooth learning and teaching. Nowa-days, one of the most problematic challenges is the use of mobile phones during the class
instruction. Despite our efforts we know that it has become difficult to prevent use of mobile
phones ringing or usage. Often students pay less attention to what is going on in the class.
Many faculty members use iron hand methods to deal with such situations which often may
cause bitterness in the class, leading to tensions between the faculty member(s) and learners.
This session will focus on such issues that tend to obstruct learning and teaching by unwanted
behaviour.
Participants will be able to:
Determine situations and influences that tend to cause unwanted behaviour; and
Develop better understanding of the necessity of developing more positive relations

with the learners and develop productive strategies to deal with unwanted behaviours if
and when they arise.
Understanding what unwanted behaviour is;
Causes and remedies of unwanted behaviour; and
Developing symbiotic relations with the learners.
Content
Often teachers have to face difficult student behaviours that tend to disrupt orderly
classrooms. The following may be some of the disrupting behaviours:
Talking during the lecture, especially from those at the back of the room;
Students arriving late;
Students leaving early;
Students reading newspapers or books during a lecture; and
Students causing a commotion during the final few minutes of class by putting away
their books and papers.
There could be many strategies that might be adopted to deal with such situations. One of the
ways in which such issues could be dealt with is to provide established policies and procedures
for responding to students who present the most severe forms of problem behaviour.
Some strategies may work in some situations and may not in others; so the facilitator has to
find out creative ways of handling such situations and therefore there cannot be cut and dry
rules for it. As faculty members, each teacher has to find creative and humane ways of dealing
with the unwanted behaviour in the class. What however is to be avoided is using iron
methods of silencing dissent in the class and daring students who can challenge the
assumptions or the positions of the facilitator. Such behaviour should be seen more appreciable
than to be shunned.
There are no definitive answers about how to manage a class but discussing the various
methods of classroom management can prove useful.
Absenteeism
Classroom management depends on the personality and goals of each instructor. The
important thing is to be clear about your expectations from the start and to communicate your
expectations to students. Students may be unaware that their behaviour (such as coming in late
or leaving early) is upsetting to the lecturer. They may think: I just thought the room was so big
that none of my professors would even notice me. If behaviour such as stalking or leaving
early bothers you let your students know. Its a good idea to include your rules in your syllabus
and discuss them with the students at the beginning of the semester.
Getting quiet at the beginning of a class
Do not shout at the students youll sound annoyed and this may alienate the students
Do not just start talking no one will be able to hear you.
What some lecturers do is to raise their hand. This is a signal for students that you are
ready to start. Some lecturers ask their students to raise their hands and to stop talking
as soon as the lecturer raises her/his arm.
Side talking during the lecture: Some methods that have worked
Say to the offending students: The people around you are giving you dirty looks. Are
you aware of that?
Invade their space by standing very near to the talkers.
Say to the students at the end of the class: When you were talking during my lecture, it
had the effect of disrupting the class. You probably didnt realize you were being
disruptive. Im sure you wont do it again.
For students who skip classes

You could give short attendance quizzes at the end of the lecture which have easy
answers. Students who have attended the class will probably get 5 out of 5, but those who are
absent get zero. The marks will count for say 10% of the final assessment.
Keep a positive attitude to those who do attend rather than being negative about poor
attendance. Using good-tempered humour is usually a more effective way of dealing with
classroom management problems than becoming annoyed or angry with the students. In all
matters of classroom discipline, it is important to let students know from the outset what it is
you expect of them and then hold them to those expectations.
Keeping students interested
Carbone (1998:17) talks about internal noise, which she defines as the inner dialogue and
mental tangents that take students out of the classroom and transport them into their personal
daydreams. As teachers, our sphere of influence lies in what we present and how we present
it. If we can avoid triggering students internal noise, we will be helping them to listen more
effectively. One of the first signs of internal noise comes when a student listens to a lecture and
says to himself/herself This doesnt relate to my life. He/she may then spend the rest of the
session in his/her own thoughts or, more negatively, disturbing the rest of the class. One way to
counteract this is to ask students to write down on the first day of class their personal answers
to these questions:
What do I want to learn from this class? (They need to be as specific as possible.)
What are my personal goals for this course? How can I achieve them?
If I reach these goals, how will my life be improved?
The lecturer should collect these and try to respond to them by adapting the course material
where possible and useful to the students personal goals. These papers can also be good
resources for students to look back at later in the semester to see how far they have come in
reaching their goals. Thinking about their goals should help to show them that learning is not a
one-way process. Unless they take responsibility for their own learning, they will not achieve
their goals.
Other causes of internal noise which, according to Carbone (1998), can destroy the relationship
between the lecturer and the student are statements made by well-meaning but misguided
lecturers which create negative feelings within the students attending a session. Do NOT
therefore say them to your class if you want your students to cooperate and show interest in
what you have to say.
I was up late last night grading papers and so I didnt really have time to prepare this.
This lecture is going to be complicated and difficult to understand
Most of what I have to say to you today will be relevant for your work next semester
but not for this semester.
This wont be on the test, so do not worry about it very much.
Dealing with individual problem students, McKeachie (1999, chapter 21) discusses approaches
we might take in dealing with the following student types:
Angry students
Aggressive students
Attention Seekers
Silent students
The Discouraged
Students with emotional reactions to sensitive topics
You may, therefore, find it useful to read what McKeachie has to say in his book about handling
these different types of problem student.
Pair and share of student experiences;
Sharing of teaching experiences and analyzing the causes of the unwanted behaviour;
How to develop symbiotic relationships with students.
1. Examine with the learners their experiences of student life and how and what has been
their nature of relationships with their teachers;
2. Explore the current nature of their relationships with learners, focusing on critical
experiences of dealing with the unwanted behaviour; and
3. Ask them to read and analyze the notes on this topic.
4. Recall the skit from session IV, now with more knowledge of classroom management,
how would they deal with unwanted behaviours if they occurred
1. Classroom discipline management is an important aspect of an orderly and well
managed class for effective teaching and learning;
2. Unwanted behaviour may be caused by many reasons; some have to do with the
learners, some with the faulty classroom management and some with the facilitator;
and often because of less effective teaching and learning strategies; or not being able to
challenge more challenging learners; it is therefore important to interpret the unwanted
behaviour in more proactive terms, without blaming or jumping to a personalized
interpretation; and such behaviours can be managed with creative and innovative
strategies not by iron hand methods as many faculty members are often prone to.
6. Assessment
You may give some hypothetical situations to help them analyze the causes and the
responses of the unwanted behaviours in the class. The activity may show the
participants deeper understanding of the issues involved in the unwanted behaviour.
Help participants identity causes of misbehaviours and help them make certain rules or
disciplinary actions to deal with them.
Ask the participants how they would react to the use of Mobile phones. Make two
groups and encourage arguing for and against the use of mobile phones in the
classroom during the lessons. The activity will reflect their ability to argue for one
position or another.
Theme Three: Academic Planning and Management of Research

The planning and management of research is seen in this module as an integral part of the
higher education life. In the context of publish or perish, research is sine qua non for any
meaningful life at the higher education level, especially at the universities. In the context of
developing countries, especially that of Pakistan, lack of research has been a public outcry
within and outside the academia. Hence, this Module and one special Theme on research justify
the significance that has been given to this area in this orientation programme for the higher
education personnel.
As part of their workload and academic responsibilities, faculty members in tertiary education
are expected to engage in research, teaching and service. These three areas are an integral
part of the university ranking criteria employed by the Higher Education Commission (HEC) of
Pakistan. Hence, academic planning and management at higher education must take into
account research, alongside teaching and service activities. The Theme on research aims to
enable the participants to further develop their understanding of the multiple dimensions of
planning and management of research. It may however, be noted that this theme is different
from the actual engagement with research which has been dealt with in some detail in the
module on research.
Increasingly, research in higher education is a collaborative effort. It often involves working
with colleagues within the department, and in the case of research consortiums, or large
projects, it may involve working with teams across the universities within and outside the
country. This can be seen from the prevalence of funding schemes that invite applications for
initiating partnerships in research, e.g. DELPHE1. More often than not, research funding is
guided by global issues and trends in research. For example, currently, research in education
places heavy emphasis on researching initiatives in achieving the millennium development
goals. Likewise there are other areas of research priorities and research trends in natural and
1
The UK Government's Department for International Development (DfID) is investing up to 3 million a

year in a new Development Partnerships in Higher Education programme (DelPHE), which will run for a
seven year period, from June 2006 to March 2013. The programme will provide funding to support
partnerships between Higher Education Institutions (HEIs) working on collaborative activity linked to the UN
Millennium Development Goals (MDGs).
physical sciences. The funding agencies and universities often end up negotiating research
priorities and focus. This situation raises issues and tensions in identifying research priorities.
To what extent should or does funding drive the research agenda? This is a significant question
to consider when developing a research plan for the institution, department or at individual
levels.
Managing and coordinating the research projects requires an understanding of issues in
maintaining the timelines, budget, collaboration with other individuals/institutions and other
elements of the research process, while not compromising the quality of the research process
and outcomes. As part of their workload and academic responsibilities academicians in tertiary
education are expected to engage in research. Hence, planning and management of time,
resources and outcomes require taking into account research alongside teaching and other
work.
The sessions aim, objectives, and teaching strategies are briefly explained below.
Session VII: Key Concepts in Planning and Managing Research

Upon completion of this session, participants would be able to:
Consider critically the key elements in planning and management of research
Engage in hands on activities of a basic nature for planning and management of a

research project.

2.1
Key Concept 1: Academic Planning and Management of research: Key Stages and
Processes of Research Planning and Management
This description relates to planning and management of research, not actually doing research.
There is a special Module on research in this course that will take you through all these stages.
At this point, if you are a novice researcher, you need to be familiar with key areas or stages of
research that will help you approach the Module on research with some confidence. These key
points are given here to help you develop better understanding of the process of planning and
management of research at your own level. Please take these notes as indicators, not
comprehensive notes. You can take help of an introductory book on research in your library.
2.1.1 Looking for a supervisor
Research is a technical and specialized field that requires proper guidance and training. In order
to start a research project, the first thing to start with is to thinking about a research question
or hypothesis. Frankly, this is not possible without a guide or an experienced researcher (i.e., a
supervisor) who can actually lead the novice researcher into an area of inquiry that is worth
pursuing. Alternatively, the supervisor can actually take the novice researcher along with him or
her in a project that he or she is undertaking. Many novice researchers often start in this
manner, apart from graduate studies where research is taught as a discipline and systematically
students are trained to undertake small scale research projects. So, the first thing for
undertaking a research project for beginners in research is to seek the help of an experienced
researcher and take him or her as supervisor. Once this is done, you can then go for reading
literature on research, preferably more basic literature that outlines the mechanics of research.
Generally, the following will be some of the key stages of research in an ordinary and small
scale research project.
2.1.2 Proposal development
In order to get a sense of how to approach research one needs to find out a problem a
hypothesis that one wishes to investigate. This is done through a professional preparation of
what is known in research language as proposal. The entire process of developing a proposal
will be discussed in the Module on research in this course.
2.1.3 Individual or group research
You need to decide whether you wish to undertake an independent research project or to work
in an already established group. As suggested earlier, it is better to work first with a senior
faculty or a team of faculty members who are doing a research work to get some hands on
experience of research. If you have some confidence and experience of doing research yourself
you can very well think of developing your own team. You may take one or many more
colleagues who can work with you in the team. The leader of the team is generally called the
Principal Investigator (PI), and the other members are called team members. The PI is
responsible for undertaking and leading the group and his or her name will be used as the first
name in the list of names; or may depend on the nature of agreement between or among the
team members before the starting the project. Often, this becomes a political issue later when
it comes to publications, and therefore it must be decided right in the beginning how the names
would be written in terms of the order for publications. Very often, the PIs name comes, then
following the other names will depending on the nature or magnitude of the contribution made
to the work. If the nature of the contribution is the same, then one could use the alphabetical
order to settle the issue of order of the names, after the PIs name. This is to be decided right in
the beginning of the contract between/among the group.
2.1.4 Preparing budget proposal

An important aspect of the planning for a research project is to prepare a proposal for budget.
Budget considerations are based on a number of factors, such as, the nature of the work, site
distance, number of researchers involved, and duration of research. Often, the researchers
prepare a proposal a pager identifying the requisites for research and the nature of travelling
and expenses, and then, you can seek help of the Finance Debarment of your institution to
calculate figures. Before you submit your proposal to the concerned authority, you need to
have a budget proposal which often may become a deciding factor for your proposal. In case of
too high figures your proposal may be declined. It is therefore important to be realistic in
quoting figures. Some of the areas you need to consider are:
Travelling involved (how many times and when as costs may escalate during the period)
Assistants needed and their compensation;
Transcription charges;
Any technology needed, such as, tape recorders for recording interviews; flash drives,
cameras, videos, etc.
Daily allowances/expenses during travelling and fieldwork;
Stationary needed; budget needed for communications, telephone costs, etc.
Inflation considerations (if the research projects spans multiple years); and
Others if any.
2.1.5 Applying to the concerned authority for approval

Once your proposal is ready outlining the essential aspects of your study, you can then apply to
the concerned body of approving authority for research. You need to know what their
requirements are; including their forms and documents; before you apply. Be very, very careful
to make sure that you meet their requirements; do not work on assumptions. May be again, it
is desirable to seek help from an experienced researcher who has had experience of getting
through their proposals from such bodies. The second body which is critical to get approval
from is what is generally called the Ethics Research Committee (ERC). Universities often have
their own ERCs. However, not all universities in Pakistan have such committees but some do
have; and they are very rigorous in applying ethical principles for researchers. For example, the
Aga Khan University (AKU) in Pakistan has a university-wide committee called the Ethics
Research Committee (ERC), working for the last many years. All university research projects,
including students proposals for their masters have to be approved by this Committee. Often,
many international journals may ask for the certificate of ethical clearance from ethics research
committees for publication of an article. Thus, research ethics is an important dimension of
doing research where human and animal subjects are involved.
2.1.6 Entry negotiations
Once the research proposal is approved by all concerned committees/bodies researchers can
then approach the institutions or research sites for approval of the project. While the proposal
is being considered, you can approach the bodies concerned for the possibility of doing your
project. Once you get the approval from both the approving authorities of research and ERC,
you can then approach the research participants and start your field work once they agree in
writing to be your course participants (specially if it is a qualitative study). For more details
regarding these aspects, please refer to the Module on Research.
2.1.7 Data gathering and data analysis
As per your proposal you will collect data and do other necessary fieldwork, along with analysis.
These processes will be examined in a relatively extensive manner in the Module on research.
Therefore, in this Module, only the key stages are outlined. Those of you who have some
experience of doing research may help others, formally and informally, who lack this
experience.
2.1.8 Report writing
This is intellectually a laborious exercise and requires much expertise to do if it is a serious
project. The Module on research will help you do some hands-on experience in this area.
However, suffice is to say at this point that this stage is the culmination of the research process
in a tangible form. You might have to get it edited from the language and content point of view
from a professional editor(s).
2.1.9 Dissemination
This is the last stage of the research process. Once the research report is ready, what does the
researcher do with it? Often, the research findings are disseminated through many forums,
including conferences, newspaper articles, journal articles, monographs, on line journals, and
what have you. Typically this process is a lengthy one, which requires advance planning for
participation, for example, in attending conferences or writing papers for national or
international journals. If you are acting as PI in the project, you have a major role in the
planning and management of research, and bringing it to a conclusion. You need to make sure
that each member on the project experiences a sense of participation and does not feel left
out. You might face challenges during the study, such as, time, money, collegiality, and other
issues, but you have to manage it with your leadership qualities in order to bring the project to
fruition. A research project is like an orchestra music; each player playing a particular
instrument but helping to create a symphony that makes sense to listeners. As well, using
resources money, time, and human - judiciously is a moral responsibility of everybody. It is
imperative that the project must be completed in time as far as possible; otherwise, there are
many serious implications of delays caused for whatever reason.
If you are a head of a department, then you might have to coordinate research projects, help
find research findings, etc. The discussion on such roles is beyond the purview of this Theme.
Facilitated Discussion
Presentation of Stages and Processes
1. Course facilitator would introduce the theme through asking the participants about
their experiences of doing research and what have been their experiences. They could
then be led to sharing their experiences about how they conceptualized, implemented a
research project and the challenges and opportunities they faced. Their description of
their experiences could become a stepping stone for those who are in the waiting to
undertake research projects.
2. Having done the small brainstorming exercise, the class would be divided into 4-5
smaller
groups of about
5 members each. Preferably members from a
university/department would be placed in the same group. Participants in groups would

discuss the following questions (30 minutes)
What are the key elements that need to be taken into account in planning for
research at an individual and/or institutional level?
How do we decide on areas of research or an appropriate research problem?
What factors need to be taken into account for developing a research programme
for self and for the institution?
What supporting and hindering factors should be taken into account for undertaking
a research project?
3. Presentation by ML on stages and processes of research from the Key Concept Content
above integrating ideas shared by participants
4. Each participant would write a one pager on outlining his/her research plan for a year
addressing the areas noted in the questions 1-4 above.
5. Each group would present the key points in response to the questions above. (5 minutes
per group)
6. MLs would sum up the key points made in the presentations, followed by their own
input or experience of the research that he or she might have (15 minutes).
Research is necessary in an era of publish or perish; good higher institutions are

characterized by the new knowledge they generate by becoming not just consumers of
knowledge but producers of knowledge;
Planning and managing research is a complex, and knowledge intensive task that need
expert guidance; it can be learned through help and support;
Research planning and management is a typically collaborative exercise and needs to go

through certain processes and procedures that are critical for approval of research
projects.
Universities, concomitantly, need to create enabling structures for encouragement of

research culture in their organizations. University cultures may either encourage or
discourage young researchers to venture to be researchers.
4. Assessment
Assessment in this area is difficult particularly when the faculty members have not engaged at
any time in any research project. The assessment should see the participants knowledge and
skills of, and attitudes towards research through the activity and discussion by having a base
line discussion about their level and magnitude of involvement in research.
Session VIII:
Managing and Coordinating Dissemination of Research Projects
At the end of the Module teaching, the participants will be able to:
Explain the complex processes of dissemination of their research and how to plan and
manage it;
Plan for dissemination of research.
Article by Dr Anjum Halai given at the end of the module after the Reference and
Bibliography List (to be distributed during the session).
Teaching Approaches
Facilitated Discussion
1. In groups, the participants would be asked as to what their experience regarding the
dissemination of their research work has been; the challenges and opportunities. They
need to be probed as to the benefits of dissemination of their knowledge through
different forums, one being more effective than other.
2. Participants in the same group as in Activity 1 above would consider the following
questions:
What are different forms of dissemination of research work?
Why is it important to disseminate the research findings?
What are key steps in identifying the right type of forums for the wide dissemination
of the findings?
What are the supporting and hindering factors in dissemination?
4.Summaries and transitions

We learned in this Topic that
1. Dissemination of research findings are necessary to share the knowledge gained
through the research with the wider community of learners and researchers;
2. Planning for dissemination requires careful seeking of funds and resources to be able to
take our findings for a more national or international audience;
3. Such an exercise gives researchers a lot of satisfaction leading to personal growth and
greater utility of the resources that are employed in doing research; and
4. Sharing of our findings and insights provide us another opportunity when we are
challenged in national and international audiences which lead us to further enquiry.
5. Assessment
A brief discussion on the learning of the topic may reveal participants level of comprehension
about the topic objectives.
D. Materials
D.1
Learning Materials for Session II, Activity 1:

Reflections on practices of academic planning and management
Please reflect on the following questions to assess your own conceptions and practices
of APM.
Questions
1. What did you think of APM before joining this programme?
2. What were your practices of APM?
3. Is there any institutional effort to do APM?
4. Do you think you are going to revisit your practices of APM after the course?
D.2
Learning Materials for Session III: Activity 2: Daily Activity Planner
Ask the participants to develop a timetable of their everyday life and also their official time log
by using the following grid. The grid will give a realization where they spend most of their time
on a daily basis: teaching, research, service or any other activity.
Time
Activity
Results
Example:
Read emails and look at the weekly plan
Better prepared for the day and
8.30-9.00 am
and prepare a day plan noting important know what I have to accomplish
and urgent work to be done
today
9- 10 am
10- 11 am
11- 12 noon
12- 1 pm
1-2 pm
2-3 pm
3-4 on
4-5 pm
Please reflect and write a couple of lines below if you are spending time as you wish? If you
would wish to spend your time differently, how would you do it?
D.3
Learning Materials for Session III, Activity 4: Ten Time Wasters
Often people complain of time wasting on many unnecessary activities. Following are generally
agreed time wasters as given in the grid. Ask the MLs if these affect them, and then ask them to
fill in the following grid based on their experience of professional life.
Time wasters: How to arrest them (Adapted from: LeBoeuf, in LeBoeuf, 2001, p. 32)
#
Time wasters
To what extent do To what extent What will I gain if I

they affect me as an can
academician?
Telephone
interruptions
Drop in visitors
Lack of self discipline
these?
avoid control these?
Crises
Meetings
Lack
of
objectives/
priorities/ deadlines
7
Indecision
and
procrastination
8
Attempting too much

at once
Leaving
unfinished
10
Unclear
communication
tasks
D 4: Monthly and yearly distribution of faculty time

DISTRIBUTON OF THE FACULTY TIME
AT A HIGHER EDUCATION INSTITUTION
Required: Days/Hours: Yearly--------/--------; Monthly---------/-------------; Daily----------Actual: /Hours: Yearly--------/----------; Monthly---------/-------------; Daily---------Approximate Faculty Time Allocation: Self Analysis
Situation
Teaching
Research/
(includes all publications/

related
activities)
50%
Leadership: head Service/

of
Depts/member
departmental
hops
work
10%
10%
Current
Yearly
Monthly
Daily
Ideal/ planned
Yearly
Monthly
Daily
administration/
Conferences/works of committees)
30%
Total time
100%
Jan-e-Alam Khakis structure of time rationalization for a faculty member in a higher education
institution, particularly a university, 2010.
Please note that the distribution of the time allocation is a symbolic division based on the
current expectations of a higher education faculty. The overall logic is that the currently
situation in the higher education universities spend rather overwhelming time on teaching and
less or no time on research or publications, may be more time on administration of the daily
routines.
They may be attending time often on what is urgent rather than what is important. This grid
may be an eye opener for many to see how they consciously or unconsciously squander their
time on matters they would not ideally like to spend on. The demand to, or quest for, teaching
may be a compelling requirement, or joy or even urge from the higher authorities. However,
we, as institutions of higher education, need to pause what it is that we are doing and what it is
that we are not doing that we ought to be doing. This exercise could be done in an institutional
level as well. The following questions may provide a further realization as to the account of
time and the way spend it in a university context.
Addressing key questions concerning how we spend time in our institution on a daily,
monthly and yearly basis. Please write your responses in the blank spaces provided.
1. Am I giving the required time in a year/month/daily as per university

rules/requirements? What realization does the above grid give me?
2. Do you agree with this suggestion of time distribution or you suggest a different
formula?
3. What are the key current problems of this distribution of the faculty work?
4. What are the opportunities inviting you or waiting for you?
5. What is the cost of not doing this kind of time planning and management?
6. Who pays for what we do not do what we are supposed to do?
7. What are the institutional opportunities or limitations? Are there actual problems of
perceived ones?
8. What struggle have you made so far? Have you been persistent, doggedly followed?
9. If you have successful, are you helping others to achieve success?
10. If you have not been able to do anything of this sort, what do you intend to do it in the
near future?
This grid and questions will give us two kinds of realizations:
One: those who give more time than they are supposed to, will feel great
happiness or anguish that they are giving more than required time.
Two: those who feel that they are contributing to the institution less than
required time they ought to give.
There are some who might argue that they give quality time and therefore time as such should
not be counted. What really matters is how one spends time now how much one spends time
on the campus?
They may be right! Ask yourself in which case, Am I doing justice with the institution? How can
I remedy this situation from Monday morning?
General Education Classroom
Classroom Management
http://www.intime.uni.edu/model/teacher/teac3summary.html
Classroom Management is a website which clearly identifies three major fundamentals of
teaching; i.e., content, conduct and covenant management. Such guidelines will enable the
teacher to focus on curriculum (content), discipline (conduct) and relationship management
(covenant), thus creating three overall components in applying effective teaching skills.
The Teachers Guide: Classroom Management

http://www.theteachersguide.com/ClassManagement.htm
This website provides the teacher with constructive information regarding all facets of
discipline occurring within the classroom. Various links provide beneficial and acceptable
practices in assuming and maintaining control of the classroom.
Classroom Management: discipline & organization

http://www.canteach.ca/elementary/classman.html
This unique website offers a variety of approaches in encouraging students to become more
inventive by offering a diverse range of challenges and objectives such as pledges and
fundraising projects. Further, it contains initiatives for the teacher to incorporate students in
promoting a well-organized classroom setting.
Teachervision.com: Classroom Management

http://www.teachervision.fen.com/page/5776.html
A resourceful website sponsored by teachervision.com, offers a variety of links to assist the
teacher in creating an organized and efficient classroom. It also provides the tools to develop
personalized techniques, as well as implement an effective and significant teacher-parent
relationship.
AOL Hometown: Classroom Management

http://hometown.aol.com/mellettk/Webpage/classroom-management.html
Designed for teachers, beginning teachers, and student teachers, this website offers a wealth of
information for teachers of all levels and experience. Forums are available for exchange of
information to enhance the new teachers skill level, as well as provide an opportunity for more
seasoned teachers to share their experience and expertise.
Clarity Connect, Inc.: Classroom Management

http://people.clarityconnect.com/webpages/terri/classmanagement.html
This website written by a teacher describes this teachers working experience. Techniques
offered by this teacher introduce approaches to simplify teaching practices by identifying and
enhancing strengths while improving upon weaknesses. It further offers a self-evaluation to
further clarify your teaching structure and effectiveness.
Classroom Management
http://www.iloveteaching.com/1stdays/manage.htm
This website offers strategic planning in classroom management and organization. It also
suggests a wide array of methodical suggestions in becoming a more effective teacher by
introducing efficient and successful developmental procedures.
Unit 3: Organization and Management of the Classroom

http://para.unl.edu/para/Organization/Intro.html
Organization and Management of the Classroom is a well-defined lesson plan for todays
teacher in achieving their goals and objectives. This lesson plan includes a test whereby the
teacher is tested and scored to determine strengths and weaknesses. Completion of this plan
will allow one to evaluate himself/herself and take the necessary steps to develop and improve
upon his/her teaching methods and techniques.
ERIC Digest
http://www.ericdigests.org/1995-1/behaviour.htm
The information in this digest is taken from Managing Inappropriate Behaviours in the
Classroom by Thomas C. Lovitt, Reston, VA: The Council for Exceptional Children, 1978, 44 pp.
(ED 157 255). Major topics covered in this material include; preventing misbehaviour,
establishing rules, student motivation, token economy systems, decreasing undesirable
behaviour, punishment, individual and group management methods, and guidelines for
management.
Centre for Talented Youth: Classroom Management

http://www.jhu.edu/gifted/teaching/classroom.htm
This website is created by The Johns Hopkins University Centre for Talented Youth. Classroom
Management is one of several links for users to find information about teaching students
identified as academically talented. The focus of this page on Classroom Management is to
create and maintain a safe, supportive, and challenging learning environment for students.
Classroom Management Technology Tools

http://jc-schools.net/tutorials/classroom/management.htm
This website has been created by the Jefferson County Schools in Dandridge, Tennessee. This
URL will take the user directly to the web page about Classroom Management Technology
Tools. The site contains a listing of web resources and information links organized by a
proactive structure for teachers to consider when planning classroom management. These
structures are:
(a) coordinate
(b) communicate
(c) check
(d) coach
(e) consistency, and finally

Academic Planning and Management

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Academic Planning and Management

Uploaded by

Copyright:

Available Formats

Module II:

ACADEMIC PLANNING AND

Session V: Classroom Management (CRM) ............................................................................. 35

The management and financing of higher education require the development of

Demonstrate leadership qualities by becoming catalysts of change in their contexts,

Participants should have a detailed understanding of the discrete as well as

Theme One: Academic Planning and Management

Demonstrate understanding of the concepts of planning and managing in their academic

2. Key Concepts and Content

Key Concept 1: Concept of Academic Planning and Management

Key Concept 2: Roles in Academe

Interactive presentation with PowerPoint

You could ask these questions

during the discussion

What kinds of tasks are in the other category?

5. Summaries and transitions

Session II: What is Academic Planning and Management (APM)

Demonstrate an understanding of APM;

Develop skills for use in APM; and

Demonstrate a capacity to apply APM strategies to their work.

2. Key Concepts and Content

Key Concept 1: Strategic Planning

Key Concept 2: Disciplines

Standards in the discipline

Knowledge domain to pick from

Clientele (students) interests

Time frame (doability)

Nature and criteria of assessment

Knowledge, attitude and skills as key domains to consider change

Taxonomy of learning (Bloom)

Inter- and intra-disciplinary enrichment

Institutions resources and limitations

Market demands and needs

Use of technology: discussion sessions, references, net resources; etc

Budget preparation if needed.

Developing course participants as independent learners;

Developing them as autonomous individuals, capable of making decisions based on

Generating lifelong interest in learning;

Developing them as critical thinkers; change agents and reflective citizens;

Encouraging a non-judgmental approach in the class;

Creating an enabling learning environment for effective teaching and learning;

Taking an inclusive approach, respecting diverse interests;

Activity Sheet with discussion

Session III: Resource Management: Focus on Time Management

Key Concept 1: Division of time

Key Concept 2: Planning Your Time

Ten Principles of Time Management

4. Plan the day

The following are suggestions for time planning.

Presentation on time management

Individual reflection/worksheets followed by discussion

If they wish to spend their time

See their oral input and classroom participation in activities;

Observe their worksheets and their quality; and

Theme Two: Planning and Management of Teaching and Learning

Session IV: Course Planning, Management and Assessment

2. Key concepts and content

What materials / resources will be used?

What learning theories will underlie the course?

What kind of methodology will be used?

Which types of assignments and assessment would be most suitable

Key Concept 2: Planning and Managing Teaching Sessions

How do we get students actively thinking in a lecture situation?

Were the students interested or bored?