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Transcript of Ethics in Education Nair
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Welcome To This Presentationon
ETHICS IN
EDUCATION
Prof. V. N. M.NAIR
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BENCHMARKING
SCHEME OF PRESENTATION
1. INTRODUCTION
2. WHAT IS ETHICS?
3. WHY ETHICS?
4. ETHICAL ISSUES IN EDUCATION
5. ETHICAL SOLUTIONS
6. CONCLUSION
7. QUESTIONS & ANSWERS SESSION
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BENCHMARKING
CHANGE IS REQUIRED
To Cherish Traditions, Old Buildings, Ancient
Cultures and Graceful Lifestyles is a worthy
thing.
but in the world of technology, to cling to
outmoded methods of teaching, learning and
training for teachers, students and institutions
respectively is a PRESCRIPTION TO SUICIDE
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BENCHMARKING
Many institutions of higher education have instituted policies
regarding ethics education. For example, the Faculty Handbook
of the Mays Business School at Texas A&M University includes
the following statement:
Therefore, faculty and staff have a responsibility for creating an
academic environment that promotes honest academic inquiryand teaches students ethical behavior in the process.
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BENCHMARKINGBUSINESS EXCELLENCE MODEL
Vision
ObjectivesAreas to be Addressed
Measurement Indicators
QUALITY INITIATIVES
Mission
Kaizen
ISO
Six Sigma
Benchmarking
Suggestion Schemes
Quality Circles
Professional Circles
5SKM BSC
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Benchmarking is a technique of identifying, understanding and
adapting superior practices from organizations locally and world wide to
improve performance and achieve priority business results
BENCHMARKING
OPERATIONAL DEFINITION
Comparing business
processes, not only
performance measures
External
focusImprovement,
not evaluation
A structured
techniqueLearn from others
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BENCHMARKING
STEPS IN BENCHMARKING1.DECIDING WHAT TO BENCHMARK
2.UNDERSTANDING CURRENT PERFORMANCE
3.PLANNING
4.STUDYING OTHERS
5.LEARNING FROM THE DATA
6.USING THE FINDINGS
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BENCHMARKING
STEPS IN BENCHMARKING
1. DECIDING WHAT TO BENCHMARK
Start with ICTs strategy for growth and
development . This is reflected in the Vision
and Mission statements of ICT
Identify the Critical Success Factors of ICT
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BENCHMARKING
Contd
Now based on the Vision, Mission and
CSFs, a decision has to be taken as to whatis to be benchmarked
E.g.. Teaching Learning Process, Records
Management, Absenteeism etc.
Decide the Metrics( Measurement)
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BENCHMARKING
2.UNDERSTANDING CURRENT PERFORMANCE
This is done to get a clearunderstanding
of How are we presently doing that
which has to be decided to undergo the
benchmarking process
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BENCHMARKING
3. PLANNING
The following things need clarification here.
-Whom do we benchmark with?
-Determine the data collection method
Benchmarking can be against a Process Competitor,
Industry, Product etc. Even secondary data can be
used to identify your benchmark partner.
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BENCHMARKING
4. STUDYING OTHERS (B
enchmarking Stu
dy)
Once the benchmark partner is
identified, the study should aim at two
things
(a) To find the best-in- class practices
(b) The measurable results of the best-in-
class practices
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BENCHMARKING
STUDYING OTHERS contd. The techniques used for conducting the
study are:
(i) Questionnaires(ii) Site Visits
(iii)Focus Groups
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BENCHMARKING
5.LEARNING FROM THE DATA:
Here we analyze the data colleted from the
benchmark study. This will help us to compare
what we are doing with what they are doing
This comparison leads to the discovery of
Performance Gap
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BENCHMARKING
LEARNING FROM THE DATA: contd Next an analysis is made to know why the gap
is present. This will tell us what the best-in-
class organization is doing uniquely to
overcome this gap
Now the learning organization tries to find the
impact of best-in- class practice if adopted and
the resultant improvement
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BENCHMARKING6. USING THE FINDINGS
If analysis made in the previous step reveals a
negative gap in performance, steps must be
taken to close this gap.
For closing the negative gap, information about
the best-in-class practices is used to come out
with goals, objectives and action plans that
when implemented will close the gap.
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BENCHMARKING
ADVANTAGES OF BENCHMARKING
Institution can become more competitive
Better students satisfaction
Helps in continuous improvement
Enables to understand the best industry
practices
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BENCHMARKING
ADVANTAGES contd
Helps in establishing effective goals
Helps in brand building
Benchmarking will help ICT to understand
ICTs weaknesses vis--vis the colleges oftechnology in Oman.
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BENCHMARKING
SUCCESS FACTORS FOR BENCHMARKING Top Management Support and guidance.
Aligning benchmarking with the vision and mission of
the organization .
Thorough process mapping and documentation of ones
own practices.
Committed Benchmarking team with creative and
innovative thinking .
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BENCHMARKING
SUCCESS FACTORS FOR BENCHMARKING contd..
Integrating benchmarking with other
improvement initiatives in the
organization. Selection of right benchmarking partner.
Willingness to learn and experiment .
Flexible mindset to accept change andfindings
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BENCHMARKING
BENCHMARKING PITFALLS
Mission, Goals and Objectives unconnected
Not relating to other improvement initiatives
Lack of sponsorship.
Unengaged process owner
Disinterested clients
Red tapism/ stifling regulations
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BENCHMARKING
BENCHMARKING PITFALLS contd
Own process not documented
Over emphasizing measures.
Not accepting findings.
Time and resources overlooked.
Notion that we are unique.
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BENCHMARKINGQuality issues of Technical Education
Creating relevance of curriculum
Management responsiveness
Motivating Faculty
Improving institutional academic climate Effective curriculum implementation strategies
Attitudinal change for achieving excellence
Linkage with industry and other institutions
Self learning & self paced learning Students taking initiative in learning
Effective evaluation system
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BENCHMARKING
QUALITY ISSUES OF TECHNICAL EDUCATION How to make the curriculum relevant to the needs of
society & industry.
How could the management become responsive to thequalitative improvement?
How to motivate faculty to play their multiple roles moreeffectively?
How to improve the academic climate of the institute?
How to design curriculum monitoring & implementation
strategies to develop in students the employable skills? How to establish strong linkage with the employerorganizations and network with organizations havingsimilar interest?
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BENCHMARKINGQUALITY ISSUES OF TECHNICAL EDUCATION CONTD
How to create an attitudinal change in the system towork for efficiency,
productively, and excellence?
How to provide self paling self-learning facilities tostudents and yet make them
successful? How can the students evaluation system be made more
objective, reliable and
valid?
How to inspire students and teachers to take moreinitiative in using better
Teaching -learning practices learning and developinnovativeness and creativity?
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BENCHMARKINGQUALITY ISSUES OF TECHNICAL EDUCATION CONTD
Creating relevance of curriculum
Management responsiveness
Motivating the faculty
Improving institutional academic climate Effective curriculum implementation strategies
Attitudinal change for achieving excellence
Linkage with industry and other institutions
Self learning & self paced learning Students taking initiative in learning
Effective evaluation system
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BENCHMARKINGAGENDA
TO IDENTIFY THE INDUSTRY EXPECTATIONS OF THE SKILL SETS
REQUIRED OF THE STUDENTS IN GENERAL, SO AS TO MAKE
THEM MORE COMPETENT AND EMPLOYABLE.
TO IDENTIFY THE AREAS OF TOTAL QUALITY MANAGEMENT IN
TECHNICAL EDUCATION
TO IDENTIFY THE CHANGES REQUIRED OF TEACHERS OF THE
TECHNICAL INSTITUTIONS
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BENCHMARKINGA PARADIGM SHIFT IN TEACHERS ROLE
TRADITIONAL MODERN
FOCUS ON TEACHER FOCUS ON LEARNER
EMPLOYEE PERFORMER
INVENTION APPLICATION
INDIVIDUAL TEAMS
FUNCTIONS PROCESSES
CONTROL EMPOWERMENT
LOCAL GLOBAL
SUPERVISOR COACH
LOYALTY TO ORGANIZATION LOYALTY TO PROFESSION
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BENCHMARKINGA PARADIGM SHIFT IN TEACHERS ROLE
TRADITIONAL MODERNEVALUATION VALUE ADDITION
RESPONSIBILITY ACCOUNTABILITY
DIRECTION FACILITATION
EMPLOYMENT EMPLOYABILITY
COMPETITION COLLABORATION
LECTURE ACTIVITY
BOOKS MULTIPLE MEDIA
RIGIDITY FLEXIBILITY
SINCERITY CAPABILITY
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BENCHMARKING
SOLUTIONS USING TQM/BENCHMARKING PRINCIPLES
1. CREATING RELEVANCE OF CURRICULUM
Identify hard and soft skill requirements for
employment; Identify generic skills and specific skills;
develop standards for each of the objectives
for all the subjects of study. Also develop
standards for practical skills.
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BENCHMARKING
2. MANAGEMENT RESPONSIVENESS Proactive approach
Long term planning
Creation of Internal Motivation
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BENCHMARKING
3. MOTIVATING THE FACULTY Recruitment of good faculty and their
induction, development, appraisal and
reward for retention.
If the faculty is motivated, lot of enthusiasm
will be seen in the campus for innovation,
development, good teaching- learning
practices and that of research.
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BENCHMARKING
4. IMPROVING INSTITUTIONAL ACADEMIC CLIMATE Good Teaching-learning practices, transparent
teacher evaluation and reward system,
encouragement for innovations and development
work, sponsored research work, and institutional andindividual consultancy work would change the total
academic climate of an institute for betterment.
Computation facilities, laboratory and workshop
facilities, library facilities need to be extended
beyond the academic routine hours
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BENCHMARKING5. EFFECTIVE CURRICULUM IMPLEMENTATION STRATEGIES
Institutions need to design and develop curriculum implementation strategies
such that responsibility and
initiative in learning is gradually shifted to students with
teachers playing the role of managing effective and efficient learning and creating
opportunities for self learning
and self pacing in learning.
Faculty development programme be geared towards improvement of professional
skills, viz. effective teaching-learning methods and innovations; and improvementof knowledge through subject related higher studies.
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BENCHMARKING6. ATTITUDINAL CHANGE FOR ACHIEVING EXCELLENCE
Both teachers and students community needs
to realize the need for positive thinking, and
positive attitude.
A successful career required Knowledge,Skill and Attitude (KSA) and now this has
changed to Attitude, Knowledge and Skill
(ASK). All stake holders now realize thatones Attitude decides his Altitude
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BENCHMARKING7. LINKAGE WITH INDUSTRY AND OTHER INSTITUTIONS
Marketing of product and services of ICT to
the society has to be planned and
implemented systematically.
The responsibility of students placement inindustry has to be jointly taken up training
and placement cell the heads of departments
and the students.
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BENCHMARKING
8. SELF LEARNING & SELF PACED LEARNING By proper design of the teaching learning
system, the students must be motivated to
learn by making their own efforts. Exploratory type teaching learning built
around open-ended problem solving activities
need to be practised.
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BENCHMARKING
9. STUDENTS TAKING INITIATIVE IN LEARNING Orientation program at departmental level
explaining the structure of the programme
and positions of the subject in the whole
curriculum has to be explained to the
students.
The relevance of study of the subjects and
their components have to the explained byteacher and by using experts from industry.
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BENCHMARKING10. EFFECTIVE EVALUATION SYSTEM
Student evaluation system must be valid,
reliable, and should be objectively designed.
Emphasis should be on assessing the higher
order cognitive skills like ability to think and
apply, ability to analyze and synthesize, and
of solving problems.
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BENCHMARKINGSKILLS REQUIRED FOR STUDENTS
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BENCHMARKING
CONCLUSION
Quality improvement initiatives are a must in Ibra
College of Technology to prepare students for local
employment as well as employment in the global
market.
For this ICT has to raise its level to international
standards in all respects A holistic approach instead
of piecemeal approach is a must for this.
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BENCHMARKING
CONCLUSION contd..
TQM, Re-engineering andBenchmarking may be used to convert
the threat of getting marginalized in the realm of technical
education to an opportunity to achieve excellence.
The difference between A good and poor learner is not the
sheer quantity of what the good learner learns, but rather
the good learners ability to organize and use information
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BENCHMARKINGCONCLUSION contd...
QUALITY
is an endless Journey and I take this opportunity to exhort all my colleagues to work as a team towards the
pursuit of perfection and transform ICT into
a Centre of Excellence and Pride of
SULTANATE of OMAN
Thank You
V. N. M. Nair
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BENCHMARKING
REFERENCES
1. Nair V.N.M. The Problems and Prospects of Technical
Education a paper presented in the National Seminar on The
Future of Technical Education in India held at Bangalore.
2. Dr. S.K. Bhattacharya TQM Re-Engineering & Benchmarking forTechnical Education and Training in Science Tech Entrepreneur,
Jan.2006.
3. Lecture notes and presentations used by Prof. V.N.M. Nair at
SBM Jain College of Engineering, Bangalore to teach 4th
semester MBA core paper , Strategic Management.4. www.google.com, www.metacrawler.com
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In a recent Wall Street Journalarticle, Psychology Professor Steven Davis says
that cheating by high school students has
increased from about 20 percent in the 1940s
to 75 percent today.
Students say cheating in high school is for
grades, cheating in college is for a career.
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BENCHMARKING
SKILLS REQUIRED FOR STUDENTS
ATTITUDES REQUIRED
* ENTHUSIASM
* ETHICS & INTEGRITY* PROFESSIONALISM
* FRIENDLY & COLLABORATIVE
* COMMITMENT
* RESPONSIVE
* PROACTIVE
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BENCHMARKING
SKILLS REQUIRED FOR STUDENTS
INDUSTRY AWARENESS SKILLS REQUIRED
*INDUSTRY TYPES*INDUSTRY DYNAMICS
* SERVICES
*PRODUCTS
* VISION
*MISSION,
*STRATEGY,
*GOALS
* CULTURE
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BENCHMARKING
SKILLS REQUIRED FOR STUDENTS
BUSINESS SKILLS REQUIRED
*Entrepreneurship * Profit & Loss Account
* Budgeting & Costing * Business plans
*Financial accounting
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BENCHMARKING
SKILLS REQUIRED FOR STUDENTS
COMMUNICATION SKILLS
* ACTIVE LISTENING
* SPEED READING
* USE OF BODY LANGUAGE
* PRESENTATION
* COMMUNICATION STYLES
* COACHING/ MENTORING
* QUICK TYPING
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BENCHMARKING
SKILLS REQUIRED FOR STUDENTS LIFE LONG LEARNING SKILLS REQUIRED
* NEED FOR LIFE LONG LEARNING
* LEARNING STYLES
* LEARNING TECHNIQUES
* TOOLS
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BENCHMARKINGSKILLS REQUIRED FOR STUDENTS
CREATIVE SKILLS REQUIRED
* Innovation
* Lateral Thinking
* Creativity
* Visualization
* Aesthetics
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BENCHMARKINGSKILLS REQUIRED FOR STUDENTS
PERSONAL PRODUCTIVITY SKILLS REQUIRED
* PERSONAL MASTERY
* SOFT SKILLS
* TIME MANAGEMENT
* PRIORITIZE
* ORGANIZE
* ATTENTION TO DETAILS
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BENCHMARKING
SKILLS REQUIRED FOR STUDENTS
THINKING SKILLS REQUIRED
* SYSTEMS THINKING* LATERAL THINKING
* CREATIVE THINKING
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BENCHMARKINGSKILLS REQUIRED FOR STUDENTS
TECHNICAL SKILLS REQUIRED
* TECHNOLOGY TRENDS * APPLICATION DOMAINS
* ENGINEERING CONCEPTS * STANDARDS,
* TOOLS & TECHNIQUE * OPERATING MACHINERY
* EQUIPMENT * COMPUTER LITERACY
* WEB LITERACY
CONTD.
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BENCHMARKING
SKILLS REQUIRED FOR STUDENTS
SOFT SKILLS REQUIRED
* Attitudes
* Enthusiasm* Ethics & value system
* Inter personal Relationships
* Team work
* Leadership
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BENCHMARKING
PRESENTATION SKILLS REQUIRED
* LANGUAGE * LOGICAL FLOW
* POISE/ BODY LANGUAGE
* CLARITY *TONE & VOLUME
* USE OF VISUALS
* TOOLS & DEMONSTRATIONS
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BENCHMARKING
SKILLS REQUIRED FOR STUDENTS
ORGANIZING SKILLS REQUIRED
* MANAGE TIME, ENERGY, RESOURCES & RISK* PRIORITIZE WORK * SORT DATA/ OBJECT
*IDENTIFY & ANALYZE ALTERNATIVES AND TAKE DECISIONS
* PREDICT, MONITOR & CONTROL OUTCOMES
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BENCHMARKING
SKILLS REQUIRED FOR STUDENTS
TEAM WORK SKILLS REQUIRED
* IMPORTANCE OF TEAMS* PURPOSE
* PLACE* POWER
* PLAN
* PEOPLE
* PROCESS
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BENCHMARKINGSKILLS REQUIRED FOR STUDENTS
PROCESS SKILLS REQUIRED
* PROJECT LIFE CYCLE * PRODUCT & SERVICES
* PROJECT MANAGEMENT * QUALITY ASSURANCE
* CUSTOMER SATISFACTION * PRODUCTIVITY
* STANDARDS & METRICS * PROCEDURES & GUIDELINES
* PROBLEM SOLVING SKILLS REQUIRED * PROBLEM DEFINITION
* THINKING SKILLS * COMPREHENSION * ANALYTICAL SKILLS
* LOGICAL SKILLS * SIMULATION & MODELING
* PLANNING * DESIGNING