Search results

Lean thinking (LT) has been implemented in various manufacturing and service sectors. But, only a few published research articles have developed a framework describing the procedure for implementing LT in an educational institute. The purpose of this paper is to develop and demonstrate a framework that can provide a structured procedure for the implementation of LT in an educational institute.

Various LT tools and techniques applicable in educational institute were identified by reviewing the relevant literature. By adopting an action research methodology (ARM) for a time period of 28 months, the processes in a case institute were studied; wastes in the process were identified and various solutions were proposed and implemented.

A comparison of the performance measures before (Batch 1) and after (Batch 2) implementation of solutions provided interesting insights into the effectiveness of LT. In both the batches, absenteeism in the class was found to increase across the terms. But the magnitude of increase was lesser in Batch 2. Results also showed that the number of unfilled seats (poor utilization) in an elective course in the second year of the program drastically reduced in Batch 2. Finally, a framework that can guide LT implementation in educational institutes was proposed.

The current study describes only the initial stages of implementation in an educational institute. Hence, some of the benefits discussed are expected in the long run which can be assessed by carrying out a longitudinal study. Future study can attempt to empirically validate the proposed framework in multiple educational institutes and theoretically explain the reasons behind the results obtained.

ARM can be used as a tool by practitioners to study the behavioral aspects of employees of educational institutes toward LT implementation. The proposed framework and its demonstration can assist employees in educational institutes to implement LT. Positive results obtained in this study can further motivate the educational institutes to consider LT as a potential tool for improving the processes.

This is the first study to develop and validate a framework for structured implementation of LT in the processes of an educational institute. The study is also unique in empirically capturing the impact of LT implementation of an educational institute by analyzing the archived data.

This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.

A systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).

The study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.

The study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.

The chapter attempts to articulate a possibility for integrating a number of perspectives in studying higher education as a scholarly subject in current social science. We begin with the reasons for such an undertaking and its relevance. We then develop several basic definitions in order to establish a common conceptual basis for discussion. The final section presents new institutionalism as one of the ways to integrate several approaches in understanding higher education.

This chapter is rather theoretical and methodological in its outlook. We develop the basic approach that, in many respects, is still a work in progress. We take in this approach a set of arguments that open up new research agenda rather than settled a perception to be accepted uncritically.

The purpose of this paper is to discuss the status, values, and attributes of dual education. It investigates key elements of the dual education system in four selected countries while examining and recommending dynamics and roles for governmental policy, technical and vocational institutes, and employers in developing a dual education system in Thailand to generate a competitive workforce. The tripartite system of technical and vocational institutes, employers, and government in Thailand’s dual education is central to this study.

This study employs a documentary study, a survey, in-depth interviews, and responses from a focus group from technical and vocational institutes, employers, and the government.

This study found growing interest among technical and vocational institutes, employers, parents, and students in dual education. Within the tripartite system framework, the nine essential factors to improve the capacity of Thailand’s dual education system are: the technical and vocational institutes, curriculum, in-school teachers, accredited qualification, students, employers, in-company trainers, government policy, and government and related agencies. The government, companies, and technical and vocational institutes must collaborate for mutual trust and benefit while ensuring the quality of dual education programs.

This study is the first to examine the status and development of dual education in Thailand through the collaboration of key players. This study reflects the challenges of a major developing country in developing a dual education system, which other countries might face.

Village Institutes were founded in Turkey in 1940 in order to educate village teachers. Graduates of these Institutes were educated to guide peasants in agricultural and technological matters. Legitimising Kemalist ideology and supporting the single‐party system of the day were two of the roles undertaken by these Institutes. This article evaluates the nationalisation and modernisation process of Turkey in terms of Village Institutes by emphasising their dual educational and political roles. A second aim of the article is to analyse Village Institutes and similar educational movements in other countries in comparative perspective within the context of work‐based education. Consequently, the contribution of Village Institutes to pedagogy and its place in the history of education are examined. As a result of the research, it is contended that work school and production school movements in Village Institutes were part of one endeavour and that these Institutes were important examples of the new school movement that was based on contemporary principles of education in Turkey at the time.

The growing popularity of quality management has left no sector untouched, and educational services are no exception. In the face of the innumerable demands that the stakeholders place, educational institutions like other organizations are realizing the significance of customer‐centered philosophies. The enhancement of quality and the attempt to define, conceptualize, implement and measure it are areas of focus, and are being addressed by policy makers, educational planners and administrators. This paper is an attempt towards identification of the elements that would help design quality for the higher educational system.

Based on a theoretical foundation, this paper is an empirical study conducted on select higher educational institutions to identify the various design characteristic constructs which would form the quality element/components for an educational system, and which, if implemented, would help design quality in education. The literature review helped conceptualize the variables that would constitute quality components for education. These were empirically tested and a comparative assessment made between internal and external customers of the educational system, the internal customers being the faculty and the administrative staff, and the external customers being students and the industry. Such an emphasis on customers of the educational system would assure a customer‐centric design of the educational system, something which is prima facie to “quality management”.

The study helped identify the quality components, which would help design quality for institutes of higher education.

The paper could be useful to policy makers, educational planners and administrators in developing a system that could lead to customer satisfaction.

While studies have been conducted on customer requirement and the constructs, research on what would comprise the quality components is lacking. A study on this could help design an educational system that would lead to quality management in education and thereby lead to customer satisfaction.

After completion of the case study, students will be able to learn, understand, examine and customize leadership styles per organizational culture; understand the conflict management styles of a female leader; and comprehend the organizational change process to devise an effective communication strategy.

Ever-changing business demands managers adopt organizational change in leadership styles, business processes, updated skill sets and minds. One must be ready to understand influential nurtured corporate culture and human resource resistance towards the inevitable change. This case study attempted to discuss the female protagonist dealing with an organizational conflict. The case study introduces one such protagonist from a century-old woman’s educational institution. Subsequently, this case study presents organizational change under the leadership of a female protagonist. This teaching case study gives the reader an insight into situational leadership, conflict management styles and the corporate change process by implementing an appropriate communication strategy. This case study describes the change process through the various decision-making scenarios that an academic institute over a century old faced during the post-pandemic crisis after adding a crucial protagonist. The employee union, followed by students and administrative employees, has challenged the dominating leadership position held by the college principal. Protests occurred due to the college administrator’s refusal to adjust her approach to leadership. This teaching case then provided different leadership styles of the current and old leaders. Finally, the case study lists the challenges a leader faces during turbulent times and the lessons a leader should learn from such situations while transforming the institute.

The teaching case benefits undergraduate students in business management subjects such as conflict management, leadership and organizational behaviour. Nevertheless, trainers can use this case study to teach seasoned managers and emerging leaders the significance of adopting and implementing change while understanding situational leadership.

Teaching notes are available for educators only.

CSS 10: Public Sector Management.

Contemporary organizations emphasize upon continuous learning to be able to face the environmental dynamism and further build a learning organization. The purpose of this paper is to reflect the conceptual framework of learning organization, integrating variables at individual, team, and organizational levels.

The framework has been devised through the review of literature from 1950s to 2014 using the databases of EBSCO, Emerald, Proquest, Science Direct, and Scopus to ensure the reliability.

The variables are resonant leadership style, knowledge management, intrapreneurship, total quality management (TQM), and supportive learning culture. Resonant leaders are emotionally intelligent leaders who evoke positive emotions among their subordinates through setting an example, ensuring mindfulness, hope, and compassion. Knowledge management is basically creating, transferring, maintaining, and organizing knowledge in organizational repositories. Intrapreneurship is the initiative and risk taken by the employees. TQM is a management practice that promotes total involvement, continuous improvement, and reflexive decisions taken by team members. Supportive learning culture pushes individuals toward a common goal, which is further facilitated, by open communication, affective and cognitive trust, and organic structure. These factors pose as enablers to foster continuous learning among employees. A learning organization, therefore, can establish a strong employer brand by enhancing employees’ emotional attachment and further aides’ attraction and retention of talent.

So far, all these important variables have been ignored in the academic literature especially in the context of educational institutes as learning organizations. Also, there is a void in academic literature with respect to integrated model of learning organization. In this way, the paper tries to fill the gap by developing a conceptual framework of learning organization, followed by discussion and managerial implications.

The purpose of this paper is to make a strong case for investing in information and communication technologies (ICT) for building up of quality human resource capital for economic upliftment of India. An attempt has been made to explore the possibilities of online learning (OL)/e‐learning towards building up of quality human resources in higher education for a developing nation like India. A comprehensive environmental scanning of various e‐learning experiments, tools, projects to facilitate e‐learning or various institutional level efforts has been carried out. The paper also seeks to highlight the options available with traditional institutes for deploying ICT and for implementing e‐learning.

The paper is a descriptive account of the contemporary situation in India with regard to education especially e‐learning and draws on a variety of secondary sources both published and unpublished.

Argues that the development of e‐learning has been limited and reasons out why. The challenges of traditional face‐to‐face education vis‐à‐vis e‐learning in India are enlisted and suggestions for management of the e‐learning process by institutes which intend to venture into e‐learning are enumerated. The paper advocates the urgency for the traditional institutions to put an impetus on investment in ICT for providing e‐instruction for delivery of knowledge by riding the information super highway.

Presents a review of literature developed from secondary sources.

Models of e‐learning that exclude any face‐to‐face contact may have limited prospects, but blended learning offers significant potential both on and off campus and should be pursued if the benefits of e‐learning are to be fully realized.

This paper provides a useful overview of a scenario of OL/e‐learning in India's higher education; and, from this summary of the present situation, goes on to suggest possible ways to transform the “digital divide” into “digital opportunities”.

The purpose of this paper is to get an insight into which form leadership either transactional leadership (TAL) or transformational leadership (TFL) is most effective in the educational sector of Pakistan and to determine the impact of each on the employee job satisfaction (EJS) and employee job performance (EJP). Given research site observation, appropriate leadership was essential to high-quality education in Pakistan.

Data are collected through a survey based on e-mail/interview from 189 employees working at private education institutes in Pakistan. Analysis methodology includes frequency analysis, descriptive statistics, paired samples t-test, Pearson correlation analysis and regression analysis.

Only management by exception (MBE) and idealized influence (II), inspirational motivation (IM), intellectual stimulation (IS) and individualized consideration (IC) had significant positive association with both EJS and EJP. MBE had a positive significant effect on both EJS and EJP, while contingent rewards had no significant relation with EJS and weak positive significant association with EJP. Furthermore, II, IM, IS and IC had a positive significant impact on EJS and EJP.

Respondents were from major private educational institutes in Islamabad and Lahore. The leadership style – TAL–TFL – was the sole variable to judge EJS/EJP. Multifaceted populations’ perspectives might enhance the attributes of TAL/TFL. This study might influence the authorities to adopt the right leadership style securing high-quality education system for both private and public education institutes in Pakistan.

The study filled the gap in the educational sector of Pakistan, where research works into leadership styles-satisfaction-performance links were few and far between.