Bridging the Gap: Higher Education Pedagogyagogy

BySarang Bhola

Associate Professor,KBPIMSR Satara Maharashtra KBPIMSR, Satara, Maharashtra,

India – 415 001

Email: sarangbhola@gmail.comCell: +919822124414

Agenda• Present scenario in Higher EducationPresent scenario in Higher Education• Stakeholders Expectations• Bridging the gapg g g p• Mentors’ Role

Present ScenarioSt k h ld P t St tStakeholder Present StateStudents No room for Soft Skill Development in Syllabi

Exam is memory basedLack of employability current trendsLack of employability, current trends

Employers Investment on training of Management Graduates to make them suitable for practical workLow packages are offered till students raise to Low packages are offered till students raise to acceptable standards

Management Less admissions as compared to permissible intakeCompetitionCompetitionFocus on getting full admission as compared to qualityLack of Initiative for research and progression

Faculty Administrative work burdenDifficulty in imparting practical knowledgeNo room for improvementU b t S i tifi t hi d dUnaware about Scientific teaching pedagogy andresearch

What stakeholders want ??Stakeholders What they want ??

Students Improvement in SkillsG d E l tGood EmploymentChange in personality at the end of course

Employers Employable Pool of Aspirantsp y p y pLearning Attitude, Dedicated & focusedBasic Soft skills and computer skills

Management Full IntakeReputationResearch, Progression and Recognition

Faculty Job SatisfactionCompatible Monetary CompensationResearch Progression and RecognitionResearch, Progression and Recognition

Analysis of Traditional Method of Teaching

• Pre-technology education context, the teacher is the sender or the sourcethe sender or the source.

•The educational material is the information ormessagemessage.

•The student is the receiver of the information.

•The delivery medium“chalk-and- talk” methodoverhead projector (OHP) transparenciesoverhead projector (OHP) transparencies.

•In such a lecture students assume a purely passivel d th i t ti f d ff ft 15 20role and their concentration fades off after 15-20

minutes.

H d l b hi ?How do people remember things?

• 10% of what they hear (lecture method)• 20% of what they hear and see (AV)• 40% of what they discuss (say case discussions)----------------------------------------------------

80% f h t the d ( ctu l n the j b)• 80% of what they do (actual on the job)

Innovative Methods of TeachingInnovative Methods of Teaching

I hear and I forgetI hear and I forget.

I see and I believeI see and I believe.

I do and I understand.

P bl E P dProblems in Existing Pedagogy

• Examination Oriented Attitude• Examination Oriented Attitude• Teaching Limited to Syllabus• One Way Teachingy g• No Coordination between Subjects Taught• Lack in application – decision making

Q lit f t d t• Quality of students– Absence of thinking– No scope for students’ creativity,p f y,

innovative ideas.

Bridging the GapBridging the Gap

• Students Involvement in Research…………

Interaction with real world / tmanagers/entrepreneurs

Updation of Knowledge and Skill Set

Problem FormulationResearch Design

Bridging the GapBridging the Gap

• Students Involvement in Research…………

Development of QuestionnaireData CollectionInterpretation of Results

Practical ApplicationIntangible BenefitsMonetary Benefits

Bridging the GapBridging the Gap

Projects By Faculty

Social Projects

(Beneficial to

Industry Related

(Focused on(Beneficial to Society)

(Focused on Industry Issued)

Bridging the Gap…. ExamplesBridging the Gap…. Examples

Social Projects• Dietary habits and hemoglobin level among girls • Awareness about use of plastic• Socio Economic Study of BPLSocio Economic Study of BPL• Study of child Labour

Other Projects• Analysis of scenario of Hotel Industry

P j t T i t iti• Project on Tourism opportunities• industry related projects ( Feasibility of Set Up of units

in that geographical area)g g p )

Bridging the Gap – Uplifting our studentsr g ng th Gap p f ng ur u n

• Aptitude Test ( for grouping students on the basis of Soft p ( g p gSkills and Level of Knowledge)

• Special Classes ( Soft skills)• Remedial Classes ( Ailing Students)• Remedial Classes ( Ailing Students)

This should be perceived as a developmental step byp p p yinstitute for students

Bridging the Gap – Pedagogy

• Mantra is lessen Classroom TeachingIncrease practical workIncrease practical work

Involvement of student in activity is directlyInvolvement of student in activity is directlyproportional to increased knowledge, skills andsatisfaction.

Bridging the Gap – TechniquesBridging the Gap Techniques

• Role Play • Group WorkRole Play• Poster Presentation• Seminars

• Industrial Visit• Guest Lecture

• Management Games• News Bulletin

• Interactive Session with Professional

• Bulletin BoardBulletin Board

Practical Work Examples… conti…

Bridging the Gap – Techniques…. ExamplesP ctic l Assi nm nts in Diff nt Functi n l A sPractical Assignments in Different Functional Areas

Human Resource Management • Developing HR policy for organization• Developing employee database

Dynamic retrieval• Dynamic retrieval

Financial Management Financial Management • Computation of income tax• Filling of return• TDS procedure• Investments for tax savings• Financial planning• Financial planning

Practical Assignments in Different Functional Areas

Marketing• Customer satisfaction• Customer satisfaction• Consumer preferences• Brand penetration• Influential factorsSystems Management

D l t f ll t• Development of pay roll system• Inventory system• Websites.Webs tes.Production• Development of plant layout• Evaluation of inventory control

Practical Assignments in Different Functional AreasPractical Assignments in Different Functional Areas

News bulletin• Area designated for each functional area• Students should display cutouts and thoughts

Bulletin board contestsBulletin board contests• Houses of functional areas• Boards should be decorated with themes in functional

areas.

Bridging the Gap – Planning the LessonBridging the Gap Planning the Lesson

Failing to plan is planning to Fail !!!! Pl lLesson Plan is essential

Contents:Contents:• Schedule ( Classes & Submission)• Objectives of learning • Assigned Readings• Home Assignments• Practical's (As per subject demand)Practical s (As per subject demand)• Pedagogical Tools ( Appropriate for subject)• Assessment Procedure

Dis ssi n f R s lt imp m nt ff ts F db k• Discussion of Result- improvement efforts- Feedback

Bridging the Gap – Cherry on Ice Creamr g ng th Gap rry n r m

• Use of Relevant Films and Video Clips(C t G P t ti S f l (Corporate, Guru, Presentations on Successful personalities, Motivational or inspirational presentations, subject related)

• Encourage reading HabitAutobiographies (It happened in India – Kishor Biyani, M d in J p n Aki M it )Made in Japan- Akio Morita)

Other Management Related Readings ( Stay Hungry Stay Foolish Business Maharaja)Stay Foolish , Business Maharaja)

Personality Development ( You Can Win, Games People Play, Who Moved my Cheese. Wise otherwise. Play, Who Moved my Cheese. Wise otherwise.

Mentoring Mentoring

Mentoring is a relationship between an experienced persond l i d f th f h l iand a less experienced person for the purpose of helping

the one with less experience. The protégé, or mentee,seeks the advice and support of the more experiencedpersonperson..

• Informal MentoringSt t d M t i• Structured Mentoring

• Peer Mentoring• Community Based Mentoring

Do’s of MentoringDo s of Mentoring

• Active Listening g• Identifying feelings • Constructive feedback

P idi i f ti • Providing information • Empowering • Encouraging Encouraging

Mentoring MaximsMentoring Maxims

1. Proceed from Known to Unknown2. Go from Simple to Complex3. Take Whole before taking parts4. Concrete should precede Abstract5 P ti l l ds t n l5. Particular leads to general6. Go from Analysis to Synthesis7. Actual should precede Representative8 Empirical to Rational8. Empirical to Rational

Discussion contiDiscussion conti…..

Mentoring Maxims… discussion• Proceed from Known to Unknown• From what students are aware to what it is really called in technical

languageG f l l• Go from Simple to Complex

• Simple, easy to understand concepts to be dealt first then deal withcomplex ones.

• (instead of saying tell me ur investment objectives you would ask what can• (instead of saying tell me ur investment objectives, you would ask what canbe your requirements for finance in near future and in long run, thenconvert them into monetary terms and then tell them that these are yourinvestment objectives)

• Take Whole before taking parts• ( Everyone’s target is being happy- how to be happy- earn money, respect,

position in society, how to do that- proceed from ultimate requirement andbreak it in parts)break it in parts)

• Concrete should precede Abstract• Proven ideas and concepts be dealt first and unproven concepts /ideas be

introduced later• (Social Networking media has gone popular – how social media/networking

can be used for product advertisement/ social cause)

Mentoring Maxims… discussion• Particular leads to general• Choice of consumers in selecting potato wafers pack – leads to generic

changes required in packing• Go from Analysis to Synthesis• Facts should be narrated first and then correlated. (factors affecting

investment decisions – all factors taken together- model fori st t)investment)

• Actual should precede Representative• Show them how to do it then make them learn the tricks

M k th ll d t (M k) th d l id li f lli• Make them sell a product (Mock) then develop a guideline for sellingproducts

• Empirical to Rational• Applicability of what we are learning in practical life and how does that• Applicability of what we are learning in practical life and how does that

suit the practical life• (Arrangement of new products on shelfs in eye line in malls as

consumers tend to pick and notice changes in eye line shelfs)m p g y f )

The house is open for queries and enrichments…………. Learning is an ongoing g g gprocess

Thank you