Role of Faculty Members In Assuring Quality of Education

The role performed by of faculty members plays a very important role in assuring the quality of curricular, co-curricular and extra-curricular activities of students and thereby managing the quality of education. The role is crafted according to expectations of stakeholders and self in order to make it comprehensive and clear to one and all. A well crafted role can be enriched at all the levels to enhance the effectiveness and efficiency of functioning of the institutions. It serves variety of purposes at institution and individual level. In this paper the process of crafting the role of faculty members is explained, role of faculty members is crafted and listed which is based on research study. The crafted role is stated on various dimensions such as curricular, co-curricular, examination, administrative, managerial and research. The expected behaviour of faculty members is also stated. Well crafted role can further be evaluated to refine, modify and enrich it at institute level considering the specific requirements. It may bring spiral effect in improving the performance of the individuals as well institutes over a period of time. The faculty members can use it for measuring their role satisfaction level and taking decisions for self improvement, role shift and even role quit.

1.     Introduction: The faculty members play a very important role in shaping the behaviour of the students for accepting the appropriate job in industry or encouraging them to become entrepreneur. They prepare a sound base for developing threshold competencies in students in order to make them able to accept the challenges of the world of work and life. They guide and help the students to identify their potential and harness it for career development. They sow the seeds for self development and empowerment in students. They act as role model for students to pursue career in the field of their talent and interest. Their guidance helps the students to choose the right path for the whole life. Their performance makes a significant difference not only for students but for parents of the students, employers, institutes in which they are working and for themselves. The excellence in performance of faculty members is assured through crafting and using their role for achieving various purposes.

2.     Crafting The Role: The role is defined as satisfying the expectations of stakeholders. In educational context it is defined as performing all those activities which satisfy the needs of the students, employers and other stakeholders. The role is crafted in a way to cover all the functions of the institute. It is expressed in comprehensive terms to satisfy the present as well as near future requirements of the institute. Once the role is crafted, it is allocated to faculty members considering their ability and willingness to perform. It is not necessary that all the faculty members perform the entire role dimensions but it is allocated to individual faculty members in a way to cover all functional areas of the institute. The role is allocated appropriately




Professor, NITTTR, Bhopal, Joseph M. T. Research Scholar, M. P. Bhoj (Open) University, Bhopal
considering the ability and interest of individual faculty members to assure effectiveness and efficiency at institute level. In long run the collective performance leads to achievement of goals, missions and vision of the institute.

It is crafted using theory of expectancy. According to this theory all stakeholders of the role occupant (in this case faculty members) are identified (stated in Fig. 1) and their expectations are listed. These expectations should be legal, reasonable, valid, significant and within the capability and capacity of the role occupant. These expectations are expressed in specific, clear, measurable, concrete, challenging, attainable and worthwhile terms. Then these expectations are prioritized according to the preference of the stakeholders. These expectations are given to the real stakeholders and their responses are gathered, compiled and collated to craft the role of the role occupant. The overlap among the expectations of stakeholders is removed and they are prioritized according to their preference.

The self expectations of the role occupant (in this case faculty members) are also considered to craft the role of the role occupant. The inclusion of self expectations in the role maintains the individual identity of the role occupant which is different for different personalities. The role prepared based on the expectations of others and self is compared and duplications are removed.  It is very interesting to note here that the overlap between the roles crafted based on others expectations and self expectations decide the suitability of the person for the role. If the overlap is more than 75% it is a win-win situation for the role occupant and stakeholder because whatever is expected by stakeholders same is the preference of the role occupant. If the overlap is less than 30% the person is not fit for satisfying the expectations of the stakeholders. The person will never enjoy performing the role. If the overlap is above 30% the role occupant can develop the capability, capacity and interest to satisfy the expectations of stakeholders and may get moderate level of satisfaction out of performing the role.

3.     Use of Role: The professionally crafted role is basically used for managing faculty members in the institute. It serves wide variety of purposes for planning, implementing and evaluating human resources processes in the institute. The indicative purposes are stated below:
•    Recruit right person as a professional faculty member in the institute so that the training and retraining cost is minimum.
•    Induct the person to perform professionally so that quality in teaching learning process is assured right from the beginning. In other words, reducing the scope of learning of faculty members about the role through trial and error at the cost of learning of students. 
•    Plan the performance of different faculty members within the boundaries of the role considering their individual potential and preferences. It reduces role conflict, confusion and stress at the same time increases effectiveness in performance.
•    Decide responsibility, accountability, duty, and code of conduct to assure healthy academic climate in the institute.
•    Delegate authority to ensure effectiveness in performance of role allocated to faculty members.
•    Allocate appropriate resources at right time to assure effectiveness in performance.
•    Monitor the performance of individual faculty members according to their plans. It helps in self assessment, regulation and correction. Over a period of time it increases the accountability of faculty members about role and their performance.
•    Create opportunities for training, guidance, counseling, mentoring, coaching and positive feedback with reference to their role in order to get immediate benefits of training. Thereby reducing unnecessary expenses on casual training.
•    Compare the performance of individual faulty members to increase internal competition for excelling better and achieving higher order goals. 
•    Recognize the achievements of individual faulty members and reward them so that others get motivated to plan and achieve higher goals.
•    Promote competent, dedicated and sincere faulty members before due date to recognize their contribution.
•    Deploy and redeploy faulty members for various role dimensions for better utilization of their capability and capacity, remove performance gap at institute level and reducing the cost of engaging additional faculty members. 
•    Give incentives for achievements and innovations to reinforce their behaviour of performing better for the benefit of the students.
•    Develop healthy academic climate in the institute through internal competition, discussion, creativity and training to use full potential of the faulty members.
•    Implement role enrichment programs in the institute in order to break monotony, remove stagnation, create challenge, reward individuals and reduce monopoly of individual faulty members.
•    Enhance self satisfaction of faulty members to increase organizational pride, reduce frustration and turnover over a period of time.   

4.    The Role Crafting Study: A study is undertaken to craft the role of the faulty members in which 150 respondents and 10 experts have recorded their views related to role of the faulty members. The respondents are all significant stakeholders of the faulty members as stated in Fig. 1.




















Fig. 1: Stakeholders of Faulty Members

In this study the process of crafting the role explained in point no 2 is used.  The responses are analyzed using MS Excel. It is interesting to note that different stakeholders have 100 expectations from the faulty members of high and very high level. The role of the faulty members is crafted based on these expectations.

5.     The Role of Faculty Members: The role is classified on various dimensions for understanding and using it for various purposes. The role is stated on dimensions stated in Fig. 2 and listed in subsequent points.


















Fig. 2: Role Dimensions of Faculty Members

6.    Curricular Role:
1.    Prepare subject plan and lesson plan to effectively and efficiently conduct the teaching learning process.
2.    Effectively communicate during teaching learning process to achieve the instructional objectives.
3.    Use variety of learning resources, media and methods to ensure effectiveness of learning of all the students.
4.    Manage time during teaching learning process to ensure completion of curriculum.
5.    Periodically assess the progress of learning using variety of assessment techniques such as test, assignments, case studies, presentations and exercises.
6.    Conduct well planned remedial and tutorial classes for solving the learning problems of students.
7.    Provide adequate learning material to the students in time to learn effectively.
8.    Explain complex concepts, theories and principles in a simple way and relate it world of work.
9.    Organize excursion tours and visits to places of importance and learning such as industries, research laboratories, etc.
10.    Guide to prepare for regular examination and competitive examination.
11.    Plan the laboratory experiment for effective learning.
12.    Organize laboratory experiments for clarifying the concepts and principles.
13.    Use information, communication technology in teaching learning process.
14.    Provide specific, constructive, positive and development oriented feedback for improvement in learning process.
15.     Guide to complete the project work and presentation in seminars.
16.    Use innovative methods in teaching learning process.
17.    Update self in various matters such as contents of subject, teaching learning methods, media, learning resources, innovation and development in the external environment.
18.    Organize activities of professional bodies and other stakeholders for the academic benefit of the students.
19.    Maintain discipline in the class.
20.    Report the progress of the ward to parents/guardians through report card.
21.    Develop and use learning resources to enrich the learning process.
22.    Write articles and research papers on topics of interest for the benefit of students and faculty members.
23.    Participate in curriculum development workshops organized by various organizations.
24.    Lead and participate in institutional development projects and activities.
25.    Organize conferences, seminars, symposiums, creativity sessions, panel discussions, interviews, interactions etc for students and teachers related to latest developments and challenges in respective area.

7.    Co-curricular Role
1.    Organize career guidance activities.
2.    Conduct awareness programs on various issues such as career, health, personality, environment, competitive examination, etc.
3.    Create opportunities to pursue hobby.
4.    Conduct personal problem solving sessions.
5.    Appropriately guide, coach and counsel according to needs of the students.
6.    Develop soft skills and professional competencies in students.
7.    Help physically challenged students and needy students putting extra efforts.
8.    Enhance the image of the institute through marketing its services.
9.    Participate in different curricular and co-curricular activities such as admission, sports, awareness camp, workshop, seminars, annual function, examination work, parents meet, counseling sessions of students, training programs, community development programs, exhibitions, district administration programs, etc.
10.    Lead teams to perform above activities.

Examination Role
11.    Set examination papers.
12.    Contribute in conducting examination.
13.    Immediately check the test papers, assignments and declare the result with suggestions for improvement.
14.    Assess the projects, seminars and industrial training of students.
15.    Assist in conducting competitive and other examinations of other organizations.
Administrative Role
26.    Not compel students to take part in all the activities of the institute.
27.    Inform the student in advance for purchasing of any item related to study.
28.    Recommend books and magazines for the library.
29.    Co-operate colleagues and other persons to perform complex activities, programs and events.
30.    Support the professional bodies, industries and other stakeholders to organize their activities in the institute.
31.    Submit the progress report and other records in time.
32.    Assist in completing admission process. 
Managerial Role
33.    Take lead to organize curricular and co-curricular activities as assigned by principal.
34.    Publicize the achievements of the institute.
35.    Appreciate the achievements and good performance of other faculty members..
36.    Contribute in community development activities of the school.

Research Role
37.    Introduce innovations designed at higher level.
38.    Design and implement innovations in functioning of the institute.
39.    Conduct training programs for junior faculty members and staff members.
40.    Guide other faculty members to perform new role effectively and efficiently.
41.    Conduct research studies to develop new body of knowledge.
42.    Publish research work.
43.    Write reference books, text books, and monographs for the benefit of the students.
44.    Develop multimedia packages, video programmes, and instructional material based on research studies for effective learning.
45.    Undertake research projects from world of work (sponsored or otherwise) for research purpose.

6.     Behaviour of Faculty Members
The respondents have expressed their expectations related to behaviour of the faculty members. They expect faculty members to behave in following manner while performing their role.
Does
•    Be flexible in behaviour.
•    Be impartial and open in awarding marks and grades in tests.
•    Behave with respect.
•    Be prepared before taking any class or laboratory session.
•    Follow the instructions of the principal and management.
•    Dedicate for institute activities during office time.
•    Have trust in competence of others.
•    Not make complaint to principal for small matters.
•    Share resources, experiences and information.
•    Sort out the disputes/issues in amicable manner.
•    Promote mutual respect, appreciation and recognition.
•    Cooperate to reschedule the time table when necessary.
•    Provide time in parent’s meeting.
•    Join team to do something unique.
•    Be proactive for students placement.
Don’ts
•    Do not take tuition.
•    Do not involve in leg pulling activities.
•    Do not give unnecessary assignments which consume time.
•    Do not take tests on same day of different subjects.
•    Do not punish or criticize a particular weakness of students all the time.
7.     Expected Output: The role based management of faculty members would result in effective and efficient functioning of the institute. It will initiate the change and innovation in functioning of the institute. The learning process would be joyful, involving and encouraging. The students would assume more responsibility for learning, and progress according to provisions of the curriculum. They would develop learning maturity over a period of time. They would be able to harness their full potential of learning for achieving their personal goals related to career and life. Their performance on various academic fronts would encourage them to accept the challenges of world of work.

The climate of the institute would encourage the faculty members as well as students to perform their best in given situation. It would enhance the academic image of the institute for better admission and further improve the results of the institute. It would develop the personality of faculty members as well as students. It would develop climate on which innovations, change and development will thrive.

8.     Conclusion: The faculty members play a very important role in shaping the behaviour of the students for accepting the challenges of world of work. The role of the faculty members should be clearly defined to achieve the goals of the institute and satisfy the learning needs of the students. The role of faculty members is crafted using expectancy theory of role derivation. The expectations of all the significant stakeholders and self are identified and based on the expectations the role is crafted. Well crafted role serves variety of purposes for the institute and individual faculty members.

The research study revealed the role spectrum of faculty members is spread on dimensions such as curricular, co-curricular, examination, administration, managerial and research. The role is useful for managing faculty members related processes and thereby managing the individual and collective performance. It is useful in assuring quality of teaching learning process which ultimately results in completion of curriculum, better result in annual and competitive examinations and admission of students in higher educational programs and placement in industry of their choice.

9.    References
1.    Udai Pareek (1993) Making organizational roles effective, Tata McGraw Hill Publishing Company Limited, New Delhi.
2.    Gupta B. L. (2003) Quality assurance in technical education through developing teachers, The Indian Journal of Technical Education, New Delhi, Vol. 26, No. 2.
3.    Gupta B. L. (2007) Management of competency based learning, Concept Publishing Company, New Delhi.
4.    Gupta B. L. & Joshua Earnest (2007) Competency based curriculum, Mahamaya Publishing House, New Delhi.
5.    Gupta B. L. (2007) Governance and management of technical institutions, Concept Publishing Company, New Delhi.