Page 19 - A comprehensive policy

Expected understanding
• Develop an understanding of creating problem-solving processes, research
methodology and action research, including familiarity with the reference sources
and their use.

5.8 MODULE 8: INSTITUTIONAL MANAGEMENT AND

ADMINISTRATIVE PROCEDURES

Rationale
A teacher should be aware of the basic skills required to emerge as a leader and
execute tasks as a manager and contribute to the growth and development of the
institution. The teacher should also have a basic understanding of the administration,
finance and legal requirements. The need for well qualified professional could not
be more critical when the country is faced with complex problems that affect the
quality of life of everyone, everywhere and businesses seeking more well-rounded
engineers and professionals who can take on leadership roles.

The public perception of the engineering profession is also on a downward spiral as
is the enrolment of young in professional schools. The teacher is the cornerstone
of engineering institution, responsible for inculcating management and leadership
skills, in the students. In most of the professional programs such as legal, medical,
accountancy etc. fresh entrants are required to go through a skills enhancement
program of different forms, before entering the profession. In the profession of
engineering and also it’s teaching, there is no such practice, and hence it is felt
essential to have such skills and leadership enhancement program for young
professionals to be able to fulfill the expectations better and successfully.

Contents

• Familiarization with the institutional vision framework and administrative
procedures; financial and purchase procedure; relevant legal matters etc.,
• Modes of interaction with external organizations.
• Feedback from alumni and prospective employers, etc., for continuous improvement.

Expected understanding
• Describe the purpose and meaningfulness of institutional vision, missions;
administrative, financial, purchase and management processes in institutional
functioning.
• Relate to alumni and employers for continuous development and improvements.

6.0 DETAILS OF THE SECOND TERM OF FIP

In the second term of the training, the inductee teacher is expected to work under a
mentor (who may be one of the senior faculty) at the institute. The inductee teacher
will be teaching one subject and also one laboratory course under the guidance of
a senior teacher as a mentor. In these course modules, the teacher will practically
implement the learning acquired under the courses studied in the first term.

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