Quality in Higher Education
QUALITY MANAGEMENT IN HIGHER EDUCATION: WITH REFRENCE TO CONTRIBUTION OF MANAGEMENT TECHNIQUES
Dr.Aruna Ms Sangeeta
Faculty Commerce, Faculty Art ,
Rama Degree College Ram Manohar Yadav
Chinhat,Lucknow Mahavidyalaya,Fatehpur
The overall scenario of higher education in India does not match with the global Quality standards. Hence, there is enough justification for an increased assessment of the Quality of the country’s educational institutions. Traditionally, these institutions assumed that Quality could be determined by their internal resources, viz., faculty with an impressive set of degrees and experience detailed at the end of the institute’s admission brochure, number of books and journals in the library, an ultra-modern campus, and size of the endowment, etc., or by its definable and assessable outputs, viz., efficient use of resources, producing uniquely educated, highly satisfied and employable graduates. This view of determining Quality in higher education, popularly termed as the “value-addition” approach, does not measure the competencies students develop through the courses
Dr.Aruna Ms Sangeeta
Faculty Commerce, Faculty Art ,
Rama Degree College Ram Manohar Yadav
Chinhat,Lucknow Mahavidyalaya,Fatehpur
The overall scenario of higher education in India does not match with the global Quality standards. Hence, there is enough justification for an increased assessment of the Quality of the country’s educational institutions. Traditionally, these institutions assumed that Quality could be determined by their internal resources, viz., faculty with an impressive set of degrees and experience detailed at the end of the institute’s admission brochure, number of books and journals in the library, an ultra-modern campus, and size of the endowment, etc., or by its definable and assessable outputs, viz., efficient use of resources, producing uniquely educated, highly satisfied and employable graduates. This view of determining Quality in higher education, popularly termed as the “value-addition” approach, does not measure the competencies students develop through the courses