Introduction

1

CHAPTER-1

INTRODUCTION

Education is one of the basic requirements which lead to other categories like

economic, political, cultural and social developments of the country. It is the most

important means to develop individuals intellectuals and hidden talents to bring about

desired social reforms in this fast changing world.

Education is expected to generate new knowledge in all fields within the reach of

human mind and helpful in promoting healthy society and national development (Goel

and Goel, 1994, p.3). Education is one of the dominant sectors of the Indian economy in

terms of employment of individuals and investment of financial resources (Varghese,

2000). Economy would become more productive if the education system is highly

flexible and adoptive to the changing economic circumstances (Bessant, 1996).

Education is a public good (Blaug, 1982) which constructs a diverse variety of

and massive magnitude of externalities. Consumers of education confer external benefits

on those not acquiring education. The social benefits of having a large higher education

population go beyond the increase in Gross National Product (GNP). According to Tilak

(2004) externalities produced by education include improvement in health, reduction in

population growth, reduction in poverty, improvement in income distribution, reduction

in crime, rapid adoption of new technologies, strengthening of democracy, ensuring of

civil liberties etc. and even dynamic externalities which are necessary for technical

progress and economic growth. University or college is a body of faculty and students

whose purpose is to study together, to advance their knowledge in order that their lives

and the collective life of the community can be made more effective and pleasing

(Berkner, 1966).

Education being the major activity of social and economic development of a

country needs to be well managed. Faced with sluggish education growth and intense

population and fiscal pressures, developing countries find it difficult to increase or even

to maintain their current level of expenditure on education (Tsang, 1988). Therefore,

educational institutions of many countries in the world are facing problems of receiving

PRASANTAHighlight

Introduction

2

fewer grants than required from their respective governments (Weidman, 1995).

Similarly, the Indian government which is a principal leader in funding educational

institutions, found it arduous to keep same level funding to higher education after 1990s.

Consequently, in India, the available government resources allocated to higher education

sector do not match with the needs of the higher education institutions (Tilak, 1996;

Shariff and Ghosh, 2000; Choudhury and Mahajan, 2004; Patel, 2004; Yadav, 2004).

Skyrocketing costs; declining enrolment; low faculty morale; financial constraint-

induced stress among the staff; declining retention; overstretched facilities; old,

dilapidated buildings which are badly in need of renovation are only a few of the

problems that administrators and faculty members face today (Michael, 1995).

Prescriptions and strategies for dealing with fiscal crisis in higher education are many

ranging from downsizing to rightsizing, from academic programme review to strategic

planning, from marketing to total quality management, and from system rationalization to

programme consolidation and discontinuation (Michael, 1995).

Higher education system has witnessed a 13-fold increase in the number of

universities, 25-fold increase in the number of colleges and 30-fold increase in the

enrollment of students in higher education since independence (Naseem, 2007, p. 98).

According to Tilak (2004) government was committed to increase the access of higher

education to 10 percent of the population from 6.9 percent in the tenth plan. It is still too

less than that in the developed countries with; United States having 59 percent and

Canada having 54 percent (Joshua, 2003). Empowerment of higher education is the

critical need of the hour (Kalam, 2003).

In India, as on 31-12-09 there were 243 state universities, 53 state private

universities, 40 central universities, 130 deemed universities, 33 institutions of national

importance, five institutions established under various state legislations and 25951

colleges (Website of Department of Higher Education, 2010). At the beginning of the

academic year 2009-2010, the total number of students enrolled, in the formal system, in

the universities and colleges has been reported at 136.42 lakhs - 16.69 lakhs (12.24%) in

university departments and 119.73 lakhs (87.76%) in affiliated colleges (Website of

Department of Higher Education, 2010).

In Punjab there are 5 universities, 2 deemed universities, 38 engineering colleges,

PRASANTAHighlight

PRASANTAHighlight

Introduction

3

57 management colleges, 25 bachelors and master of computer application colleges, 355

under graduate colleges and 75 post graduate colleges (Website of Government of

Punjab, 2010).

1.1 FINANCIAL MANAGEMENT OF COLLEGES

Finance of universities and colleges is relatively neglected field in the discussions

of Indian higher education (Parikh, 1974, p.27). Relevance of finance as an economic

function cannot be ignored as no formal system without supporting economic base can

survive. Without appropriate inputs no institution with howsoever enabling a function to

perform, can survive (Bajaj, 1998, p.32). Figure 1.1 shows funding sources and paths of

universities and colleges.

Figure 1.1

Funding Sources and Paths

P

Source: Cheung (2003)

Higher education which is determinant of economic growth and prosperity of the

nation is very expensive and only rich nations can provide higher education with large

support from government (Savchuk et al., 1997). In Indian higher education sphere shows

that there are two major financial problems in higher education: (i) scarcity of funds and

(ii) allocation of funds between different sectors, regions and institutions. Again, these

Direct

Indirect Tuition fees

Higher education

institutes Funding agency Student

Government

support through

grant and vouchers

Subsidized

loans

External aid Self generated

funds

Introduction

4

problems are caused by two factors: (a) declining proportion of government financing to

higher education and (b) internal outdated financial mechanism of the higher education

sphere. Educational institutions of many countries in the world are facing problems of

receiving fewer grants than required from their respective governments (Weidman,

1995). Similarly, in India, the available government resources allocated to higher

education sector do not match with the needs of the higher education institutions.

The trends in the financing of higher education in India show that: (i) The share of

government in total educational expenditure has increased over a period of time; (ii) The

share of higher education in the total public education expenditure has declined, both in

plan allocation and in recurring expenditure and (iii) student fees and endowments as

share of total resources for higher education have declined (Varghese, 2000). Hardly 0.4

percent in ninth five year plan was allocated to higher education as compared to 1.2

percent in fourth five year plan (Tilak, 2004).

After 1990s, the government, which had been a dominant partner in funding

educational institutions, found it difficult to maintain even the same level of funding for

higher education. Shariff and Ghosh (2000); Choudhury and Mahajan (2004); Patel

(2004); Tilak (2004); Yadav (2004) highlighted in their studies that government is

reluctant or unwilling to spend on higher education. Therefore mobilizing resources from

non-government sources became important even to sustain the system of higher

education at its present level. Most of the committees appointed during this period give

various recommendations in this regard. Which are worthy of being examined.

In the Indian context, two important committees were appointed to recommend

measures to respond to the demand for funds for education.

(i) Punnayya Committee (1993) under the chairmanship of Justice (Dr.) K.

Punnayya, looked into the funding of central universities and

(ii) Swaminathan Committee (1994) under the chairmanship of Dr. D.

Swaminathan, looked into possibilities of resource mobilization in education

sector, essentially through cost recovery from students.

Committees appeared to have acted parallel to each other and given their

recommendations which were more or less alike. The government acknowledged the

recommendations of both these committees in all likelihood as these were in compliance

Introduction

5

with the imperative mechanism of the policies of structural amendments that were

implemented by the government at that time and also in compliance with the

recommendations of the World Bank outlined in the policy paper. The reform measures

suggested in the reports of both the committees have highlighted two major aspects

(besides others):

Mobilizing non-government sources for higher education institutions and

Improving efficiency in the functioning of institutions of higher education to

reduce waste and saving resources.

Committees suggested the mobilization of non-government sources, for this

purpose it recommended increase in cost recovery rates in higher education through

increase in student fees by about 20 percent. Nonetheless financial resources can be

increased by increase in tuition fees but this measure suggested by the committees has

some constraints.

Firstly, cost-recovery rates already approached this limit in many universities

(Tilak, 2004). He also mentioned that that in countries like United Kingdom, Germany,

Italy, Denmark, Austria, Netherlands and Sweden, state met more than 90% of the

expenditure of higher education. Again, mobilizing non-government sources (increasing

fees) affects enrollments. Heller (1997) confirmed inverse relationship between tuition

and enrollments. Government financing should not be decreased at the cost of

enrollments. Joshua (2003) shown that access parameters of higher education of India are

already less than developed countries like United States having 59% and Canada having

54%. Parikh (1974) explained that access of higher education in India should be

increased because it makes contribution in terms of the Gross National Product. Cyert

(1978) named this situation as vicious circle of financial problems in higher education.

Secondly, Tang et al. (2004) revealed that strongest co-relation among variables

for college tuition is reputation-ranking. Therefore reputation-ranking should be

increased to increase tuition. Again, reputation-ranking depends on some variables

including quality of education. Quality of education in an educational institution relies on

many facilities like good teachers, libraries and laboratories etc., which are functions of

finance. On the other hand, increase in tuition affects enrollments. Heller (1997) proved

inverse relationship in tuition and enrollments. Therefore tuition can be raised to a limited

Introduction

6

extent only. This paragraph shows that financial resources are limited and educational

institutions cannot increase them as much as they desire.

Thus, it is not financial resources alone but their financial management within the

institutions determines the operational results and efficiency of institution. Financial

management is that managerial activity which is concerned with planning and controlling

of the institutions financial resources (Pandey, 1999, p.1). Declining resources,

increasing operating costs, growing institutional size and complexities and ever

increasing fiscal conservatism are among many challenges facing colleges this decade.

They are desperately searching for ways to improve operational efficiency and

effectiveness thereby increasing the return on resources (Azad, 1994). The colleges

should thoroughly develop funds allocation mechanism which provides harmony with

allocative efficiency across the sector.

There is no particular superior approach to successful internal resource allocation

in educational institutes. Therefore, government should allow educational institutions to

look for different and individual ways of managing their finance. Sanyal (1992)

suggested that improving the financial management of educational institutions cannot be

affected through policy reforms at the national level; it needs changes at institutional

level. The internal financial management of institutions needs to be strengthened. Studies

like Johnes (1999) and Varghese (2000) also confirmed that financial management is

required at both levels: individual institutions and education sector as a whole. In our

country financial management is required at both levels in view of the autonomy of

universities on the one hand and contribution of public monies in the sector on the other.

Improving efficiency in the functioning of institutions of higher education to

reduce waste and saving resources is the second reform measure suggested by the

committees. Abbott and Doucouliagos (2003) also suggested that one solution to solving

the problem of limited sources of colleges is to improve management of educational

institutions.

Introduction

7

1.2 COLLEGE MANAGEMENT

The desire of optimal use of resources, economy, simplification and

rationalization of rules and procedures of colleges can be fulfilled by effective college

management. Liefner (2003) proved in his research that higher education institutions

respond to changing mechanisms of management. Usually, an institution needs to be

internally effective to become externally efficient. According to (Magoha, 2004), the

poor management of higher education institutions in developing countries is manifested

in several forms, namely:

Communication between heads of institutions, lecturers and other stakeholders is

needed, with the emphasis being on orders rather than consultation.

Resources are poorly managed and misused, denying good services to students

and staff.

Most heads of universities are never involved in quality assurance processes,

either because they are not well equipped for that or they do not know that it is

part of their responsibilities.

Considerable strengthening of management is needed if educational institutions

are to develop the capacity to change and to be relevant, purposeful, and meaningful for

the academic community and for the society as a whole (Bolton and Frederic, 1971).

Accrediting agencies are also challenging the colleges and universities to provide

evidence of their performance in meeting their stated mission, purpose, goals and

objectives and achieving institutional effectiveness (White, 2007, pp. 14). Therefore,

management authorities of the educational institutions cannot ignore the issues of

institutional effectiveness. Cameron and Whetten (1981) indicated that by observing the

effectiveness of the management of organizations it may be possible to predict the major

problems, decisions and opportunities that an organization have to face and to provide

some suggestions for appropriate responses. Cameron (1986) stated that consensus

regarding the best, or sufficient, set of indicators of effectiveness is impossible to obtain

and criteria are based on the values and preferences of individuals, authorities and no

specifiable construct boundaries exist. Table 1.1 reveals the different models of

effectiveness of organization.

Introduction

8

Table 1.1

Commonly used Models of Organizational Effectiveness

Model Definition When useful

An organization is effective to the

extent The model is most preferred when

Goal Model It accomplishes its started goals Goals are clear, consensual, time-bound

measurable.

System Resource Model

It acquires needed resources A clear connection exists between inputs and performance

Internal

Resource Model

It has an absence of internal strain with

smooth internal functioning.

A clear connection exists between

organizational processes and performance

Strategic

Constituencies Model

All strategic constituencies are at least

minimally satisfied.

Constituencies have powerful influence

on the organization , and it has to respond to demands

Competing

Values Model

The emphasis on criteria in the four

different quadrants meets consistency preferences

The organization is unclear about its

own criteria, or change in criteria over time are of interest

Legitimacy

Model

It survives as a result of engaging in

legitimate activity.

The survival or decline and demise

among organizations are of interest.

Fault-Driven

Model

It has an absence of faults Criteria of effectiveness are unclear, or

strategies for improvement are needed.

High

Performing

Systems Model

It is judged excellent relative to other similar organizations.

Comparisons among similar organizations are desired.

Source: Cameron (1986)

The concept of continuous improvement is one of the tenets of a management

philosophy adopted by many organizations as a business strategy to promote quality

performance (Ibekwe, 2006, pp.3). Institutional management in higher education is

characterized by goal diversity and uncertainty; (b) an arcane production technology; (c)

a non-competitive market; (d) inadequate measures and monetary valuations for the

inputs and outputs and; (e) diffuse decision-making and severely limited managerial

discretion over the acquisition and organization of inputs (Lindsay, 1982).

Introduction

9

Figure 1.2

Management of Educational Institutions

Source: Compiled from Theory Explanation of Yorke, 1987

Market for higher education lacks tangible measurable goals by which to measure

success (Dinkel, 2006). Figure 1.2 depicted the different goals of an educational

institution to be achieved. The central goal of the management authorities however is the

translation of the capabilities and talents of the faculty into significant educational results

and most decisions made on the college campus have a direct bearing on this objective

(Troutman, 1976, pp. 10). Therefore, many researchers have the view that perceptions of

the members of colleges about different management aspects of the educational

institutions should be asked to improve the decisions of the management (Loveland and

Whately, 1977; Gaziel, 1996; Chen et al., 2006). Gaziel (1996) suggested that attempts to

make educational institutions more effective will themselves be more effective if the

perceptions of the parties involved like teachers, parents, students and evaluators are

considered, and the rationale behind the conceptual clarification among the different

parties is based on following three assumptions:

In the process of introducing management change, there must be conceptual

communication among the involved parties.

Management of Educational Institutions

External Perspective Internal Functioning Perspective

Achievement of organizations

stated goals

Achievement of operative goals

The acquisition of the resources

from the environment

The return from organization to

its environment, or social justice

The internal processes of the

organization

The satisfaction of

organizations members

Introduction

10

The topics of change must be meaningful to those who are expected to introduce

it (and those for which they are introduced)

For any change project to succeed, the perceptions of practitioners must not be

divorced from those of researchers, educational policy-makers and other parties

involved.

Figure 1.3

Indicators of Educational Management

Source: Yorke, 1987

Institutional effectiveness is the term initiated by the Southern Association of

Colleges and Schools that describes the ongoing, comprehensive, and institutional

integrated system that colleges and universities use to achieve their mission priorities and

goals and to measure how well they accomplish their goals and purposes as a result of

their planning efforts (White, 2007, pp.1). The management effectiveness is more than

just a thriving field of theoretical academic research; it is an applied discipline, with

direct implications for the well being of national education systems and it directly affects

the lives of all those who work in educational institutions (Coe and Gibon, 1998).

Effectiveness of educational institutions depends on the internal management of the

institutions. Cameron (1981) equated effectiveness with the internal organizational

health, efficiency or well-oiled internal processes and procedures. Cameron (1978) and

Institutional

management

Relationships with

external bodies Goal

achievement Institutional

reputation

Staff quality and

management

Campus

climate

Resource

acquisition

Curriculum

Student quality

and development

Ability to scan

environment

Research and

consultancy

Introduction

11

Lindsay (1982) have discussed various attributes of organizational effectiveness which a

college should achieve by effective management. Yorke (1987) discussed eleven

dimensions of organizational effectiveness (Figure 1.3).

Present study tried to include almost all attributes relevant for colleges to

investigate about management. The study is undertaken on the colleges run by a Sikh

religious committee known as Shiromani Gurdwara Parbandhak Committee (SGPC). The

main mission of these colleges is to provide quality education at reasonable rates to the

students especially related to rural and backward areas, and a subordinate mission is

spreading religiousness among the students to save the disappearing humanity from the

present world.

1.3 OVERVIEW OF SHIROMANI GURDWARA PARBANDHAK

COMMITTEE (SGPC)

For the purpose of present study, an organization which is running educational

institutions has been selected i.e. Shiromani Gurdwara Parbandhak Committee. It is

pertinent to have an overview of SGPC before discussing the methodology and results.

Shiromani Gurdwara Parbandhak Committee is also called Parliament of Sikh

Nation. It was formed in 1920, with 175 members including 36 members announced by

the government. It is directly elected by an electorate of the Sikh Nation, male and

female above 18 years of age who are registered as voters under the provisions of Sikh

Gurdwara Act 1925. This Act enables SGPC to control all the Historical Gurdwaras as

well as Gurdwaras under Section 87 of this act (Website of SGPC, 2010). The head

office of SGPC is situated in Amritsar city of Punjab.

Apart from the management of Gurdwaras, SGPC run many prestigious

educational institutions including medical colleges, hospitals and many charitable trusts

(Website of SGPC, 2010). It is running 16 colleges and 28 senior secondary and high

schools. In addition to these, it is also running schools, engineering and medical colleges

under the different trusts namely Nankana Sahib Educational Trust, Sri Guru Ramdas

Charitable Hospital Trust and Baba Banda Singh Bahadur Educational Trust.

Management decisions in the colleges run by SGPC are taken by the local

managing committee of the concerned college and/or SGPC committee in the absence of

Introduction

12

local managing committee. Members of management committee include; (a)

Chairman/president; (b) Secretary; (c) Additional secretary; (iv) Members include SGPC

members/political leaders, academicians/ celebrities of the area; (v) Joint

secretary/Principal; (vi) Two nominees of teachers and; (vii) Two nominees of university.

Although, all the members have participation in the management decisions but role of

principal is crucial.

1.4 BRIEF HISTORY OF SGPC COLLEGES

This section describes the brief history of colleges run by SGPC in Punjab.

College I: Mata Gujri College, Fatehgarh Sahib

The college is situated at Fatehgarh Sahib i.e. about 4 kilometers from Sirhind. In

1957, Mata Gujri College was founded to commemorate the supreme martyrdom of

mother of Guru Gobind Singh Ji. Facing the historic shrine of Fatehgarh Sahib, a living

testimony of the unique sacrifice of the two younger Sahibzadas, Baba Zorawar Singh &

Baba Fateh Singh, who were bricked alive by the tyrannical rulers, the college was built

brick by brick by its founders (Mata Gujri College, Fatehgarh sahib, 2007-08). Bibi

Gurbachan Kaur Mann was the founder of the college. She was a dedicated and

determined lady with an aim of promoting higher education among youngsters. She was a

blind lady but her visionary insight had taken the college to the heights of success. The

college campus is spread over the area of more than 25 acres.

College II: Shri Guru Teg Bahadur Khalsa College, Shri Anandpur Sahib

Anandpur is a municipal council in district of Rupnagar in Punjab. This city is

also called the holy city of bliss. In this very important religious place Shri Guru Teg

Bahadur Khalsa College was started in 1968. SGPC acquired the management of college

in 1977.

College III: Guru Nanak College, Moga

The building of college was constructed with the help of Maharaja Bhupinder

Singh and hard work of Captain Gurdit Singh and other strong-minded personalities of

the area in 1914. In 1971, inaugural ceremony of initiating college in this building was

headed by then governor of Punjab Mr. D.C. Pawte. Management of college was

acquired by SGPC in 1978.

Introduction

13

Table 1.2

History of Colleges

Notes: = Non government aided college, * = colleges founded by SGPC Source: Compiled from Secondary Data.

College IV: Babbar Akali Memorial Khalsa College, Garhshankar

In seventh decade of this century, Guru Nanak Educational Council came into

existence by the great efforts of the people of this area. This council was made to

celebrate 500th year of Parkash utsav (Birthday) of Guru Nanak Dev Ji and its main aim

was to provide higher education to the area people. In 1969, this council laid down the

foundation stone of the college. In memory of great warriors of Babbar Akali Lehar,

college was named as Babbar Akali Memorial Khalsa College.

College V: Khalsa College, Patiala

Khalsa College, Patiala was started in 1960 with the efforts and motivation of

some academicians and novel laureates of Patiala. College had received a great

cooperation of SGPC in its starting days, which has provided it Shri Guru Teg Bahadur

Hall of Gurdwara Shri Dukh Niwaran Sahib for college campus. Later in 1972, college

Name of college College Code

Year of

Inception

of

college

Takeover

by

SGPC

Conversion to

Govt. aided

College

1 Mata Gujri College, Fatehgarh Sahib I 1957 1964 1978

2 Shri Guru Teg Bahadur Khalsa College, Shri Anandpur Sahib

II 1968

1977

1977

3 Guru Nanak College, Moga III 1971 1978 1978

4 Babbar Akali Memorial Khalsa College, Garhshankar IV 1969

1982

1977

5 Khalsa College, Patiala V 1960 1991 1979

6 Guru Nanak College, Budhlada VI 1971 1994 1977

7 Khalsa College Garhdiwala VII 1966 1996 1977

8 Sant Baba Dalip Singh Memorial Khalsa College Dumeli, Kapurthala

VIII 1972

1996

1978

9 Mata Sahib Kaur Girls College, Talwandi Sabo IX 1997

1997*

10 Mata Ganga College for Girls, Kottan X 1997 1997*

11 Guru Nanak Khalsa College, Daroli Kalan, Jalandhar XI 1971

1998

1991

12 Trai-Shatabadi Guru Gobind Singh Khalsa College, Amritsar

XII 1999

1999*

13 Mata Damodari Kanya Maha Vidyalaya, Daroli Bhai XIII 1999

1999*

14 Guru Nanak College for Girls, Muktsar XIV 1970 2001 1970

15 Guru Gobind Singh Khalsa College for Women, Jharh Sahib

XV 1975

2003

16 Guru Nanak Khalsa College, Batala XVI 1971 2004 1977

Introduction

14

was shifted to its present site on Badungar road. College has received a great help from

General Shivdev Singh Diwan Gurbachan Singh Trust for its foundation and

maintenance. Founder of Trust Late Brigadier Kushalpal Singh and Late S.Surjit Singh

Majithia had contributed a lot for this college. SGPC had acquired the college on 15th

May, 1991.

College VI: Guru Nanak College, Budhlada

The foundation stone of college was laid on 1971 on the celebration of fifth

century of birthday of Guru Nanak Dev Ji. The college came into existence by the great

endeavor of S. Parshotam Singh (then M.L.A.), S. Gopal Singh (retired member of

SGPC), many other persons and village committee of Budhlada. In 1994, SGPC acquired

the management of college.

College VII: Khalsa College Garhdiwala

This college was started in 1966. In 1996, SGPC had acquired the management of

the college in its hands. The college is situated in a town named as Garhdiwala in

jurisdiction of district of Hoshiarpur. The main motive of college is to provide higher

education to the students of rural area.

College VIII: Sant Baba Dalip Singh Memorial Khalsa College Dumeli, Kapurthala

College is constructed in the memory of Sant Baba Dalip Singh ji. Sant Baba

Dalip Singh ji and Sant Baba Jawala Singh Ji had devoted all their lives in service of poor

and needy people. Founder of this college Sant Baba Sarvan Singh was the true disciple

of these two saints. College is situated about 3 kilometers away from village Rihana

Jattan, which is located on Phagwara-Hoshiarpur road.

College XI: Mata Sahib Kaur Girls College, Talwandi Sabo

The Tenth Guru had honored this place by giving the name of Guru ki Kanshi.

The college was named on Khalsas Mother name i.e. Mata Sahib Kaur Girls College.

The foundation stone of the Mata Sahib Kaur College was laid by the then president of

SGPC S.Gurcharan Singh Tohra. The college is affiliated by Punjabi University, Patiala.

The main motive of opening this college was to give uplift in education to the backward

and rural area of Talwandi sabo.

College X: Mata Ganga College for Girls, Kottan

The college was dedicated to completion of 300 years of Khalsa Panth and named

on Mata Ganga Ji, the mother of sixth Guru, Sri Guru Hargobind Singh Ji. College is

situated at Kottan which is 12 kilometers from Khanna on national highway.

Introduction

15

College XI: Guru Nanak Khalsa College, Daroli Kalan, Jalandhar

The foundation stone of college was laid by S.Balwant Singh, then finance

minister of Punjab on 28th Feb, 1971. College came into existence by the great efforts of

people of area. They have given the cooperation and help in every respect.

College XII: Trai-Shatabadi Guru Gobind Singh Khalsa College, Amritsar

Trai-Shatabadi Guru Gobind Singh Khalsa College was started in 1999 in

Amritsar city. Amritsar being a sacred city of Sikh religion and head office of SGPC was

not having any SGPC run college in it earlier. Therefore, SGPC has taken important step

to inaugurate the college on the occasion of 300th

anniversary of Khalsa birth. As per the

demand of era, almost all the courses offered by college are related to computer.

Table 1.3

Courses Offered by the Colleges

College

Code

Name of College Courses Offered

I Mata Gujri College,

Fatehgarh Sahib

B.A., B.Sc. (Medical & Non-Medical), B.Com., B.B.A, B.C.A., B.Sc. (Biotechnology,

P.G.D.C.A., P.G.D.I.B., M.A. (Economics), M.A. (Punjabi), M.A.(Mass

Communication), M.A. (English), M.Com., M.B.A., M.C.A., M.Sc. (Chemistry), M.Sc.

(Mathematics), M.Sc. (I.T.), M.Sc. (Biotechnology), M.Sc. (Bioinformatics),

II Shri Guru Teg Bahadur

Khalsa College, Shri

Anandpur Sahib

B.A., B.Sc., B.Com., P.G.D.C.A.

III Guru Nanak College, Moga B.A., M.A., P.G.D.C.A.

IV Babbar Akali Memorial

Khalsa College, Garhshankar

B.A., B.SC., B.Com., B.C.A., P.G.D.C.A..

V Khalsa College, Patiala B.A., B.Sc. (Non-Medical), B.Sc. (Computer Application), B.Sc. (Computer

Maintenance), B.Sc. (I.T.), B.Sc. (Biotechnology), B.Com., B.C.A., P.G.D.C.A., M.A.

(Punjabi), M.Sc. (Mathematics).

VI Guru Nanak College,

Budhlada

B.A., B.Sc. (Medical & Non-Medical), B.C.A., M.A. (Punjabi), M.A. (English), M.Sc.

(Mathematics), M.Sc. (I.T.), P.G.D.C.A.

VII Khalsa College Garhdiwala B.A., B.Sc., M.A. (Punjabi), M.A.(Political Science)

VIII Sant Baba Dalip Singh

Memorial Khalsa College

Dumeli, Kapurthala

B.A., P.G.D.C.A., D.C.A.

IX Mata Sahib Kaur Girls

College, Talwandi Sabo

B.A., B.C.A., M.A. (Punjabi), M.A. (History), P.G.D.C.A.

X Mata Ganga College for

Girls, Kottan

B.A., B.Sc. (Non Medical), B.Com., B.C.A., M.A. (Punjabi), M.A. (History), M.A.

(Political Science), fashion Designing (One Year Course).

XI Guru Nanak Khalsa College,

Daroli Kalan, Jalandhar

B.A., B.Com., P.G.D.C.A., M.A. (Punjabi)

XII Trai-Shatabadi Guru Gobind

Singh Khalsa College,

Amritsar

B.Sc. (I.T.), B.Sc. (Economics), B.Sc. (Computer Science), B.Com. (regular), B. com.

(professional), B.C.A., M.Sc. (Computer Science), M.Com., P.G.D.C.A., P.G.D.B.M.,

D.C.A.

XIII Mata Damodari Kanya Maha

Vidyalaya, Daroli Bhai

B.A., M.A. (History)

XIV Guru Nanak College for

Girls, Muktsar

B.A., B.C.A., M.A. (History), M.A. (Hindi), P.G.D.C.A., P.G.D.F.D.

XV Guru Gobind Singh Khalsa

College for Women, Jharh

Sahib

B.A., B.C.A., P.G.D.C.A.

XVI Guru Nanak Khalsa College,

Batala

B.A., B.Sc. (Medical & Non-Medical), B.C.A., B.Sc. (Computer), B.Sc. (I.T.), B.Sc.

(Economics), P.G.D.C.A.

Source: Compiled from Primary Data

Introduction

16

Table 1.4

Number of the Students Studying in the Colleges run by SGPC

College

Code

Name of the College Number of Students in

2005-06

Number of Students in

2006-07

Number of Students in

2007-08

I Mata Gujri College,

Fatehgarh Sahib

B.A. (397+322+327)=1046

B.Sc. (Medical & Non-medical)

(74+50+56)=180

B.Com. (32+30+38)=100

B.C.A. (46+17+8)=71

B.Sc. (Biotechnology)

(51+38+30)=119

P.G.D.C.A. (36+26)=62 P.G.D.I.B. =6

M.A. ( Economics)(23+22)=45

M.Com. (9+25)=34

M.B.A. (60+28)=88

M.C.A. (44+38+27)=109

Total =1860

B.A. (375+219+277)=871

B.Sc. (Medical & Non-Medical)

(73+59+51)=183

B.Com. (60+33+31)=125

B.C.A. (53+32+17)=102

B.Sc. (Biotechnology)

(40+50+38)=128

B.B.A.=30 P.G.D.C.A.=87

P.G.D.I.B.=5

M.A. (Economics) (22+14)=36

M.Com. (16+11)=27

M.B.A. (59+58)=117

M.C.A. (55+44+38)=137

M.Sc. (Chemistry)=30

M.Sc. (Mathematics)=30

M.Sc. (I.T.)=23

M.Sc. (Biotechnology)=30

M.Sc. (Bioinformatics)=10

M.A. (Punjabi)=16

M.A. (English)=18

M.A. (Mass Communication)=4

Total =2008

B.A. (255+204+182)=641

B.Sc. (Medical & Non-Medical)

(54+41+54)=149

B.Com. (58+46+31)=135

B.C.A. (79+37+23)=139

Biotechnology (40+37+48)=125

B.B.A. (36+23)=59

P.G.D.C.A.=71 P.G.D.I.B.=5

M.A. (Economics) (23+20)=43

M.Com. (5+16)=21

M.B.A. (60+60)=120

M.C.A. (49+51+44)=144

M.Sc. (Chemistry) (30+27)=57

M.Sc. (Mathematics)=(28+23)=51

M.Sc. (I.T.) (30+22)=52

M.Sc. (Biotechnology) (29+27)=56

M.Sc. (Bioinformatics)(8+10)=18

M.A. (Punjabi) (15+13)=28

M.A. (English) (14+14)=28

M.A. (Mass Communication)

(7+4)=11

Total =1955

II Shri Guru Teg

B.A.hadur Khalsa

College, Shri

Anandpur Sahib

B.A. (280+161+131)=572

B.Sc. (40+39+20)=99

B.Com. (11+13+13)=37

Total =708

B.A. (202+140+138)=480

B.Sc. (39+31+29)=99

B.Com. (21+16+6)=43

Total =622

B.A. (122+111+11)=244

B.Sc. (30+23+24)=77

B.Com. (25+20+12)=57

P.G.D.C.A.=33

Total =411

III Guru Nanak College,

Moga

B.A. (239+154+161)=554

M.A. (60+47)=107

P.G.D.C.A.=32

Total =693

B.A. (232+147+129)=508

M.A. (34+29)=63

P.G.D.C.A.=4

Total =611

B.A. (252+179+167)=598

M.A. (24+27)=51

P.G.D.C.A.=50

Total =699

IV Babbar Akali

Memorial Khalsa

College, Garhshankar

B.A. (241+124+76)=441

B.Sc. (51+40+40)=131

B.Com. (48+27+9)=84

B.C.A. (19+0+0)=19

P.G.D.C.A. =35.

Total =710

B.A. (258+105+92)=455

B.Sc. (47+38+40)=125

B.Com. (31+35+24)=90

B.C.A.(37+2+0)=39

P.G.D.C.A.=40

Total =749

B.A.(205+75+77)=357

B.Sc.(33+23+29)=85

B.Com.(42+21+30)=93

B.C.A. (33+5+1)=39

P.G.D.C.A.=40

Total =614

V Khalsa College,

Patiala

B.A. (539+602+511)=1652

B.Sc. (Non-Medical) (5+6+10)=21

B.Sc. (Computer Application)

(18+3+22)=43 B.Sc. (Computer Maintenance)

(6+9+4)=19

B.Sc. (I.T.) (0+3+0)=3

B.Sc. (Biotechnology) (50+37+0)=87

B.Com. (90+70+64)=224

B.C.A. (44+10+14)=68

P.G.D.C.A.=108

M.A. (Punjabi) (11+0)=11

Total =2236

B.A. (602+231+214)=1047

B.Sc. (Non-Medical) (4+8+5)=17

B.Sc. (Computer Application)

(16+11+4)=31 B.Sc. (Computer Maintenance)

(4+11+7)=22

B.Sc. (I.T.) (0+1+2)=3

B.Sc. (Biotechnology)

(41+50+34)=125

B.Com. (127+72+55)=254

B.C.A. (0+25+11)=36

P.G.D.C.A.=104

M.A. (Punjabi) (11+0)=11

Total =1650

B.A. (511+306+171)=988

B.Sc. (Non-Medical)(6+6+6)=18

B.Sc. (Computer Application)

(18+16+6)=40 B.Sc. (Computer Maintenance)

(0+16+3)=19

B.Sc. (I.T.)(2+0+1)=3

B.Sc. (Biotechnology)

(36+35+47)=118

B.Com. (117+87+41)=245

B.C.A. (0+31+20)=51

P.G.D.C.A.=100

M.A. (Punjabi) (8+6)=14

M.Sc. (Mathematics) (36+31)=67.

Total =1663

VI Guru Nanak College,

Budhlada

B.A.(214+138+97)=449

B.Sc. (Medical & Non-Medical)

(13+5+11)=146

M.A. (Punjabi) (8+21)=29

P.G.D.C.A.=17

Total=641

B.A. (207+108+89)=404

B.Sc. (Medical & Non-Medical)

(10+10+8)=28

M.A. (Punjabi)(14+4)=28

M.A. (English) =15

M.Sc. (Mathematics)=33 M.Sc. (I.T.)=33

P.G.D.C.A.=69

Total=610

B.A. (174+122+85)=381

B.Sc. (Medical & Non-Medical)

(10+2+7)=19

B.C.A.=49

M.A. (Punjabi) (9+5)=14

M.A. (English)=12 M.Sc. (Mathematics)=21 M.Sc. (I.T.)

(27+32)=59

P.G.D.C.A.=20

Total =575

VII Khalsa College

Garhdiwala

B.A. (163+116+74)=353

B.Sc. (12+10+10)=32

M.A. (Punjabi) (28+8)=36

B.A. ( 139+89+99)=327

B.Sc. (17+9+6)=32

M.A. (Punjabi) (16+13)=29

B.A. (127+102+78)=307

B.Sc. (5+14+13)=32

M.A. (Punjabi) (26+11)=37

Introduction

17

Note: Parentheses indicate the number of students in each part of the course Source: Compiled from Primary Data

Total =421 M.A.(Political Science) (21+30)=51

Total =439

M.A. (Political Science) (20+15)=35

Total =411

VIII Sant Baba Dalip

Singh Memorial

Khalsa College

Dumeli, Kapurthala

B.A. (100+70+33)=203

P.G.D.C.A. =18

D.C.A.=8

Total =229

B.A. (114+73+65)=252

P.G.D.C.A.=19

D.C.A.=6

Total =277

B.A. (102+75+61)=238

P.G.D.C.A. =25

D.C.A.=4

Total =441

IX Mata Sahib Kaur

Girls College,

Talwandi Sabo

B.A. (155+108+88)=351

B.C.A.= 8

P.G.D.C.A.=7

Total =366

B.A. (138+114+90)=342

B.C.A.= (30+7)=37

M.A.(Punjabi)=6

P.G.D.C.A.=29

Total =414

B.A.(199+117+102)=418

B.C.A.(39+9)=48

M.A.(Punjabi)=11

P.G.D.C.A.=30

Total =507

X Mata Ganga College

for Girls, Kottan

B.A. (178+165+135)=478

B.Sc. (Non Medical) (12+8+13)=33

B.Com. (13+14+11)=38

B.C.A.

M.A. (Punjabi) (12+8)=20 M.A. (History)=(18+15)=33

M.A. (Political Science) = (16+15)

=31

P.G.D.C.A.=23

Total =656

B.A. (163+147+139) =449

B.Sc. (Non Medical) (16+7+7)=30

B.Com. (9+10+14)=33

B.C.A.=16

M.A. (Punjabi) M.A. (History)

M.A. (Political Science)

Fashion Designing=15

Total =595

B.A. (174+155+135) =464

B.Sc. (Non Medical) (13+10+7)=30

B.Com. (22+7+12)=41

B.C.A. (38+7)=45

M.A. (Punjabi) (14+8)=22 M.A. (History) (6+8)=14

M.A. (Political Science) (6+14)=20

P.G.D.C.A.=29

Fashion Designing (One Year Course)

=13

Total =678

XI Guru Nanak Khalsa

College, Daroli

Kalan, Jalandhar

B.A. (232+93+68) =203

B.Com. (24+8+2) =34

P.G.D.C.A. = 48

Total =285

B.A. (145+82+64)=291

B.Com. (20+19+6)=45

P.G.D.C.A.=47

M.A. (Punjabi)=24

Total =407

B.A. (101+36+57)=194

B.Com. (16+13+19)=48

P.G.D.C.A.=40

M.A. (Punjabi) (12+6)=18

Total =300

XII Trai-Shatabadi Guru

Gobind Singh Khalsa

College, Amritsar

B.C.A. (48+17+8)=73

B.Sc. (Economics) (26+27+24)=77

B. Sc. (Computer Science) (20+6+10)

=36

B.Sc. (I.T.) (23+0+0) =23

B.Com Professional (31+33+23) =87

B.Com Regular (0+8+12) =20 M.Sc. (Computer Science)

(15+10+20+10) =55

P.G.D.C.A. =90

P.G.D.B.M. =35

M.Com. (5+0) =5

D.C.A. =12

Total = 513

B.C.A. (50+36+16)=102

B.Sc. (Economics) (69+19+22)=110

B. Sc. (Computer Science)

(21+13+4)=38

B.Sc. (I.T.) (50+11+0) =61

B.Com Professional (39+25+32)=96

B.Com Regular (10+6+14) =30 M.Sc. (Computer

Science)(28+20+11+0) =59

P.G.D.C.A. =100

P.G.D.B.M. =12

M.Com. (12+4) =16

D.C.A.=12

Total = 636

B.C.A. (40+39+29)=108

B.Sc. (Economics) (50+25+10)=85

B. Sc. (Computer Science)

(23+13+13)=49

B.Sc. (I.T.) (40+22+9) =71

B.Com Professional (41+32+24)=97

B.Com Regular (0+9+4)=13 M.Sc. (Computer

Science)(10+0+13+0)=23

P.G.D.C.A.=76

P.G.D.B.M.=18

M.Com. (6+10)=16

D.C.A.=10

Total= 566

XIII Mata Damodari

Kanya Maha

Vidyalaya, Daroli

Bhai

B.A. (55+44+20)=119

Total =119

B.A. (64+35+35)=134

Total =134

B.A. (53+37+27)=117

M.A. (History)=9

Total = 162

XIV Guru Nanak College

for Girls, Muktsar

B.A. (313+199+167)=679

M.A. (History)=22

M.A. (Hindi)=15

P.G.D.C.A.=32

Total =748

B.A. & B.C.A.=748

M.A. (History & Hindi)=35

P.G.D.C.A.=65

P.G.D.F.D.=10

Total =858

B.A. (241+193+238)=672

B.C.A. (95+37)=132

M.A. (History) (17+11)=28

M.A. (Hindi)=12

P.G.D.C.A.=38

P.G.D.F.D.=10 Total =892

XV Guru Gobind Singh Khalsa College for

Women, Jharh Sahib

B.A. (99+75+75)=249 P.G.D.C.A.=9

Total =258

B.A. (90+81+68)=239 P.G.D.C.A.=22

Total =261

B.A. (109+85+80)=274 B.C.A.=40

P.G.D.C.A.=28

Total =342

XVI Guru Nanak Khalsa

College, Batala

B.A. (206+40+78)=324

B.Sc. (Medical & Non-Medical)

(6+1+0) (8+3+2)=20

P.G.D.C.A.=50

Total =394

B.A. (194+136+54)=384

B.Sc. (Medical & Non-Medical)

(7+2+4) (4+2+5)=24

B.C.A.=56

B.Sc. (Computer Science)=3

P.G.D.C.A.=55

B.Sc.(Economics) (12+4)=16

Total =538

B.A. (193+97+101)=391

B.Sc. (Medical & Non-Medical) (2+1)

(2+1+1)=7

B.C.A. (40+22)=62

B.Sc. (Computer) =4

B.Sc. (I.T.) = (24+6)=30

P.G.D.C.A.=19

Total =513

52

Introduction

18

College XIII: Mata Damodari Kanya Maha Vidyalaya, Daroli Bhai

This place has honor of touching the feet of Shri Guru Hargobind Sahib, Shri

Guru Har Rai Sahib and Shri Guru Teg Bahadur sahib. This is also birth place of Baba

Gurditta (son of Shri Guru Hargobind Sahib Ji). Shri Guru Hargobind Sahib ji came here

three times and stayed for two years and three months. The name of the college is on

Mata Damodari ji, wife of Shri Guru Hargobind Sahib Ji. The foundation stone of college

was laid down by Bibi Jagir Kaur, then president of SGPC and Shri Sukhbir Singh Badal

at 6th june 1999.

College XIV: Guru Nanak College for Girls, Muktsar

In Muktsar, Guru Gobind Singh Ji had torn Bedawa of forty martyrs and blessed

them as Muktas, thereby this Khadrana village was named as Muktsar. In 1970, Guru

Nanak Education Committee came into existence with efforts of S. Parkash Singh Badal

and social worker S. Kehar Singh. While celebrating 500 years of Parkash Utsav of Guru

Nanak Dev Ji, committee had named this college as Guru Nanak College. Principal of

college Dr. (Mrs.) Tejinder Kaur Dhaliwal, is also serving as member of Senator and

Academic Council of Punjab University and in 2007, she has also been selected as

member of Syndicate and Revising Committee.

College XV: Guru Gobind Singh Khalsa College for Women, Jharh Sahib

After the fight of Chamkaur sahib, Guru Gobind Singh Ji came here and stayed

under a shrub (Jharh) with a saint who always prayed to meet him. In the memory of

tenth Guru this college had opened in 1975 with the great efforts of Late Sh. Sadanand ji

and other people of area. When this college came into existence this was the only women

college in between districts of Ropar to Ludhiana. This college was run by local

committee up to 2002, and on 9th

April, 2003, SGPC has taken over this college. This

college is about 15 kilometers away from Samrala, which is situated on Ludhiana-

Khararh road.

College XVI: Guru Nanak Khalsa College, Batala

Guru Nanak College, Batala was started in 1971, with the help of Local

Parbandhak Committee called Shri Kandh Sahib. In beginning, it was only an arts

college, but in 1982, science classes were also started in the college. SGPC had taken

over the management of college in November 2004.

Introduction

19

1.5 NEED OF THE STUDY

Education is one of the basic requirements which is closely related to and in a

way supports other functions like economic, political, cultural and social development of

the country. Studies related to management of educational institutions are necessary to

facilitate the working of colleges which results in a better assess to quality education to

the substantial section of the society and the consequent improvement of the country

from different aspects.

In higher education, an institution must design its basic goals and objectives to

satisfy customers (students) by offering market driven academic and career programs; by

providing quality teaching and learning environment; and by providing adequate student

support services (Ibekwe, 2006). The satisfaction of teachers is also equally important to

enable teachers to achieve excellent teaching performance, remarkable research and to

improve the working environment of colleges.

In India, the resources allocated to educational sector are not enough to fulfill the

needs and to attain the objectives of educational institutions (Tilak, 1996; Shariff and

Ghosh, 2000; Choudhury and Mahajan, 2004; Patel, 2004; Yadav, 2004). It is not only

financial resources but financial health that determines the operational results and overall

efficiency of educational institutions. Poor financial health as a result of little available

funds is the cause of failure of many colleges in achieving success. Thus, in the present

scenario of financial crunch the task of achieving goals becomes very tough, so every

educational institute is desperately searching new paths to improve its financial heath to

survive in competition. Higher education is very competitive environment and colleges

compete for the best students, the best faculty and funding from grants and generous

donors (Dinkel, 2006, pp.10). Very few empirical studies have so far been conducted on

the notion of analyzing financial health of the colleges. Hence, the need to carry out this

study is felt.

At this time when scarcity of funds is getting aggravated, efficient management

plays a vital role to attain the basic goals and objectives of educational institutions.

Management of educational institutions describes the progressive, comprehensive and

institutional integrated system that institutions practices to attain their objectives and to

evaluate how well they achieved their aims in consequence of their planning efforts.

Introduction

20

Management of educational institutions is a multi dimensional construct. Each dimension

contributes to defining the cusps between different models and spelling out their roles

relative to each other (Lysons et al., 1998). However, the literature regarding the

management of educational institutions is usually concentrated on divergent aspects like

college quality (Kealy and Rockel, 1987), principal leadership (Pashiardis, 2005), faculty

performance (Mason et al., 1995) etc. But, in reality the management of colleges is not

based on the single aspect of the college management. Rather it depends on the all

aspects of the colleges collectively. Hardly any study has tried to measure the

effectiveness of management by taking all aspects of management. Thus, there arises a

need to study the management of colleges from different aspects collectively.

Nonetheless central goal of educational institutions is satisfaction of their students

and employees regarding educational services. Objectives of some educational

institutions also comprise of developing religiosity, spirituality and social development of

the students. Love and Talbot (1999), Wilk et al. (2000), Henderson (2003) and King and

Crowther (2004) reviewed that literature relating to religiousness/spirituality was

conspicuously absent from area of student development. The review of Henderson (2003)

showed that studies of spirituality/religiousness in student development were rarely

discussed before 1999 and he also observed that literature had dealt with only the impact

of the college experience on commitment to the Christian religion; a need for research

beyond this one religion has been identified. Hardly any study (rather no study) has yet

been conducted on the impact of management of Sikh educational institutions regarding

developing religiousness/spirituality among students. As the field of the study is appeared

to be little explored area, it will help in improving the understanding of management

regarding religiousness/spirituality in the colleges. The study is related to the dimensions

of religiousness in the colleges which help in morale building, therefore, parents,

educators and other religious persons will find this research important.

The above written concerns have motivated to investigate the various issues of

college management. The present research is, therefore, an attempt to evaluate the

financial health and management of the colleges in achieving their objectives. This

research is probably the only research of its kind conducted in Indian literature.

Introduction

21

1.6 OBJECTIVES OF THE STUDY

The inquiry of management of colleges prompted following specific objectives:

1. To study the financial health of Shiromani Gurdwara Parbandhak Committee

(SGPC) run colleges;

2. To analyze how the SGPC colleges are fulfilling the objectives for which they

were established?

a) To evaluate the management of colleges for their role in providing

services as educational institutions from the viewpoints of students,

teachers and principals.

b) To assess management of colleges for their services of promoting

religiousness among students of colleges by exploring the views of

students, teachers and principals.

c) To compare the views of students, teachers and principals regarding

management of colleges for educational and religiousness promoting

services and trace out if there are any significant differences in their

views.

3. To provide suggestions on the basis of conclusions of the study.

1.7 STRUCTURE OF THE STUDY

The study is organized into six chapters. Present chapter provides the introduction

of state of higher education and management of educational institutions. This chapter also

outlines the brief history of SGPC and sampled colleges.

Chapter 2 exhibits the literature review regarding management of colleges.

Chapter 3 delineates the research methodology by explaining the population, data

base, sample design, data analysis techniques used in the study.

Chapter 4 provides the analysis of the first research question related to financial

health of the SGPC colleges. The attempt has been made to analyze the financial health

of individual colleges and collective results of these colleges have also been provided in

this chapter.

Chapter 5 states the examination of perceptions of students, teachers and

principals towards college management. It states the overview of outcomes resulted from

Introduction

22

different techniques used to assess the management. The separate analysis of views of

students, teachers and principals shows their satisfaction level with the effectiveness of

management.

Chapter 6 discusses the evaluation of management of religiousness in colleges on

the basis of the perceptions of students, teachers and principals. The perceptions of

students, teachers and principals are analyzed and interpreted separately.

Chapter 7 compares the views of students, teachers and principals related to

management of colleges for education and religiousness promoting services and traces

out if there are any discrepancies.

Chapter 8 provides the conclusion of the study, suggestions and implications for

future research.

The thesis also contains bibliography and appendices.