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PROSPECTUS & SYLLABUS
MASTER IN EDUCATIONAL MANAGEMENT
(M.Ed.M.)
DEPARTMENT OF EDUCATIONAL ADMINISTRATION
FACULTY OF EDUCATION AND PSYCHOLOGY
THE M.S.UNIVERSITY OF BARODA
VADODARA June, 2008
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PROFILE OF THE DEPARTMENT OF EDUCATIONAL ADMINISTRATION:
The Department of Educational Administration established in 1951 is one of its own kind
in India. It has been offering Professional Diploma in Educational Management (PDEM),
Master degree in Educational Management (M.Ed.M) and Ph.D. Programme in Education. The
Department has UGC-SAP Project since 1994 and it is in Third Phase. It has undertaken
research work in Educational Management at all levels of Education and Women in Educational
Management. Many Ph.D students have been working in the area of Educational Management
under its dynamic faculties. Seminar and conferences are the special features of the Department.
The Dept. has international networking and collaboration with University of New England,
Australia, Commonwealth Secretariat, UK, Assumption University, Thailand) Stockholm
University, Sweden. The department has provided academic consultancy to the Govt. of Gujarat
in Projects like DPEP, PMNRF Project etc. It has contributed immensely by training human
resources in Educational Management.
Dean of the Faculty: Prof. R.G. Kothari
Head of the Dept.: Prof. N.Pradhan
Teaching Staff:
1. Prof. N.Pradhan, Professor & Head
2. Dr.Milind Sahasrabudde, Senior Lecturer
3. Dr.K.Pushpanadham, Senior Lecturer
4. Ms. Swaleha Sindhi
MASTER IN EDUCATIONAL MANAGEMENT (M.Ed.M.)
The course is developed by considering the importance of Educational Managers/
Administrators in the smooth functioning of the Educational Institutions. The course outline is
designed with the intention to give teachers and other practitioners within the education service,
a mastery of the theoretical disciplines underlying Educational Administration as a field of study
and research and apply these disciplines to the study of Educational System and organization. It
is to provide the students of education with good background in the social sciences, an
opportunity to undertake advanced study in the Educational Management and to prepare teachers
and others, within the education service for advancement in their professional careers, by
developing their administrative insights and potential.
The main objectives of the course are:
1. To provide an overview of the organization and administration of Education in India, with
special particular emphasis on Primary, Secondary and Higher Secondary Education in
India.
2. To examine how organisation theory and management theory have been applied in
education, in an attempt to establish the uniqueness of Educational Management.
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3. To explore the cruciality of organisational behaviour within educational institutions and to
determine productive discussions that can be incorporated by the Educaitonal Managers.
4. To acquire the ability to understand research methodology and its utilization in all the
dimensions of research in Educational Management.
Courses and Credits:
Master in Educational Management is a two year program OFFERED IN FOUR SEMESTERS
having 78 credits together.
Papers Credits
A. Foundation Papers 15 (3 credits per subject)
B. Core Papers 42 (3 credits per subject)
C. Optional Papers 21
D. Viva-Voce Internal 03 (1 credit per first three semester)
E. Viva-Voce External 03
Total= 84
Semester I : ( Total= 6 papers+ Viva voce)= 19 credit
EEA 2101: Philosophical Foundations of Education
EEA 2102: Sociological Foundations of Education
EEA 2103: Psychological Foundations of Education
EEA 2104: Organization and Administration of Education in India
EEA 2105: Conceptualization of a Research Problem
EEA 2001-16: Optional Papers (candidate should select ONE paper from the list of
optional papers)
EEA 2106 Viva-Voce : Internal= 1 credit
Semester II : ( Total= 7 papers+ viva voce)= 22 credit
EEA 2201: Leadership in Education
EEA 2202: Quantitative Approaches to Research in Education (A)
EEA 2203: Qualitative Approach to Research in Education
EEA 2204: Curriculum Development
BEEA 2205: Policy Making in Education
EEA 2206: Review of related literature
EEA 2001-16: Optional paper (candidate should select ONE paper from the list of
optional papers)
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EEA 2207 : Viva-Voce : Internal= 1 credit
Semester III (Total= 7 paper + Viva voce)= 22 credit
EEA 2301: Preparation and Presentation of Research Proposal
EEA 2302: Quantitative Approaches to Research in Education (B)
EEA 2303: Education for Sustainable Development
EEA 2304: Management of Stress
EEA 2305: Data Processing and Analysis
EEA 2001-16: Optional paper (candidate should select Two paper from the list of optional
papers)
EEA 2306: Viva-Voce : Internal= 1 credit
Semester IV : ( Total= 6papers + Viva voce) = 21 credit
EEA 2401: Preparation and presentation of a conceptual paper in educational management
EEA 2402: Writing and Reporting Dissertation
EEA 2403: Comparative International Education
EEA 2001-16: Optional paper (candidate should select Three papers from the list of optional
papers)
EEA 2404: Viva Voce: External= 3 credit
C: Optional papers
(Students can select optional papers from the list or equivalent papers from other faculties in the
M.S.University/any other Institution within India or Abroad with prior approval by the
Department.)
EEA 2001: Supervision, Development and Appraisal of Educational Personnel.
EEA 2002: Development and Evaluation of Educational Programs.
EEA 2003: Management of Examination System
EEA 2004: Management of Change in Education.
EEA 2005: Special Education Provisions: Policy, Management and Finance.
EEA 2006: Organizational Development.
EEA 2007: Management of Information Systems
EEA 2008: Management of Conflict: Interpersonal relation and Team Building
EEA 2009: Women in Educational management
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EEA 2010: Motivation in Educational Organizations
EEA 2011: Law and Education
EEA 2012: Total Quality Management
EEA 2013: Institutional Building
EEA 2014: Human Resource Management
EEA 2015: Time Management
EEA 2016: Management of Alternative Education
RULES AND REGULATIONS FOR THE COURSE:
O ME.DM 1. ADMISSION
A candidate seeking admission to the course leading to the masters in Educational
Management (M.Ed.M) must satisfy the following conditions:
1. He/She must possess any of the following degrees
(a) Bachelor of Education (B.Ed.) with 50 % minimum marks or equivalent grade point or
PDEM with minimum 50% marks or equivalent grade point.
Or
2. Any Post Graduate Degree or its equivalent with 50% minimum marks or equivalent
grade point.
O M.Ed.M 2: DURATION OF THE COURSE
A candidate admitted to this course shall undergo a regular course of study for two academic
years (4 semesters).
O M.EdM 3: COURSES OFFERED AND CREDIT SYSTEM
A candidate admitted to this course shall undergo a regular course of study for two academic
years (4 semesters). The following is the details of Foundation papers, Core papers and Optional
Papers with its credit to be offered by each student.
Papers Credits
A. Foundation Papers 15 (3 credits per subject)
B. Core Papers 42 (3 credits per subject)
C. Optional Papers 21 (3 credits per subject)
D. Viva-Voce Internal 03 (1 credit per first three semester)
E. Viva-Voce External 03
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Total= 84
Note: One credit equal to 15 hrs of teaching-learning by a student.
OMEDM 4: ATTENDANCE
The candidate must have 80% attendance in each of the courses mentioned above during all 4
semesters.
OMEDM 5: SCHEME OF EVALUATION
a. The student‘s performance in each of the course will be assessed on the basis of two
periodical tests during the semester, each having a weigthage of 15% and one comprehensive
test at the end of the semester, having a weighate of 70%. Alternately, two assignments may
be given or one periodical test and one assignment may be given during the semester in lieu
of the two periodical tests, with the same weightage (15% each).
EVALUATION SYSTEM FOR M.ED.M
For the evaluation of students, following grading system and its equivalent weightage in
percentages be followed.
Grade
Point
Description % of Marks Division of
Grade
Range
10 Outstanding 90.10%-100.00 % First/O 9.01-10.00
9 Excellent 80.10%-100.00 % First/A 8.01-9.00
8 Very good 70.10%-100.00 % First/B 7.01-8.00
7 Good 60.10%-100.00 % First/C 6.01-7.00
6 Fair 50.10%-100.00 % Second/D 5.01-6.00
5 Average 40.10%-100.00 % Pass/E 4.01-5.00
4 Dropped/Fail Upto 39.99 % F Upto 3.99
b. Grade point equivalent
Grades O A B C D E F
Points 10 9 8 7 6 5 4
c..The overall grade in this course will be calculated on the basis of the grade points obtained on
each of the courses. The student‘s grade will be calculated as illustrated below.
Papers Credit Grade Obtained Equivalent Grade Points
A-401 3 B 8 3X8=24
A-402 3 O 10 3X10=30
A-403 3 O 10 3X10=30
A-404 3 E 5 3X5=15
A-405 3 B 8 3X8=24
B-401 3 A 9 3X9=27
B-402 3 C 7 3X7=21
B-403 3 D 6 3X6=18
B-404 3 C 7 3X7=21
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B-405 3 C 7 3X7=21
B-406 3 B 8 3X8=24
B-407 3 O 10 3X10=30
B-408 3 O 10 3X10=30
B-409 3 E 5 3X5=15
B-410 3 B 8 3X8=24
B-411 3 A 9 3X9=27
B-412 3 C 7 3X7=21
B-413 3 D 6 3X6=18
B-414 3 C 7 3X7=21
C-401 3 C 7 3X7=21
C-402 3 B 8 3X8=24
C-403 3 O 10 3X10=30
C-404 3 O 10 3X10=30
C-405 3 E 5 3X5=15
C-406 3 B 8 3X8=24
C-407 3 B 8 3X8=24
D 3 A 9 3X9=27
E 3 C 7 3X7=21
TOTAL GRADE POINTS 673
Average Grade Point=673/84=8.01
Overall Grade Point=A (Passes with First class)
d. There are also the conversions of Grade and marks for the MEDM course. The equivalent
marks and grades are presented here below.
Marks equivalent of grades followed to evaluate students of M.Ed.M.
Division/Grade Equivalent Marks Remarks
First/O 90-100 Outstanding
First/A 80-90 Excellent
First/B 70-80 Very Good
First/C 60-70 Good
Second/D 50-60 Fair
Pass/E 40-50 Average
F 0-39 Dropped
F = Dropped (<40%)
OMEDM 6: STANDARD OF PASSING
To qualify for the Masters Degree in Educational Management, a candidate must obtain at least
E grade in each of the courses offered as well as in the aggregate. If a student fails in any course
in any semester, she/he can appear for the same within three years time from the date of that
examination and can qualify to get the degree.
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DETAILS OF COURSE OUTLINES
A. FOUNDATION PAPERS
Total=15 credits (3 credits each)
A. 2101: PHILOSOPHICAL FOUNDATIONS OF EDUCATION
COURSE OBJECTIVES
The Philosophical component of this (foundation) core paper for a post-graduate course in
Educational Management (Professional), aims at developing the following competencies
amongst the scholars.
1. Understanding the nature and functions of philosophy of education.
2. Logical analysis, interpretation and synthesis of various concepts, proposition and
philosophical assumptions about educational phenomenon.
3. Understanding and use of philosophical methods in studying educational data.
4. Critical appraisal of contributions made to education by prominent educational thinkers
– Indian and Western.
COURSE CONTENTS
UNIT I: Philosophy of Education: (8 hrs)
Meaning and its nature – Directive Doctrine;
• A Liberal Discipline;
• An activity.
• Its Functions – Speculative, Normative, Analytical.
UNIT II: Metaphysics (10 hrs)
• Metaphysical Problem and Education related to Nature, Man and Society.
• Impact of Philosophical suppositions on education made by – Idealism, Realism,
Pragmatism, Existentialism, Vedanta (Advaita & Veshistadvaita only), Sankhya School
of thought.
UNIT III.: Epistemology (10 hrs)
• Epistemology and Education : Knowledge; methods of acquiring valid knowledge with
specific reference to Analytic philosophy, Dialectical approach, Scientific Inquiry Nyâya,
Yoga.
UNIT IV: Axiology and Education (10 hrs)
• Axiology and Education : Critical appreciation of the contribution made by Buddhism,
Jainism, Bhagavadgita and Islam to education in terms of value formulation.
UNIT V : Educational Thoughts Great Thinkers (7 hrs)
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• Educational Thoughts of Plato, Kant, Dewey, Gandhi, Tagore, Sri Aurobindo, and
J.Krishnamurthy
References
Archer, R.L., (1912) Russeau on Education, Longman Green and Co., New york.
Chandra, S.S. and Sharma, R.K. (2004) Atlantic Publishers, B-2 Vishal Enclave, Opp. Rajouri
Graden, New Delhi-27
Dewey J.W., (1916) Democracy and Education : an Introduction to Philosophy of Education,
Mac Millan and Co., New York
A. 2102: SOCIOLOGICAL FOUNDATIONS OF EDUCATION
COURSE OBJECTIVES
1. To enable the students to understand concept and process of social organization, social
stratification and institution
2. To enable the students to understand relationship, between culture, society and
education
3. To enable the students to know issues of equality, excellence and inequalities in
education.
COURSE CONTENTS
UNIT I : Concept and Nature of Sociology of Education (12 hrs)
Meaning and nature of sociology of Education.
Difference between sociology of education and Educational Sociology;
Social organization; social groups; social stratification; factors influencing social stratification
Social organization, characteristics of social organisation; institutions, attitude and
values.
UNIT II : Culture and Education (10 hrs)
Culture – meaning and nature of Culture, Role of education in cultural context;
Education and cultural change.
UNIT III: Education & Society (10 hrs)
Education and Society – Education as a social system, Education as a socialization process
and education as a process of causing social progress and change.
UNIT IV: Equality of Educational Opportunities (13 hrs)
Issues of equality of educational opportunity and excellence in education.
Equality vs. Equity in education;
Inequalities in Indian social system with special reference to social disadvantages, gender and
habitations, need measures to address them.
Education and Democracy, Constitutional provisions for Education; Nationalism and
Education; Education for national integration and International understanding.
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References:
1. Broughton, J. (1986). ―The Genesis of Moral Domination‖. In S. Modgil & C. Modgil
(Eds.) Lawrence Kohlberg – Consensus and Controversy (pp. 363-390). East Sussex:
The Falmer Press.
2. Butler, J. (2000) Antigones Claim. New York: Columbia University Press.
3. Butts, R. (1986). Kant and the Double Government Methodology. Dordrecht: Reidel
Publishing Company.
4. Dröber, R. & Nunner-Winkler, G. (1986). ―Wertwandel und Moral―. In H. Bertram (Ed.)
Gesellschaftlicher Zwang und moralische Autonomie. Franfurt am Main: Suhrkamp.
5. Gore, M.S., Desai, I.P., and Chitnis, Suma, (1967) The Sociology of Education in India,
NCERT, New Delhi.
6. Williams, R. (1997). Hegel’s Ethics of Recognition. Berkeley: University of California
Press.
A. 2103 : PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
Course Objectives
1. To enable the student to understand concepts and principles of Educational
Psychology as an applied science.
2. To enable the leaner to understand implications of psychological theories for Education and
Educational Management.
3. To acquaint the learner, with the process of development and assessment of various
abilities and traits.
Course Contents
UNIT I: Educational Psychology:
Concept, concerns and scope of educational psychology,
Contribution of psychology to education
UNIT II: Human Development :
Concept, principles, sequential stages of development; factors influencing development and their
relative role; general characteristics and problems of each stage.
Theories of Piaget and Bruner – major concepts, stages and implications for education.
Indian theory of Psychological Development.
UNIT III: Learning :
Concept, kinds, levels of learning, various view points on learning, Gagne‘s
conditions of learning; cognitive view point and information processing; issues related
to learning. Educational implications of the view points on learning.
UNIT IV: Group Dynamics:
Group process, interpersonal relations, sociometric grouping, social emotional
climate of the classroom and influence of teacher characteristics.
UNIT V: Individual Difference:
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Concept of intra and inter differences:
a) Intelligence and cognitive abilities, identification fostering
b) Creativity – Nature, Process, Identification, fostering and Guiding creative
children.
c) Interests, attitude and values
d) Adjustment of teaching – learning process to suit individual differences – learning
styles and teaching strategies.
UNIT VI: Personality:
Concept, development, structure and dynamics of personality
• Theories of Personality – Allport, Eysenck; Psychoanalytic approach of Freud, Erickson;
Behavioural approach – Miller, Dollard and Bandura; Humanistic approach – Roger, Maslow.
• Indian Theories : Vedic, Buddhist, Rabindernath Tagore, Mahatma Gandhi, J.Krishnamurti and
Sri Aurobindo
UNIT VII: Measurement of Personality Traits:
• Assessment of Personality – Techniques
a) Personality inventories – rating scales
b) Projective techniques : Rorchach, TAT
UNIT VIII: Adjustment and Mental Health
a) Concept, mechanism of adjustment – defence; escape, withdrawal, compensatory.
b) Introduction to common forms of neuroses, psychosis and somatic disorders
c) Principles of mental hygiene – preventive, constructive, curative measures,
d) Implications for education
References:
Problems in educational psychology, by Walter J. Gifford and Clyde P. Shorts.
(Garden City, N. Y., Doubleday, Doran & company, inc., [c1931]), by
Walter John Gifford (page images at HathiTrust)
A humane psychology of education, by Jaime Castiello ... with a preface by Louis J. A.
Mercier ... Chicago, # University Press, 1962., by Jaime Castiello (page images at
HathiTrust)
Fundamentals of educational psychology, by O. B. Douglas ... and B. F. Holland ...
(New York, The Macmillan company, 1938), by Oscar Berry Douglas (page
images at HathiTrust)
Skill in work and play, by T. H. Pear ... with seven illustrations. (New York, E.P.
Button & co., [1924]), by T. H. Pear (page images at HathiTrust)
Learning and teaching : psychological foundations of educational technique.
(Philadelphia, London, [etc.] J. B. Lippincott company, [c1923]), by
Arthur Raymond Mead (page images at HathiTrust)
Elementary psychology and education; a text-book for high schools, normal schools,
normal institutes, and reading circles, and a manual for teachers, by Joseph Baldwin.
(New York, D. Appleton and company, c1887), by Joseph Baldwin (page
images at HathiTrust; US access only)
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A. 2104: Organization and Administration of Education in India Objectives :
1. To understand the historical perspectives of Indian Education and its administrative structure
2. To understand the aims and objectives of education and it relevance to Educational
management.
3. To Know and understand the types of educational organizations and the procedure of their
administration in India.
4. To Understand the present system of Indian Education System.
COURSE OUTLINE:
Unit I: Historical foundations of Education 10 hrs
System of education during ancient, modern and medieval period.
Analysis of different committees and Commissions‘ reports in Indian education.
Unit II: The nature and process of educational organizations 12 hrs
Concept of organization.
Factors that affect an organization
Types of organization at primary school, Secondary school and Higher education level in
India.
Unit III: Administrative procedure of education in India. 8 hrs
Role of Centre
Role of State
Role of local bodies and authorities
Unit IV: Decentralized Administration: 12 hrs
Concept and meaning of decentralization.
Delegation of authority.
The art of delegation.
Factor determining the decentralization of administration.
Advantages & disadvantages of decentralization of administration.
Unit V. Manager and Organizational Development 13 hrs
The need of effective administrator.
Role of an administrator in O.D.
Approaches for administration.
Future of educational administration.
PRACTICAL : On the basis of informal interview with any educational administrators, prepare
a write up about the typical roles she / he performs in his/her organisation.
REFERENCES : 1. Banghart, Frant W. : Educational Systems Analysis, Macmillan Co., London 1969.
2. Bailey, A.J. : Support for school Management, Croom Helm, London 1987.
3. Bhagia, N.M. : Educational Administration in India and other developing countries,
Commonwealth Publishers. New Delhi. 1990.
4. McGrath, J.H. : Planning Systems for School Executives, Intex Educational Publishers,
S. Francisco, 1972.
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5. Mathur, S.S. : Educational Administration – Principles & Practices, Krishna Press –
Jullunder, 1989.
6. Naik, J.P. : Educational Planning in India, Allied Publications, Bombay, 1965.
7. Tyler, William : School Organisation : A Sociological Perspective – Crown Helm,
London, 1988.
8. Heuriegel, Don and John W. Slocum : Organisational Behaviour : Contingency view.
West Publishing Co. New York, 1976.
9. Cohen, Allan R., et al : Effective Behaviour in Organisations. Richard D., Irwin Inc.,
Illinois, 1976.
10. Milton, Charles R. : Human Behaviour in Organisations. Prentice-Hall Inc., New Jersey,
1981.
11. Mabry, Edward A. and Richard E. Barnes : The Dynamics of Small Group
Communication, Prentice-Hall Inc., New Jersey, 1980.
12. Grasha, Anthany F. and Daniel S. Kirshenbaum : Psychology of Adjustment &
Competence, Winthrop, Mass., 1980.
A. 405: LEADERSHIP THEORY RESEARCH AND DEVELOPMENT
Objectives
This Course has been designed to enable the student to :
1. Understand the concept of leadership in educational management.
2. Understand the Styles and Theories of leadership and their implications in educational
management.
3. Understand the importance of the leadership behavior in educational management.
4. Understand and appreciate the related concept of leadership in educational.
Unit I : Concept of Leadership 4 hrs
– Meaning and Definition of leadership.
– Leadership qualities or attributes
– Leading vs. Managing : Some Crucial distinctions
Unit II : The Background and Classic Studies on Leadership 5 hrs
– Iowa Leadership Studies
– Ohio State Leadership Studies
– Early Michigan Studies on Leadership Styles
Unit III : Leadership Styles and their Implications 5 hrs
– Autocratic, Democratic and Lasieez – Faire
– McGregor‘s X and Y styles, Reddins Three Dimensional Model, Likert‘s Four systems,
Blake and Mounton‘s, Managerial Grid.
– Power as an essential component of leadership.
– Reven‘s Social Basis of Power.
Unit IV : Theories of Leadership 7 hrs
– Trait theories of Leadership
– Group and exchange theories of leadership
– Situational theories of Leadership
(Fiedler‘s Contingency model of Leadership, Research support and its‘ Critical Analysis)
– Path – Goal Leadership theory
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– A Social Learning Approach to Leadership
Unit V : Related Concept of Leadership in Educational Management 6 hrs
– Leadership and Organizational Climate
– Leadership and Staff Morale
– Leadership and Organizational Development
– Leadership and Faculty Development
Unit VI : Perception of Power and Authority 7 hrs
– The effective use of Managerial Power
– Participation and the effective use of Authority
– Understanding Personal Power
– Power at Work
Unit VII: Other Aspects of Leadership 7 hrs
– Excellence at the Top : A Leadership style that works
– How to link Management style to Subordinates‘ Personalities
– Leadership, Management and Seven Keys
Attitude towards Goals, Conception of work, Relations with others, Sense of Self Concept,
Conflict, (Convergence and culture)
– Strategies for Successful Leadership in Changing times
– Developing Leadership Potential
– Leadership in Transformation
Unit VIII: Researches in the Areas of Leadership 4 hrs
– Researches in India w.r.t. to Educational Management
– Researches abroad w.r.t. to Educational Management
Practical Work:
1. Visit any Educational Institution and Study the Leadership Style of an Educational Manager
over there and Prepare a report on it.
References
1. Craigs, M.W. : Dynamics of Leadership, Jaico Publishing House, Bombay, 1995.
2. Luthans, Fred : Organizational behavior, McGraw-Hill International Book Co. Tokyo, 1981.
3. Herbert, Theodora T. : Dimensions of Organizational Behavior, McMillian Publishing Co.,
New York, 1976.
B. CORE PAPERS:
B. 2105: Conceptualization of a Research Problem
Objectives of the Course
1. The students will understand the process of conceptualizing a problem
2. Students will be able to know the characteristics of a scientific problem that is
researchable
3. Students will be able to rationalize the problem to be investigated.
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Course outline
Unit-I: Conceptual Framework (15 hrs)
1. Meaning of Concept
2. Developing a Conceptual Framework
3. Developing Assumptions, Postulates, Models and Hypotheses
4. Research Questions
5. Rational of a Study
Unit-II: Characteristics of a Scientific Problem (15 hrs)
1. Meaning of a scientific Problem
2. Characteristics of Scientific Problem
3. Importance of Metaphysical Questions
4. Considerations in selecting a research problem
Unit-III: Identification of a Research Problem (15 hrs)
1. Researcher‘s wisdom and Logic
2. Related Literature
3. Need of the Society
4. Thesis and Antithesis
5. Evolving thesis
Assignment
Students will select identify a research problem in consultation with the teacher and develop a
conceptual framework. It will be submitted for evaluation.
Reference
Best, J.W. and Kahn, J.V. (2008 ) Research in Education, Prentice Hall of India, New
Delhi
Kerlinger, F.N. (1978)Foundations of Behavioural Research, srjeet Publications, 7-K
Kolhapur Road, new Delhi-7
Bryman A (1988) Quantity and Quality in Social Research London: Routledge
Campbell D and Fiske DW (1959) Convergent and discriminate validation by the multitrait-multimethod matrix Psychological Bulletin 54, 297-312.
Denzin NK (1970) The Research Act in Sociology London: Butterworth
Denzin NK (1978) The Research Act: A theoretical introduction to sociological methods New York: McGraw-Hill
Emmel N & Clark A (2009) The Methods Used in Connected Lives: Investigating networks, neighbourhoods and communities. NCRM Working Paper. National Centre for Research Methods [http://eprints.ncrm.ac.uk/800/
EEA 2202: Quantitative Approaches to Research in Education
UNIT I: Nature of educational data: 10 hrs
Quantitative and Qualitative.
• Quantitative data : Scales of measurement : nominal, ordinal, internal, Ratio.
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UNIT II. Organization and representation of data: 10 hrs
Frequency distribution. Frequency polygon,
Histogram, Ogive, Smoothed frequency curve.
UNIT III. Concept, calculation and uses of ; 12 hrs
a) Measures of central tendencies,
b) Measures of variability.
c) Percentiles and Percentile Ranks.
d) Correlations and Regression equations
UNIT IV. Properties and uses of normal distribution 13 hrs
• Inferential statistical methods
a) Standard errors, confidence limits
b) Hypothesis testing Difference between means, correlations.
c) Chi-square test
References
1. Garrett H.E., and Woodworth , R.S. (1979) Statistics in Education and Psychology,
Vakils feffer and Simons Ltd. Ballard Estate, Bombay
2. Miles MB and Huberman AM (1984) Qualitative Data Analysis: A sourcebook of new methods Beverly Hills: Sage
3. Morse JM (2003) ‘Principles of mixed methods and multi-method research design’ in (eds) A Tashakorri A and C Teddlie C (2003a) Handbook of mixed methods in social and behavioural research Thousand Oaks, CA: Sage
4. Munro WG (2010) The Actuarial Subject: Legitimacy and Social Control in Late Modernity. Unpublished Doctoral Thesis, University of Stirling, Department of Applied Social Science
5. Richardson L and St Pierre EA (2005) Writing: a method of inquiry in (eds) NK Denzin and YS Lincoln The Sage Handbook of Qualitative Research, third edition, Thousand Oaks CA: Sage
6. Sandelowski M (2003) ‘Tables or tableaux: The challenges of writing and reading mixed methods studies’ in (eds) A Tashakorri A and C Teddlie C (2003a) Handbook of Mixed Methods in Social and Behavioural Research Thousand Oaks, CA: Sage
EEA 2203 : Qualitative Approaches to Research in Education
Course Objectives
To enable the students to understand:
1. The meaning of scientific method, scientific inquiry, Paradigm, theory and their
implications for educational research.
2. The characteristics of philosophical, psychological and sociological researches in
education.
3. The different strategies of educational research.
4. The techniques of developing a research proposal.
5. The meaning and techniques of sampling
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6. The various types of tools of data collection.
Course Contents
UNIT I: Nature of Research, knowledge and Inquiry. 8 hrs
• Scientific inquiry, scientific method, nature and sources of knowledge.
• Paradigm, theory, model and approach; positivist and non-positivist (humanities)
paradigms and their implications for educational research.
UNIT II: Methods of Qualitative Educational Research 8 hrs
• Experimental; Normative Survey; Historical, Case Study; Development; Ethnographic;
Documentary-analysis .
• Evaluative Research and Action Research
UNIT III: Sampling in Qualitative Research 12 hrs
• Unit of sampling, population; techniques (a) probability sampling techniques & (b) non-
probability sampling techniques.
• Characteristics of a good sample.
• Sampling errors and how to reduce them.
• Tables of Random Numbers; types; how to use them.
UNIT IV: Tools and techniques of data collection 12 hrs
• Observation; Interview; Sociometric techniques.
• Questionnaire, Rating scales; Interview schedules, Attitude scales etc.
• Reliability and validity of various tools and techniques.
UNIT VI: Data analysis in Qualitative Research 5 hrs
Content analysis
Descriptive/narratives
Coding- Classification
Factors influencing validity of research; internal vs. external validity;
How to increase validity of research findings in Qualitaive Research
PRACTICUM
• Review of two published research papers; one quantitative and the other qualitative.
• Review of an M.Ed. or an M.Phil. dissertation.
• Development of a research proposal for M.Ed. Dissertation and it‘s seminar–presentation.
• Construction of one tool of data collection.
References:
1. Garrett H.E., and Woodworth , R.S. (1979) Statistics in Education and Psychology,
Vakils feffer and Simons Ltd. Ballard Estate, Bombay
2. Miles MB and Huberman AM (1984) Qualitative Data Analysis: A sourcebook of new methods Beverly Hills: Sage
17
3. Morse JM (2003) ‘Principles of mixed methods and multi-method research design’ in (eds) A Tashakorri A and C Teddlie C (2003a) Handbook of mixed methods in social and behavioural research Thousand Oaks, CA: Sage
4. Munro WG (2010) The Actuarial Subject: Legitimacy and Social Control in Late Modernity. Unpublished Doctoral Thesis, University of Stirling, Department of Applied Social Science
5. Richardson L and St Pierre EA (2005) Writing: a method of inquiry in (eds) NK Denzin and YS Lincoln The Sage Handbook of Qualitative Research, third edition, Thousand Oaks CA: Sage
6. Sandelowski M (2003) ‘Tables or tableaux: The challenges of writing and reading mixed methods studies’ in (eds) A Tashakorri A and C Teddlie C (2003a) Handbook of Mixed Methods in Social and Behavioural Research Thousand Oaks, CA: Sage
EEA 2204: Curriculum Development
Objectives:
1. To enable the student to develop an understanding about important principles of curriculum
construction.
2. To help student to understand the bases and determinants of curriculum.
3. To orient the student with curriculum design, process and construction of curriculum
development.
4. To acquaint student with curricular content, curriculum implementation and process of
curriculum evaluation.
5. To help student to understand issues, trends and researches in the area of curriculum in India.
UNIT I Introduction : 12 hrs
1. Concept and meaning of curriculum.
2. Curriculum development, theories and procedures.
3. History of curriculum development.
UNIT II Bases of Determinants of Curriculum. 12 hrs
1. Philosophical considerations
2. Psychological considerations
3. Sociological considerations
4. Discipline-oriented considerations
UNIT III Curriculum Design and organization 13 hrs
1. Components and source of design
2. Principles
3. Approaches
4. Categories and types
5. Curriculum Construction :
6. Different models and principles
7. Deduction of curriculum from aims and objectives of education
8. Administrative consideration
9. Grass-root level planning
10. System – analysis.
18
11. Curriculum Implementation Strategies :
12. Role of Curriculum support materials
13. Types of materials and aids
UNIT IV Curriculum Implementation and Evaluation 8 hrs
1. Models of implementation.
2. Curriculum evaluation.
3. Importance of evaluation of curriculum
4. Models of curriculum evaluation
5. Interpretation of evaluation results and method.
6. Issues and trends in curriculum development & curriculum researches in India.
7. Suggestions and recommendations in curriculum development as per the following
commissions : University Education Commission, (1948), Secondary Education
Commission, (1952), Education Commission, (1966). NPF, 1986
Practical Work:
1. Prepare a report on a procedure followed for evaluation of curriculum in any one of the
educational institutions.
2. Prepare a report on the tools and steps of curriculum implementation, followed in any one
educational institution
3. Visit an educational institution of your choice. Observe and list the functions of curriculum
team
4. List the aspects you would consider for evaluating a curricular material.
References:
1. Preedy Margaret: Approaches to Curriculum Management Open University Press, 1989.
2. Brookes, J.E et al; School Time-tabling Unit-9. The Open University press, Londons, 1976.
3. Roe, W.H.: School Business Management, Mo-Graw-Hill Book Co. Inc , New York, 1961.
4. Galen Saylor & William Alexander Holt: Planning Curriculum for Schools, New York,
Rinehart & Winston Inc , 1974.
5. Hilda Taba: Curriculum Development: Theory and Practice, New York, Harcourt Bra,
Jovanoovich Inc 1962.
6. Ralph W. Tyler: Basic Principles of Curriculum and Instraction, Chicago, Chiecago
University Press,1947.
7. Reort of Secondary Education Commission (1952-53)
8. Education Commission (1964-66)
9. Iswarbhai Patel Commission (1977)
10. National Policy on Education.1992
11. Revised National Policy on Education, 1992
12. Programme of Action 1987
13. Syllabi for Primary and Secondary level prepared by N.C.E.R.T.
14. N.C.T.E. Curriculum framework, 1978, 1988
15. N.C.T.E, 1996 (Discussion Document)
EEA 2205 : Policy making in Education
Objectives
(1) To study various government policies from perspectives of Educational Management.
19
(2) To study process of policy making in Education
(3) To study importance of policies in Education.
(4) To critically analyze policies
Unit I Introduction 8hrs
1. Need and Importance of Policy
2. Bases of national policies
3. Review of policies before independence
4. Review of policies after independence
Unit II - Education and national Development Commission Report 1964-66 10hrs
1. Recommendation with regard to school education
2. Recommendation with regard to Technical education
3. Recommendations with regard to Higher Education
Unit III – Review of National Policy on Education-1986 10 hrs
1. Concept of Operation Black Board
2. Delinking degrees from Jobs
3. Primary Education
Unit IV- National Curriculum Frame work- 2005 6 hrs
1. Review of the recommendations on School education
2. Pedagogical implications
Unit V: National Knowledge Commission 2009 11 hrs
1. Perspectives and priorities
2. Strategies and Challenges
3. Review of the report
Assignments
(1) Students will refer different educational policies and note recommendations related to
educational management.
(2) Students will select any one national policy and note various steps taken by government to
apply recommendations given by that policy.
(3) Students will write in their own words, critical remarks on any policy recommendation
related to Educational Management.
Suggested Readings:
1. Ham, Christopher and Michael Hill (1993). The policy process in the modern capitalist
state . 2nd edition. New York: Harvester Wheatshea
20
2. Kirkhart, K.E. (2000). Reconceptualising evaluation use: An integrated theory of
influence. In Valerie J. Caracelli and Hallie Preskill (Eds.) The expanding scope of
evaluation use, New Directions for Evaluation, 88:5-23. San Francisco: Jossey-Bass.
3. Lindstrm, Lars, Leif Ulriksson and Catharina Elsner (1999). Utvrdering av skolan
avseende lroplanernas ml (US98). Portfljutvrdering av elevers skapande i bild.
[Evaluation of the school concerning the goals in the national curriculum (US 98). Port-
folio evaluation of the pupil's creative processes in art. In Swedish.] Stockholm:
Skolverket.
4. National Agency for Higher Education (2001). From quality audit to quality assessment.
Hgskoleverkets rapportserie 2001:9R. Stockholm: National Agency for Higher
Education.
5. Patton, Michael Q. (1998). Discovering process use. Evaluation, 4 (2):225-233.
EEA 2206: Review of Related Literature
Objectives
1. Students will be able to locate the related literature from different sources and critically
analyze and synthesize them.
2. They will be able to derive meaningful implications and conclusion for their own study.
Unit-I: Need and Importance of Review of Literature (8 hrs)
Locating Research Gaps; Substantive and Methodological
Unit-II: Procedures of Review (12 hrs)
1. Researches according to variables
2. As per sample coverage
3. As per time period and recency
Unit-III: Sources of Literature (15 hrs)
1. Policy documents
2. Researches in the area
3. Writing from Books and Journals
4. Documents
Unit- IV: Meta analysis Model (10 hrs)
1. Fixed model
2. Random Effect model
3. Quality Effect model
4. Procedure of Meta analysis
5. Examples of Meta analysis
Assignment
Students shall be carrying out the literature survey in a given topic and present the implications
and conclusions
21
References
1. Glass G. V (1976). "Primary, secondary, and meta-analysis of research". Educational
Researcher 5 (10): 3–8. doi:10.3102/0013189X005010003.
2. Cochran WG. Problems Arising in the Analysis of a Series of Similar Experiments.
Journal of the Royal Statistical Society, 4:102-118, 1937
3. Cochran WG and Carroll SP. A Sampling Investigation of the Efficiency of
Weighting Inversely as the Estimated Variance. Biometrics 9:447-459, 1953
4. Lelorier, J.; Grégoire, G. V.; Benhaddad, A.; Lapierre, J.; Derderian, F. O.
(1997). "Discrepancies between Meta-Analyses and Subsequent Large Randomized,
Controlled Trials". New England Journal of Medicine 337 (8): 536–542.
doi:10.1056/NEJM199708213370806. PMID 9262498.
5. Slavin, R. E. (1986). "Best-Evidence Synthesis: An Alternative to Meta-Analytic
and Traditional Reviews". Educational Researcher 15 (9): 5–9.
doi:10.3102/0013189X015009005.
6. Hunter, Schmidt, & Jackson, John E. (1982). Meta-analysis: Cumulating
research findings across studies. Beverly Hills, California: Sage.
7. Glass, McGaw, & Smith (1981). Meta-analysis in social research. Beverly Hills,
CA: Sage.
8. Rosenthal, Robert (1979). "The "File Drawer Problem" and the Tolerance for
Null Results". Psychological Bulletin 86 (3): 638–641. doi:10.1037/0033-2909.86.3.638
9. Hunter, John E; Schmidt, Frank L (1990). Methods of Meta-Analysis: Correcting
Error and Bias in Research Findings. Newbury Park, California; London; New Delhi:
SAGE Publications
10. Light & Pillemer (1984). Summing up: The science of reviewing research.
Cambridge, CA: Harvard University Pree.
11. Ioannidis, J., & Trikalinos, T. (2007). "The appropriateness of asymmetry tests
for publication bias in meta-analyses: a large survey". Canadian Medical Association
Journal 176 (8): 638–641. doi:10.1503/cmaj.060410.
http://www.cmaj.ca/content/176/8/1091.full
12. Ferguson, C., & Brannick, M. (2012). "Publication bias in psychological science:
Prevalence, methods for identifying and controlling, and implications for the use of
meta-analyses". Psychological Methods 17 (1): 120–128. doi:10.1037/a0024445.
http://www.tamiu.edu/~cferguson/PubBias.pdf
B 407: Preparation and Presentation of Research Proposal
Objectives of the course
1. Students will be able to develop a research proposal
2. Students will develop the skills of presenting their research proposal
Unit-I: Problem selection and proposal preparation (15 hrs)
1. Selection of a research problem
2. Format for developing a research proposal; Introduction, Conceptual framework, Review
of related literature, Research questions, Statement of the problem, Objectives of the
study, Hypotheses, Operational Definition, Design of the study, Conclusion and
Implications, References
22
Unit-II: Proposal Presentation (18 hrs)
1. Use of ICT in Presentation
2. Chairman‘s role in seminar
3. Participation in seminar
4. Benefits from a presentation
Unit-III: Critique of a seminar presentation 12 hrs
1. Evaluating a seminar presentation of proposal
2. Feedback from a seminar
3. Research Proposal review
Assignment
Students will develop a proposal and present and participate in the same.
References
1. Glass G. V (1976). "Primary, secondary, and meta-analysis of research". Educational Researcher
5 (10): 3–8. doi:10.3102/0013189X005010003.
2. Cochran WG. Problems Arising in the Analysis of a Series of Similar Experiments. Journal of
the Royal Statistical Society, 4:102-118, 1937
3. Cochran WG and Carroll SP. A Sampling Investigation of the Efficiency of Weighting Inversely
as the Estimated Variance. Biometrics 9:447-459, 1953
4. Lelorier, J.; Grégoire, G. V.; Benhaddad, A.; Lapierre, J.; Derderian, F. O. (1997).
"Discrepancies between Meta-Analyses and Subsequent Large Randomized, Controlled Trials".
New England Journal of Medicine 337 (8): 536–542. doi:10.1056/NEJM199708213370806.
PMID 9262498.
5. Slavin, R. E. (1986). "Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional
Reviews". Educational Researcher 15 (9): 5–9. doi:10.3102/0013189X015009005.
6. Hunter, Schmidt, & Jackson, John E. (1982). Meta-analysis: Cumulating research findings
across studies. Beverly Hills, California: Sage.
7. Glass, McGaw, & Smith (1981). Meta-analysis in social research. Beverly Hills, CA: Sage.
8. Rosenthal, Robert (1979). "The "File Drawer Problem" and the Tolerance for Null Results".
Psychological Bulletin 86 (3): 638–641. doi:10.1037/0033-2909.86.3.638
9. Hunter, John E; Schmidt, Frank L (1990). Methods of Meta-Analysis: Correcting Error
and Bias in Research Findings. Newbury Park, California; London; New Delhi: SAGE
Publications
10. Light & Pillemer (1984). Summing up: The science of reviewing research. Cambridge, CA:
Harvard University Pree.
11. Ioannidis, J., & Trikalinos, T. (2007). "The appropriateness of asymmetry tests for publication
bias in meta-analyses: a large survey". Canadian Medical Association Journal 176 (8):
638–641. doi:10.1503/cmaj.060410. http://www.cmaj.ca/content/176/8/1091.full 12. Ferguson, C., & Brannick, M. (2012). "Publication bias in psychological science: Prevalence,
methods for identifying and controlling, and implications for the use of meta-analyses".
Psychological Methods 17 (1): 120–128. doi:10.1037/a0024445.
http://www.tamiu.edu/~cferguson/PubBias.pdf
B 408: Quantitative Approaches to Research in Education (B)
23
Objectives
Students will be able to analyze and interpret the quantitative data by using descriptive and
inferential statistical
Unit-I: Descriptive statistics (12 hrs)
1. Scaling of data
2. Graphical representation of data
3. Measures of Central tendencies
4. Measures of variability
Unit-II: Nature of distribution of data (10 hrs)
1. Normal Probability curve; characteristics and applications
2. Deviation from normality; Skew ness and Kurtosis
Unit-III: Inferential statistics (15 hrs)
1. Correlation coefficient
2. Multiple correlation
3. Regression equation
4. ‗t‘ test
5. ―F‖ test
6. ANCOVA
Unit-IV: Non-parametric Statistics (8 hrs)
1. Rank difference correlation
2. Chi square test
Assignment
Students shall collect numerical data from a selected sample and use suitable statistics as per the
objectives for which data are collected.
References
1. Garrett H.E., and Woodworth , R.S. (1979) Statistics in Education and Psychology,
Vakils feffer and Simons Ltd. Ballard Estate, Bombay
2. Miles MB and Huberman AM (1984) Qualitative Data Analysis: A sourcebook of new methods Beverly Hills: Sage
3. Morse JM (2003) ‘Principles of mixed methods and multi-method research design’ in (eds) A Tashakorri A and C Teddlie C (2003a) Handbook of mixed methods in social and behavioural research Thousand Oaks, CA: Sage
4. Munro WG (2010) The Actuarial Subject: Legitimacy and Social Control in Late Modernity. Unpublished Doctoral Thesis, University of Stirling, Department of Applied Social Science
5. Richardson L and St Pierre EA (2005) Writing: a method of inquiry in (eds) NK Denzin and YS Lincoln The Sage Handbook of Qualitative Research, third edition, Thousand Oaks CA: Sage
6. Sandelowski M (2003) ‘Tables or tableaux: The challenges of writing and reading mixed methods studies’ in (eds) A Tashakorri A and C Teddlie C (2003a)
24
Handbook of Mixed Methods in Social and Behavioural Research Thousand Oaks, CA: Sage
B.409: Education for Sustainable Development
Course Objectives:
This course has been designed to enable the students to:
a. To understand the meaning of sustainable development in a general context as
well as in education
b. To identify and evaluate trends in Education for sustainable development
research
c. To understand and assess the impacts of sustainable development on schools.
d. To critically understand various approaches in national and international policies.
Course Outline
Unit-I: Sustainable Development
Concept or meaning of sustainable development
Principles of sustainable development
Unit-II: Governance issues in Sustainable Development
Integrating economic,social,environmental dimensions of decision making across
society
Incorporating sustainable development into educational and cultural practice
Evolving complex systems of multilevel governance (with cross connections
among institutions at national and international and global scales
Unit-III: Different Dimensions and Research Priorities in Education for Sustainable
Development
1. Environmental dimension
Living within environmental limits
Achieving a sustainable economy
Promoting good governance
2. Social Dimension
25
Education and sustainable development
Gender and sustainable development
Health and sustainable development
3. Economic Dimension
Trade and sustainable development
Private sector and sustainable development
Technological innovation versus sustainable development
4. Researches on Education for Sustainable Development
Indian scenario
Global scenario
Assignment & Practical work
Unit 1
a Visit any educational institution and find out how the pupils are engaged in sustainable
development learning and in activities that will allow them to develop the skills and explore the
issues in ways that will enable them to make up their own minds on some of the issues which
will shape the world.
b Prepare a report on how do you uunderstand the impact of environment policies on local
context critical thinking of how to apply specialized knowledge to the challenges of 21 century.
Unit-2
a Visit any educational authority and study the role played by the authorities in promoting the
Education for Sustainable Development
b Prepare a report and establish a ―local agenda for Sustainable Development‖ for the school, as
a key tool for education and effective scrutinisation of environmental and sustainable
development issues in school and the community
Unit-3
a. Visit any school and observe how the education in this institute is working to promote a
whole school, participatory decision making approach to problems and issues of
sustainability.
b. Find out the researches related to education for sustainable development which were
conducted in India and Abroad
Recommended Readings
26
1. Krueger, R., & Gibbs, D. (2007). The Sustainable Development Knowledge and
skills, Sustainability ethics and Collective responsibility
2. Blewitt, J. (2008). Understanding Sustainable Development. London:EarthScan.
(pp. 41-50 and pp. 173-198).
3. Huckle, J., & Sterling, S. (1996). Education for Sustainability. London: Earthscan
Publications Ltd. (pp.1-50).
4. Wakernagel, M., & Rees, W. (1996). Our Ecological Footprint: Reducing
Human Impact on the Earth. Ontario: New Society Publishers. (pp. 9-12).
B. 410: Management of Stress
OBJECTIVES:
1. To enable the students to understand the concept of stress
2. To enable the students to understand the causes of stress
3. To enable the students to understand the consequences of stress
4. To enable the students to understand the strategies to manage the stress.
COURSE OUTLINE:
UNIT-I : Concept of Stress
1. Meaning of Stress
2. The Nature of Stress
3. A Model of organizational Stress (Stressor Stress, Reactions)
UNIT-II :Causes of Stress in Organization
1. Environmental Cause: (Economic Uncertainties, Political uncertainties & New
innovations)
2. Personal Cause: (Type A Personality, Changes in one‘s life, Locus of controls, cognitive
appraisal)
UNIT-IV: Stress Management Strategies
(A) Individual Strategies
1. Physical Checkup, Physical Exercise, Time Management, Relaxation Training Social
Support, outside Interests, Self-awareness Activity, Flight or Fight.)
2. Organizational Strategies
3. Selection and Placement, Skills training Goal Setting job Redesign , Participative Decision
Making, Counselling Programmes, Prepare Employees for Stress)
PRACTICAL WORK:
1.Visit any Educational Institution and with an informal interview with the Educational manager
prepare a report on how he/she Manage Individual and Organizational stress.
2.Visit any Educational Manager and the Teachers prepare a report on various Causes of Stress.
REFERENES:
27
1.Sudha, G.S. Organizational Behaviour (A Psychological Frame work).
B. 411: Data Accessing and Analysis
Unit-1: Data Access Methods
1. Using Indexes
When to create indexes
Turning the logical structure
Choosing columns and expressions to index.
2. Using Bitmap Indexes
When to use bitmap index
Creating Bitmap index
3. Using Clusters
Unit-2: Data Source
1. Access to data
2. Remote data service
Unit-3: Data Analyses
1. Process of data analysis and interpretation
2. Steps involved in data analysis
Unit-4. Types of Analysis
1. T- Tests
2. Univariate analysis.
3. Bivariate
4. Multivariate
Unit -4: Analysis of Quantitative Data
1. Mean, Frequency Distribution, Standard Deviation
2. Higher levels of statistical analysis (e.g., t-test, factor analysis, regression,
ANOVA)
Unit-5: Analysis of Narrative (Qualitative) Data
1. Focus groups and Interviews
2. Documents
3. Observations
Assignment:
References:
1. Subrahmanian, V.S. ( ) Principles of Multimedia Database Systems, Morgan Kaufmann
Publishers.
2. Prabakaran, B. (1997)Multimedia Database Management Systems, Kluwer Academic
Publishers
3. Modern Database Systems. W.Kim, , Addison-Wesley.
28
4. Klara Nahrstedt ( ) Multimedia, computing, communications and applications Ralf Steinmetz, , ,
Prentice Hall.
5. Prabhu, C.S.R. ( ) Data Ware housing: Concepts, Techniques, Products and Applications, Prentice
Hall
B 412: Preparation and Presentation of a Conceptual paper
Objectives
1. To prepare and present any one concept related to educational management
2. To prepare and present importance of any idea related to educational management
3. To prepare and present critical remarks on any concept related to educational
4. management
Outline of the paper
Unit-1 Introduction
Concepts related to educational management
Recommendations of various committees/commissions related to concept on educational
management
Unit-II: Importance
Significance of concept from perspective of educational management
Present position
Critical analysis and conclusion
Unit III: Critical Analysis and conclusion
Critical remarks
Concluding Remarks
Assignments
1. Refer any source of knowledge and collect information about how a particular conept has
got developed
2. Prepare and present report on present position of a particular concept in your own words
3. Prepare and present critical analysis about that concept in your own words with the help
of your visit to educational institutions.
Suggested Readings:
29
1. AUB – AMERICAN UNIVERSITY OF BEIRUT (Editor); OFFICE FOR GRANT
(Editor); CONTRACTS (Editor) (2010): Proposal and Budget Preparation. URL
[Accessed: 28.04.2010].
2. FUNDS FOR NGOs (Editor) (2010): How to write a concept note. URL [Accessed:
28.04.2010].
3. PHILIP, R.; ANTON, B.; BONJEAN, M.; BROMLEY, J.; COX, D.; SMITS, S.;
SULLIVAN, C. A.; NIEKERK, K. van; CHONGUICA, E.; MONGGAE, F.;
NYAGWAMBO, L.; PULE, R.; BERRAONDO LOEPEZ, M. (2008): Local
Government and Integrated Water Resources Management (IWRM) Part III: Engaging in
IWRM – Practical Steps and Tools for Local Governments. Freiburg: ICLEI European
Secretariat GmbH. URL [Accessed: 17.04.2012]. PDF
4. REPOA (Editor) (2007): Guidelines for Preparing Concept Notes and Proposals for
Research on Pro-Poor Growth and Poverty in Tanzania. Special Paper 07.23. Dar Es
Salaam: REPOA – RESEARCH ON POVERTY ALLEVIATION. PDF
B.413: Writing and Reporting Dissertation
Objectives
1. Students will be able to acquire the knowledge of scientific writing
2. They will know the general format for writing a research report
Outline of the paper
Unit-I: Need and Importance of Reporting (16 hrs)
1. Purpose of reporting dissertation
2. Users of a report
Unit-II: General format for reporting (14 hrs)
1. Introduction
2. Review of Literature
3. Design of the Study
4. Data Analysis and Interpretation
5. Summary and Conclusion
6. Bibliography
7. Appendix
Unit-III: Care to prepare a Report (15 hrs)
1. Language of a Report
2. Preparation of Tables and figures
3. Font size
4. Reference
Assignment
Students will be prepare an evaluative report of any dissertation/thesis
References
30
1. Best, J.W. and Kahn, J.V. (2006) 10th
Edt. Research in Education, Prentice Hall of India,
New Delhi.
2. Williams, Joseph M. 1988. Style: Ten Lessons in Clarity and Grace. Scott, Foresman, &
Co.
B. 414: Comparative International Education
Objectives
1. Students will develop critical understanding of the system of education at different
levels.
2. Students will develop an understanding of the administrative structures of Indian
Education from international perspectives.
Outline of the course
Unit-1: Introduction to Comparative Education
1. Origins, nature and scope
2. Basic literature and methodology of comparative education
Unit-2: Language, Culture and the Classroom: Issues for Practitioners
1. Critical understanding of cultural linguistic diversity to facilitate the inclusion of English
Language
2. Learners in a globalized classroom.
Unit-3: Ethnicity, National Identity, and Education
1. Survey group-oriented education policies internationally
2. Comparing policies of India with developed and developing economy
Unit-4: Research in Comparative Education
1. Large-scale international assessment databases
2. How to use these data to conduct comparative education research.
Unit-5: Comparative Education Policy Analysis
1. International processes in policy formation
2. Current education policy trends worldwide.
Assignments:
1. Choose an educational issue theme or topic that holds your interest, has some
comparative aspect to it and cuts across national boundaries (i.e. international in
character) and prepare a research paper or poster presentation.
31
2. Choose an educational issue with a local concern and explore in more international
context and critically analyze the issue from political, social, cultural and economic
perspectives. You must refer the reading and other literature in the field.
Suggested Readings:
1. Altbach, K. (1978). Education and Colonialism. New York, NY: Longman.
2. Apple, M. W. (1982). Cultural and Economic Reproduction in Education: Essays on
Class,Ideology and the State. London, UK: Routledge.
3. Bray, M. (ed.). (2003). Comparative Education: Continued Traditions, New Challenges,
and New Paradigms. Dordrecht, The Netherlands: Kluwer.
4. Ball, Larson (1989). Struggle for Democratic Education, Equality & Participation in
Sweden.New York, NY: Falmer Press.
5. Bereday, Z.F. (1964). Comparative Method in Education. New York: Holt, Rinehart and
Winston
6. Danzinger, J. N. (2005). Understanding the Political World: A Comparative Introduction
to Political Science [Seventh Edition]. New York, NY: Pearson Education.
7. Lee, W. O. & Fouts, J. (eds.) (2005). Education for Social Citizenship: Perceptions of
Teachers in the USA, Australia, England, Russia and China. Hong Kong: Hong Kong
University Press.
OPTIONAL PAPERS
(7 paper =21 credit)
C. 401. Supervision, Development and Appraisal of Educational Personnel
OBJECTIVES
1. To understand and know the concept of Supervision in Educational Management.
2. To improve the Supervisor‘s effectiveness;
A) In the managerial area – interpersonal competence, motivation, innovative practices and
attitudinal change.
B) In motivational area – developing motivation in others, framing realistic and
challenging educational goals.
3. To inculcate in students, a better appreciation of the role of the supervisor as a
developmental personnel.
4. To examine and understand the most important aspect of development of Educational
Personnel.
32
5. To know and understand the concept of appraisal.
6. To know and understand the ways of appraisal of educational personnel.
COURSE OUTLINE
UNIT I: Concept of Supervision
– What is Supervision? – meaning of supervision.
– Supervision and Principal
– Supervision and Educational Management
– Understanding Supervisor‘s Place in School Operation.
(Working relationship, The simple line organization in school operation. The line and Staff
in school Operation)
– Meaning, Importance and need of Supervision in Educational Management.
– The emerging concept of Democratic Supervision.
UNIT II: Role of Educational Personnel in Educational Management
– Managerial skills required for supervision by the educational manager in educational
management.
– Qualifications, attributes of personality requires, for supervision, in an educational
manager.
UNIT III: Development of educational personnel
– Concept of development,
– Need of development for Educational Personnel,
– Identification of the areas where development is needed,
– Designing, Developmental programs for Educational Personnel.
UNIT IV: Development of Educational Personnel Through Training
– The field of Management
– Training and Development – its Definition, Purpose and Scope
– Training for Education and Development.
– Education vis-à-vis Training.
UNIT V: Appraisal of Educational Personnel
– Need of Appraisal of educational personnel in Educational Management.
– Design of appraisal
– Types of implementation and appraisal (effort and process evaluation)
– Judgemental Techniques for Performance Appraisal.
– Behaviorally anchored rating scales (BARS)
– The role of Control in Performance Appraisal
– Appraisal by result
PRACTICAL
1. On the basis of informal interview with at least three educational administrator of the
School/University, prepare Write up about the various inservice programs, they are
conducting in their educational organizations.
33
2. On the basis of an informal interview with at least three educational administrators of the
School/University, prepare a write up about the various techniques of Performance
Appraisal, they are using in appraising their Educational Personnel.
REFERENCES
1. Luthans, Fred : Organisational behaviour, McGraw-Hill International Book Co., Tokyo,
1981.
2. Dale Yoder, et al., Handbook of personnel management and labour relations McGraw Hill
Book Company, Inc., New York, 1958.
3. LB-2806 A2 L3 E9, Lewy, Arieh Evaluation roles in education.
4. LB-2806 L3 B3, Bermman, Lousie M., Supervision, Staff development and leadership,
1971.
5. LB – 2806 M5M8M6, Mukhopadhayay, B. Motivation in educational management issues
and strategies, 1994.
6. LB 2806 P5C4E2, Chalam K., Educational policy for HRD, 1993.
7. LB 2822 B2, Bau ghman, M., Dale. Administration and Supervision of the moern secondary
school.
8. LB 2822, G2S8, Gadgil, A.V., Supervision in education, 1982.
9. LB 2822 R6 P3, The role of the Head, 1976.
10. LB 2831, R3 S2, Reader, Ward, G., School boards and superintendent a manual on their
powers and duties rev. ed. 1954.
C. 402. Development and Evaluation of Educational Programmes
Course objectives
The students will be able to;
1. able to find out the need of educational programmes
2. Understand the process of evaluating educational programmes
3. Able to evaluate and draft report of evaluating educational programmes
Unit-I: Educational programmes at national and international level
1. Need of educational programmes
2. Designing of educational programmes
3. National and international programmes launched
Unit-II: Need and process of Evaluating educational programmes
1. Need-based educational programmes
2. Deciding the objectives and targets of educational programmes
3. Process of Evaluating educational programmes
Unit- III: Evaluation of Educational Programmes
1. Process of evaluating
2. Provision of evaluation
3. Impact on Policies of education
4. Evaluation Report preparation
Assignment
References
34
1. Ball,, S..,,&Anderson,, S..B.. Practicesin program evaluation:A survey and some case
studies.. Princeton,,NJ:Educational Testing Service,,October 1975 (a)..
2. Ball,, S..,,&Anderson,, S..B.. Professional issues in the evaluation of education/training
programs.. Princeton,, NJ: Educational Testing Service,,October 1975 (b)..
3. Joseph S. Wholey, Harry P. Hatry and Katherine E. Newcomer, eds. Handbook of
Practical Program Evaluation. 2nd ed. San Francisco: Jossey-Bass Inc., Publishers, 200
4. Sherril B. Gelmon, Anna Foucek and Amy Waterbury. Program Evaluation: Principles
and Practices. 2nd Edition. Portland: Northwest Health Foundation, 2005. First edition
with Amy Connell, 2001.
C. 403: Management of Examination system
Objectives
1. Students will be able to understand the process of examinations
2. Students will be able to plan an examination in school/college
Unit-I: Present System of Examination
1. CCE system; Objectives and process
2. Benefits and problems of CCE System
3. Operational experiences
4. Open Book Examination
5. Paper pencil test
6. Online examinations
Unit-II: Planning for Examination
1. Process of Planning- subject teacher
2. Process of Planning-School level
3. Process of Planning- Board level
4. Care while examining
Unit- III: Personnel needed in Examinations and their roles
1. Teachers
2. Invigilators
3. Examiners and paper setters
4. Supportive staff
5. Superintendent
Unit-IV: Component and Features of CCE
1. Examination of all round development
2. Components of CCE; Formative and Summative evaluation
Assignment
35
References
1. BLOOM, BENJAMIN S. ; MADAUS, GEORGE F.; and HASTINGS, J.
THOMAS. 1981. Evaluation to Improve Learning. New York: McGraw-Hill.
2. BROOKHART, SUSAN M. 1991. "Grading Practices and Validity." Educational
Measurement: Issues and Practice 10 (1):35–36.
3. BROOKHART, SUSAN M. 1994. "Teachers' Grading: Practice and Theory. Applied
Measurement in Education 7 (4):279–301.
4. CANGELOSI, JAMES S. 1990. "Grading and Reporting Student Achievement."
In Designing Tests for Evaluating Student Achievement. New York: Longman.
C.404: Management of Change in Education
OBJECTIVES :-
1. To enable the students to understand the concept of change and its process in Educational
Management.
2. To help the students to understand the ways of planning strategies and implementing
models, to being change in Educational Institutions.
3. To make the students aware of various approaches to changes, to changes Educational
Institutions.
4. To enable the students to know different types of change to be brought in Education system.
5. To make students aware of the factors affecting and resisting to changes.
COURSES OUTLINE
Unit-I .Managing Change : Understanding the Concept of Change
– The changing world as perspective : Planned Change, Efforts for Change, Communication,
Education and Change.
– The need towards change : Population, growth, technological and scientific development,
Educational growth and Diffusion of knowledge.
– The scope for change.
– The system process for change.
– The factor affecting the process of change : Input, output & throughput factors.
– Theories of change : Talcott Parsons Barrington Moore.
Unit-II. Planning, Strategies & Approaches to Change
Planning for Change :
– The concept, objectives and typology of planned change process.
– General conditions for a socio-psychological process of change in the planning for change
enterprise.
Organizational Change Strategies :
– Pilot Project, Cadre training, Manipulation of the environment and controlling and changing
the context.
Approaches to change :
– Overview of basic approaches, Needs based, Value oriented, people and task – focused
approaches.
Unit III: Facilitating Change
Types of Change :
36
Physical change : tools, machines, equipments, methods and structures (Formal and informal)
Personnel change : substitution, alterations, addition, restructuring, elimination of old
behavioural patterns and reinforcing of new behaviour.
Degree of change : Encumbered and unencumbered.
Facilitating Change :
1. The organizational change capability
2. The Research and Development : The Social interaction and the Problem Solving models.
3. The distinguishing features of the process models for change : Stress, Planning Personnel
and Dissemination media.
Unit IV : The system Effect on Change :
The Changes to be brought in Leadership, Supervision Goals, Traditions, Incentives‘ planning
process and clients need.
The stages of change process : Awareness, Interest, Conviction/shaping Evaluation Trial,
Acceptance and Adoption (Rogers, Hyen and Gross).
Unit V :The Process of Managing Change:
Steps to be followed :
Association, Involvement, Relationship, Commitment and Action
Change Process :
Early Majority, Late Majority, Early Adopters, Late Adopters and Laggards
Unit VI : Factors Affecting and Inhibiting Change
Factors Affecting Changes : Maturity, Training, Stability, Security, interest, Independence, Age
and out breeding, Consonance, personal, Restoring understanding, Facilitating adjustment and
change, Persistence and change.
Unit VII : School as an Agent of Educational Change
1. Application of Group Dynamic Theory
2. The Group as a Target and a medium of change.
3. The Role, Competence and Performance of Change Agents (Leaders, Teachers, Pupils,
Parents and Community) involves. Developing need for change, Establishing a change
relationship, Diagnose the problem, Create interest to change in the client, Translate intent
into action, Stabilize change and Prevent discountenances, achieve a terminal relationship
and helping other people to change.
4. Research about change agent :
Organisation as a change agent
– Studying and Creating change as a mean to understand social organization.
– Growth and changefulness as a symptom of healthy organization/system maintenance
and system renewal.
– Envisaging change for future organization.
5. Innovations in Educational scenario: Semester system, 10+2+3 pattern, Non-formal
Education, Adult Education and Autonomy to Institution.
Practical work :
1. Case studies of change oriented institutions.
2. A case study of the stages of change processes in Educational Institutions.
3. A Survey of the factors affecting and inhibiting change in Educational Institutions.
4. Preparation of an Observation Schedule to find out some barriers to change in Educational
Institutions.
37
5. Preparation of a term paper on the role of change agent in Educational Institution.
6. A survey of the success and failure of some of the innovative ideas in Educational
Institutions.
References 1. Pillo, M. Buch : Factors Affecting Diffusion of Innovations in Secondary Schools, An
Unpublished Ph.D. Dissertation, 1972, The M.S. University of Baroda, Baroda.
2. Sushama Bhagia : Perception of characteristics of Innovations as related to their Diffusion in
Schools of Gujarat, An Unpublished Ph.D. Dissertation, 1973, The M.S. University of
Baroda, Baroda.
3. Marmar Mukhopadhaya : Barrier to change in Secondary Education, An Unpublished Ph.D.
Dissertation, 1975, The M.S. University of Baroda, Baroda.
4. Tribhuwan Singh : Adoption and discontinuation of Innovations in the oreoration of
Secondary School Teachers in India. An Unpublished Ph.D. Dissertation, 1975, The M.S.
University of Baroda, Baroda.
5. Fr. Varghese P. Palmattam : a Study of the Management of Autonomous Colleges with
special Focus on Innovation and Change, An Unpublished Ph.D. Dissertation, 1992. The
M.S. University of Baroda, Baroda.
C.405: Special Education: Policies, Management and Finance
Objectives
(1) Students will study various government policies related to special Education.
(2) Students will get knowledge about management structure for special education at central and
state level.
(3) Students will understand about various finance (Provisions of central and state level)
Course Outline
Unit I Policies on Special Education
Different Government Policies and their recommendations on Special Education
Critical analysis of recommendations in various policies on Special Education.
Unit II Management of Special Education
Management structure of Special Education at central and state level
Critical Analysis of Management structure at central and state level.
Unit III Finance of Special Education
Financial Provisions about Special Education from government at Central and State
level.
Issues in Finance Management on of Special Education
Assignments (1) Students will visit any institution Providing Special Education and report about their
challenges related to financial management.
(2) Students will visit any institution providing Special Education and report about different
managerial problems which they are during.
38
Suggested Readings:
1. Chandler, M. (2007, December 31). ―Waiting too late to test?‖ Washington, D.C: The
Washington Post.Retrieved on December 8, 2008, from
http://www.washingtonpost.com/wp-
dyn/content/article/2007/12/30/AR2007123002447.html.
2. Cortiella, C. (2007). ―Rewards and roadblocks: How special education students are
faring under No Child Left Behind.‖ New York: National Center for Learning
Disabilities.
3. Dillon, E. (2007, July 17). ―Labeled: The students behind NCLB's ‗disabilities‘
designation.‖ Washington D.C.: Education Sector. Retrieved on December 8, 2008, from
http://www.educationsector.org/analysis/analysis_show.htm?doc_id=509392.
4. Ehrlich, S., Buckley, K., Midouhas, E., and Brodesky, A. (2008). Performance patterns
for students with disabilities in grade 4 mathematics education in Massachusetts (Issues
& Answers Report, REL 2008–No. 051). Washington, D.C.: U.S. Department of
Education, Institute of Education Sciences, National Center for Education Evaluation
and Regional Assistance, Regional Educational Laboratory Northeast and Islands.
Retrieved on December 9, 2008, from http://ies.ed.gov/ncee/edlabs.
5. Education Week. (2004). ―Quality Counts: Count me in.‖ Bethesda, MD: Editorial
Projects in Education, Inc. Retrieved in summer 2008, from
http://www.edweek.org/rc/articles/2004/10/15/qc-archive.html.
C 406 Organizational Developments
Objectives
(1) Students will understand concept of Organizational Development.
(2) Students will know about various issues related to Organisational Development.
(3) Students will be able to critically analyse different challenges faced by an authority with
reference to Otrganisational development
Unit I: Introduction
Concept,meaning and definition of organizational development
Steps taken by an organization for organizational development
Unit II: Management of Organizational Development
Management Structure for organizational development
Issues related to management of organizational development
Unit III. Critical Analysis
Present practices
Critical Remarks
Conclusive Remarks
Assignments:
1. Students will visit any educational institution and study present practices for organization
development adopted by that organization
39
2. Student will critically analyse and prepare their report on present practices adopted by
that organization
3. Students will visit any institution and study different managerial challenges faced by an
authority with references to organizational development.
Suggested Readings:
1. Bolman, L. G. and Deal, T. E. (1997). Reframing organizations: Artistry, choice, and
leadership. (2nd ed.). San Francisco: Jossey-Bass.
2. Bradford, D. L. & Burke, W. W. (Eds.) (2005). Reinventing organization development:
New approaches to change in organizations. Wiley & Sons.
3. Burke, W. W. (2007). Organization Change: Theory and practice (2nd ed.). Thousand
Oaks, CA: Sage.
4. Fordyce, J. & Weil, R. (1979). Managing with people, A manager’s handbook of
organization development methods (2nd ed.). Reading, MA: Addison-Wesley.
5. Harvey, D. & Brown, D. R. (2005). An experiential approach to organization
development (6th ed.). Englewood Cliffs, NJ: Prentice-Hall.
6. Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A's,
praise, and other bribes. New York: Houghton Mifflin.
7. Mclean, G. N., Rothwell, W. J., & Sullivan, R. S. (eds.). (2005). Practicing organization
development: A guide for consultants (2nd ed.). Hoboken, NJ: John Wiley & Sons.
C. 407: Management of Information System
OBJECTIVES:
1. To enable the students to understand the fundamentals of MIS
2. To enable the students to understand the concept of MIS
3. To enable the students to understand the Computer Based Information System
4. To enable the students to understand the Planning and Control of the MIS Function
5. To enable the students to understand the Introduction to DBMS and Data Base
Administration.
COUSE OUTLINE:
UNIT-I : Fundamentals of Management Information System
1. Introduction, Genesis, Organizational theory , Classical Process theory, Behavioural
theory, Group dynamics, Determinants for informal groups, Informal Organization,
Communication, Conformity, Power and Authority. Co-operation in an organization and,
Leadership style, decision theory, system theory of organization and management, the
Organization and MIS. Resistance to change. Change sans resistance, Management,
Information and the systems approach.
2. The General Management System:
3. Planning (Dimensions of plans, Strategic plan, short range planning, information and
planning)
40
4. MIS: The Manager‘s view (The Genesis, Anatomy of MIS, Levels of Management,
Planning System)
5. Characteristics of MIS and it‘s
6. Place in the Organization
7. Transaction Processing System (TPS)
8. On-line transaction Processing, Batch Transaction Processing
9. Decision Support Systems (DSS)
UNIT-II :Concept of Information System:
1. Information and data, The Meaning of Information, Information distinguished from data,
The Attributes of Information, Information processing
2. System definition and element, system and Communication system)
3. Information as a corporate resource, profile of information
4. Harnessing Information.
5. (Policy approach Centralized, Decentralized, distributed)
6. (Method: Batch, interactive , online)
7. Modus operandi (Integrative Now or Total System, Integrate later, Systems perspective)
8. Information in the organization, Window to MIS, Management, information and system
Approach, Computer application in business.
9. Social impact of Information System (Unemployment , Resistance to change)
10. Emerging application of Information System.
UNIT-III: Computer Based Information System
1. Facets of information
2. Characteristics of Information
3. (Subjective, Hierarchical, Presentation, The 80.20 rule)
4. Approaches to Infuses
5. (Centralized, Decentralized and Distributed, their advantages and disadvantages)
6. Processing Method (Batch Interactive online)
7. Trading Information system
8. (Total systems, Integrate later, Systems perspective
9. Classification of Computer based information system
Assignment
References
1. Ackoff, R. L. 1967, ‗Management misinformation systems‘, Management Science, vol.
14, no. 4, pp. 147–56.
2. Aiken, J. D. 1971, ‗An introduction to management information systems‘, Australian
Computer Journal, vol. 3, no. 3, pp. 98–105.
3. Culnan, M. 1986, ‗The intellectual development of management information systems,
1972–1982: a co-citation analysis‘, Management Science, vol. 32, no. 2, pp. 156–72.
4. Culnan, M. 1987, ‗Mapping the intellectual structure of MIS, 1980–1985: a co-citation
analysis‘, MIS Quarterly, vol. 11, no. 3, pp. 341–53.
5. Herzberg, Frederick, One More Time: How do you motivate employees? inClassic
Readings in Organisational Behaviour, Ott, Steven, (ed.) 1989, Brooks/Cole Publishing
Company, California
41
6. McClelland, David C., Human Motivation, 1987, Cambridge University Press,
Cambridge
7. Locke, E.A. and Latham, G. P. (2002) Building a practically useful theory of goal setting
and task motivation. American Psychologist. 57(9). 705-717..
8. Pintrich, P., & Schunk, D. (2001). Motivation in education: Theory, research and
applications. Second Edition. Englewood Cliffs, NJ: Merrill.
9. Mook, Douglas G., Motivation –The organization of action, 1987, Norton & Company,
London
C. 408: Management of Conflicts, Interpersonal Conflict and Team Building
OBJECTIVES:
1. To enable the students to understand and appreciate conflict as an inescapable phenomenon
that needs to be managed productively.
2. To enable the students to understand the nature and implication of conflict in Educational
Management.
3. To enable the students to understand the various approaches and styles to managing conflict
4. To enable the students to understand the inter group problems in organization.
5. To enable the students to understand the inter-personal, intra-personal conflicts in an
organization.
COURSE OUTLINE:
UNIT-I : Concept of Conflict
1. Definition and Origin of Conflicts
2. Nature and implication of Conflicts
3. Nature of differences (For issues: Facts, goals, Methods, values; Underlying factors:
Informational factors, perceptual factors, role factors)
4. Causes and Sources of Organizational conflict (Goal incapability, shared resources, task
interdependence, perception and values, personal style and background, poor
communication, performance expectations, line and staff conflict.)
5. Functional and Dysfunctional consequences
UNIT-II: Types of Conflicts
1. Inter-Personal (within the individual), Intra-personal between individuals and between
groups.
2. Transition in conflict thought
3. Conflict philosophy: theory vs. Practice
UNIT-III: Inter –group Problems and Team Building in Organizations
1. Some consequences of inter group competition
2. Reducing the negative consequences of inter-group competition
3. Reducing inter-group competition through laboratory training methods
4. Preventing inter-group conflict.
5. The problem of integration in perspective.
UNIT-IV: Management of Conflicts
1. Need of Management of Conflicts
42
2. Stage of Evaluation (Selecting an approach , bureaucratic approach, system approach)
3. Styles of Conflict Management (Forcing, Collaborating, accommodation. Compromising
avoiding, smoothing, integrative problem solving, authoritative command, super ordinate
goals, expansion of resources, altering of human variables, altering of structural
variables)
PRACTICAL WORK:
1. Visit any Educational Institution and study the different strategies adopted by an Educational
manager to resolve conflict in his/her organization.
2. Prepare a conceptual paper on Sources of Conflict in an organization.
REFERENCES:
Harry R. Knudson and C. Patrick Fleenor: Organizational Behaviour Management
Approach, Winthrop Publishers, Inc, Cambridge, Massachusetts.
Pfittener and Sherwood: Administrative Organization, Prentice-Hall of India, Ltd, New
Delhi, 1968.
Biswanath Ghosh: a New Look Organizational Behaviour, Himalaya Publish House.
Stephen P. Robbins : The Administrative Proness- Integrating Theory and…..
Biswanath Ghosh: A New Look Organizational Behaviour, Himalaya Publish House.
Stephen P. Rpbbins : The Administrative Proness- Integrating Theory and practice
DonHellriegel and jhon W. Slocum, Jr. : Organizational Behaviour-Contingency Views,
West Publishing co.
G.S. Sudha: organizational Behaviour- A Psychological Frame work.
C. 409: Women in Educational Management
OBJECTIVES:
1. To enable the students to understand Education and women‘s equality from policy
perspective.
2. To enable the students to understand the significance of Women in Education general and in
Educational Management particular.
3. To enable the students to understand and appreciate the contributions of Women in
Educational Management.
COURSE OUTLINE:
UNIT-I : Empowering Women’s Education- Policy Perspectives
1. What Policy says about Women‘s Education – POA-1992.
2. Ramamurti Committee for Review on NPE-1982.
3. Education for all by 2000.
4. CABE working group on Education for Women and other disadvantaged group-1991.
5. Programme of Action of NPE-1992.
6. Janardhan committee to review implementation of NPE-1992.
43
7. Workshop on the need of Women‘s Education in the Teacher Education Curriculum-
1992.
UNIT-II : Statistical Indicators
1. India as a whole
2. States
3. Scheduled Caste and Scheduled Tribes
4. District wise Women‘s Literacy -1991
UNIT-III : Global Overview : Selected Documents on Women’s Education:
1. Women : Challenges to the year 2000 (1991)
2. SAARC Decade of the Girl Child (1991)
3. Literacy, Education and Women (1992)
4. Women in Development (1992)
5. Women in Literate World (1992)
6. UNICEF and Girl/s Education (1994)
7. International Responses to Women‘s Education and Allied Issues
8. United Nations and Women‘s Education including Allied issues: Retrospect and
Prospect
8. Women‘s Education : Comparative Indicators
UNIT-IV : Women in Educational Management
1. Indian Women – Stereotyping and Modernity
2. Need for Employment oriented and leadership oriented education for Women
3. Constraints in the Process of Educational Management for women
4. Women in Educational Decision Making
5. Women and Leadership styles, Qualities Educational Management
6. Women Managers: Today and Tomorrow
7. Women and Educational Institutions (Work and Responsibility areas)
8. Competencies in Women for Educational Management
9. Problems and Issues
10. Actions need to be done
11. Women Educational Manager and Economic Liberalization
12. Women as Transformation Leader: The Need of the hour
PRACTICAL WORK:
1. Visit any Educational Institution and do the case Study of a Women Manager over there and
submit a report on it.
REFERENCE:
4. Education of Women in India (1921-1966
5. Santwani A.A.: A Study of the Perception of Professional Women with regard to
Professionalism and Professional Problems with special focus on Women Teacher in Higher
Education, An Unpublished Ph.D Thesis The M.S. University of Baroda, Baroda, 1996.
6. Talesra H: Higher Education Among Women an Analysis of the situation of Higher Education
at a District Level. An Unpublished Ph.D. thesis, The M.S. University of Baroda, 1983.
44
7. Prof. Sneha Joshi & Pushpanadham K. Empowering Women for Educational Management,
University News, Vol-39, No. 4 Jan 22,2001.
C. 410: Motivation in Educational Organizations
OBJECTIVES:
1. To enable the students to know the genesis the basic concepts and theories of Motivation.
2. To enable the students to understand the significance and role of motivation as a determinant
as well as component of personality.
3. To enable the students to know and apply motivational inputs in instructional – setting
4. To enable the students to understand the role of motivation in Development of government in
the country.
COURSE OUTLINE:
UNIT-I : Motivation- A Historical perspective
- Dualism, determinants of conduct
- Hedonism and Law effect
- Darwin‘s theory, post Darwinian developments
- Psycho-analysis/Behaviorism
- Personal Causation
UNIT-II: Concept of Motivation
1. Definition of Motivation
2. Definition and characteristics of certain related concepts: Drive, Need, Incentive,
Motives, Urges, Emotions, Instincts etc.
3. Nature and Characteristics of Motivation as a process and Product.
UNIT-III: Theories of Motivation
1. MC Clelland‘s : Achievement Motivation, Affiliation Motivation and Power Motivation.
2. Work Motivation Theory
3. The Content Theories of Work Motivation (Maslow‘s Higherachie of Needs, Herzberg‘s two
factor theory of Motivation, Alderfer‘s ERG theory)
4. The Process Theories of Work Motivation (Vroom‘s expectancy theory of motivation, The
Porter-Lawler expectancy model: implications for performance and satisfaction, The Lawler
expectancy model: A Refinement, Equity theory of work motivation Attribution theory and
Locus of control, Behaviouristics implications for work motivation.)
UNIT-IV: Motivation and Personality
1. Motivation as viewed by various personality theories
2. Personality traits as influenced by motivation.
UNIT-V: Facilitator’s of Motivation to work
(A) a) Physical b) Human: Individual factors and Group factors
(B) Group characteristics and Motivation: Cohesion, Trust & Adjustment
(C) Motive generating techniques
1. Participation of staff in decision making
2. Perception of personal and organizational Goals
3. Generating interpersonal support
45
4. Developing positive self concept
5. Receiving and interpreting the fees back
6. Competitions with self and others (Co-operation and Competition)
References
1. Cohen, Felix S. Felix S. Cohen‘s Handbook of Federal Indian Law. Charlottesville:
Michie: Bobbs-Merrill, 1982. KF 8205 C64 1982
2. (See Newton for 2005 ed.)
3. Kagzi , M.C. Jain The Constitutional of India Vol.1 & 2.-New Delhi: India Law House,
2001.
4. Pylee , M.V. Constitutional Amendments in India -Delhi : Universal Law,2003.
5. Mathew, P.D. Fundamental Rights in Action -New Delhi: Indian Social Institute, 1996
C. 411: Law and Education
Objective
The objectives of this paper shall be as follows:
1. The students will be able to know the laws related to education at different levels.
2. The students will be able to understand the underpinnings of laws of education.
3. The students will be able to find out the process of application of laws at institutional and
social levels.
Course outline
Unit-I: Constitutional Provisions for education in India
Laws for the education of;
Minorities, disadvantaged group, Children below 14 years age, Inclusive education.
Non- formal education, Open education,
Establishment of Institutions (General and Special)
Education as fundamental right
Unit-II: Statutory Provisions
Statutory Provisions for education
1. The UGC Act
2. The MIC act
3. The AICTE Act
4. NAAC
5. The State Enactments
6. The Private Universities (Establishment and Regulation) Bill, 1995.
Unit-III: Recognition and Affiliation of educational institutions
(A) Schools of state government
(B) Schools of central government
(C) Schools of International levels in the era of globalization
(D) Institutions of higher education (General and Professional, Govt. and Private)
46
UNIT-IV: Provisions for Financial and Office Management
1. Budgeting and Financing of Governmental and Private organizations
2. Auditing and Accounting of finance of educational organizations
3. Mobilizing resources for educational institutions
Unit-V: Powers and authorities to manage education system
1. State and Central government
2. At Sub-National Level; district levels and Taluka (Block) level, Village level, Institutional
level
3. Functioning of an administrator and law
References:
C. 412: Total Quality Management
Objective
1. The students will be enabling to;
2. Understand the concept of quality of education
3. Students will be able to critically analyze the quality parameter
4. Students will review the different practices to develop quality education
Course outlines
Unit-I: Concept and Meaning of TQM
Concept given by;
1. W Edwards Deming
2. Joseph Juran
3. Philip Crosby—Quality is Free
4. Tom Peters
5. Kaoru Ishikawa
Unit-II: Quality in Education
1. The students‘ role in quality
2. Quality control, quality assurance and total quality in education
3. The educational product
4. Service quality
5. Education and its customers
Unit-III: Quality monitoring in Education
IQAC
Quality Circle
Role of NAAC, NCTE , CBSC and State Board of Education
References
1. Berk, J. and S. Berk (1993). Total Quality Management: Implementing Continuous
Improvement, Sterling Publishing Co. Inc., New York NY.
2. Crosby, P. B. (1979). Quality is Free: The Art of Making Certain, McGraw-Hill Book
Company, New York NY.
47
3. Hodgson, A. (1987). "Deming's Never-Ending Road to Quality," Personnel
Management, July, pp. 40-44.
4. Walton, M. (1986). The Deming Management Method, Perigee Books, New York NY.
C. 413: Institutional Building
OBJECTIVES:
1. To Develop an understanding of the fundamentals of institutional Management
2. To create in the students awareness about the need and importance of institutional building.
3. To develop an understanding of various theories of administration and their implication, in
Institutional Building.
4. To acquaint the students with issues and problems in institutional Building.
5. To acquaint the students with modern concept in institutional Building.
COURSE OUTLINE:
UNIT- I : Self the Fulcrum
1. Introduction Bringing self in the Focus
2. Self concept and Coping with illness
3. Motivational patterns and planned social change
4. Poverty and Motivation: Figure and Ground
5. Intervention to deal with Deprivation
UNIT-II: Institutional Building Process, the spokes
1. Process Focus: A Neglected Area
2. Applied Behavioural Sciences in India
3. Relevance: A poser for Indian Psychology
4. Action Research for Institutional Building
5. The Process of knowledge utilization
6. Capacity Building through Institutional process
7. The Role of Learning Organizations
8. Management of Change and Innovation
9. How Institutions Learn to Change
UNIT-III: Learning Process for Institutional Building
1. Introduction : Learning, the Creative Intelligence
2. Planning for Innovation and Institutional Building
3. Process Interventions for Work and Education
4. Learning Activities of organizations
5. The role of Intellectual in Transitional India
6. A comprehensive concept of HRD
UNIT-IV : The Culture, The Rim
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1. Introduction: The Culture Context
2. Ethos for Institutional Building
3. Impediments to Development: A psycho-cultural analysis
4. Synergic pluralism: The Strength of Indian Culture
5. Behavioural Science and Development : Autobiographical Reflection
6. Ethno autobiographical, Notes on Consulting
UNIT-V: Issues in Institutional Building
- Structuring Autonomy by State and Center
- Private Initiative and State Support
- Education Public Manager
(A Concept from INTAN, Malaysia)
- Inter Governmental Initiation for Development
Freedom for Entrepreneurship
PRACTICAL:
1. Develop a Conceptual report on Qualities or Attributes needed in an Educational Manager for
Institutional Building to assure Quality Education.
REFERENCES:
Mukhopadhyaya,M. (1991) Leadership for Institution Building in Education, Shipra
Publication, New Delhi
Rao, T.V. (1990 ) Institution Building and Self Renewal Needs in Education System,
IIMA , Working Papers from Indian Institute of Management Ahmedabad.
C. 414: Human Resource Management
I: Course objectives
After completing this course, students will be able to:
Understand how educational managers can be effective and efficient in their role in HRM.
Understand the basic principles and added value of HR policies and HR functions.
Understand how HRM is related to the organizational context.
Develop a vision on the future of HRM.
III. Pedagogical techniques:
The pedagogical style will be a combination of conceptual lectures and tutorials. In the lectures,
the focus will be on the theories, concepts or models relating to the key HR-fields. Tutorials will
focus on an in-depth dialogue of specific relevant HR-themes. Short assignments during the
tutorials will increase the insight of students. The group paper will stimulate students to carry
out a literature search, for a relevant HRM case, to analyze the case and to write their reflections
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on it. The overall deliberations will be on the emerging trends and challenges of Human
Resource Management in Education.
IV. Course Contents:
Unit 1: An Introduction to Human Resource Management in Education
Concept and Meaning of HRM in Education
Importance of HRM in Education
Unit 2: Strategic Human Resource Management
Human Resource Planning in Education
Job Analysis: Concepts, Procedures, and Choices
Equal Employment Opportunity: The Legal Environment
Recruiting and Job Search
Unit 3: Human Resource Development
Identification of Training Needs
Professional Development Through Training
Unit 4: Performance Assessment and Management
Performance Appraisal
Compensation and Collective Bargaining
Employment Transitions
Unit 5: Emerging Trends and Critical Issues of HRM in Education
National and International Trends
Research perspective
Practical Assignment:
You have a choice to select one of the below assignments and submit to the course in-charge as
per the scheduled date. Your assignment will be evaluated and the feedback will be provided to
all the students individually for the improvement.
1. Compare the performance appraisal systems in Private and Public schools in Baroda.
2. Study the existing professional development programs for teachers and school principals,
Critically analyze and prepare a detailed report.
3. Examine the critical issues and Challenges of HRM in Private Schools for administrative.
Reference Books:
1. Decenzo D.A and Robbins S.P., Human Resource Management(3rd
Ed.),Prentice Hall
India, New Delhi, 1997.
2. Flippo, E.B, Personnel Management (6th
Ed.), Mc-Graw-Hill, 1984.
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3. Jeffrey A. Mello. Strategic Human Resource Management 2nd
edition. Published 2006 by
South-Western a division of Thomson. ISBN -10:324-29043-8.
4. Decenzo D.A. and Robbins S.P. Personnel/Human Resource Management (3rd
Ed.) Prentice
Hall of India, New Delhi.1997.
5. Chandan, J.S. Management Theory and Practices, New Delhi, 1997.
6. Flippo, E.B. Personnel Management (6th
Edi.) , Mc-Graw-Hill, 1984.
7. Roger smith, Successful school Management, 1995.
8. Lathans, Fred, Organizational Behaviour, Mc-Graw-Hill Book Company, New York, 1981.
(Students are advised to visit regularly CASE Library as well as Hansa Mehta Library for
reference materials and Journals).
Online Resources:
http://www.blackwell-synergy.com/toc/hrmj/17/4
http://www.informaworld.com/smpp/title~db=all~content=t713702518~tab=summarywww.nic.in
http://rphrm.curtin.edu.au/ http://www.elsevier.com/wps/find/journaldescription.cws_home/620229/description#description
C.415: TIME MANAGEMENT
OBJECTIVES:
1. To enable the students to understand the administrative and Managerial dimensions of time
as a resources.
2. To enable the students to understand the importance of Time Management for effective
organizational management.
3. To enable the students to understand the Time Wasters and Salient Features in Time
Management.
COURSE OUTLINE :
UNIT-I : Concept of Time Management
1. What is Time Management ?
2. Need and importance of time Management in Educational Management (Doing Time-
Analysis)
3. Salient Features of Time Management In an Organization
4. Nature of Time as a Real Resources.
UNIT-II : Administrative Dimensions
1. Yearly calendar of events
2. Daily time-table
UNIT-III : Managerial Dimensions
1. Time Saving Devices
2. Forward planning
3. Time Management Matrix
PRACTICAL WORK:
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1. Visit any Educational Institution and after an informal interview with the Educational
Manager prepare a report on how he/she does Time-Analysis in their organization or prepare a
report on Time-Wasters.
REFERENCES:
1. Biswath Gosh : A New book Organizational Behaviour, Himalaya Published on House.
C.416: Management of Alternative Education
Objectives
The students will be able to;
1. Know the functioning of different forms of education
2. Understand the functional difficulties of alternative forms of education
3. Acquire the managerial skills of alternative forms of education
Unit-I: Vocational education and its management
1. Need and importance of vocational education
2. Educational policies Related to vocational education in India and abroad
3. Challenges of vocational education
Unit-II: Adult Education
1. National Adult Education Programme in India: Policy Perspectives and attainments
2. Functional Literacy and its importance
3. National Development and Adult Education
4. Management of Adult Education
Unit-III: Collaboration of Formal educational Institutions and Non-formal Education
1. Needs for Collaboration
2. Challenges for management in collaboration
3. National Policies and Programmes for Alternative forms of Education
4. Inclusive Education and its Management
Assignment
References
1. J. Scott Armstrong (2012). "Natural Learning in Higher Education". Encyclopedia of the
Sciences of Learning.
2. Ron Miller, Self-Organizing Revolution, Holistic Education Press, 2008
3. Definition of alternative school. Retrieved August 9, 2007. Archived 2009-10-31.
4. Alternative Schools Adapt", by Fannie Weinstein. The New York Times, June 8, 1986, 14.
5. Fiona Carnie, Alternative Approaches to Education: A Guide for Parents and Teachers
6. J. Kellmayer, "How to Establish an Alternative School", Corwin Press (1996).
7. Sum, A., Khatiwada, I., McLaughlin, J. (1 October 2012), The Consequences of Dropping Out of
High School, Northeastern University, Boston, Massachusetts: Center for Labor Market Studies
8. Alliance for Excellent Education. (2010, October). Georgia High Schools. Retrieved from:
http://www.all4ed.org/ Dropping out may also increase the likelihood that these
individuals will require public assistance.
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1. http://ies.ed.gov/ncee/wwc/reports/dropout/check_conn/.