View of “ROLE OF GLOBALIZATION OF HIGHER EDUCATION ON STATE OF ART FACILITY IN TERMS OF QUALITY ASSURANCE AND ACCREDITATION”

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Vol.05, Issue 04, April 2020, Available Online: www.ajeee.co.in/index.php/AJEEE

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“ROLE OF GLOBALIZATION OF HIGHER EDUCATION ON STATE OF ART FACILITY IN TERMS OF QUALITY ASSURANCE AND ACCREDITATION”

Mr. Akshay Kanti Bam Dr. Mayank Saxena

Abstract:- Quality assurance and accreditation in higher education is defined as systematic management and assessment of procedures adopted by higher education institution or system to monitor performance and to ensure achievement of quality improvement. Quality assurance aims to give stakeholders confidence about the management of quality and the outcome achieved. The provision for education is mainly the responsibility of the government, which is interested in educational quality assessment because (i) the govt. has constitutional obligation to assure quality of education (ii) accountability in use of public resources is to be assured and (iii) provision of quality education for all the eligible aspirants is a political decision, which enjoys a strong social support. It is imperative therefore to identify the characteristics of quality, evolve strategies for fostering it, identify the factors affecting it, examine the relationship between quality and resources, and explore the measures of monitoring changes over time.

Keywords used: NAAC, UGC, NBA, QAA, AICTE.

1. INTRODUCTION

The need for quality assurance and accreditation has been established especially in the context of globalization and financial constraints impinging on higher education. This article provides an introduction to the twin and the integrated issues of quality assurance and accreditation in higher education. There are over 300 university level institutions and over 15000 colleges, which offer various types and levels of programmes.

These institutions widely differ in terms of the mandate to offer programmes and courses, student enrolment, infrastructure, delivery systems, sources of funds and governance. They are established by the center and state governments and therefore, the power to award degrees/diplomas/certificates id vested in them by the respective governments. The higher of its programmes and maintain standards. In the recent times, several developments have taken place which has changed the perceived requirements for quality assurance in higher education.

India’s aspirations to establish a knowledge society in the context of increasing globalization, is based on the assumption that higher and technical education essentially empowers people with the requisite competitive skills and knowledge. It has been realized that it is the quality of education that prepares one for all pursuits of life and in the absence of an acceptable level of quality, higher education becomes a mere formalism devoid of any purpose or substance. As

result, from around the turn of the century, increasing attention has also been paid to quality and excellence in higher education. Quality assurance refers to the policies, attitudes, actions and procedures necessary to ensure that quality is being maintained and enhanced. Accreditation refers to an evaluation of whether an institution qualifies for a certificate status.

The status may have implications for the institution itself and/or its students qualified for certain employment. In fact the underlying purpose of accreditation is to determine the extent to which institutions are discharging their responsibilities for realizing their goals and for the quality of education provided to enable the students to attain standards. Thus accreditation is the process of examining institutional procedure for assuring quality and assessing the arrangements for effective implementation of strategies for achieving stated objectives. Quality assurance is the main driver for accreditation of on- campus programs by national and international accreditation agencies. It is ultimately the responsible of the institution themselves

2. REVIEW OF LITERATURE

Altbach G. Philip (2005) says to compete successfully in the knowledge-based economy of the 21st century; India needs enough universities that can support sophisticated research. A clearly differentiated academic system has not

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2 been created in India - a system where there are some clearly identified institutions that receive significantly greater resources than other universities.

One of the main reasons that the University of California at Berkeley is so good is that other California universities receive much less support. India's best universities require sustained state support - they require the recognition that they are indeed top institutions and deserve commensurate support. But they also require effective management and an ethos of an academic meritocracy. At present, the structures are not in place to permit building and sustaining top- quality programmes even if resources are provided.

Knight, 2006 the external context introduced changes whereby the process in higher education changed from internationalization to globalization.

Internationalization of education implies the imparting of knowledge, skills, and values that have a universal application.

It is a process of integrating an international, intercultural, and global dimension into the purpose, functions (teaching, research, service), and delivery of higher education (Knight, 2004). The most visible form of internationalization implies cross-border education taking place mostly through cooperation projects, academic exchange programs, and commercial initiatives.

Hansen, 2008 Some studies have shown that the type of skills required in the knowledge-based globalized economy are:

a) Theoretical knowledge to design b) Technological knowledge to

develop production;

c) Technical knowledge to produce, and

d) Vocational skills to support production.

Wildavsky, 2010 The reasons that promote and hasten the process of globalization of higher education are: i) the need to deepen and widen the knowledge base of the economy; ii) well- educated persons should be exposed to ideas, not confined to any national boundary; iii) increasing student demand for foreign degrees; iv) financial attraction of many universities to enroll foreign students; v) prestige that is sought by institutions to show that they play a

global role; vi) better communication and cheaper travel costs make people reach different places easily.

Jain, Smrita (2011) revealed far reaching implications for socio economic development and educational systems of countries all over the World. With abundance of natural resources, India has huge young and skilled man power to excel in every walk of life. Knowledge is the driving force in the rapidly changing globalised economy and society. Quantity and quality of specialized human resources determine their competence in the global market. Emergence of knowledge as driving factor results in both challenges and opportunities. It is well known that the growth of the global economy has increased opportunities for those countries with good levels of education. Education is a crucial determinant of human capital accumulation in the country and therefore, a source of economic growth.

2.1 Objectives of the Study

For the purpose of research following objective was chosen for our study

 To study Globalization of Higher Education on Industry Interface in terms of quality assurance and accreditation.

3. RESEARCH METHODOLOGY

Data for this study were collected through a series of individual interviews with design students and teaching staff and a focus group discussion with the key members of the Curriculum Planning bt the Professor, HOD, and Faculties Team of the Visual Communication Courses in the Department of Design.

3.1 Hypothesis

 H01: There is no significant impact of Globalization of Higher Education on State of Art Facility in terms of quality assurance and accreditation.

3.2 Research design

The present research is a descriptive in its approach. In this present research study, the factors related to the globalization of higher education in terms of quality assurance were identified and examined its impact on quality assurance and accreditation. Study has proven its validity on the ground of available

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3 literatures. The exploration of new phenomena gives better understanding and new strategic use of research issues.

The study is primarily based on preliminary data that is collected from the field through questioning the respondents with the help of self-structured questionnaire based on five point Likert scale.

3.3 Sample Size

Among the direct stakeholders in Higher Education people in the rank of director ,principal, professor ,academic coordinator ,Head of departments were contacted for the purpose of primary data collection secondary data were collected from various resources like – Internet , books, newspapers, periodicals ,brochures, journals, magazines, corporate directories etc. Simple Random

sampling technique was used .There were respondents unequally selected from Madhya Pradesh that included cities like Indore. The questionnaire was used to collect primary data .It was given upto 700 respondents , out of which 650 were received .There were 4 incomplete questionnaires , which were rejected .A final sample of 646 respondents was selected for study.

4. DATA ANALYSIS AND INTERPRETATIONS

The data for this study have been collected from Directors/Professor, Associate Professors and Assistant Professors of various Institutions through self-constructed questionnaire from the study area. Total 646 respondents were finalized after removing all the incomplete questionnaires.

Gender of Respondents

Frequency Percent Valid

Percent Cumulative Percent

Valid Male 398 61.6 61.6 61.6

Female 248 38.4 38.4 100.0

Total 646 100.0 100.0

The analysis of gender classification of the respondents helps to understand the number of male and female working in the educational institutions. The above table shows that in this study 61.6 per cent respondents were male and rest 38.4 per cent respondents were female.

Marital Status of Respondents

Frequency Perce nt

Valid Percent

Cumulativ e Percent

Valid Married 461 71.4 71.4 71.4

Unmarried 185 28.6 28.6 100.0

Total 646 100.0 100.0

The above table exhibits the marital status of respondents reflecting that 71.4 per cent respondents were married na drest 28.6 per cent respondnets were unmarried.

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4 Globalization of the higher education is no longer a luxury today.

Institution of higher education in simple terms is defined as a stage of learning that occurs after secondary education at the universities and colleges. The aim of institutions of higher education is to prepare a person to play his part well as an enlightened member of society. We are living in a world of opportunities and challenges. The corporations want to give a clear message to the institutions of higher education about their role to play

in this regard, i.e. to pin all necessary efforts to come with proper set of skills for the challenges to be faced by the corporations. Inspiration and ethical strength to every individual, which would enable him or her to lead a proper professional and cultural life in society.

H01: There is no significant impact of Globalization of Higher Education on State of Art Facility in terms of quality assurance and accreditation.

Model Summary^b Mo

del

R R

Squa re

Adjuste

d R

Square

Std.

Error of the Estimat e

Change Statistics Durbin

-

Watson R

Square Change

F Chan ge

df 1

df2 Sig. F Chang e 1 .679

a

.461 .460 .55290 .461 551.

008

1 64 4

.000 1.921 a. Predictors: (Constant), State of Art Facility

b. Dependent Variable: Globalization of Higher Education From the above table shows the

relationship between Globalization of Higher Education and state of art facility.

The value of correlation is .679 which depicts moderate relationship between these two factors. The value of correlation is significant at .000<0.05 so it is concluded that there is a moderate relationship between Globalization of Higher Education and state of art facility.

The regression is .461 means that 46.1 variance in state of art facility is explained by the Globalization of Higher Education.

The value of Durbin Watson is 1.921 which shows that the variables are auto correlated. In this regard, the null hypothesis namely ‘there is no significant impact of impact of Globalization of Higher Education on State of Art Facility in terms of quality assurance and accreditation’ is rejected and found that there is a significant impact of impact of Globalization of Higher Education on State of Art Facility in terms of quality assurance and accreditation.

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5 ANOVA^a

Model Sum of

Squares

df Mean

Square

F Sig.

1 Regressio n

168.440 1 168.440 551.00

8

.000^b Residual 196.867 644 .306

Total 365.308 645

a. Dependent Variable: Globalization of Higher Education b. Predictors: (Constant), State of Art Facility

The above table shows the ANOVA on Globalization of Higher Education andState of Art Facility. The F Model depicts the Goodness of Fit means the model is appropriate in depicting the relationship between Globalization of Higher Education and State of Art

Facility in terms of quality assurance and accreditation. The value of is 551.008 at .000<0.05 significant level so it is concluded that Globalization of Higher Education has an effect on State of Art Facility in terms of quality assurance and accreditation.

Coefficients^a

Model Unstandardized

Coefficients

Standardi zed Coefficien ts

t Sig. 95.0%

Confidence Interval for B

B Std.

Error

Beta Lower

Bound

Upper Bound

1 (Constant) 1.293 .102 12.72

3

.000 1.093 1.492 State of

Art Facility

.648 .028 .679 23.47

4

.000 .594 .702

a. Dependent Variable: Globalization of Higher Education The regression line, expressed in

the form given in Equation (1), is Y 1.293, .648 X1, where the predictor variable X represents the log of Globalization of Higher Education, and the outcome variable Y represents the log of State of Art Facility in terms of quality assurance and accreditation. The estimated regression parameters are a 1.293(intercept) and b .648 (slope). This regression interpreted as follows: At X 0, the value of Y is .648. For every one unit increase in X, the value of Y will increase on average by 6.48. Effects of both the intercept and slope are statistically significant (.000<.005). The equation is obtained as: Y=1.293+.648

5. CONCLUSION

In this regard, the null hypothesis namely

‘there is no significant impact of Globalization of Higher Education on State of Art Facility in terms of quality assurance and accreditation’ is rejected and found that there is a significant impact of impact of Globalization of

Higher Education on State of Art Facility in terms of quality assurance and accreditation.

In this paper, it has not been possible to develop a full, or even a comprehensive, picture of globalization as it may affect education policy and planning in India, although it has been suggested that the continual growth and expansion of these conditions may be expected, as attested by the author’s own experience, observation, and the general findings of this study. The facility in higher education needed to develop the current education system. In terms of the impact of Globalization of Higher Education on State of Art Facility in terms of quality assurance and accreditation.

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