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The war for talent in higher education

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This presentation discusses the issue of shortage of talent in the higher education sector and proposes various strategies to overcome the challenges. It discusses faculty talent issues in the indian higher education context.

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The war for talent in higher education

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  3. 3. THE CONTEXT OF HIGHER EDUCATION  The HEI as a knowledge enterprise  A knowledge enterprise requires high end skills  An academic requires subject mastery, highly developed facilitation skills, and sophisticated research expertise  Sufficient exposure to the industry is highly desirable  The gestation period for the development of a knowledge worker in general and of an academic in particular is quite high  There is a premium for college education. However, the premium of doctoral education is minimal  The Government HEIs have quotas for the weaker sections of the society where there is talent crunch  The capacity of the higher education sector to pay academics is quite restricted  Talent in the higher education sector is migrating from the developing world to the developed world
  4. 4. WHAT CONSTITUTES TALENT IN HIGHER EDUCATION  Qualified faculty (Especially in terms of research and publications)  Global exposure  Sufficiency of faculty  Internationally comparable faculty  Faculty at senior levels  Faculty who can develop students as per the needs of the industry
  5. 5. INDIAN FACULTY TALENT SCENARIO  Higher education is still not regarded as a prestigious and valued profession  Quantity is galore, while quality is scarce  Demand of faculty is galloping in comparison to supply  Faculty lack global competencies in research and publications fields  About 40% to 50% shortage in Associate Professor and Professor categories  State Government institutions have slowed hiring faculty  Many positions are vacant in the govt. HEIs owing to the quota system  Hardly any faculty management in the government HEIs  Compensation in central and state governments sets the best trend for private section HEIs. Private HEIs do not have resources to pay higher salary or they do not want to pay  Private HEIs often tend to compete on infrastructure or on non- faculty drivers
  6. 6. NORMS FOR FACULTY STRENGTH  Faculty student ratio  1: 12 to 1: 15 at PG  1: 15 to 1: 20 at UG  Best practice 1:10  Junior senior faculty ratio  1:2:4 to 1:2:6  Best practice 1:2:3
  7. 7. WHY PROFESSORS ARE DIFFICULT TO FIND  Long gestation time  Expectations are more, while incentives are less (There is hardly any significant difference between the compensation of Associate and full Professor in the UGC system)  Central HEIs, on an average, pay them 25%-50% more to them. In addition, they have more professorial positions. Therefore, they shift over there
  8. 8. IS THERE FACULTY HUNT?  Most institutions pay lip service to faculty and their development  Faculty jobs are available for money  Contract faculty are preferred by many institutions  Irregular and contract faculty sometimes pay money under table to their employers  Governments are hiring a large number of faculty on contract  Faculty are unionised and the issue of accountability is sidelined
  9. 9. THE EXTENT OF FACULTY SHORTAGE  50% at professor level  40% at associate professor level  10% to 20% at assistant professor level  In terms of number, 3.8 lac is faculty shortage. It may go up by 1.3 ml in 2030
  10. 10. WHY TALENT SHORTAGE  Exponential growth of higher education institutions  Competition for talent from the industry is fierce and difficult to fight  Strong entry barriers for professionals from the industry  Lack of competitive salary and learning opportunities  Slow recruitment in the government HEIs  Shortage of institutions providing PhD education and research training  It takes around a decade to develop a good academician  Global knowledge and research competencies are hardly available
  11. 11. INSTITUTIONAL STRATEGIES  Strategic positioning of the institution  Faculty talent management as a part of institutional strategy  Search faculty nationally, continuously and aggressively  Learning, research opportunity, and industry exposure  Creating a community of learners, achievers and institution builders  Performance based compensation and reward system
  12. 12. WHAT ARE THE POSSIBLE STRATEGIES  Brand (Reputation) your institution or prove  Establish yourself as a faculty driven institution  Grow your own timber  Break the job (Use doctoral students, post-doctoral students, research associates, reducing administrative load, etc.)  Use internal academic pipeline (Masters and doctoral students, research associates, etc.)  Increase retirement age  “Up-or-out” a no-no  Develop, develop, develop  Mission-motivation-measurement-monetary reward cycle  Look for global talent  Be flexible and creative in identifying an recruiting faculty
  13. 13. Determining Competencies & Standards Compensation & Reward Management Recruitment Performance Management Learning and Development
  14. 14. DETERMINING COMPETENCIES & STANDARDS  Qualifications (Masters, PhD, Grades)  International exposure  Teaching Experience  Teaching and facilitation competencies  Publications and patents  Research projects and consultancies  Student development
  15. 15. COMPENSATION AND REWARD MANAGEMENT  Basic compensation  Perks (12% CPF + Medical coverage + Consulting + Development allowances + National and international conferences + LTC + Loans)  Reward for publications  Reward for patents  Reward for outstanding services  Modern gadgets
  16. 16. RECRUITMENT  Print advertisement  Website advertisement  Portals  Advertisement in professional magazines  Head hunters  International advertisement  Social media (Linkedin)  Peer recommendations  Conferences  Regular position  Contract position  Visiting faculty  Mentoring faculty
  17. 17. LEARNING AND DEVELOPMENT  Long term professional development programmes  Short term professional development programmes  Facilitation skills development programmes  Distinguished lecture  Membership of national and international professional bodies  Mentoring intervention  Feedback on teaching and research  Conferences/seminars/conclave  Internal seminars  Learning culture development  Individual development programme  Team teaching and research  Local networking  Development allowances
  18. 18. PERFORMANCE MANAGEMENT  Peer review as well as superior review  Assessment of performance in three broad areas – teaching, service and research  Quantification of performance  Performance planning and mid-term review  Link between performance and reward  Link between performance and development feedback  Comparison and ranking of faculty  Inclusion of teaching rating, impact factor and other indices in performance management  Continuous education about performance  Review and revision of PMS from time to time
  19. 19. CULTURE OF LEARNING, EMPOWERMENT AND ACHIEVEMENT  Regular seminars, research sharing, collective decision making and discussion on various teaching and assessment activities  Encouraging new initiatives and innovation in teaching and research  Engagement of faculty in various curricular, co- curricular and extra-curricular activities  Empowering faculty to take academic decisions and reducing their non-academic workload  Rewarding and recognising high performers and excluding poor performers