Students’ and Teachers’ Participation in

Quality Enhancement in HEIs

Abstract
The concept of quality and quality assurance is not new. Various countries have evolved their models of
Quality Assurance in the field of higher education. In India, NAAC is continuously providing insight to raise
the awareness for quality assurance in higher education. But Quality is multifaceted concept and several
strategies for quality assurance and management at individual and organisational level are required.
Assistance and role of many stakeholders in this field can be exercised. These stakeholders play vital role for
enhancing quality of education in Higher Education Institutes. Role of two stakeholder viz. students and
teachers have been discussed in this paper. Sincere and loyal efforts on the part of students and teachers
through their involvement in decision making, policy formulation, curriculum construction etc can
metamorphosis in this field. Relationship of students with teachers is of paramount nature and remains
forever. So, major part of responsibilities for enhancing the quality of education lies on the shoulder of these
two stakeholders. Multi areas of students and teacher’s participation, challenges faced by them and
suggestions for inclusive developments in Higher Education Institutions are discussed in this paper.
INTRODUCTION

The education system in India grew rapidly after independence. Today India is the third largest higher
education system in the world (after China and the USA) as far as enrolment is concerned. At the initial
stage (1950-60) higher education catered to a very small group of the elite class only. Nowadays large
number of students from the lower socio-economic strata and girls are enrolling for higher education. The
enrolment of women students has increased from 10% in 1950-51 to 44 % in 2012-13.
India has made significant progress in the field of education. While literacy levels increased
from 64.8% in 2001 to 73% in 2011, it is significantly below the world average of 84.3% as of
2010. The Literary level of China were 95.1%, while Brazil attained 90.4%, South Africa 92.9%
and Russia had around 100% as per World Bank estimate of 2010. Further, the rise in literary
level is not uniform in India. While male literacy rate is 80.9% and female rate is merely 64.7%
according to census 2011. A goal of the 12th Five Year Plan is to raisethe overall literacy rate to
over 80 % and to reduce the gender gap in literacy to less than 10%. In order to improve the
growth of the economy, the literacy rate must rise uniformly. As indicated by the 12thFive Year
Plan, the four major priorities with respect to education are Access, Equity, Quality and
Governance. Such an attainment is the result of efforts by the Indian Government in the
educationsector.
In India, there are four categories of higher education institutions- Centrally funded Institutions,
State funded institutions, Deemed institutions and Private institutions. Centrally funded
institutions comprise central universities, IITs, NITs, IISERs, and Institutes of National
Importance, Most private educational institutions are affiliated to the state universities The
number of universities has increased from 25 in 1947 to 789 in 2017 (RUSA,2017). Now Private
universities are coming up.
Growth of Universities in India

It has been found that 10% Indian youth go to colleges. Percentage of students going to colleges in
developed countries is 40-50%. According to available data two third of Indian universities are providing
inferior education, while 90% of college in India are below average. Most of the institutions have become
the factory of degree only. Teachers as well as students are running after providing or acquiring degree
and not towards enhancing knowledge and wisdom. Attendance in colleges has dropped drastically and
class room teaching is becoming only a ritual, to be followed mechanically.
Based on the recommendations of a number of international conventions and recommendations, it can be
concluded that everyone has the right not only to receive education, but also to receive education of a
high quality. A quality education system must manage to provide all children and young people with a
comprehensive education and with an appropriate preparation for working life, life in society and private
life.
WHY THIS DISCUSSION ON QUALITY?

UNESCO's “International Commission on Education for the Twenty-first Century”, published in 1996 its
report “Learning: The Treasure Within”. In this report they concluded that: “A greater focus on quality is
desirable everywhere, even in countries where all children are enrolled in basic education” (p.120). It can
be noted that quality has since the 80´ become a key concept in the education discussion. Everyone wants
to improve the quality in education.
 STUDENTS AS KEY STAKEHOLDERS IN HIGHER EDUCATION

A stakeholder is a person (or group) that has an interest in the activities of an institution or
organization. In the context of higher education quality, stakeholders are those groups that have inter
alia an interest in the quality of provision and standard of outcomes.
Who are the stakeholders in higher education? Naturally, the answer is: all those who are favorably
affected if the institutions of higher education provide quality education and, conversely, are adversely
affected otherwise. Thus, a stakeholder (with regard to an institution of higher education) is a person (or
group) that has an interest in the activities of the institution. From this viewpoint, the teachers, the
students, and the alumni; the parents and the non-teaching staff are the direct or internal stakeholders. In
a larger perspective, the students who belong to the catchment domain of the institution of higher
education and hence are likely to be admitted to the institution, the industries, the service sector, other
educational establishments, the government, etc. that may depend on the institution for the supply of
educated/skilled human resources or educational/ research services are all indirect or external
stakeholders.
The exact role of students in quality enhancement processes may be looked at different levels.
Involvement of the student community in the curriculum development process by getting feedback would
be highly essential for quality improvement. Participation mechanism should be institutionalized for
students’ involvement in Curriculum and Instruction, Program Review & Staff Development.
The three approaches to student participation for quality enhancement are: the Student Feedback
Approach, the Student Rights Approach and the Student Co-constructor Approach. While the Student
Feedback Approach tends to attribute the primary agency role to students, the Student Rights Approach
suggests that students do not only have rights but also the responsibilities to create conductive teaching
and learning conditions in their campus and classroom life. This approach thus tends to suggest ways in
which students are consumers can access their rights through legal frameworks and channels individually
and collectively. The Students Co-constructor Approach emphasizes students' role lies not only in their
rights and responsibilities but also in assessing quality.

WAYS FOR STUDENTS’ PARTICIPATION

Students can become engaged in a number of ways. In their classrooms, they can connect curriculum to
real-world problems facing their communities. They can be given real roles in classroom management,
and decision-making power in designing projects. They can have roles in governance that go beyond the
ideal student government. They can be given a voice about college programming, graduation
requirements, faculty hiring, teacher licensing, and even the lunch menu. Students can design their own
research projects, carry them out, and follow up with action plans. They can also work in the community
in meaningful roles.
Feedback Mechanism
Students’ feedback is helpful in designing the curriculum, restructuring lessons and lectures, developing
the faculty, evolving and developing a learning environment. The feedback can be taken by following
ways: Questionnaires, Individual contact, Opinions of select representatives, Suggestion boxes, Direct e-
mail contact with NAAC
Open House with the head of the institution
The head of institution should take up the suggestions put in the drop box and gives a sort of Action
Taken Report. Reasons for rejecting suggestions too are given. Students may be consulted for distribution
of classes, calendar arrangements, library policies and similar academic matters. Their opinion may be
sought on institutions budget, physical resources, missions and goals, students' political affairs, students'
publications, cultural programmes and distribution of funds for students' activities.
Participation of students
Participation of students in the decision-making bodies of the governance, management, including
curriculum is essential for quality improvement.
Widening the working of the Student Council
 Expanding opportunities for negotiating the curriculum
  Developing skills associated with putting their perspective on a range of issues associated
with learning
 Identifying possibilities in determining choice within a subject about topics and approaches,
and becoming involved as student representatives on the Studies Committee
AREAS OF STUDENTS’ PARTICIPATION

Curriculum:Feedback Surveys of Students, Class room Discussions, Market Surveys by Students,

Seminars Workshops, and Identification of Career Opportunities associated with various Subjects,
Tutorials, and Information interactions
Co-curricular Activities:Formation of Sports/Cultural Clubs, Organizing Competitions, Participation in
Inter-Institutional Competition, Holding Workshops for developing various soft skills
Teaching-Learning: Interactions through Group, Discussion about their own learning, Quiz, Seminars,
Role Plays, etc., Question-Answer Sessions, Sharing of Reading Materials, Classroom Monitoring by
Students Involvement
Governance and Management:Members/ Office-bearers of Societies and Clubs, Compulsory
Participation in coordination and organizing activities, Provision for awards and incentives,
Representation on Administrative/ Academic Bodies, Self- imposed Discipline, Training/Education in
Participative Management
Career Issues:Participation in the Counseling Cell, Passing the Responsibility of Identification of Career
Opportunities, Industrial Visits, Holding Extension Lectures/Interactions, Institution-Industry
Partnership
Infrastructure:Committees/ Task Groups, Monetary Contribution, Cleanliness, Skill Development in
Maintenance
Maintenance of Learning Resources e.g. Laboratories, Library, etc.: Committees/Groups, Passing on
Responsibility to Students, Earn while Learn Scheme
Evaluation Process: Self-Evaluation, Peer Evaluation, Copy control, Motivation for Copy free
Examination
Complaints Redressal: Committees for Redressal of Complaints, Faculty Advisors, Maintenance of
Complaint Cell, Informers
Event Management at Institutional Level:Committees for Effective Management, Discipline Activities

PROBLEMS IN STUDENT PARTICIPATION

 Unfortunately in the present education system it is the parents, teachers and educational
managers who determine the contents and nature of courses.
 Students have hardly any say in defining the contents and having the education of their choice.
 Teachers had very narrow conception of student participation.
Problems with Feedback Mechanism
 When feedback gets limited to complaints the system deteriorates to mere grievance redressal
mechanism.
 There are several technical issues relating to collection of feedback. Surveys do not always get at
the small but important problems that come and go before there is a chance to raise them in
questionnaire surveys. Where questionnaires used, need to be relevant to the students. There is a
practical problem of the size of any questionnaire.
 The students are uncomfortable with teacher assessment. They have uneasiness in answering
questions like the knowledge base of their teachers or how well they were prepared for their
classes or their ability to integrate course material with environment.
 Students express low interest and indifference. They feel that it does not make significant
difference in the existing set up. They are of the opinion that no action had been taken by the
institution on the feedback.
 Students may not able to make accurate judgments until they have been away from the course.
Problems in Involvement in Governance
  Student voting rights are limited to issues that seem to be considered of most immediate
concerns of students, while they are not allowed to vote on issues that concern staff
appointments, administrative and finance issues, curricula or issues relating to the granting of
doctoral degrees.
 Student representatives are appointed rather than elected.
 Students feel under pressure to complete their studies and with good results. Therefore they find
little time for institutional life. In fact, this indicates low priority.
 Student representatives have little influence on decision making process. There is also a
perception that student politics is run by a small elite without much contact to “normal” students.
 Seats on the governing bodies are not distributed according to numerical strength. These issues
may be linked in a vicious circle: if students believe they have little or no interest, why should
they participant in governance or even vote? However, if students do not vote, how could they
have stronger influence?

TEACHER AS STAKEHOLDER IN HIGHER EDUCATION

Though it has been said that destiny of nation is shaped only in the classroom, very less importance is
being given to classroom teaching. Level of teaching in Indian institutions is not matched with global
quality standard. Teaching in India does not foster global competence and are not as per the expectations
of employment sector.
Contribution of teachers is viewed with immense importance to bring transformation in the quality of
higher education. This daunting task of teachers to improve the quality of education play crucial role.
Teachers are trusted with to bring whole world in class. This entirely depends upon the potential and
wisdom of teacher. This is the responsibility of the teachers to create interest in students about subjects.
Teachers are bound to inspire serious as well as non-serious students to take interest in their respective
subjects. Success of any institution depends upon competence and quality of teacher. How and what
he/she teaches in the class? Quality education is not a close ended concept but it’s a continuous process
and teacher needs to update him or herself with latest methods and technologies invented in this field.
Motivation
Motivation is essential whenever we undertake some task. Motivation is a boosting factor to execute
assigned task enthusiastically. In the class, teacher acts as a motivational force to motivate students to
take interest and think rationally on given task. Due to the motivation of teacher in the class, learning and
conducive environment is created to have maximum output.
Skill Enhancement
Skills are part and parcel of everybody’s life. Without skills no one can excel in life and achieve desired
goal. Skills plays crucial role in student’s life. Skilled persons with huge caliber are solicited in
employment sector everywhere. It is the responsibility of teacher to develop the skills of students, be it
job skill or communication skills. This require teacher to be innovative, creative and entrepreneurial in
approach to develop skills in students. These skills can be enhanced while establishing contacts with
social organisations, industrial set up and networking with neighborhood agencies.
Loyalty
Loyalty and commitment on the part of teachers play crucial role in student’s life. Teacher’s dedication
towards profession shapes the future of students and nation. Teacher’s impact on the life of students is
everlasting so a dedicated and committed teacher can bring metamorphosis in quality of higher
education.
Education instilled with Value
Skills are not of much use if these are devoid of value. In the absence of suitable value system, skills are
treated with less importance. Teacher should bear the responsibility to inculcate value system amongst
students to get in right direction. India is a diverse country in term of geography, culture, religion and
language. But despite of so many pluralities in country, appropriate core values like truth and morality
can be imbibed with life. If students are made to confront values in early stage, subsequent time will be
conducive for all round development of students. During Gurukul time, students were taught value
lessons of honesty, truthfulness, loyalty, sincerity, dedication, self-respect and discipline. But
unfortunately present scenario of higher education is not in association with these core values. Value
educations give direction to life with satisfaction and enhance the quality of higher education.
Personality of Teacher
Personality does not mean mere good appearance but much more than that. Personality is a combination
of multiple traits one teacher should have. Teacher should be disciplined, having high talent, thorough
knowledge of subject matter, effective body language, excellent communication skills and permanent
learners. Teaching and learning is a continuous process which last till one demise. So it is imperative on
the part of teacher to be a permanent learner while teaching. Effective personality of teacher affects the
teaching and learning in manifold ways thus enhances the quality of higher education.
Academic Developments
It has been mentioned that learning is a lifelong process. Teachers play crucial role not only in enhancing
the quality of education but also maintaining this. And it is possible only when teacher is also learning
continuously. There is induction of new methods and invention of latest technology in education sphere.
It is very much important for all teachers to acquaint themselves with latest technological tools used in
education field and new methods of teaching. Effective teaching can be realised through two facts i.e.
teachers are familiar with new inventions in the field of education and researchers know the area of
problem faced by teacher and students in classroom interaction. Teachers should incessantly attend
seminars and workshop organised by different agencies. Teachers should be well versed in using latest
technological tools used for effective teaching and learning. Refreshers course should be attended by
teachers to update and enhance their existing knowledge.
Self-Rating
Teachers should self-evaluate their teaching to discern the deficiency and shortcoming in their teacher.
This can be done through analysing the results of students and their grade. Self-evaluation play crucial
role in enhancing quality of higher education.
Professional Liberty
Teachers should have professional liberty in the class. Though certain methods have been suggested by
higher authorities to be implemented in the classroom still they should not dictate the teachers to adopt
the same. Teacher’s professional liberty to do experiment with genuine methods of instruction in the
class enhances the quality of higher education. Because teachers know their students well and know the
methods suitable for effective learning.
Professional Morality
Teachers have been given the highest place in Indian society. Teacher is even greater than God as per
Hindu belief system. So teachers must be abide by the professional ethics and shun the corruption
activities in this sacred profession. If teacher is sincere, honest and loyal, the same message he/she can
give to their students with full conviction which is essential for quality education.

CONCLUSION

It can be concluded that students and teachers are two fundamental pillars of educational edifice. Role of
these two stakeholders for enhancing quality of higher education is of paramount nature. Role of students
in every decision making relevant to them and competent, efficient and innovative teacher can surely
bring metamorphosis in quality of higher education. The aim of quality in higher education can be
facilitated if these two stakeholders are given due attention to their feedback and requisite resources
with infrastructure.
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