Therefore in this article instead of talking about how candidates should prepare and appear for interview, I offer here the most common mistakes committed by Interview-panel members, so that my fellow academicians can avoid it.

10. No Preparation for conducting the Interview: This could be very basic like simply not reading the candidate’s resume or CV before the interview. However the lack of co-ordination between panel members in conducting an interview is due to no preparation is however the bigger danger to watch out for. As unless it has been agreed in advance with regards to structure and guiding principle for the interview, it is almost impossible to conduct a purposeful, constructive conversation. Without prior co-ordination, panel interviews too frequently transform into either one-on-one questions and answers or even worse, a single conversation that meanders into irrelevant dialogue. Panel interviews work best when the members have agreed on a line of standard questions to prompt functional, useful responses, similar for every candidate (though not in a rigid fashion and more individual specific questions can be asked at the later part of interview), thus providing common ground for evaluating and taking a hiring decision.

9. Don’t understand the roles & responsibility: Unfortunately, this happens almost all the time. The Higher Education leadership in India, has evolved in line with the growth in the sector and has changed radically. Today the job profile of a Vice Chancellor / Director / Dean in private institutions can vary from being an academic head (figurehead) to a dynamic academic leader with Profit & Loss responsibility similar to a CEO. Similarly, while the role of Head – Corporate Relations might be limited to placements in some institution, in other institutions, the person might even be responsible for fundraising and endowment from corporates for e.g. starting industry sponsored Chair and Center of Excellence. Yet several people conducting interviews do not have an idea of the exact role and responsibilities of the position in concerned institution. In absence of such information, the interview panel members decide who is and who is not capable for the position (which they don’t fully understand) based on their own assumptions.

8. Not Approaching Issues Heads On: Academicians are known to be polite, more so in group settings. Instead of asking in a straight forward fashion about a complicated or controversial issue, they would either ignore it or ask in an evasive manner. Later they would either question the candidate’s motives about the issue or simply assume the probable answer to the question. By being polite and circumventive, the panel actually deprives the candidate an opportunity to present his side of the story and resolve the issue.

7. Speak more than Listen: Academicians by their nature are conversational and tend to explain things. Don’t we all know that, when an academician starts speaking and explaining, it is difficult to stop them. I have been a part of interviews in which, candidate hardly get 20% time of the allocated time and one or other panel member keep on explaining one or other point. Candidates too often either quietly listen to the panel member or try to put across his point in limited available time. Then, after the candidate leaves, interview panel wonder why candidate didn’t speak much. Or they extrapolate what they think they would have heard had the candidate got the time to speak.

6. Represent only their area or interests: Most academic interview panels are constituted with people from various areas to ensure participation from various areas. However it should be kept in mind that though representation of different interests is important, ultimately the candidate is being recruited for the entire institution. And hence the members should keep this in mind while trying to uphold views of their constituencies.

5. Remember that interviewing is still about recruitment: In a best case scenario, the institution and the candidates find themselves at the same stage of mutual consideration at the same time. It is obvious that during the interview, both the interview panel and candidate, are in discovery mode. Hence while the candidate is conveying to the institution that they want the job, the institution should be communicating them that how interested it is in them and retain their interests in the institution. If you forget that you would be evaluating a candidate who is no longer interested in the position. 

4. Treat candidates like mere applicants: This can have implications which last beyond the interview. If the interviewing panel as representative of the institution takes a candidate for granted thinking that their commitment to the job is a sure fact, they are sowing seeds of discontent in minds of candidate. A critical purpose of any interview is the aligning candidate’s interest in the job and the institution on a long term basis. If treated in an improper fashion, candidates will carry a negative impression of the institution. Even if they are selected, they might not join or leave soon on getting an opportunity at a more welcoming institution. Academic hiring is an expensive and time consuming process with good talent being hard to find. So as, a member keep that in mind and treat each candidate as a potential employee and brand ambassador.

3. Misunderstand the true purpose of leadership: A leader has to be a good strategist, analyzing situations and if required taking difficult decisions in line with best long-term interest of the institution as a whole. Such decisions may make some if not all stakeholders of the institution unhappy. While recruiting academic leadership talent, members of the panel must subject the candidate to difficult strategic choice questions and focus on the analytical reasoning and the likely impact of his decisions. They could also go through his leadership history to analyze his decision making skills.

2. Value process more than the outcome: Recruitment ultimately is a process and a selected candidate from a process with some faults may still turn out good, but a perfect process leading to no selection indicates a failure. A process has only one “goal”, result in selection of a suitable candidate, not be a result itself. When the institutions become so involved in the process and individuals conducting the process get obsessed with its micro level details that put process on top, things do go bad in a slow fashion. Here, how can I forget a globally benchmarked new university in Delhi / NCR, which has not started School of Management for the last 2 years due to failure in appointing a dean with credentials at par with Harvard and Wharton?

1. And the biggest mistake: Look for Academic Leaders through a walk-in interview. When you want a good partner whether on business or personal front, you have treat them in respectful manner and treat them with care. We all know good academic leaders are difficult to recruit. Still I am not able to understand how so called world class institutions expect academic leader with dignity to attend walk-in and wait for hours for their interview slot like a fresher? I will leave this point over here for you to think over.

I can continue expanding the list but let’s stick with the above for now. Additionally I am sure that your comments about this article will not only expand on the points I covered but also throw light on unexplored points.

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A number of challenges like emerging teaching and learning technologies, the proliferation of social media, shrinking external funding as well as the demand for flexible and competency based courses require the universities to do things faster, better and cheaper.  If put more aptly, the need of the hour is to become ‘Vibrant Varsities’. The predominant attribute of a vibrant university is agility, meaning the ability to quickly respond to the unexpected changes, rapid advancements or sudden shift in the circumstances taking place in the market.

Some institutions have already begun to implement educational strategies to create a vibrant 21st century university culture and embrace the market changes swiftly. Let us take an overview of five key characteristics that can be instrumental in the creation of Vibrant Varsities.

Centralized and Flat Structure

A bureaucratic educational leadership is often responsible for terse communication and lack of accountability between the central department and its learning units. However, a nimble educational institution flourishes in a non hierarchical management structure, with a single or minimal point of control. Flatter the institution is, quicker the decision making is and better the scope of innovation is.  Similarly, a central body ensures that all strategic matters such as policies, reforms, resource allocation, admissions and faculty management become less daunting challenges for the concerned subject matter departments. A central leadership takes the role of a catalyst and a facilitator, without losing the touch base with the entire structure.

Student Engagement Based Learning

The traditional course content in a majority of universities still largely revolves around classroom learning, textbook assignments and manual grading. But the modern age students expect courses that not only allow flexible schedules, but also sharpen their critical thinking and real – world skills. Hence, responsive universities should focus on customized, experiential and hybrid course modules, rather than the standardized offerings. A competency based project or an interactive online learning course can give the students an opportunity for peer interactions and two way feedback at their own pace. The higher education sector is also being gradually driven by automatic grading and data driven assessment, making it crucial for the institutions to adopt an integrated learning model.

Collaborative Leadership

In an article published in the October 2009 issue of Outlook, it is mentioned that agile organizations are able to change ahead of the curve when it comes to planning and developing a workforce with the right competencies and in the right numbers. They have deeper strategic insight into their human capital, and can use that insight to proactively put in place the right workforce that can effectively respond to urgent marketplace needs.

In the higher education sector, academic leadership can play a significant role in reinforcing receptive processes, innovation and culture. But to achieve this, they need to take off their anti-bureaucracy eyeglasses to highlight on the individual strengths and eliminate Achilles’ heel.  At  a broader level, the management can ensure a work tandem between the leaders through equitable compensation, job security, employment benefits, flexible work schedules and automated learning programs.

Meeting Industry Expectations

More than often, the  industry that absorbs the students post their university stint, express their concern over the lack of ‘entrepreneurial’ ability and ‘up-to-date’ knowledge in the new recruits. Colleges and universities prepare their students for analytical thinking and problem solving approach, but only theoretically.  What industry expects from the vibrant universities is an emphasis on the practical, rational content program, which also integrates the latest inputs and changes from the market. In the same way, the curriculum should empower the students to start their own ventures or multiply employment avenues for them.

Adoption of Technology

Ewart Woodridge CBE, Chief Executive of the Leadership Foundation for Higher Education, says, “The ‘Agile University’ is about the capacity to innovate, particularly in new business or operating models. It requires a creativity in how an institution is structured and people are equipped to lead and manage it. It also requires a strategic and an entrepreneurial approach to the use of technology.”

Technology is dominating various spheres of our lives, why higher education should be an exception? Most of the universities across the globe have realized the potential of technology assisted learning, and hence started leveraging on its benefits.  A fine example of this is the growing popularity of Massive Open Online Course (MOOC), a distance learning course, which resembles classroom learning and is free to use for anyone without any admission criteria.

The above model gives a snapshot of which areas the higher education sector needs to focus on to become flexible and vibrant.

Vibrant Varsities are trending, are here to stay and ready to bring a paradigm shift in the higher education scenario.

The post 5 Key Characteristics of Vibrant Varsities appeared first on EduShine.

A major shortage in teaching talent is paralyzing Indian higher education. The current strength of 8.2 lacs professors and faculty is 32 percent lower than the required number of 12 lacs. What’s even more worrying is that by 2020 the sector will need an additional faculty of 15 lacs to join its ranks.

Sadly, not only are we lacking in quantity of academic talent, but also in quality. India has more than 400 universities and 20000 colleges. Despite being among the largest higher education systems (number of institutions and students enrolled) in the world, only a handful of Indian Institutions are globally recognized. This is a reflection of the quality of academic staff along with other systemic failures in the education system.

These alarming statistics force us to ask the question – just how are we going to fill the gapping shortfall in quality faculties and professors in the country?

Our failure to attract the best talent to academics

One measure of quality of education offered in a country is the ability to attract the brightest talent into the sector. However, employment trends indicate that academics is no longer a preferred career choice with the large number of students graduating from the country’s higher educational institutions.

Global giants like Google and Facebook are increasingly recruiting from India, offering mega salary deals. The best of Indian talent has also been able to successfully integrate itself with top Fortune 500 companies. With industry soaking in the best, the pool of talented individuals available to join academics has steadily declined.

Indian academics has also failed to offer remuneration prospects similar to those being offered by global universities which have also become a destination for some of India’s brightest minds.

In India the pride associated with academia has been lost, unlike other countries such as Singapore and Finland which go to great lengths to bestow enormous prestige on those associated with the profession.

Of course tackling the overall crisis would require sweeping changes in the institutional framework by the government, greater partnership with the private education sector as well as greater involvement of the industry.

But a crucial remedial step will be making academics an attractive destination of choice and this is where ‘Star Professors’ can play a major role.

Who are ‘Star Professors’?

Globally we are seeing the emergence of ‘Star Professors’. These academicians of high repute have gained superstar statuses for their ability to present educational content in a manner that almost seems like an entertainment to audiences. They have courses and programs designed around their knowledge base and draw in huge crowds at colleges, seminars and events.

Both educational institutions and big corporations seek out star-professors and are willing to pay them ‘top dollars’ for academic and consulting / advisory roles. Their influence is not limited to the academic silo. These media savvy star professors are opinion leaders on socio, economic and political issues impacting their countries and indeed the world.

Star professors are trailblazers that inspire others to follow in their footsteps.  Not only do they encourage existing professors to better themselves, but more importantly they act as magnets for young minds to join the academic field. It would not be an exaggeration to say that the future of academics depends on star professors.

Indian Education desperately needs Star Professors

We Indians love our stars.  From movies to cricket to business, names immediately come to mind; from a Shah-Rukh Khan to M S Dhoni to Narayan Murthy. These people represent the best in their fields and have become powerful brands in themselves.

Unfortunately, we have failed to attract and develop academic talent that has anywhere near this kind of star power. Indian higher education is in desperate star professors’ as symbols of the successes that academics can offer, and for attracting young talent in much larger numbers, across myriad fields of study, than is presently happening.

Attracting and Promoting Star Professors

Indian educational institutions compete on an international stage when it comes to attracting and retaining the best academic talent.

The global economic slowdown, which has put a strain on research budgets, salary increments and general standards of living, may well work in favor of India regaining preference with a section of the Indian Diaspora currently based in International Universities. Salary is an important consideration, but is not the only factor that can draw top Indian academic talent back to its shores.

Teaching faculty need to be given compensation comparable with the best in the country, allowed wide-decision making powers (which includes course content, student assessment policies, courses offered and budget allocations) and conferred highly publicized recognition for outstanding work. Indian institutes can attract faculties by offering them faculty fellowships, offering research grants and made-to-order research facilities.

Indian institutions looking to create and attract Star Professors will need to have a dedicated talent management strategy towards –

• Investing in young academic talent, which includes providing international standard training opportunities and compensation during the training period
• Providing reputed professors with research amenities and autonomy in decision making they enjoy at global universities
• Promoting individual professors on their faculty as ‘personal brand names’ and specialists in the field across platforms ( advertising, social media, education forums and industry)
• Institutionalizing a  framework for recognition and reward for academic achievements

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