UNIT 8.

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INTRODUCTION TO INSTITUTIONAL MANAGEMENT

Contents Page No.

Broad Objective 3
Learning Outcomes 3
Introduction 3
8.1.1 Institutional Management 4
(A)Concept of an institution 4
➢ Characteristics of an Institution
➢ Institution Vs Organization
➢ Types of institutions
➢ What is management?
➢ Management as a process
➢ Management as an Activity
➢ What is Institutional Management?
➢ Components of Institutional Management
➢ Objectives of Institutional Management
(B) Importance of Institutional Management 8
➢ Aspects of Institutional management
❖ Management of Curriculum
❖ Management of Human Resources
❖ Management of Finances
❖ Management of Infrastructure

Practice Task 20
Feedback 21
8.1.2 Administration 22
(A)Concept of Administration 22
(B) Difference with Institutional Management 23
➢ Based on Functions
➢ Based on Usage/Applicability
Practice Task 24
Feedback 24
8.1.3 Institutional Management Process 25

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 ➢ Planning
➢ Organizing
➢ Staffing
➢ Directing
➢ Controlling

Practice Task 29
Feedback 29
Conclusion 31
Bibliography 31

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 UNIT 8.1
INTRODUCTION TO INSTITUTIONAL MANAGEMENT
Author: Dr Rakesh K Wats
NITTTR, Chandigarh
Broad Objective
The broad objective of this unit is to make the participants
aware about the importance of institutional management
and its scope in the smooth, efficient and effective running
of an educational institution.

Learning Outcomes
After going through this unit the learner will be able to :
• Define the concept of Institution, Management and institutional management and their
importance.
• Explain different aspects of institutional management and identify components of management in
each of them.
• Facilitate in management of curriculum implementation, Human resources, Finance and
Infrastructure in his own institution.
• Differentiate between institutional management and administration.
• Explain institutional management process.

Introduction
Institution is a fundamental form of social organisation to meet a broad social goal,e.g. an educational
institution like a college, university or deemed to be university.Management is a tool of getting work
from others for achieving the specified objectives through productive and optimum use of scarce
resources while institutional management helps in developing harmonious co-ordination amongst
different programs, activities, functions and people so that the institution as a whole becomes capable of
achieving its targets, goals and objectives effectively and efficiently. For the smooth running of an
institution, scientific principles of management play a very significant role. Be it the curricular or co-

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curricular processes, optimisation of scarce resources like finance, competent humans or the adequate and
up-to date infrastructure, proper management and its defined processeshave a role to play.

In this unit, learners you shall understand the concept, need, importance and scope of institutional
management. You shall become aware about the broad difference between institutional management and
administration for the effective functioning of an institution. Understanding of the institutional
management process shall be another important input for you.

8.1.1 Institutional Management

To understand Institutional management, we need to understand the two terms independently, so we start
with

(A)Concept of an institution

The term institution has become widespread in the social sciences in recent years, reflecting the growth in
institutional economics and the use of the institution concept in several other disciplines, including
philosophy, sociology, politics, etc. The term has a long history of usage in the social sciences, dating
back at least to GiambattistaVico in his Scienza Nuova of 1725. However, even today, there is no
unanimity in the definition of this concept. (Hodgson, 2006)
A commonly accepted definition of institutions is that they are the formal and informal rules that organise
social, political and economic relations (North, 1990). They are the systems of ‘established and prevalent
social rules that structure social interactions’ (Hodgson, 2006, p. 2).
“Institutions are the ways in which the value patterns of the, common culture of a social system are
integrated in the concrete action of its units in their interaction with each other through the definition of
role expectations and the organisation of motivation” (Parsons and Smelser, 1956)
Institutions operate in all spheres of life and can affect access to economic, legal, political, and social
rights and opportunities.

➢ Some common characteristics of an institution are as follows:

❖ Distinct purpose expressed in a goal or a set of goals- every institution has a particular
goal for which it has been incorporated for ex a school is formed to impart education to
students, a hospital to serve healthcare facilities to patients etc.
❖ People come and work together to achieve the institutional goal through a set of decisions
and work activities.

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 ❖ A deliberate and systematic structure that defines and limits the behavior of its members

➢ Institution Vs Organization
People often use the two terms synonymously but they are distinct.The term ‘institution’ is
sometimes used to refer to organisations or associations and sometimes to designate a normal
principle that defines clusters of important behaviour, such as marriage or property.
An organisation is a group formed to meet a specific goal, e.g., a college or a hospital. An
institution, however, is not an actual group or association. It is a system of beliefs, norms,
values, positions, and activities that develop around a basic societal need. The concept of
institution is-abstract and is used to refer to a fundamental form of social organisation that
meets a broad social goal. In the present context however, institution will refer to an
educational institution imparting higher education like a college, university or deemed to be
university.

➢ Types of institutions
E.W. Burgess has given the following classification of institutions
❖ Cultural institutions for transmitting social heritage like family, school, church (religious
institutions).
❖ Economic institutions for organising of services of utility like bank, labour union,
commercial and industrial enterprises.
❖ Recreational institutions for satisfying human desire of enter-tainment, amusement and
play etc.
❖ Social control institutions for solving social problems of society and personality. (As
cited by GauriDushi in article Institutions: Definition, Types and Functions of
Institutions, http://www.preservearticles.com/sociology/institutions-definition-types-and-
functions-of-institutions/30474)

After understanding what is an institution, its time now to know

➢ What is management?
The term Managementis considered to be a universal phenomenon which is involved in every
sphere of life,be it the tangible ones like an educational institution or the intangibles like time
and stress.

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 According to Harold Koontz, “Management is an art of getting things done through and with
the people in formally organised groups. It is an art of creating an environment in which
people can perform asindividuals and can co-operate towards attainment of group goals”.
According to F.W. Taylor, “Management is an art of knowing what to do, when to do and see
that it is done in the best and cheapest way”.
The above quoted definitions clearly indicate that “management” is a tool of getting work
from others for achievingthe specified objectives through productive and optimum use of
scarce resources. It is generally believed that resources will always be scarce and it is the
responsibility of the head of the institution to manage these scarce resources in the most
effective and efficient manner, not compromising on the quality, yet achieving the goals and
objectives.
Management is a purposive activity. Every institution big or small, rural or urban is existing
to fulfill its objectives through 'management' E.g.: For one institution it may be admitting
quality students and for other it may be imparting quality education by recruiting quality
teachers.

➢ Management as a process
Management, as a process, involves a series of inter-related functions which create, operate
and direct a purposive organisation through systematic, coordinated and co-operated human
efforts. According to George R. Terry, “Management is a distinct process consisting of
planning, organising, actuating and controlling, performed to determine and accomplish
stated objective by the use of human beings and other resources”. As a process, it has three
aspects:
❖ Social aspect- Since human is the most important factor among other factors,
management is concerned with developing relationship among people. It is the role of
management to make interaction among people – highly productive and useful for
achieving institutional goals.
❖ Integrating aspect–Bringing together human, physical and financial resources, so as to
achieve institutional objectives, is one of the important activities of management. Thus, it
is an important aspect of management to bring harmony between various factors.
❖ Continuingaspect–One of the major roles of management is the identification of
problems and finding their solution. As problems are part and parcel of the functioning of
any institution, finding solution and implementing them is a continuous activity for the
management of any institution.

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➢ Management as an Activity
Like many other activities performed by a human being, management is also an activity
undertaken by a manager while performing his role of accomplishmentof objectives by
directing the efforts of others. According to Koontz, “Management is what a manager does”.
In case of an educational institution, the manager would be the principal or anyHOD.

Management as an activity includes -

❖ Informational activities -This refers to those activitieswhich help in giving and

receiving information orally or in written form for the smooth, effective and efficient
functioning of the institution.
❖ Decisional activities -All types of managerial activities are based on some type decision.
Principals/HODsin an institution are continuously involved in decisions making of
different kinds since the decision made by one becomes the basis of action to be taken by
other. For ex the decision taken by the principal not to admit students below a particular
cut-off percentage will lead to the HODs working in admission procedure to admit only
those students that fulfill the said criteria and send back the others.
❖ Inter-personal activities - Management means achieving the goals through the
involvement of others where his inter-personal skills play a vital role.Principals/Directors
interact with their superiors as well as the HODs and faculty. For the smooth running of
the institution,they must maintain good relations with them. The inter-personal activities
include meeting with various HODs and faculty to understand their needs etc.

➢ What is Institutional Management?

Institutional Management is a process designed to achieve an institution’s objectives by using
its resources effectively & efficiently in a changing environment.Institutional management
helps in developing harmonious co-ordination amongst different programs, activities,
functions and people so that the institution as a whole become capable of achieving its
targets, goals and objectives effectively and efficiently.

➢ Components of Institutional Management:

Institutional management has two broad components:
❖ Organisation and management of curricular activities and
❖ organisation and management of co-curricular activities.
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 In the total programme of education, curricular and co-curricular activities occupy the central
position. Curricular and co-curricular activities are complementary to each other. These
activities help in developing integrated human personality. There was a time when the whole
purpose of the educational institution was conceived to be confined to the teaching of
prescribed syllabus. Other activities were regarded as additional.Participation in social and
sports activities or outside the classroom activities was looked down upon as a mere side
show. It was thought that these activities had no link with the actual teaching programme. But
in today’s scenario, the role of co-curricular activities is considered to be complementary to
curricular activities in developing a total human being.As we know, curricular activitiesare
those activities which are organised in a classroom (e.g. teaching of different subjects by the
teacher/classroom teaching., practical work in the laboratory, workshop, library reading etc.),
while co-curricular activities include the activities having indirect reference to actual
instructional work undertaken in the classroom. Now a days, both theseactivities have equal
weightage in the life of a student in an educational institution.

➢ Objectives of Institutional Management

❖ Achievement of the institutional objectives.
❖ Improvement in planning, organising and implementation of institutionalactivities,
processes and programmes.
❖ Ensure optimum utilization of human resources(teachers, non- teaching staff and
students)
❖ Enhance the efficiency and effectiveness of institutional infrastructural facilities.
❖ Enhance employees’ job satisfaction
❖ Manage interpersonal conflicts effectively.
❖ Improve communication.

(B) Importance of Institutional Management

Institutional is becoming very important in today’s scenario as it helps in understanding various

aspects of management at institutional level, like:
❖ Defining and describing roles and responsibilities of the educational manager
❖ Defining, describing and developing managerial skills.
❖ Understanding and facilitating educational planning at macro levels, its goals,
principles, approaches and procedures
❖ Understanding and facilitating institutional planning and educational administration.

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 ❖ Facilitating in decision making, problem solving, communication and managing
information and building effective teams.
❖ Facilitating in planning of curricular and co-curricular activitiesvand preparation of
time-table.
❖ Helping in the maintenance of essential records, evaluating students’ achievements.
❖ Helping in financing and budgeting of the institution.

➢ Aspects of Institutional management

• Management of Curriculum
• Management of Human Resources
• Management of Finances
• Management of Infrastructure

❖ Management of Curriculum

A “curriculum is aprogramme of activities by teachers and learners – so designed that

learners will, asfar as possible, achieve specific educational and other school
objectives”. Barrow (1984)

It may be stated that curriculum is anextensive concept which includes all planned
activities and subject courses which are undertaken in an institution. Planned
activities meanactivities relating to societies, clubs, committees, sports etc. These all
take place within a specific system which is constantly evaluated and aims to lead the
child to become a responsible citizen of the nation.

"Curriculum management is a structured set of activities designed to assess and

adjust the curriculum to the changing needs of students". Developing a perfect
curriculum that fulfills the needs of the students and facilitates the institution attain
its objectives is a difficult task. There are certain other challenges as well in
curriculum management.Firstly, as new research is published, you willhave to make
updates in curriculum content. Secondly, abnormal assessment scores will force you
to re-examinethecontent sequencing and assessment approach. Unavoidably, you will
be faced with 'curriculum drift'. For example the Changein IS building codes,
Company Law,1956 to be replaced with the Company Law,2013. Similarly, The
Goods and Sales Tax, 2017 to replace all the Indirect taxes that were levied earlier. If

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these new topics are not incorporated in the curriculum then it is called a curriculum
drift. How can you ensure that a carefully designed curriculum adapts properly in the
changing educational scenario? You can do this by applying a structured set of
activities designed to assess and adjust the curriculum, in other words, with
curriculum management.

An effective curriculum management approach includes following activities:

1. Curriculum mapping-is the first and fore-most step inthe curriculum

management endeavor. It is a process in which structural elements of a
curriculum (phases, years, courses, sessions, etc) are tagged and linked with each
other as well as with learning outcomes and content areas. The most important
aspect of curriculum mapping is that it helps in giving an accurate presentation of
an institutional curriculum by transforming a series of documents and
experiences into a searchable database, without which all other steps in
curriculum management shall be of much less value.

2. Content & structure analysis–After the mapping of curriculum, analysis is

done to find whether the content is still relevant, and if the curriculum structure
supports the anticipated learning goals. Some of the common methods of doing
thisare:

Gap/redundancy analysis-a report of content gaps or redundancies in a

curriculum. For example, redundancy in curriculum exists when similar content
e.g. teaching a topic, “cement as a building material” is being taught in several
different course areas. While content gap in a curriculum comes when any one of
the eleven engineering graduate attributes remains under-represented in the
curriculum.

Teaching types analysis - a report providing an overview of the teaching types

and frequency of their use in the program. Often, this type of analysis report is a
part of an accreditation review, but can also be used to ensure whether content
is being taught most accurately by providing varied learning experiences to
students.

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Sequencing analysis- a report presenting sequencing of topics throughout the
curriculum. In this tagging of learning outcomes or content areas as per Bloom’s
taxonomy is analysed. Based on this, a report of the sequencing of content across
the content area is prepared.

To prevent curriculum drift, content & structure analysis play a significant role in
curriculum management as these help in identifying missing, inappropriate and
obsolete content which can be replaced with more appropriate one

3. Student assessment

The ultimate outcome of any curriculum is student assessment results. They act
as an important input to curriculum management process.Assessment results
provide a glimpse of curriculum problems which otherwise may not be visible
through other result areas.It is important to mention here that all the problems in
student assessment may not be curriculum problems. Some of the issues may be
linked with individual students, particular faculty or other non-curriculum things.
Systemic assessment problems (like missed/low results in a key content area;
over-performance in another area), may however, help inidentifying issues that
would have otherwise remained hidden.

4. Program evaluation

Another important aspect in curriculum management is program evaluation. It

provides a real time feedback about the curriculum to the faculty and staff.
However, it is important to understand that all program evaluation results may
not provide inputs about curriculum problems. For example, a poor teacher
evaluation is not necessarily a problem of curriculum management.

There are eight principles that guide the assessment of any curricular activity in
an institution. They are as listed below:

• Teachers need to be aware of their student's progress level.

• Students need to know about their learning progress.
• Assessmentis a bidirectionalphenomenon. On one hand it measures student’s
achievement, on the other teacher’s performance

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• Assessment process should help in enhancing teaching effectiveness along
with intellectual and psychological growth of students.
• Assessment provides input data and evidence for students’ attainment and
teachers performance
• Assessment is a continuous process. Continuous monitoringis required to
check the progress of the plans and activities implemented for promoting
desired behaviour
• Successful assessment process incorporates reflection and self assessment as
these help in developing in students necessary skills for assuming greater
ownership of their own learning.
• Facilitating student learning and assessing his progress in that learning are
the responsibility of a teacher and he is, or should be held accountable for the
same

5. Research, review, revise

This is the final step in curriculum management where the data collected from
content and structure analysis, student assessment results, and program
evaluation feedback is used to decide whether or not changes in curriculum are
needed. This is one of the main jobs of the curriculum committee and it is not to
be taken lightly. This may uncover many issues e.g. a deep-seated curriculum
issue found through low student assessment scores etc. These may require more
research for deciding how to proceed.

When the curriculum is finally drafted, ask the following questions:

• Relevance- Is the curriculum relevant in terms of content in the changing

environment.
• Utility- Will the knowledge or skills imparted to students enhance long‐term
employment or make them employable in future.
• Social Responsibility- Does this curriculum make the students socially
responsible citizens of the nation who are aware of their social,
environmental and ethical responsibilities.
• Fundamental value of knowledge- Does the content have persistent cultural
implication?

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 • Critical thinking- does the content of the curriculumcompel the students to
think critically?
• Student Enrichment: Will the content enhance the inimitable experiences
and values of student life?

❖ Management of the Human Resources

Human resource is an increasingly broadening term that refers to

managing'humancapital', the people of any institution. It is a strategic function of
management that recognises the inter-linkage between talented and engagedpeople
andinstitutional success.

Human resource management is the process wherein the emphasis is on recruitment,

compensation, performance, training and development, motivation, communication
and providing directions to the people who work in an institution. According to
Dessler (2008)” the policies and practices involved in carrying out the people or
human resource aspects of a management position, including recruiting, screening,
training, rewarding, and appraising comprises of HRM”.

Human Resource of an educational institution comprises of faculty, teaching and

non- teaching staff, students and other elements such as parents, members of the
community, members of the governing body, etc.. The management of human
resource is of vital importance to achieve the educational objectives.

The management of two types of human resources is discussed in this section:

• Management of Student Support system

• Management of other human resources

1. Management of Student support system

Students incorporate an essential component of human resource of an

educational institution. They not only provide the financial resources that help in
running the institution but also are the future representatives of the institution.

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Educational institutions are established to impart quality education, for which
they have to come up with programmes and courses of study, design and develop
curricula and learning outcomes, evolve suitable teaching-learning strategies, and
formulate the criteria of assessment and certification. The system and mode of
instruction of the institution has to be in conformity with its mission and goals.
There are various aspects of the programmes being offered by the institutions.
One aspect is, the extent of flexibility and autonomy exercised while deciding the
programmesand content and the second is being responsive to the needs of
society/country, like starting skill development courses to make the youth self
reliant. Thesemay vary from one institution to the other and each decides on the
programmes to be offered and their content. However, programmes from
variedinstitutions need to be comparable in terms of intensity of content,
standards of assessment and achievement so that equivalence of qualification
may be ascertained.

The instructional system should integrate all possible channels to enhance

learning like,classroom teaching, laboratory work, group work, projects, self
studyetc..This multiple media approach to instruction optimises learning
outcomes.

Effective management of student support in higher education is also dependent

on assessment of the learning component. Since teaching-learning is affected
over a long period oftime, educationists vouch for a system of continuous
evaluation of the learning outcomes rather than only a terminal assessment
system.

The important considerations in regard to student learning and its assessment are:

i) Appropriate content, structure and provision of flexibility in the choice of

content.

ii) Instructional procedures clearly spelt out.

iii) Well defined assessment procedure.

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These points determine the learning contract between the student and
theinstitution and should therefore be conveyed to the student clearly and
objectively, before the student makes a choice.

The student support services normally provided by higher education institutions

can be categorized as follows:

• Provision of information about programs and courses, teachers and their

qualifications, admission procedure, teaching learning methods, assessment
procedures, criteria of assessment, awarding grades, procedures for setting
disputes about assessments, admissions, etc. about the teacher schedules, library
work, laboratory work, tutorial, examination schedules etc. This will help them to
gauge the academic rigour of any particular program.

• Provision for other curricular activities like sports and games, cultural and
social activities, community activities, group works, travels and competitions.

• Residential facilities available and participation in their management

• Participation in student association activities.

• Financial support provision like loans, scholarships to meritorious students etc

• Guidance and counseling services, including provision for placement of

successful students.

Management of student support services poses a big challenge for the

administrators and faculty of the educational institution.

2. Management of other human resources

Human resources in educational institutions include several people namely

faculty and, Principals, Vice Chancellors, Heads of Institutions, Heads ofDeptts.,
Heads/Directors of Research units, Deans, Directors of Higher Education
Department, Heads of Training Institutions, local and regional Administrators,
Educational Planners and Administrators at national level. Each of these

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individuals requires different kinds of knowledge, skills and aptitudes to
discharge their duties well.

In order to be effective and efficient, an educational institution has to ensure that

there are right kind of people, in the right place and at the right time for carrying
out various jobs and services.For this purpose, human resource needs are to be
identified and assessed. Proper selection and recruitment proceduresare to be
followed. This must be in accordance with the guidelines of the statutory bodies
like UGC, AICTE, etc as the case may be. There are challenges like working
conditions, promotion prospects, training and development, transfers, motivation
and security, career development and so on. These are to be handled with
empathy and co-operation on one hand and sense of commitment and
accountability on the other hand.

• The Need to have Human Resource Management

Human resources management is a process of positive change linked to the

enhancement of the capacity of each individual in an institutional set up. It is a
strategic approach of selection, recruitment, motivation, training and
development and management of the institution's human resources which ensures
the achievement of the objectives of the institution. Similar to the managers and
CEOs of big corporate houses, the heads of educational institutions also apply
many familiar techniques of HRM such as manpower planning, selection and
recruitment, staff development and motivation, performance appraisal, etc. for
management of human resources. Institutional leaders must understand that:

1. People are an integral part of any institution as the latter cannot exist in
isolation. Without people an institution has no meaning. It is for the
administrators to understand that people constitute the central part of the
institution.

2. People working in the institution are considered to be resources because of

their special qualities and characteristics. Every individual be it the faculty, the
lab technician, the librarian or the office clerk have a contribution to make
towards the achievement of institutional goals. Thus, they cannot be treated like

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 material resources and there is a need to introduce humanistic values and human
approach to deal with them.

3. Since people are an asset, care must be taken to develop them from time to
time, keeping them up-to-date with the changing needs of the society. Moreover,
they must be rewarded, recognised and remunerated according to the guidelines
set by the government from time to time.

Thus, management of human resource in an institution, necessary to achieve its

desired goals successfully, can be achieved by following ways:

i) Selecting and retaining qualified talent through effective human resource

planning i.e. recruitment, selection, placement, compensation and promotion
policies.
ii) Developing and building required skill competency and capabilities through
training, orientation and performance appraisal, etc.
iii) Securing support and cooperation of employees through motivation,
participation, grievance handling, etc.
iv) Ensuring that the institution will have a team of competent and dedicated
employees in future.

❖ Management of Institutional Finances

Finances are considered as the life blood of any institution and accordingly its proper
management is one of the important aspects of institutional success as it is important to
understand that the basic purpose of any educational institution is to impart education to
the students which it is not possible without appropriate quantum of money.

Finance isthe science ofthe management of money and assets. It not only deals with
resource acquisitions but also its allocation. Presently,education is being provided
through different modes such as formal, non-formal,distance and online (e-learning). For
providing different levels of education through different modes a variety of physical
resources (buildings, equipment, materials) and human resources (teachers,
administrators and custodians) are needed. These resources cannot be without adequate
finance.

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Therefore, money becomes very important for the survival of any system. Secondly, it is
not just the availability of money can solve all the problems but allocating this money to
various heads is equally important.

So, let us define educational finance as the management of money and assetswhen
physical and human resources are allocated for educational purpose. The next question
would be what are the various sources of finance.

• Contribution of Governmentand Household in Educational Financing

Government meets the institutional costs of education to a large extent up to

secondary level. In tertiary level, especially in technical and professional
education, the role of private players have increased significantly during the past
few years.

It will be pertinent at this point to examine the role of University Grants

Commission (UGC) as a funding body in higher education institutions. UGC
provides funds to colleges and universities for the development of higher
education and research. It receives grants-in aid from the Central Government
under both non-plan and plan heads. The non-plan grants are meant essentially to
meet the maintenance costs of the central universities, some deemed universities,
colleges of Delhi and some ongoing schemes of the UGC both in Central and
State universities. The plan grants are used for general development of every
university in terms of creating infrastructural facilities - construction of
buildings, purchase of furniture equipment for laboratories development of
libraries and other academic and administrative needs. UGC also provides plan
grants under special scheme programmes for promotion of quality, excellence,
teaching and research.

Generallya large amount of household investment especially in technical and

other professional education isfavoreddue to following three main reasons:

o Government does not have adequate budget to finance education

and thus households have to necessarily put in their resources for
their education, at least partly;

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 o It is believed by some that household expenditure, specifically
fees, would make children more serious about their studies, and
thus result in enhancing the efficiency and effectiveness of the
system
o Household expenditure reflects both ability to pay and
willingness to pay for education. It is argued that this thought of
people need to be fully exploited.

In fact, , dual system of education -public education system (usually considered

to be of poor quality) for the poor, and fee charging private education (of better
quality) for those who can afford, is mainly applicable up to secondary level.
However, in case of higher education, government subsidies are three fourths of
the total recurring expenditure, in the country as a whole. Fees from student,
endowments, and others meet the rest more or less in equal proportions. But in
therecent years, given the changing economic and educational policies, this
proportionseems to be rapidly increasing to significant levels in many
Universities.

• Contribution of Foreign Aid in Educational Financing

Foreign aid is one important source of finances for education. Its importance gets
enhanced in developing countries like India where public budgets for education
become very tight with the adoption of structural adjustment policies. A large
number of foreign aid projects especially in primary education and a few
especially for enhancing the quality of higher technical education (TEQIP) are
presently operational in the country with the assistance by several international
agencies, such as the World Bank, the Swedish International Development
Agency, the UNICEF, the European Economic Community,etc. Thus the external
aid is both bilateral flowing from countries, and multi-lateral flowing from
international- UN and other organisations.

In most colleges and universities over 90 percent of the expenditure goes towards
paying salaries of teachers and staff. Therefore, the institutions are not left with
many choices but to enhance the fees from students, leading to public ire, even
some of the dual mode universities have been resorting to distance education.

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 Thus, management of finance in today’s scenario, when government contribution
to education is declining and the cost ofeducation continuously increasing, is one
of the most important difficult issues for any institutional manager.

❖ Management of Institutional Infrastructure

Physical structures required to run an institution are called infrastructure.Physical
infrastructure, in the context of education implies the teaching learning space and
equipments necessary for effective teaching-learning process. These include, classrooms,
libraries, laboratories, furniture, social space, IT network and other support needs, like
special provisions for disabled etc (Rose, G.M., 2006). It is important to understand some
basic concepts which determine the planning and management of physical facilities in
educational institutions.
Proper planning for management of these constituents of an institution is required and is
essential for the effective achievement of the institutional goals. Hence, management of
infrastructure both human and physical particularly in the context of Indian higher
education assumes tremendous significance. This is primarily because Indian higher
education has undergone expansion in terms of number of institutions, courses of study,
departments, teachers and students.

Practice Task
Q. I. Fill in the blanks
a) Kinds of institutions may be ____________ , _______ ,________ and _________

b) Management as an activity includes _________ , ____________ and __________ decisions.

c) In the total programme of education, _______and ___________ activities occupy the central
position.
d) "______________ is a structured set of activities designed to assess and adjust your
curriculum".

Q. II. Short answer questions

1. What are the objectives of Institutional management?

2. What are the various aspects of institutional management?
3. Name the two types of human resources in institutional management.
4. Name the various sources of institutional finances.
5. Briefly discuss the importance of institutional management.

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Feedback
A1 a) Cultural, Economic, Recreational and Social control
b) decisional, interpersonal and informational
c) curricular and extra-curricular
d) Curriculum management

AII. Short answers

1. Objectives of IM-
a. Achievement of the institutions’ objectives.
b. To improve the planning, organizing and implementation of the institutions activities and
processes.
c. To ensure appropriate utilization of human resources (teachers, non- teaching and
students)
d. To enhance the efficiency and effectives of institutional infrastructural facilities.
e. To enhance job satisfaction among employees
f. To manage interpersonal conflicts, manage stress and use time effectively.
g. To improve interpersonal communication.

2. Various aspects of institutional management are:

a. Management of Curriculum
b. Management of Institutional Human Resources
c. Management of Institutional Finances
d. Management of Infrastructure

3.The two types of human resources in institutional management are:

a. Faculty (Teaching and non Teaching)
b. Students
4. The various sources of institutional finances are
a. Contribution of Government and Household
b. Contribution of Foreign Aid
5 Importance of IM:
a. It includes the study of various theories of management science which define and describe
the roles and responsibilities of the educational manager and develop managerial skills.
b. It includes the study of educational planning at macro levels, its goals, principles,
approaches and procedures. At a micro level it helps in understanding and facilitates:
Institutional planning and Educational administration.
c. It helps in decision making and problem –solving, communication and managing
information and building effective teams.
d. It helps in planning of curricular and co-curricular activities, and preparation of time-table.
e. It helps in the maintenance of essential records, evaluating students’ achievements.
f. Financing and budgeting of the institution.

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8.1.2 Administration
(A)Concept of Administration

The two terms management and administration have been used in different connotations by
different writers.

According to Theo Haimann, “Administration means overall determination of policies, setting of

major objectives, the identification of general purposes and laying down of broad programmes
and projects”, literally meaning activities of higher level including laying down basic principles
of an institution. According to Newman, “Administration means guidance, leadership & control
of the efforts of the groups towards some common goals”. On the other side, management
involves conceiving, initiating and bringing together the various elements; coordinating,
actuating, integrating the diverse institutional components while sustaining the viability of the
institution towards some pre-determined goals. In other words, management is an art of getting
things done through & with the people in formally organised groups.

In other words, management carries out the decisions taken by administration. The functions of
administration are legislative and largely determinative and those of management are executive
and largely governing. This view presents administration at a higher pedestal andmanagement at a
lowerpedestal.
Some other authors like Oliver Sheldon, Florance, Lansberg, and Haiman are also of the view that
administration involves decision-making and policy formulationwhile management deals with
executive and supervisory work. According to them administration is the process and agency
which is responsible for the determination of the aims for which an organisation and management
are to operate, and which gives general oversight to the continuing effectiveness of the total
operation in reaching the objectives sought. Management is the process and agency which directs
and guides the operations of an organisation in the realizing of established aims.
Another view is that administration and organisation are a part of management.Brech has
advocated this view. In his words, "Management is the generic termfor the total process of
executive control involving responsibility for effectiveplanning and guidance of the operations of
an enterprise. Administration is thatpart of management which is concerned with the installation
and carrying out ofthe procedures by which the programme is laid down and communicated and
theprogress of activities is regulated and checked against plans." The Europeanschool of thought
considered administration as a part of management.

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 Some authors are of the view that management and administration are usedinterchangeably and
there is no distinction between the two. In the words ofNewman, "Management or administration
is the guidance, leadership and controlof the efforts of a group of individuals towards some
common goods." Otherauthors such as George Terry, AlIen, Koontz and O'Donnell also feel that
boththe terms mean the same thing. In general practice administration is used more ingovernment
or other public organisations while management is used in the businessworld.

(B) Difference with Institutional Management

The difference between administration and management can be summarised under twobroad
categories viz. Functionsand Usage / Applicability

➢ Based of Functions

Basis Management Administration

Meaning Management is an art of getting things done Administration concerns formulation

through and with other people by directing their of broad policies, plans and
efforts towards achievement of objectives. objectives.

Nature Management involves execution. Administration involves major

decision-making.

Process Management decides who should do it & how it Administration decides what to do &
should be done. when to do.

Function Management is a doing function because managers Administration is a thinking function

get work done under their supervision. because plans & policies are
determined under it.

Skills Human skills and Technicalskills Human skills and Conceptual Skills

Level Lower level and Middle level function Top level function

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 ➢ Based on Usage/Applicability

Basis Management Administration

Applicability It is broadly applicable to business/profit It is applicable to non-business /non

makingorganisations profitorganisations

Influence Manager’s values, opinions, beliefs & Govt. policies, public opinion, religious
decisions of the managers influence beliefs, customs etc. influence the
management decisions decisions of administration

Status Paid Employees of the organisation are Owners of the enterprise who earn return
the constituents of management on investment & profits represent
administration.

Thus, management and administration terms are used interchangeably in the educational
institute parlance, which must be understood based on their principles and their
applicability for achieving the goals and objectives of the institution.

Practice Task
Q1 Differentiate between Management and Administration on the basis of usage.

Feedback

Basis Management Administration

Applicability It is applicable to business concerns i.e. It is applicable to non-business concerns i.e.

profit-making organization. clubs, schools, hospitals etc.

Influence The management decisions are The administration is influenced by public

influenced by the values, opinions, opinion, govt. policies, religious
beliefs & decisions of the managers. organizations, customs etc.

Status Management constitutes the employees Administration represents owners of the

of the organization who are paid enterprise who earn return on their capital
remuneration (in the form of salaries & invested & profits in the form of dividend.
wages).

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8.1.3 Institutional Management Process
This sub unit will briefly discuss the management process that involves the following

Planning
Organisin
g
Staffing
Directing
Controlling
We have understood by now institutional management is a social process and involvesthe
responsibility for effective and efficient planning & regulation of the operations of an educational
institution towards the fulfillment of defined purposes. Management is a dynamic process and
consists of various elements and activities. These activities are common to most of the managers
despite difference of their levels.
Different experts have classified functions of management. According to George & Jerry, “There
are four fundamental functions of management i.e. planning, organising, actuating and
controlling”.
According to Henry Fayol, “To manage is to forecast and plan, to organize, to command, & to
control”. Whereas Luther Gullick has given a keyword ’POSDCORB’ where P stands for
Planning, O for Organizing, S for Staffing, D most widely accepted are functions of management
given by KOONTZ and O’DONNEL i.e. Planning, Organizing, Staffing, Directing and
Controlling.
For theoretical purposes, we may separate the function of management but practically speaking
these functions are overlapping in nature i.e. they are highly inseparable. Each function blends
into the other &each impacts the performance of others.

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➢ Planning

It is the basic function of management. It deals with chalking out a future course of action &
deciding in advance the most appropriate course of actions for achievement of pre-determined
goals. According to KOONTZ, “Planning is deciding in advance - what to do, when to do & how
to do. It bridges the gap from where we are & where we want to be”. A plan is a future course of
actions. It is an exercise in problem solving & decision making. Planning is determination of
courses of action to achieve desired goals. Thus, planning is a systematic thinking about ways &
means for accomplishment of pre-determined goals. Planning is necessary to ensure proper
utilization of human & non-human resources. It is all pervasive, it is an intellectual activity and it
also helps in avoiding confusion, uncertainties, risks, wastages etc.

➢ Organizing

It is the process of bringing together varied resources i.e. physical, financial and human resources
and developing fruitful relationships amongst them for the achievement of institutional goals.
According to Henry Fayol, “To organize a business is to provide it with everything useful for its
functioning i.e. raw material, tools, capital and personnel’s”. Smooth running of an educational
institution involves identifying and providing human and non-human resources to the its
organisational structure. Organising as a process involves:
❖ Identifying activities.

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 ❖ Classifying and grouping of activities.
❖ Assigning duties.
❖ Delegating authority and creating responsibility.
❖ Coordinating authority and responsibility relationships.

➢ Staffing

It is the function of manning the organization structure and keeping it manned. Staffing has
assumed greater importance in the recent years due to advancement of technology, increase in
size of business, complexity of human behavior etc. The main purpose o staffing is to put right
man on right job i.e. square pegs in square holes and round pegs in round holes. According to
Kootz&O’Donell, “Managerial function of staffing involves manning the organization structure
through proper and effective selection, appraisal & development of personnel to fill the roles
designed un the structure”. Staffing involves:
❖ Manpower Planning (estimating man power in terms of searching, choosing the right
person and giving the right place).
❖ Recruiting, Selecting and Placing.
❖ Training and Developing.
❖ Fixing remuneration.
❖ Appraising Performance
❖ Promoting and transfering.

➢ Directing

It is that part of managerial function which actuates the organizational methods to work
efficiently for achievement of organizational purposes. It is considered life-spark of the enterprise
which sets it in motion the action of people because planning, organizing and staffing are the
mere preparations for doing the work. Direction is that inert-personnel aspect of management
which deals directly with influencing, guiding, supervising, motivating sub-ordinate for the
achievement of organizational goals. Direction has following elements:
❖ Leadership: Leadership is the process of influencing the actions of a person or a group
o to attain desired objectives. A manager has to get the work done with and
throughpeople. The success of an organisation depends upon the quality of leadership
shown
o by its managers.

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 ❖ Motivation: Motivation is the work a manager performs to inspire, encourage andimpel
people to take required action. It is the process of stimulating people to takedesired courses of
action. In order to motivate employees, manager must provide acongenial working
atmosphere coupled with attractive incentives.
❖ Communication: Communication is the transfer of information and understandingfrom one
person to another. It is a way of reaching others with ideas, facts, andthoughts. Significantly,
communication always involves two people: a sender and areceiver. Effective communication
is important in organisations because managerscan accomplish very little without it.
❖ Supervision: In getting the work done it is not enough for managers to tell thesubordinates
what they are required to do. They have also to watch and control theactivities of the
subordinates. Supervision is seeing that subordinates do their workand do it as directed. It
involves overseeing employees at work

➢ Controlling

It implies measurement of accomplishment against the standards and correction of deviation if

any to ensure achievement of organizational goals. The purpose of controlling is to ensure that
everything occurs in conformities with the standards. An efficient system of control helps to
predict deviations before they actually occur. According to Theo Haimann, “Controlling is the
process of checking whether or not proper progress is being made towards the objectives and
goals and acting if necessary, to correct any deviation”. According to Koontz &O’Donell
“Controlling is the measurement & correction of performance activities of subordinates in order
to make sure that the enterprise objectives and plans desired to obtain them as being
accomplished”. Therefore controlling has following steps:
❖ Setting standards of performance
❖ Measuring actual performance
❖ Comparing actual performance against the standard and
❖ Taking corrective actions to ensure goal accomplishment.

Systematic application of these functions of management can facilitate an education institution in the
achievement of its objectives.

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Practice Task
Q. I. Fill in the blanks

a)The four fundamental functions of management are _________ , _______ , _________ and
__________ i.e. planning, organizing, actuating and controlling.

b) __________ deals with chalking out a future course of action & deciding in advance the most
appropriate course of actions.

c) The main purpose o staffing is to put _________ on ____________ .

d) “____________is the measurement & correction of ______________of subordinates in order to

make sure that the enterprise objectives and plans desired to obtain them are being accomplished”.

Q. II. Short answers

1) What does the acronym PODSCORB stand for?

2) What are the steps involved in controlling?
3) What do you understand by Organising? Discuss the organising process
4) Discuss briefly the elements of Directing.

Feedback
A. I. Fill in the blanks:

a) planning, organizing, directing and controlling

b) Planning
c) right man, right job
d) Controlling, performance activities

A II. Short Answers

1) PODSCORB stands for Planning, Organising, Directing, Staffing, Coordinating, Reporting and
Budgeting

2. Controlling has following steps:

(a) Setting standards of performance
(b) Measuring actual performance
(c) Comparing actual performance against the standard and
(d) Taking corrective actions to ensure goal accomplishment.

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3. According to Henry Fayol, "To organize a business is to provide it with everything useful or its
functioning i.e. raw material, tools, capital and personnel".
It is the process of bringing together physical, financial and human resources and developing
productive relationship amongst them for achievement of organizational goals
Organizing as a process involves:

• Identification of activities.
• Classification of grouping of activities.
• Assignment of duties.
• Delegation of authority and creation of responsibility.
• Coordinating authority and responsibility relationships

4. Elements of directing are:

(a) Leadership: Leadership is the process of influencing the actions of a person or a group to
attain desired objectives.

(b) Motivation: Motivation is the work a manager performs to inspire, encourage and
impel people to take required action. It is the process of stimulating people to take
desired courses of action.

(c) Communication: Communication is the transfer of information and understanding

from one person to another. It is a way of reaching others with ideas, facts, and
thoughts.

(d) Supervision: Supervision is seeing that subordinates do their work

and do it as directed. It involves overseeing employees at work

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Conclusion
Successful institutional management involves active participation of all the stakeholders by appropriately
applying the above basic managerial functions. These functions are interlinked and most managers use
them in combination or sometimes simultaneously to solve the problems facing theinstitutions. Thus, the
thorough understanding of the principles and practices behind these functions is a must for the triumph of
any institutional manager in today’s fast changing and competitive scenario.

Bibliography:
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Prentice-Hall of India Pvt. Ltd.437-468p.

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14. Sinha N and Singh S, (2017) Institutional Management, OSN Academy
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institutions/30474
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managementwww.slideshare.net/geminorumgem/concept-of-educational-management
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institutions/30474

Supportive learning resources: by Dr. Rakesh K Wats

Videos on
• Institutional Management- Concept and its importance
• Administration - Concept and its Difference with Institutional Management
• Institutional Management Process (Planning, Organising, Staffing, Directing,
Monitoring and Controlling) - An Overview
Web resources:
o Institutional Management to Missional Leadership
https://www.youtube.com/watch?v=UlcWYl7ZtkY
o Aspects of Institutional Management
https://www.youtube.com/watch?v=t1inVRr56-U

o Four Functions of Management Planning, Organizing, Leading

controlling https://www.youtube.com/watch?v=KBfp4pzBIm8

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