Academic journal article ASBM Journal of Management

Exploring Dependent Relationship of Teachers' Motivation on Quality of Teaching

Academic journal article ASBM Journal of Management

Exploring Dependent Relationship of Teachers' Motivation on Quality of Teaching

Article excerpt


The 21st century has long been marked with initiatives for economic development all over the world. Every nation is striving to achieve sustainable social and economic development. It is often said that quality education and research are landmarks on the road to prosperity. Thus, training the youth of today in a way that facilitates it to share and shoulder the responsibilities of tomorrow becomes all the more imperative. In order to attain this goal, the educational system of a nation needs to be contemporary and student focused.

Soon after independence in 1947, a high level commission was appointed by the government of India with Dr S RadhaKrishnan as Chairman to make a comprehensive study of the various aspects of the existing educational system and make recommendations for its modification for the new requirements of the nation. This commissi on, howeve r, had little say on management education, but the formulation of a definite programme for planned economic development soon after, brought about a complete change in the situation. The need for technically trained and competent administrative personnel became urgent. As a result, there has been an increasing awareness of the need for providing facilities of training in management.

Quality of higher education arose as an issue in policy because of a break-down of traditional relationships of trust between higher education and p o liti cians, re p r esenting the soci ety (Westerheijden, 1990). It should be observed that quality itself was not new. 'Quality Not Here to Stay', the eminent historian of higher education, Guy Neave writes, "If only for the self evident reason across the centuries of the university's existence in Europe, it never departed' (Neave, 1994) Quality of Teaching in Management institutions has always been on the priority list of the government. A lot of concern from time to time has been raised from various forums including the Parliament on Quality of Teaching in Management institutions. Several reports have been published to study, analyze and comment on the state of management education in the country. Nanda Committee (1981), Kurien Committee (1992), Ishwar Dayal Committee (2001), Management Education Review Committee (2003), National Knowledge Commission (2007), Prof Yashpal Committee Higher Education(2009), were a few to highlight various issues related to quality of management education in the country.

Review of Literature


Lite ra ture r eports vari ous v iews on the interpretation and definition of the word Quality.

Witcher (1990) states "Quality implies that customer requirements are exactly met", while Taylor & Hill (1992) relate quality to meeting customers' perceptions.

A focused approach defines "Quality" as the totality of features and characteristics of a product or service that bears the ability to satisfy given needs (Mohanty and Behara, 1996). Quality in general is defined as "The ability of a product to satisfy stated or implied requirements". Less contradiction is found in the use of the word in manufacturing, not that a single definition is accepted with confidence. This is because of the intangibility of services which leads to varied perceptions of customers about the expected and derived benefits. In case of management education, different stakeholders hold different beliefs and hence their views on "Quality in Teaching are found to be in conflict.

Quality also means meeting specification. This also raises the question "Can teaching be standardized". Saying 'No' to it, some feel, would be a check on the creativity and autonomy of a teacher, but some would support this as it reduces the gap between the best and the not-so- good. Quality is a distinguishing characteristic but requires explanation and elaboration. Green, Burrows and Harvey (1993) grouped the concept of quality in five distinct but inter-related viewpoints:

i) Exceptional, as in distinctive which is difficult to define and even more difficult to assess; as in excellence, which is still elitist and implies that quality is almost attainable, and as in 'beyond minimum standards' which infers that a benchmark is set, against which the range of products and service is compared. …

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