Autonomy to Academic Excellence - A Roadmap

•This presentation explores how an autonomous educational institution can use autonomy fruitfully.
•
We cover some aspects that apply to all institutions before we delve into specific recommendations for autonomous colleges.
•
This presentation caters to the Indian context.

1. Autonomy to Excellence
Dr Shreekanth M Prabhu
February 2025

2. Overview
•Under the Autonomous scheme, the colleges can frame the curricula
and conduct all examinations while continuing to be under the
oversight of a university that awards degrees.
•This presentation explores how an autonomous institution can use
autonomy fruitfully.
•We cover some aspects that apply to all institutions before we delve
into specific recommendations for autonomous colleges.
•This presentation caters to the Indian context.
Dr Shreekanth M Prabhu 2

3. Contents
•Ethical Precepts
•Teaching and Learning
•Leadership Lessons
•Autonomy to Excellence
•Recommendations
Dr Shreekanth M Prabhu 3

4. Ethical Precepts
Dr Shreekanth M Prabhu 4

5. Dr Shreekanth M Prabhu 5
Justice is important. But have space for compassion.
Do not do things for egoor with an agenda.

6. Dr Shreekanth M Prabhu 6
Excellence is never an accident It is always the
result of high intention, sincere effort, intelligent
execution
Aristotle.
•“Human Nature abhors excellence. Any system you
want to change fights back to maintain mediocrity.”
•“It may be better to work with honest persons who disagree
with you than dishonest persons who fully agree with you.”

7. Indian Values
•Privileging Wisdom over Valour and Valour over Wealth
•Career/Job as Calling
•Work as its own reward
•Contentment is key
•Rhythm and harmony hidden behind chaos and disorder.
•Innovation and resilience
•Respect for nature
•Freedom is not more choices. It is about not having to make a choice.
•Integrity
•Helping others in need.
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8. Learning as exploration
Know Thyself Control Thyself
Shradhdha
Samyama Niyama
Civilizational
Values
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9. Purpose of Learning
Livelihood
Life
Legacy
Learning
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Learning equips a
person to face life
better
Learning helps a person
to earn livelihood
Lifelong learning enables
one to create a Legacy

10. Classification of Teachers in Indian Tradition
Adhyapaka Provides Information (makes student do
Adhyayana)
Upadhyaya Provides Information & Knowledge(upadesh –
lectures)
Acharya Teaches Knowledge and Applications(AcharaNa)
Pandit Expert in Subject (In-depth knowledge)
Drasta Visionary Teacher
Guru Provides direction(Truly awakens and takes one
from the darkness of ignorance to the light of
knowledge).
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11. Teaching and Learning
Dr Shreekanth M Prabhu 11

12. Tertiary Education
•Refers to the level of education that follows secondary education
(university).
•Goals
•Preparing individuals for specific careers or professions
•Encouraging students to think critically, analyze complex information and
develop innovative solutions
•Developing life skills of students: communication, team work and time
management
First, revisit what is
Tertiary Education
all about
Dr Shreekanth M Prabhu 12

13. Education Triangle
Didactic Teaching
Application-oriented TeachingCase-oriented Teaching
Good Education
should cover the
whole triad
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Traditional Classroom Teaching to transfer knowledge
Cases are pedagogical
tools covering typical
situations. Chosen by
teachers.
Applying concepts to a real-
life scenario or a problem
with its quirks and
peculiarities

14. Learning Styles
Dr Shreekanth M Prabhu 14
Active Learning Reflection Learning
Assimilative Learning
Experience comes
before Understanding
Assimilation comes before
Understanding or Experience
Understanding comes
before Experience
Opportunity
Different programs have
differing opportunities to
adopt specific styles
A cow will take in as much
fresh grass and then
chew/ruminate it later i.e.
assimilation followed by
reflection

15. Learning Experience
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Learning through
Cognition
Learning through
Imagination
Learning through Practice
Orientation
Here, the outcome is the
Vision
Here, the outcome is the
Competency
Here, the outcome is the
Jnana

16. Knowledge Retention
Course Outcome
Career OutcomeEducation Outcome
Syllabus Design
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Achieving learning outcome of given course and retaining knowledge
Students should retain
and use learning in other
subjects and courses.
Students should retain and
use learning to be more
successful in their careers

17. Teaching Triangle
Student
Do you love
your
students?
Teaching
Do you love
teaching?
Subject
Do you love
your
subject?
A teacher should
be passionate
about at least one
of these
Dr Shreekanth M Prabhu 17

18. Career Triangle
Specialty
Textbooks
Curriculum
Consulting
Research
New Knowledge
Papers
Book Chapters
Skills
Projects
Funding
ProposalsNew Ideas
Innovation
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19. Job Triangle
Administration
Research
Teaching
Lead Manage
Do
Workload Mix
Aligning
Competencies
These mixes can vary from individual to individual but allowing all flowers to bloom.
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20. Leadership Lessons
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21. Strategy Triangle
Product/Program
Operational Effectiveness
Customer Orientation
Differentiator
Quality of Curriculum
and Learning
Student Satisfaction
Effectiveness of Delivery
Where does an institution want to
lead over competitors in particular?
Dr Shreekanth M Prabhu 21

22. Strategic Roadmap Triangle
Conformance
TransformationPerformance
Complying with Processes and Guidelines
Achieving visible outcomes Developing core competencies, work
ethic, work culture, and excellence
Where does an institution want to excel?
Where does it want to lead?
Where does it want to lag?
Where does it want to be on par with others?
Dr Shreekanth M Prabhu 22
Focus

23. Management Triangle
Normative
Punitive Coercive
Ideally 60% normative, 30% punitive and 10% coercive
How is the institution managed?
Dr Shreekanth M Prabhu 23
Philosophy
Norms are such that people willingly follow them.

24. Implementation Triangle
Culture
Strategy Process
Strategy tells why, Process tells how, and culture is the medium that makes these happen.
None can operate in isolation.
Dr Shreekanth M Prabhu 24
Linkages

25. Process and Practice
Intuitive
Descriptive Prescriptive
Ideally 50% intuitive, 30% descriptive and 20% prescriptive
Goals are set Process is set
Practice is established
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26. Process
Standardization
Centralization Automation
Standardization, Centralization, and Automation go hand-in-hand.
Automation leads to disintermediation with positive and negative knock-on effects.
Disintermediation
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Centralization should not suppress initiative and innovation.
Automation should allow for customization

27. Resource Diamond
Performance
Capacity
Capability
Commitment Conviction
Good performance happens when all the 4 C’s are present,
in particular conviction
Dr Shreekanth M Prabhu 27

28. RACI Model
Context
Consulted
Responsible
Informed Accountable
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Some institutions do not
keep the right people in the
loop on decisions and
actions, causing confusion
and turmoil.
Responsibility-Accountability gap:
Some do things well but do not
see them through.
A new RACI for
each context
Identifying
right people
for each
corner is key

29. Leadership Styles(Goleman)
Desired Styles
•Visionary Leadership (CEOs, Principals, Directors, HoD’s, Deans)
•Authoritarian Leadership (Principals)
•Affiliative Leadership (Deans, IQAC)
•Democratic Leadership (BoS, Academic Council Chair)
•Coaching(HoD’s, Principals)
•Pace Setting(NAAC, NIRF Coordinators, CoE, Program
Coordinators)
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30. Leadership Game
ConfrontationCovert Action
Coordination
Subordination
Conflict
Communication
Collaboration
Styles
Interests
Mutual Trust
Mutual Respect
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31. Dr Shreekanth M Prabhu 31
‘Coordination, Yes; Subordination, No’: Mexico Defies Trump On Tariffs
.

32. Execution
Impel
Compel Propel
Moral imperative
Motivation drivenMandate driven
Dr Shreekanth M Prabhu 32
People Mix

33. Deployment
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Adaptation
Desha
Kaala
Paatra Nimitta

34. Art of Delegation
RoleJob
Task
Most people delegate tasks and
wonder why job is not well done.
Ownership Opportunity
Work Load
Perception
Clarity & focus
Commitment Purpose
Many delegate jobs and roles and
wonder why nothing is done.
Dr Shreekanth M Prabhu 34

35. Culture
Balance
Ego Etiquette
Excellence
Ethics
Extrinsic(Visible)
Intrinsic(Latent)
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36. Cultural Description in Colleges
Authoritarian and Legalistic
Accommodating and Accepting
Open and Nurturing
Inspiring and Intimidating
Neutral and Nonchalant
Do you have the right culture for
autonomy?
Dr Shreekanth M Prabhu 36
Restrictive and Regimented
Assertive and Ambitious

37. Autonomy to Excellence
Dr Shreekanth M Prabhu 37

38. Institutional Excellence
Resource Redundancy Resource Variety
Cognitive Discretion
Signature
Capabilities
Resource redundancy
can give a competitive
edge when
strategically used,
It can be people as
well as facilities as
tools
More of the same will not
result in anything more
Allow people at all levels to apply their minds and make decisions.
Encourage free thinking, expression, and execution
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39. Exercising Authority
Being Adamant Being Arrogant
Being Arbitrary and Ad-hoc
Strategic Intent?
Communication?
Know-All Approach
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Needless Stubbornness
Lack of Application of Mind
Feedback and Advice Ignored
Communicate and
Socialize the thought
behind the action
Demonstrate
Consistency

40. Varying Expectations of Autonomy
Institution/Agency Perspective
University Grant CommissionReform
All India Council for Technical
Education
Performance
University Conformance
State Government Quality Control
College/Institute Revenue First/Quality First/Brand First/Uniqueness First
Students/Parents Better Education/Less Effort
Employers Smarter students
Autonomous Colleges should get the order of priorities right
Dr Shreekanth M Prabhu 40

41. Autonomy Internal perspective
•Anybody excited about autonomy? If yes, why? If not, Why not?
•Teachers?
•Heads of Department?
•Students?
•Controllers/Deans?
•Leadership?
•If there is excitement, how can we make it impactful?
•If there is no excitement
•What are the reasons? (Differing Perceptions and/or Expectations?)
•What actions are needed?
Dr Shreekanth M Prabhu 41

42. Autonomy Enablers
•Is there mutual trust?
•Integrity and trust are key prerequisites
•Is there a mechanism to verify and take action if trust is violated?
•Do people want to take responsibility?
•Do people want freedom?
•Is there a learning mindset?
•Do they see every learning opportunity as yet another task and work?
•Do we have the right mix of people?(Motivation, Capability and
Adaptability)
•Adaptability is extremely important for autonomy.
Dr Shreekanth M Prabhu 42

43. Autonomy Philosophical Perspective
•Decentralization
•Delegation
•Empowerment
•Experimentation
•Not Lowest Common Denominator
•Capacity and Capability Building
•Cross-learning
•Collaboration
•Division of Labour
•Synergy
•Lean Model
•Habits and Outcomes
•Motivation
•Ethics
Dr Shreekanth M Prabhu 43

44. Decentralization
•Autonomy should percolate to all levels.
•Institutional Autonomy: Principals.
•Functional Autonomy: Deans, CoE’s,Administrators
•Department Autonomy: HoD’s (Vision, Strategy, Recruitment and
Quality Delivery)
•Academic Autonomy: HoDs and Teachers
•Role autonomy: Teachers, Coordinators, Staff
•Task Autonomy: Teachers, Coordinators, Staff
•Teaching-Learning Autonomy: Teachers and Students
Leading Leaders is more powerful than leading followers
Integrity and Trust are key enablers for autonomy
Dr Shreekanth M Prabhu 44

45. Delegation
•Authority and Accountability should go hand in hand.
•Delegate Authority to those who will get blamed if something goes
wrong.
•If all credit and blame are centralized, the institution is
disempowered.
•Only an empowered institution will have the vibrancy and energy
to excel.
Dr Shreekanth M Prabhu 45

46. Empowerment
•Empower people based on their capability, credentials, and track record.
•Practice emergent leadership. Give freedom, intervene, and support when
there is a need.
•Accountability and authority should go hand in hand.
•Keep role boundaries fuzzy. Operate in complementary mode. Nobody fits
any role 100%.
•Let leaders emerge at every level.
•Autonomy is about empowerment and any authority should make space for
autonomy unless integrity is doubted.
•There should be creative tension between authority and autonomy at every
level leading to superior outcomes.
•Autonomy should not be doing things in ad-hoc manner as a habit.
Dr Shreekanth M Prabhu 46

47. Experimentation & Tailoring.
•Let departments, disciplines, and programs, experiment with new subjects,
new courses, and new ways of delivery.
•Allow tailoring of the same subject by different departments according to
their need.
•Allow departments to tailor processes and pilot best practices.
•When you try to meet everyone’s needs you meet nobody’s need on the
ground.
•Centrally have a small definite core and allow deliberated deviations.
•Do not be overly prescriptive. Let people meet the spirit rather than the letter.
Rather be descriptive and let people align with a sense of purpose.
•Let experts and leaders own outcomes. Let standardization not come in the
way of experimentation.
.
Dr Shreekanth M Prabhu 47

48. Not lowest common denominator
•The bane of the affiliated system was they had to lower the standards
of examinations so that the last college got reasonable results.
•While some standardization is good, let departments and programs
differentiate in curricula (including styles and formats), and mode of
assessment with clear strategic intent why they are doing it differently.
•Let some departments/programs set their question papers and set
higher standards in teaching, learning, and assessment. Others can
join if they choose to.
•Once certain things are piloted, over time they can become the norm at
the institutional level, if need be.
•Do not force best practices on all. Let it be excellence with a difference.
Dr Shreekanth M Prabhu @48

49. Capacity and Capability Building
•People should be exceptionally good in their domains for meaningful
autonomy.
•Hire people who have demonstrated interest to gain depth in specific subjects.
Compared to a NIT or a good college, that is what most colleges lack.
•Teachers who have a hunger for knowledge and keenness to learn and develop
expertise.
•Eagerness to set question papers, set syllabus, and look at it as a privilege rather
than workload.
•Eagerness to take a new/unfamiliar subject.
•Eagerness to teach what they know.
•Other two corners – Pedagogy and Student Engagement, encourage
innovation and enthusiasm.
•Transform coordinators to be champions and then groom them as
leaders.
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50. Cross-Learning
•Learn another field outside your domain and look for synergies
between your field and another field.
•This can be two subjects in the same discipline, where experts
operate in silos.
•Knowledge transfer from one domain to another can result not only
in highly innovative and unthinkable outcomes but can also bring a
solution to a problem that has been doomed to stay unresolved.
•Those who are good, generally refuse to get involved in some area
slightly outside their field. Bane of over-specialization.
•Cross-learning is an open field for colleges yet to gain eminence.
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51. Collaboration
•Collaboration should not be about dividing work. Rather making the whole
greater than the sum of parts.
•Combine & Conquer than just Divide and Conquer.
•Look for synergies and foster mutual growth.
•Practice collaboration hours among co-teachers, discuss subject, learn from
each other, and minute the sessions. Present to each other.
•Collaboration in question paper setting. Share work, do peer review, and
improve quality.
Collaboration in content creation and curation
•Collaboration in assessment
•Collaboration to mentor and guide.
•There is nothing like Co-, when two people are involved. Be inter-dependent
(Lab teachers, Tutorial teachers).
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52. Division of Labour
•Ideally every teacher should have end-to-end responsibility for
teaching, at times assisted by teaching assistants.
•Teachers can also collaborate and share work.
•Alternative is division of labour and developing specialties. Here
different teams are responsible for Curriculum Development,
Content Development, Assessment Material Development,
Delivery of Content and Academic Process.
•Academic Process may include support processes, invigilation
and other activities that are generic will transferable skills.
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53. Synergy
•Instead of divide and conquer, combine and conquer.
•Research work based on subjects taught.
•Better curriculum and teaching based on research work.
•Innovative projects and assignments that draw on personal interests,
experience, and concepts.
•Improved Student Satisfaction.
•Respect and regard for teachers.
•Collaborate across departments for teaching, knowledge sharing,
innovation, research, and proposals.
•Whole should be greater than the sum of parts.
•Involve people and get involved. Do not get entangled
Dr Shreekanth M Prabhu 53

54. Lean Model
• The Lean model is about carefully deciding the scope and thereby
reducing the cost and enhancing value.
•Do only what is needed.
•Review, retrospect, and stop doing things that do not give outcomes.
•Analyze steps or actions that have too many interactions and iterations.
•Reduce coordination overhead by reducing number of people involved
and redesigning tasks.
•If needed assign only process work to some on a rotation basis. This
avoids a casual approach to teaching when people are tied up with
coordination work (in certain cases).
Dr Shreekanth M Prabhu 54

55. Habits and Outcomes
•You can not expect new outcomes if you spend your time in the same
manner year after year.
•Strategic use of time is needed.
•Planned approach to get better in knowledge, teaching, skills,
innovation research, and career.
•At the same time, it can not be “my work’ and “other work”. All work is
college work, including building one’s competencies and credentials.
•High-level analysis of extraneous work such as duties and allocation
required for that
•Effectiveness of FDP’s which are mandated to be 5-day long , 10-day
long, and so on.
Dr Shreekanth M Prabhu 55

56. Motivation
•Compensation, competition, and churn are important to push people
to perform better.
•New people may be offered more and if existing people resign counter-
offers can be made to retain those who are good.
•Those with exposure to good autonomous institutions need to be hired.
•Hire people with good work ethic, expertise, ethic and professionalism.
•Be fair and accommodating to prospective employees while fixing
salary. No-shows on the joining date should not happen.
•Delegate hiring with checks and balances.
•Chemistry also matters, in addition to competence.
Dr Shreekanth M Prabhu 56

57. Ethics
•If teachers are asked to boost marks for ranks or eligibility then
their commitment to be rigorous weakens.
•Generally no change should be done except on compassionate
grounds in case of illness or things out of control of students.
•Attendance should be given only if students physically attend
classes.
•Any exemption, exception or indulgence can be done by
moderation committee with due deliberation, diligence and
justification in a transparent manner.
Dr Shreekanth M Prabhu 57

58. Dr Shreekanth M Prabhu 58
Recommendations

59. Recommendations
•Constitute an Academic Advisory Council with only select people to facilitate introspection and
retrospection to provide strategic inputs for academic excellence.
•Recruitment (Hire those with a quest for knowledge)
•Curriculum with a Purpose (Differentiate Programs)
•Taking Teaching-Learning to the next level(Go back to roots and examine why we are doing what we are
doing. Make people cause to learn)
•Topic of Assessment
•Question Papers(Make them analytical)
•Assignment/Tutorial/Activities(Make them interesting, engaging)
•Labs, projects, and activities (Give good grades only If they earn. Do not give default grades).
•Resources (Equip with laptop, stand alone training/test center)
•Value-Add (Conduct during summer term)
•Results/Eligibility.(Let non-eligible give final exams with grades capped to E/Pass grade)
•Monitoring/Tracking/Automation(Weekly tracking of Internal Assessment & Performance/Counselling).
Dr Shreekanth M Prabhu 59

60. Dr Shreekanth M Prabhu 60
Thank you