Empowering Communities through Technical Education: A Case Study of the Technical Teachers’ Training and Research
AUTHORS
Thanikachalam Vedhathiri,Former Professor, National Institute of Technical Teachers Training and Research, Chennai, India
ABSTRACT
Creating social impact by the human resources developing institutes is very much needed to share the expertise and assist other institutes to develop. This qualitative study was conducted to present the social impact created by a national institute of technical teachers' training and research in India. The research has been designed to collect the contributions of the technical teachers' training institute and other services offered. Accomplishments were taken from the Annual Reports of the institute. Most of the respondents of this study are clients of the institute who provided written feedback. The short-term and long-term faculty development programs for the faculty members of technical education were reviewed. As it has grown over three decades, the institute has gained a reputation and its services are utilized by various manufacturing companies, government engineering departments, International Development Agencies (IDAs), and other human resources development units. All these are possible due to approval by the Ministry of Education, the Board of Governors, senior administrators like deans, directors, principals, and the achievement-oriented high-performing faculty teams. Well-accomplished faculty teams have been continuously engaged to establish innovations in creating global social impacts based on timely approval. Considering the fast-growing disruptive technologies, it is suggested to develop professional and interdisciplinary schools with well-accomplished faculty teams, empowering them to undertake radical innovations in creating social impact at a global level. Based on this qualitative study, “Radical Innovation Model to Create Social Impact" has been synthesized for implementation in other teacher training institutes. Further research study on the social impact of technical teachers' training institutes has been suggested.
KEYWORDS
Prevention of faculty burnout, Social-impact, Rapid development of resources, Well-performing faculty teams
REFERENCES
[1] National Institute of Technical Teachers Training and Research, Chennai. https://www.nitttrc.ac.in
[2] National Institute of Technical Teachers Training and Research, Bhopal. https://www.nitttrbpl.ac.in
[3] National Institute of Technical Teachers Training and Research, Chandigarh. https://www.nitttrchd.ac.in
[4] National Institute of Technical Teachers Training and Research, Kolkata. https://nitttrkol.ac.in
[5] Bhattacharya Committee Report, New Delhi: The Ministry of Human Resource Development, (1991)
[6] Indiresan Committee Report, New Delhi: The Ministry of Human Resource, The Government of India, (2000)
[7] Yang Yann FOO, James Moody, and Sandy Cook, “Visualizing faculty development impact: A social network analysis,” Perspect Med Educ. vol.8, no.3, pp.191-196, (2019) DOI:10.1007/s40037-019-0510-9(CrossRef)(Google Scholar)
[8] Diane Persellin and Tery Goodrick, “Faculty development in higher education: Long-term impact of a summer teaching and learning workshop,” Journal of the Scholarship of Teaching and Learning, vol.10, no.1, pp.1-13, (2010) https://files.eric.ed.gov/fulltext/EJ882121.pdf
[9] D. L. Fink, “The current status of faculty development internationally,” IJ-SoTL. vol.7, no.2. Art.4, (2013) http://medicine.hofstra.edu/pdf/faculty/facdev-prodev-current.pdf
[10] Yvonne Steinert, Karen Mann, Agel Centeno, Diana Dolmans, John Speencer, Mark Gelula, and David Prideux, “A systematic review of faculty development designed to improve teaching effectiveness in medical education,” BEME Guide No. 8. Medical Teacher, vol.28, no.6, pp.497-526
[11] Dhruva Chak, “Faculty development: A potential game changer. The BIMTECH Center for Faculty Development, (2022) https://www.aacsb.edu/insights/articles/faculty-development-a-game-changer
[12] Bilal, Salman Yousuf Guraya, and Songsheng Chen, “The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: A systematic review and meta-analysis, Saudi Journal of Biological Sciences, vol.26, no.4, (2017), DOI:10.1016/j.sbs.2017.10.024
[13] M. A. Walker, “Faculty Development for international research,” (2019), https://www.researchgate.net/publication/333106114
[14] P. F. Barlett and A. Rappaport, “Long-term impacts of faculty development programs - The experience of Teli and Piedmont, https://www.jstor/stable/25763368
[15] M. A. Rowbotham, “The impact of faculty development on teacher self-efficacy, skills, and retention,” IERC Faculty Fellow Report, Issue 01, 2015. Illinois Education Research Council, Southern Illinois University, Edwardsville, (2015) https://files.eric.ed/gov/fultext/ED63500.pdf
[16] V. Thanikachalam, “Developing and supporting high-performing faculty teams in engineering institutions,” (2023), https://doi.org/10.32388/YYYDM3
[17] V. Thanikachalam, “Creating sustainable and outstanding institutional culture in engineering education in India to develop high-performing institutions, (2023), https://doi.org/10.32388/1S90B6
[18] V. Thanikachalam, “Role of leadership with equity, integrity, humility, and outstanding culture in the development of engineering institutions, (2023) https://doi.org/10.32388/T4FPD3
[19] V. Thanikachalam, “Planning courses on ethics in engineering curricula, (2023) https://doi.org/10.32388/WS8XBS
[20] V. Thanikachalam, “Effective and efficient ways of executive development for corporates in fast developing countries. (2023) https://doi.org/10.32388/5125QB
[21] V. Thanikachalam, “A case study on industry-institute-cooperation, (2023) https://doi.org/10.32388/9PPL21
[22] V. Thanikachalam, “Strategies to resolve toxic leadership actions in engineering institutions which impede faculty performance and innovations, (2023) https://doi.org/10.32388/DD6086
[23] National Education Policy, Ministry of Human Resource Development, New Delhi, Government of India, (2020)
[24] Y. S. Lincoln and E. G. Guba, “Establishing worthiness,” In: Naturalistic Inquiry. SAGE Publication Inc., Beverly Hills, pp.289-331, (1985)
[25] Y. S. Lincoln and E. G. Guba, SAGE Social Science. 416 pages. (1985), https://books.google.co.in/books/Naturalistic-Inquiry.html?id=2049aWINecoC&redir_Esc=y
[26] UNESCO-Asia-pacific educational innovation for development, Thailand: Bangkok