(UNIT 1) (4.

1) Meaning & Objective of Education:

Objectives:
• To apprise the students of the meaning and objectives of education
• To make students conscious of their right to learn and educate themselves and instil in them a
sense of commitment to society
• To motivate students to explore their hidden talents through participation in different activities
Introduction
"Sa vidya ya vimuktaye" in India means education liberates from darkness, ignorance, poverty,
hunger, diseases, and conflict, aiming to understand the universe and liberate the soul.
• Education is the process of receiving or giving systematic instruction.
• It is a continuous process of progress in social, physical, psychological, emotional, educational
careers.
• The goal of education is to eradicate ignorance from society and ensure a better life.
• Educated individuals are effective human resources for the country.
• Education brings happiness, promotes innovation in science, and develops competency for facing
life's challenges.
• Higher Education Institutes are knowledge incubators, creating a knowledge-based society.
• Education is the only answer to ignorance, leading to complete understanding and harmony in
society and development.
• According to Vedas, education makes man self-reliant and self-less, promoting economic
independence.
• Education is crucial in spreading knowledge and eradicating blind beliefs, illiteracy, ignorance,
hunger, poverty, diseases, and serving the poorest.
Meaning of Education:
Education: A Right as well as a Commitment:
Education is a fundamental right for everyone, empowering individuals to educate others and society,
and is facilitated by legal provisions to promote learning and knowledge.
India's Constitution and Education Rights:
• The Constitution (Eighty Sixth Amendment) Act, 2002, inserted Article 21-A, ensuring free and
compulsory education for children aged 6-14.
• The Right to Education Act, 2009, emphasizes the importance of free and compulsory education for
children 6-14.
• The Universal Declaration of Human Rights recognizes education as a fundamental human right.
• Quality education is crucial for a fully-rounded human being and a more equitable society.
• UNESCO data shows if all adults completed secondary education, the number of the poor could be
reduced by over half.
• Education also narrows the gender gap.
Points to know about right to education:
• Primary education should be free, compulsory, and universal.
• Secondary education, including technical and vocational, should be accessible & progressively free.
• Higher education should be accessible based on individual capacity and progressively free.
• All individuals with no or incomplete education have the right to adult education.
• Professional training opportunities should be available to all professionals.
• Quality of education should be ensured through maintaining minimum standards.
The Indian Constitution's Directive Principles of State Policy mandate states to ensure the right to
work, education, and public assistance in cases of unemployment, old age, sickness, and disability.
Part IV-(45) says: The state is mandated to offer free and compulsory education to all children until
they reach the age of fourteen within ten years of the Constitution's commencement.
The right to education is universally recognized and achievable when individuals understand its value,
with the young playing a crucial role in its dissemination and global commitment.
The 2030 Agenda for (UNESCO under UNO) sustainable development goals comprise 17 goals.
Out of the 17, goal no. 04 is the global commitment to education. It aims to “ensure inclusive
and equitable quality education and promote lifelong learning opportunities for all”.
• The global target 4.1 by 2030 is to ensure that all girls and boys get complete free, equitable and
quality primary and secondary education leading to relevant and effective learning outcomes.
• Target 4.2 by 2030 is to ensure that all girls and boys have access to quality early childhood
development, care and pre-primary education so that they are ready for primary education.
• Target 4.3 is to ensure by 2030 equal access for all women and men to affordable and quality
technical, vocational and tertiary education including Education University.
• Target 4.4 by 2030 is to substantially increase the number of youth and adults who have relevant
skills, including technical and vocational skills for employment, decent jobs and entrepreneurship.
• Target 4.5 by 2030 is to eliminate gender disparities in education and ensure equal access to all
levels of education and vocational training for the vulnerable including persons with disabilities,
indigenous people and children in vulnerable situations.

The following specific 5 sustainable development goals are taken with direct reference to education:
1. Health and well-being (SDG 3 target 3.7)
By 2030, ensure universal access to sexual and reproductive healthcare services, including (for) family
planning information and education and the integration of reproductive health into national
strategies and programmes.
2. Gender equality (SDG 5 target 5.6)
Number of countries with laws and regulations that guarantee women aged 15- 49 years access to
sexual and reproductive health care, information and education.
3. Decent work and sustainable growth (SDG 8 target 8.6)
By 2030 substantially reduce the proportion of youth not in employment, education and training.
4. Responsible consumption and production (SDG 12 target 12.8)
By 2030, ensure that people everywhere have the relevant information and awareness for
sustainable development and lifestyles in harmony with nature.
5. Climate change mitigation (SDG 13 target 13.3)
Improve education, raise awareness and human and institutional capacity for climate change
mitigation, adaptation, impact reduction and early warning.
Higher education institutes worldwide are committed to spreading education and creating valuable
human resources, with a goal to achieve educational targets by 2030.
Active learning and Self-Monitoring:
Higher Education institutions serve as learning hubs, involving students in classrooms, libraries, and
reading rooms, with teachers playing a crucial role in motivating and initiating the active learning
process.
Every student should be given opportunities to participate in the following activities:
• Participation in group learning, group discussions, news analysis, student presentations, seminars
and quizzes etc.
• Participation in classroom activities and interactions
• Library studies • Participation in debates • Study hours at reading rooms
• Participation in different curricular, co-curricular and extra-curricular activities
Active student participation in the learning process is crucial for self-monitoring. Students clarify
doubts, adopt disciplined behavior, and observe punctuality. College environments offer
opportunities for self-learning and self-monitoring, guiding students towards a better future and
career.
Importance of co-curricular and extra-curricular activities:
Co-curricular and extra-curricular activities are crucial for shaping students' personality and learning
process. These activities nurture social, emotional, physical, and psychological aspects of a student's
personality. They provide opportunities for students to express their talents and develop their talents
in various domains. Activities like science project competitions, chess competitions, and sports help
identify potential and open pathways for future careers.
List of some of the co-curricular and extracurricular activities:
• Sports and Athletics • Music, Dance, Art and Theatre • Foreign language learning
• Volunteering for Social Service • Composition, Elocution and Quizzing
Key points to remember:
• Co-curricular & extra-curricular activities reward & facilitate students’ talent in various fields of
human endeavour.
• Such activities help in the all-round development of human personality as in social, cultural,
emotional, physical and psychological aspects of development.
• Students’ aptitude and interest in particular domains need to be encouraged through co-curricular
and extra-curricular activities in educational institutions.
• Enhancement of creative expressions, practical skills, life skills etc. is the positive consequences of
such activities. Such activities are known to facilitate academic achievement, too.
Positive impact of co-curricular and extra-curricular activities in a student’s life:
• Provides opportunities for teamwork, managerial skills, leadership, competitive spirit development.
• Allows students to showcase their talents and take pride in their achievements.
• Exposes students to real-life situations involving conflict, problem-solving, and cooperation.
• Encourages students to celebrate personal victories and accept failures gracefully.
• Highlights the importance of participation beyond just winning competitions.
• Winning trophies and prizes strengthens students' credentials, aiding in placement opportunities.
• Promotes positive relationships and maintains positive relationships.
• Constructs student-activity clubs for organizing various activities, fostering leadership qualities,
interpersonal skills, and event management abilities.
Handling success and failure in one’s academic career:
Success and failure are like two sides of a coin, with challenges and expectations influencing
outcomes. Factors such as content selection, writing style, and context can impact results. Despite
effort, results may not always align with expectations. Students should remember that failure is an
opportunity for growth and improvement. If hope is lost, courage must be rekindled to achieve
success. Embrace the situation and try again to overcome challenges.
Excellence, success and achievement depend on the need, mind-set and expectation level.
Sometimes the students secure 99.9% of mark but get dissatisfied because he/she wants 100%.
Success and achievement depend on need, mindset, and expectations. Measuring success solely on
exam results is immature. There are many ways to achieve success, including becoming a good
orator, artist, painter, singer, dancer, sportsperson, administrator, or farmer. Failure is the pillar of
success, and there are many ways to achieve it. “Failure is the pillar of success.”
Objectives of Education:
Not a quest for only degrees and qualifications:
• Education is not about obtaining degrees or qualifications, but about enhancing personal
knowledge, lifestyle, behavior, and problem-solving abilities.
• Skills acquired through education can be applied in various fields, such as dance, acting, tailoring,
photography, or computing.
• Education broadens understanding of life and prepares individuals to become valuable, disciplined,
and worthy human resources.
• Degrees and qualifications are sometimes necessary for certain aspects of life, but if not used
properly, they become obsolete.
• The real objective of education is to bring positive change in oneself, preparing them to face life's
challenges and develop skills for self-reliance and self-reliance.
• Education should be linked with skills for job execution and livelihood generation.
• Education should prepare individuals to lead prosperous adult lives, similar to how animals and
birds train their offspring.
Real Education builds Character:
Education aims to build character, as character cannot be developed through books or knowledge. It
comes from personal experiences, learning, and understanding life realities. Students should be
disciplined, committed, and inculcate positive attitudes, moral values, and compassion. Character is
determined by values and self-restraint.
In a nutshell character means:
• Self-discipline • Humble behaviour • Not indulging in any wrong activity
• Respect for teachers, parents and elderly persons • Learning moral responsibility
• Develop concern for the poor, disadvantaged and excluded
• Develop a democratic attitude, respect for human values and constitutional values
• Practice values pertaining to sustainable environment, cleanliness, gender equality, respect for
individuals etc.
Character building requires knowledge, education, commitment to society, self-interest, sacrifice, service, and
hard work, as well as discipline and continuous learning to develop one's character.
Behaviour Modulation:
Behaviour means “the way in which one acts or conducts oneself, especially towards others”. Human
behavior is divided into four types: optimistic, pessimistic, trusting, and envious. Students should
understand good and bad behavior, reflected in activities, lifestyle, body language, and attitudes.
➢ Good behaviour:
1. Maintaining punctuality 2. Having fun together 3. Sharing 4. Practicing healthy habits
5. Practicing coping skills 6. Maintaining good inter-personal relationships 7. Show respect to others
8. Finding time to talk about your feelings 9. Keeping your promises 10. Maintaining your integrity
11. Helping people in doing the right thing 12. Adding value to your life 13. Being empathetic
14. Being always ready to help others 15. Giving more than you act 16. Appreciating others
17. Being happy with others’ achievements
➢ Wrong or Bad behaviour:
1. Disrespecting others 2. Lying, cheating, deceiving others and stealing 3. Not keeping promises
4. Comparing oneself with others 5. Not accepting someone in group 6. Engaging in violent talk
7. Aggression 8. Leading indiscipline life 9. Jealousy and anger
10. Taking alcoholic products 11. Showing negative reactions 12. Gambling
13. Gossiping about others 14. Torturing and putting stress on others 15. Selfish attitude
16. Creating pressure on others’ minds
Education influences behavior, influencing personality traits and attitudes. Humans must change common
behaviors like anger, jealousy, and aggression to promote professional and positive attitudes.
Overall Personality Development:
Education's primary goal is personality development, which encompasses physical, social, moral, financial &
spiritual aspects of an individual's unique character, influenced by their combination of qualities &
characteristics.
Overall personality development depends on the following aspects:
• You must know yourself. You need to know what your weaknesses and what your strengths are.
• Having a positive outlook • Sharing your opinions • Being a good listener
• Trying to make friends with strangers • Correcting your body language
• Being courteous • Reading books as they are your friends
Personality development is a crucial process for personal and professional growth, fostering
confidence, self-esteem, communication, and societal acceptance, ultimately making individuals
valuable and acceptable to all.
Difference between academic qualifications and ability:
Academic qualifications and ability are two distinct aspects of human life. Academic qualifications
involve obtaining a degree and certificate, while skills make one a better professional. While some
jobs require qualifications, others do not. For instance, a good cook must know the nutritional values,
quantity, and procedure of ingredients, as well as the health conditions of their family and patients.
Similarly, a singer must learn the throw of their voice. Qualifications may not necessarily lead to jobs,
but they serve as a pathway for interviews. Basic skills like computational, communication, financial,
accountancy, reasoning, aptitude, basic mathematics, and Odia writing skills are essential for success.
Knowledge and skills are interconnected, and one fulfills the other.
Knowledge combined with skills leads to karmesu kousalam or work with skills.

Academic failure could be a failure within the classroom but not outside (I.e.,
failed in examinations, passed in life.)
• Academic failure refers to a lack of success in education and loss of academic achievement.
• It can occur due to personal, financial, and social reasons.
• Academic failure is not a major problem but a challenge in human life.
• Self-sufficiency is crucial for a successful, healthy, and sociable life.
• Academic performance is just one way to evaluate oneself.
• If academic failure occurs again, one must evaluate other aspects of life.
• Life is limitless, and academic failure is a failure of one's whole future.
• Failures often lead to success, as seen in becoming a corporate leader or challenging societal
activities.
• Academic achievement is a continuous process.
Academic failure can be due to incorrect discipline choice, parental influence, peer pressure, or
ignorance. To avoid this, consult experts, take aptitude tests, and seek guidance from education
professionals & career counselors. Gain basic knowledge and address knowledge gaps before
choosing a subject. Bridge courses can help acquire necessary skills, such as mathematical skills &
economics.
Learning difficulties, relationship issues, and low self-confidence can be addressed with professional
help. Developing a positive attitude and working hard can help overcome these challenges and
ensure success in school.
National Education Policy 2020:
Principles of National Education Policy 2020:
The education system aims to cultivate rational, compassionate, and ethically sound individuals,
fostering a productive, equitable, inclusive, and plural society as envisioned in the Constitution.
A good educational institution should provide a welcoming, safe, and stimulating learning
environment, offering diverse experiences and good physical infrastructure, while ensuring seamless
integration and coordination across all educational stages.
The fundamental principles that will guide both the education system at large, as well as the
individual institutions within it are:
• Recognising, identifying and fostering the unique capabilities of each student by sensitizing teachers
as well as parents to the need to promote each student’s holistic development in both academic and
non-academic spheres
• According highest priority to achieving foundational literacy & numeracy by all students, by Grade-3
• Flexibility, so that learners have the ability to choose their learning trajectories and programmes
and thereby choose their own paths in life according to their talents and interests
• No hard separations between arts and sciences, between curricular and extra-curricular activities
between vocational and academic streams etc. in order to eliminate harmful hierarchies among and
silos between different areas of learning
• Multidisciplinary and holistic education across the sciences, social sciences, arts, humanities and
sports for multifaceted world in order to ensure the unity and integrity of all knowledge
• Emphasis on conceptual understanding rather than rote learning and learning-forexams
• Creativity and critical thinking to encourage logical decision –making and innovation
• Ethics and human and constitutional values like empathy, respect for others, cleanliness, courtesy,
democratic spirit, spirit of service, respect for public property, scientific temper, liberty, responsibility,
pluralism, equality and justice
• Promoting multilingualism and the power of language in teaching and learning
• Life skills such as communication, cooperation, teamwork and resilience
• Focus on regular formative assessment for learning, rather than the summative assessment that
encourages today’s coaching culture
• Extensive use of technology in teaching and learning, removing language barriers, increasing access
for divyang students and educational planning and management
• Respect for diversity and respect for local contexts in all educational decisions to ensure that all
students are able to thrive in the education system
• Synergy in curricula across all levels of education from early childhood through school education up
to higher education.
• Teachers and faculty as the heart of the learning process-their recruitment, continuous professional
development, positive working environments and service conditions
• A “light but tight” regulatory framework to ensure integrity, transparency and resource efficiency of
the educational system through audit and public disclosure while encouraging innovation and out-of-
the-box ideas through autonomy, good governance and empowerment
• Outstanding research as a co-requisite for outstanding education and development
• Continuous review of progress based on sustained research and regular assessment by educational
experts
• Rootedness and pride in India and its rich, diverse, ancient and modern culture and knowledge
systems and traditions
• Education is a public service. So, access to quality education must be considered a basic right of
every child.
• Substantial investment in a strong, vibrant public education system as well as the encouragement
and facilitation of true philanthropic private and community participation

The Vision of National Education Policy 2020:

The National Education Policy envisions an education system rooted in Indian ethos that contributes
directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge
society ,by providing high-quality education to all and thereby making India a global knowledge
superpower The policy envisages that the curriculum and pedagogy of our institutions must develop
among students with a deep sense of respect towards the fundamental duties and Constitutional
values , bonding with one’s own country and a conscious awareness of one’s own roles and
responsibilities in a changing world .The vision of the policy is to instil among the learners a deep-
rooted pride in being Indian, not only in thought , but also in spirit , intellect and deeds as well as to
develop knowledge ,skills, values and dispositions that support responsibilities , commitment to
human rights, sustainable development and living, and global wellbeing ,thereby reflecting the truly
global citizen.
(UNIT-2) (4.2) Challenges for Ethical Practices in Higher Education Institutes:
Ethical principles guide individual behavior, with codes of conduct provided in student handbooks or
college websites. These aim to develop ethically responsible individuals, disciplined attitudes, non-
discriminatory attitudes, and moral responsibility.
Meaning and concept:
Ragging:
• Ragging is a common issue in higher learning institutions, leading to potential consequences such
as imprisonment and career damage.
• Ragging is a criminal offense under the Indian Penal Code and the Karnataka Education Act 1983.
• Ethical principles, moral values, and responsibility should be ingrained in students, promoting
respect for teachers and adherence to established rules.
• Students should take academic responsibility, maintain integrity, and practice self-discipline.
• Ethical practices, including respect, caring, positive friendship, and acceptance, are crucial for
students and employees in higher learning institutions.
The Hon’ble Supreme Court of India has given a more comprehensive meaning of ragging-Ragging is
any disorderly conduct, whether by words spoken or written, or by an act which has effect of
teasing, treating or handling with rudeness of any student, indulging in rowdy or indiscipline
activities which cause or are likely to cause annoyance, hardship or psychological harm or to raise
fear or apprehension thereof in a fresher or a junior student and, which has the effect of causing or
generating a sense of shame or embarrassment so as to adversely affect the psyche of a fresher or
a junior student.

• In 2001, the Supreme Court banned ragging in India, leading to student deaths, fear psychosis,
career damage, and physical and mental torture.

• In 2009, the death of Aman Kachru, a medical college student, prompted the Supreme Court to
direct all educational institutions to strictly follow the Anti-ragging Law.

• Ragging was particularly prevalent in South India, leading to many student suicides.

• Tamil Nadu became the first state to completely ban ragging in 1997.

• The University Grants Commission (UGC) has established strict rules related to student behavior.

• Some states have passed their own legislations on ragging.

• Central legislation tracks ragging through the Indian Penal Code.

• AICTE and Medical Council of India have their own regulations on ragging.

• Students are encouraged to maintain the sanctity of their institutions and to protect the college with
moral strength, responsibility, obligation, and ethical ways of life.

Suicide:

Suicide is a significant social issue affecting students, with higher education institutions tasked with
addressing mental health. Students with mental illness often struggle with academic stress and peer
pressures, leading to suicide, derived from the Latin term "suicidium".

There are many factors responsible for suicide, which include:

• Failure in academics • Stress • Incompetence • Mental disorder • Conflict

• Lack of inter-personal relationships • Loss of near and dear ones • Fear

• Adventure due to influence of social media, advertisements or stories

• Unemployment or low socio-economic conditions • Depression • Discrimination

• Falling into the trap of substance abuse • Psychological and mental illnesses

• Poor life- skills • Being an Introvert • Isolated life

• Non acceptance of failure • Non adjustment to the situation

Suicidal tendencies are common among college students, with one suicide attempt occurring every
hour in India. Higher education institutions have a moral responsibility to understand students'
minds and provide support during the transition to college, especially for those with prior mental
health issues. Teachers, hostel authorities, friends, and college employees should be sensitive to
students' needs and provide moral support.

So, as a student or a friend, here are ways in which you can help someone who is in a depressed
mood or showing a suicidal tendency:

• Inform the authorities immediately • Inform parents • Do not be judgemental

• Show interest and be supportive • Do not share the secrets others confide in you

• Offer one hope that alternatives are available • Do not leave the person alone

• Try to avoid talk of suicide. • Give confidence. • Consult a counsellor

• Assist persons who need any help.

Suicide is not a solution to life's challenges, but the beauty of life is realized after facing them. We
have a brain, body, mind, and support, so let's survive and flourish with them. The fittest survive, and
students can be stress-handlers, counselors, and sources of strength for their friends. Don't let
friends die, and put a smile on their face.

Need for educational counselling:

Educational counselling is a crucial service that assists students in choosing the right career path and
courses that align with their interests and preferences. Many students struggle to pursue their
desired career due to factors such as low marks, non-availability of seats, and financial constraints.
Educational counsellors play a vital role in resolving these issues by interacting with students,
creating interest, and showcasing available opportunities. They help students choose careers not only
for their studies but also for the enrichment of their lives. It is essential for students to receive proper
educational counselling to choose suitable career options. Teachers, career counselling cells, and
authorities should provide students with exposure to knowledge and open doors for them to explore
their potential. The right career and job are like two sides of the coin, and educational counsellors
have a greater responsibility to provide guidance and exposure in a particular career.

Violence vs Peaceful Protest:

Violence:

Violence refers to the intentional use of physical force to harm, damage, or kill someone or
something, often resulting in injury, death, psychological harm, mal-development, or deprivation.
Adolescents, due to hormonal changes, may exhibit aggressive behavior, which can negatively impact
higher learning institutions. While anger, aggression, and conflict can be controlled, they cannot be
repaired or restored once someone's life is at stake. Higher education institutions are built with the
efforts of teachers, students, and parents, and damage to them can damage their own property. As
gardeners, we have a responsibility to water and protect these institutions, enhancing their beauty
through flowers and fragrance.
There are lots of factors responsible for violence. They are biological, social, cognitive and situational
factors.

• The biological factors refer to some neurological disorders, psychological problems, behavioural
changes due to chemical influences of aggression and violence.
• Socialisation factors refer to those processes through which a person learns patterns of thinking,
behaviour and feeling from his or her early life experiences. These influence the behaviour of a
person. Violence-prone attitudes are reflected in reactions, talking styles and modes of behaviour.
• Cognitive factors refer to ideas, beliefs and patterns of thinking. Violence- prone individuals have
different ways of interpreting life. They generally accept the violence as a norm and believe it is the
right way of life and prefer to be members of violent groups or gangs. They involve themselves in
anti-social activities.
• Situational factors refer to the elements and characteristics of the environment such as steps,
aggression, abusive behaviour, stress or illegal activities which encourage violent behaviour in others.
Sometimes conflict between two students leads to conflict between two groups and then it takes the
shape of a violent attack and violent protest. A peaceful situation or ambience should be the priority
of all educational institutions. Some situations lead to violence.

Higher learning institutions should monitor student behavior to prevent campus violence. Offenders
often snap, bite, and kill victims, posing a threat to students seeking a safe learning environment. A
safe campus environment fosters unity, independence, freedom, and sharing of views. Fear of
violence can lead to a violence-prone campus, damaging the institution's image, destroying students'
careers, and encouraging miscreants. A safe campus environment is essential for a healthy learning
environment. Various kinds of violence included-

• Rape • Assault, fighting, mugging • Physical violence • Suicide • Ragging

• Harmful acts which target specific individuals or groups • Casual violence known as wilding

There are different laws and verdicts of the Supreme Court against violence.

• UGC guidelines mandate strict action against bullies and offenders in universities and colleges, with
the risk of disassociating or cutting down financial assistance. The Supreme Court of India took
ragging seriously in 2001, setting out guidelines in the Vishwa Jagriti Mission.

• In Vishakha Vs. State of Rajasthan and others (1997) the Supreme Court recognised the
omnipresent phenomenon of sexual harassment of women in Indian society. The Court defined
sexual harassment as unwelcome behaviour including physical contact, demand or request for
sexual favours, sexually- coloured remarks, exhibiting pornography and other unwelcome physical,
verbal or non-verbal conduct of a sexual nature.

• There are punishments under the Indian Penal Code against acts of ragging. Every single occurrence
of ragging or abetting in ragging puts an obligation on the institution to get an FIR registered. There
are provisions on the IPC, which can be used by student to register an FIR in a police station
(Anti-Ragging Laws in India,2018)

Besides, laws for ensuring a safe and violence-free campus can be created through the
following steps:

▪ Conveying clear expectations for the conduct among students, faculty, staff and visitors

▪ Supporting healthy group norms

▪ Helping students to avoid harm through such measures as escort services and self-defence
programmes.
▪ Providing a range of support services for students including mental health services, crisis
management and compassionate services to victims.

▪ Safe campuses with CCTV surveillance and proper security arrangements

A violence-free campus can be achieved by students taking responsibility for the campus, feeling like
home, playground, and knowledge center. A safe campus with happiness, no quarrels, conflicts, or
violence is achieved through healthy minds, love, affection, discipline, understanding, good
interpersonal relationships, healthy competition, and a desire to achieve career goals.

Peaceful Protest:

• Life is a complex system with growth, reproduction, functional activities, and constant changes.
• Humans struggle to achieve justice through various societal actions and decisions.
• Peaceful protests, or nonviolent resistance, are actions expressing disapproval without violence.
• The Supreme Court upholds the right to peaceful protest as a constitutional right.
• Peaceful protests include boycotts, sitting, squatting, civil disobedience, and non-cooperation.
• Mahatma Gandhi's non-violence for resistance is a significant example of peaceful protest.
• Everyone has the right to peaceful protest against unethical decisions.
• Students should be the vehicles of change, protesting against unethical practices like cheating, using
unethical means, and drug and alcohol abuses.
• Protests should not demand something or go on strike, but to bring change, create a disciplined
community, and be a role model.
• Law, rules, and policies are instruments to control violent activities, but maintaining peace and
harmony are the real instruments for societal change.
Laws related to Right to Protest:
• Right to Freedom of Assembly – Article 19(1)(c): Individuals have the freedom to peacefully
congregate in order to question and object to government actions through demonstrations,
agitations, and public assemblies, as well as to form long-term protest movements.
• The Right to protest peacefully is enshrined in the Indian Constitution—Article 19(1)(a)
guarantees the freedom of speech and expression; & Article 19(1)(b) assures citizens the Right to
assemble peaceably and without arms.
• Article 19(2) imposes reasonable restrictions on the right to assemble peaceably and without arms.
• In the Ramlila Maidan Incident v/s. Home Secretary, Union of India &Others. case (2012), the
Supreme Court stated, “Citizens have a fundamental right to assembly and peaceful protest
which cannot be taken away by an arbitrary executive or legislative action.”

• Right to protest: Restrictions- This is a fundamental right but if it is in a nonviolent form, then the
government can accept these protests. If the protests violate the following norms then strict action
can be taken on the public:
1. Protest is an acceptable exercise unless it damages and harms the security of the state.
2. Friendly relations with neighbouring countries are harmed
3. Violation of public order
4. Contempt of court
5. The integrity and sovereignty are threatened
• The fundamental right to protest is protected under article 19 (1) (a), 19 (1) (b) and 19 (1) (c).
Right to Freedom of Speech – Article 19(1)(a):
The right to free speech and expression is translated into the freedom to publicly express one’s
opinion on the activities of the government.
Right to Freedom of Association- Article 19(1)(b):
It is vital to have the right to form political organisations. These can be organised in order to
challenge government activities collectively.
Right to Freedom of Assembly – Article 19(1)(c):
Individuals have the freedom to peacefully congregate in order to question and object to government
actions through demonstrations, agitations, and public assemblies, as well as to lunch long-term
protest movements.
When these rights are combined, they allow anybody to peacefully gather and demonstrate against
the state’s actions or inaction. The protests are for democracy, and the objective of the protest is to
protect the integrity of laws in the country.

Conflict Resolution:
Conflict arises when disagreements arise between individuals, groups, or communities due to clashes
of interests, opinions, rights, demands, and personal benefits. It can provide alternative solutions,
justice, and understanding. In colleges, conflicts can lead to gang war, violent activities, and
irreparable damage to careers and life. There are four types of conflict:
1. Conflict with the self 2. Conflict with others
3. Conflict with the environment 4. Conflict with the super -natural.
Conflicts can be internal or external, with internal conflicts stemming from personal desires and
external conflicts arising from external factors. Conflict resolution is a crucial process for finding
peaceful resolutions, often occurring during program or event organization, necessitating vigilant
authorities.
There are many steps which can be adopted to resolve the conflict:
Step-1-Understand the issue
Step-2- Identify the reasons of a conflict
Step-3- Set a discussion time
Step-4- Find a common solution
Step-5- Taking steps to arrive at a compromise
Step-6- Avoiding the problem- creating elements
Step-7- Listen carefully to both the parties
Step-8- Build confidence between the two parties and urge them to tell the truth
Step-9- Appeal to their conscience
Step-10- Provide a win solution
Violation of Intellectual Property Rights:
Intellectual Property Rights:
Intellectual Property Rights encompass patents, copyrights, industrial design rights, trademarks, plant
variety rights, trade dress, geographical indications, innovative products, research results, and
protecting innovative work.
There are three important types of intellectual property protection.
1) Patent: Patents can be applied to protect new innovations, experimental results, research, or
findings, granting the owner legal rights.
2) Trademarks: To protect and legalize your business brand as a start-up company, you must
apply for trademarks.
3) Copyright: Copyright is an intellectual property right that grants the owner exclusive rights to
copy, distribute, adopt, display, and perform any creative, literary, artistic, or educational work.
It includes reproduction, adoption, publication, performance, and display. Owners can claim
ownership for works created after 1978, lasting for the author's life and 70 years after death.
Intellectual property rights are crucial for students to protect their creations in various fields,
including music, ideas, and products. Building awareness and claiming ownership are essential to
prevent unethical theft and ensure credibility.
Plagiarism:
‘Plagiarism’ is today’s buzz word in research. Young generations should be aware of this concept. This is an
unethical act. ‘Plagiarism’ means presenting or claiming someone else’s work or ideas as your
own without his/her consent and also without acknowledging the original owner.
All published, unpublished materials, manuscripts, printed and electronic content involve ownership.
Copying others' work and claiming ownership is theft and fraud. Authors should give proper credit
and acknowledge the original creator.
Plagiarism is of 4 types such as:
1. Direct Plagiarism: The word-by-word copy of someone’s work without quotation marks, source
indications or reference numbers and without giving foot notes.
2. Self-Plagiarism: A type of Plagiarism in which the writer republishes a work entirely or reuses the
portions of a previously written text while writing a new article. It means that if you are publishing the
same work by copying the contents of one write- up then it is called self-plagiarism.
3. Mosaic Plagiarism: It is a type of Plagiarism when a writer borrows phrases from a source without
using quotation marks or just replaces for the authors words with synonyms while keeping the same
general structure, paragraphs, style and meaning of the original. This is also a fraudulent activity; one
should not use the phrases without citing the source and using quotation marks.
4. Accidental Plagiarism: It refers to a crucial type of plagiarism. It occurs when a person
unintentionally neglects to cite their sources or misquotes their sources or unintentionally
paraphrases a source by using similar words, groups of words and sentence structures without
attribution. It commonly occurs due to lack of proper citation/ wrong citation/ neglecting to quote.
Copying original ideas is not allowed without proper acknowledgement, source indication, and
reference numbers. Students should protect their work by following Section 57 of the Copyright Act,
which grants exclusive rights to protect work from unauthorised copying. Violation of copyright is
considered a criminal offense, with punishments ranging from 6 months to 3 years. Students should
create their own content.
Cheating in Examination:
Cheating in the examination is the most common criminal offence by committed by students. s. It means
engaging in dishonest practices and communicating in any way during an examination with another person
inside or outside the examination hall. In simple terms, the undisciplined manner during the examination and
keeping unauthorised materials during an examination.
It can be easily explained in the following terms.
➢ Communicating in any way about examination questions with others students.
➢ Helping others during an examination
➢ Keeping write-ups, books or any other materials for cheating purposes.
➢ Using any digital gadget for copying or collecting information from outside.
➢ Giving or accepting assistance from any person who is not an invigilator.
Illegal practices in examination halls can damage a career and lead to mal-practice. To secure good
marks, one must work hard and avoid copying. Knowledge prevails, and it's better to study,
memorize, and understand concepts. Obtaining markings through one's own efforts is preferable to
seeking help from others. Avoiding unethical practices and preparing for college is crucial for success
and achievement in society.
Other Fraudulent Practices:
Ethical practices are crucial in ensuring the integrity of a society, while fraudulent practices involve
intentionally deceitful, dishonest, or untrue actions. Higher learning institutions must educate
students to safeguard administration and eradicate corruption, as they are responsible for creating
professionals for all sectors of society.
4 types of terminology are used to understand the fraudulent behaviour i.e., corrupt practices,
fraudulent practices, coercive practices and collusive practices.
• Corrupt practices refer to the offering, giving, receiving or soliciting directly or indirectly of
anything in terms kind and money to influence for any personal benefit.
• Fraudulent practices refer to the omission, including misrepresentation that knowingly or
intentionally misleads, or attempts to mislead a party/person/organisation, to obtain a financial
benefit or to avoid an obligation.
• Coercive practices mean harming, threatening to harm any person, property or someone influence
improperly, directly or indirectly.
• Collusive Practice refer to the “arrangement between two or more parties designed to achieve an
improper purpose, influencing someone directly in a corrupt mass.
Fraudulent activities harm integrity and corrupt society, hindering justice for common people.
Students, as future administrators, must be aware of these undesirable behaviors.
Let us understand different types of fraudulent activities:
• Academic fraud- Related to examinations, cheating, partiality, plagiarism,
• Financial fraud- Deception, money laundering, offering money for illegal activities.
• Banking fraud- Stealing the personal financial information and swiping away the money.
• Mail fraud- Stealing data/ info. about someone or something through fraudulent schemes on mail.
• Cyber fraud- Intention to corrupt someone’s personal and financial information
• Debit and credit card fraud- Using someone’s credit card and debit card information illegally
• Voter fraud or electoral fraud- This involves illegal interference with the process of election
• Healthcare fraud- Intentionally deceiving the health care system to receive unlawful benefits or
payments
• Tax refund fraud: Tax-related identity stealing occurs when someone uses your stolen personal
information, including social security number to file a tax return.
• Internet fraud-Stealing data from Facebook, social media or internet platforms, phishing and
identity theft etc. using virus, malware etc
• Licensing fraud- Using others licences specifically driver’s licences or illegal issue of licences.
• Fraud in the medical sector- Posing as doctors or medical associates, stealing organs or giving
wrong prescription or dealing in fake medicines etc. for money- making.
• Charities fraud- The act of using deception to get money from people who believe they are making
donations for a noble cause.
• Merchant fraud- When a fraudster poses as a merchant in order to process a transaction and steal
the funds.
The Indian Penal Code (IPC) 1860 outlines penal provisions for most criminal offenses in India,
including dishonest acts, misappropriation of property, trust breach, cheating, and forgery. Students
are crucial stakeholders in addressing fraud and corruption, and their actions are essential for a safer
and more prosperous India.

(UNIT 3) (4.3) Inter Personal Relation and Community Life in a HEI:

Introduction:
Community, derived from Latin "communitas," refers to a social unit with commonalities like place,
norms, religion, values, customs, or identity, sharing a sense of place in a geographical area.
Community life is a group of people with common interests, such as leisure and business, engaging in
regular engagement and cooperation. It fosters responsibility, intellectual development, and social
association among students. This life provides opportunities for connection, goal pursuit, and
security. It fosters unity, kinship, and identity among groups, helping them understand and learn
from each other. Community life contributes to a positive environment in higher education
institutions.
What is Community Life?
To quote Mahatma Gandhi- “The best way to find yourself is to lose yourself in the service of others”.
In today's era of technology, globalization, and innovation, individuals face challenges in survival,
leading to a stressful society. Students, as stakeholders, must learn to participate in community life,
which involves shared interests, shared goals, and shared leisure activities. Community life is based
on shared interests, shared goals, and a shared vision of life.
There are specific characteristics of any kind of community life:
• Common interests • Common goals • Freedom of expression
• Identity • Clear principles, policies and obligations of the group
• Fairness • Common celebrations • Clear ideas
• Promotion of interaction among the members • Positive attitude
Group members who maintain a community life also maintain commonality in the following aspects
such as place, norms, religion, values, customs, identity, lifestyles, celebrations, choices of food and
ideology. Community life aims to improve society and achieve goals by fostering shared ideas and
growth among its members.

Importance of Community life in Higher Education Institutions:

Higher Education Institutions are Temples of Knowledge.
• Higher education institutions are crucial in shaping future human resources.
• The credibility of these institutions is based on campus environment, facilities, teachers, and
academic culture.
• Community life in these institutions can influence students' behavior, knowledge understanding,
future ambitions, and societal obligations.
• Institutions have a responsibility to nurture a healthy community life and nurture students until
they achieve their goals.
• Community life includes hostels, canteens, libraries, and community services like National Service
Scheme, National Cadet Corps, Red Cross Society, and clubs.
• Students should feel proud of their membership and have opportunities to showcase their ideas
and personality.
• Community life becomes a lifestyle for students, gaining confidence, courage, moral support, and
positive life ideals.
• The campus ambience should be a center of happy learning and knowledge, facilitated by
community life and student belonging.
Community Life in a College Campus:
The college campus is a second home for students.
College campuses serve as a learning hub, entertainment space, and place for students to spend
their lives. Campus life includes reading, discussions, canteen dining, cultural programs, and
community outreach. Students feel connected to their college, friends, teachers, and classmates,
fostering a sense of belonging and sharing ideas, learning, and presenting talents.
Students at higher education institutions protect campus environments through cleaning, plantation,
energy conservation, and respect. They learn voluntarism, patriotism & serving life through NSS, NCC
& Red Cross activities. Mini campuses in local slums and villages expose students to social problems
and culture. Discipline is maintained, promoting discipline and behavioural changes in society.
When students leave it, campus life always sows the idea that “you are my alumni and you built up
your life here.”
Community Life in Hostels:
• Hostel life differs from homestay, requiring students to leave their parents and adhere to rules.
• It fosters obedience, commitment to learning, and independence.
• Hostel life provides a platform for career building and learning.
• The environment is harmonious, with shared meals and queues.
• Hostel library and reading-room discussions provide knowledge.
• Competition for better examination results fosters seriousness of study.
• TV and indoor games rooms provide platforms for sharing views on various subjects.
• Hostel events help develop personality, leadership, artistic skills, and organizing abilities.
• Washrooms are used for class preparation.
• Punctuality and timely lectures are emphasized.
• Group activities and shared responsibilities foster unity among students.
• Senior students serve as mentors to juniors, creating a disciplined learning environment.
• Prayer time and cultural events provide identity to boarders.
• Hostel life offers opportunities for mutual cooperation, sympathy, discipline, love, personality
development, independence, and self-reliance.
Hostel life fosters responsibility, independence, teamwork, unity, and adjustment among boarding
students. It encourages nighttime study and fosters lasting friendships. When a guest falls ill, friends
serve as caregivers, fostering a sense of community.
In a nutshell hostel life helps one to imbibe the following values:
• Discipline in life • Sharing • Independence and self-dependence
• Mutual understanding • Cooperating with each other • Competitiveness
• Career- building • Punctuality • Appreciating little things or moments of life
• Leadership qualities • Organising abilities • Togetherness and belongingness
• Finding friends for life • Caring • Learning how to adopt and adjust

Community Life in Local Areas:

Students' community life extends beyond campus life, incorporating visits to local heritage art, survey
works, field studies, and study tours. They also visit local libraries, training institutions, theaters,
parks, malls, and film halls. Social dimensions like lifestyle, economic conditions, festivals, customs,
traditions, and attitudes can be studied outside campus. Group learning occurs at common sitting
places (khatties), and National Service Schemes provide life-time opportunities to understand rural
life. Industrial visits, field visits, and interactions with local values and food habits help students
understand the social system.
Community life of a local area adjacent to a higher education institution is observed through the
following places and activities:
• Libraries • Chowks (Sitting together at specific places) • Restaurants
• Local temples/ historical sites • Industries • Local events
• Different cultural activities carried out during festivals of the local area • Parks
Students engage in activities to learn about local cultures, exploring geography, agriculture, lifestyle,
language, value systems, markets, offices, festivals, historic sites, amusement facilities, and more,
fostering a sense of belonging and community.
Interpersonal Relations:
What is interpersonal relationship?
The concept of inter-personal’ relationship refers to the relationship shared by two or more people, a
social connection, and relationship with co-workers, close friends and group members.
Good interpersonal relationships involve shared interests, common goals, and respect for each
other's views. Maintaining these relationships is challenging due to the competitive nature of life, as
everyone aims for their own goals. Poor relationships can lead to conflicts, misunderstandings, and a
stressful life. Interpersonal relationships help understand feelings and achieve mutual goals.
Positive interpersonal relationships bring different positive results like-
• Creation of a positive work environment • Harmony and happiness
• Better understanding between one another • Respect for everyone’s emotions
• Adequate recognition of others’ views, opinions and ideas • Self-identity within the group
• Achievement of purposes of life through group learning • Confidence building and moral strength
• Making friends the most essential part of social support
Interpersonal relationships extend beyond personal connections, involving understanding a friend's
emotions, lifestyle choices, and goals. Sharing love, empathy, and problem-solving can lead to real life
goals. Mahatma Gandhi's quote emphasizes the importance of friendship in achieving success.
Importance of Interpersonal Relationship:
Humans are social animals, valuing happiness, love, affection, and emotional understanding through
well-maintained relationships within families, organizations, colleagues, friends, and groups.
The word relationship means-
➢ The Ways in which two or more people or things connect or the state of being connected
➢ The state of being connected by blood or marriage
➢ Ways in which two or more people or groups regard and behave towards each other
Interpersonal relationships enhance positive relationships and understanding, promoting emotional
wellbeing and a healthy lifestyle. In a nutshell, the points of
importance of interpersonal relationship are:
➢ They help to maintain a harmonious relationship among people
➢ They are important for the overall physical and emotional happiness of people
➢ They facilitate better understanding between each other
➢ They aid in easier achievement of goals
➢ They reduce work pressure
➢ They ensure that everyone’s views and opinions are respected
➢ They help to maintain a stress-free work life
➢ They maintain harmony within the family
➢ They reduce conflicts and differences of opinion
➢ They make sure that conservation goals are appreciated
➢ They provide for a well-balanced organisational life, family life & social life & its overall good
maintenance
Student- Teacher Relations:
Interaction between students and teachers is crucial for effective learning, as it fosters informal
knowledge exchange, emotional bonding, and problem-solving. Teachers should instill confidence
and help students overcome adolescent depression.
Buffet (2019) highlights the significance of student-teacher relationships in fostering a positive
classroom environment, fostering self-worth, enhancing mental health, addressing behavioral issues,
and promoting academic success.
On the other hand, if this interpersonal relationship of teachers with students is not maintained
properly, the following challenges may be faced by teachers:
• Loss of intimacy • Difficulty in communicating with students
• Lack of control over the class • Failure to resolve problems of students
Effective class teaching involves treating students as their own, engaging them with daily topics,
moral tables, case studies, and understanding issues, and dedicating informal interaction time to
draw attention.
Interpersonal relationship between teachers and students has the following positive aspects:
• Problematic behaviour is controlled • Students gain confidence and share their views
• Students listens to classroom lectures • Effectiveness of classroom teaching improves
• Participation of students is improved • Moral health of the students improves
Healthy interpersonal relationships in a teaching-learning environment stimulate interest, motivate
career ventures, and achieve learning goals. Teachers play a crucial role in developing attachment,
promoting values, and serving as friends, philosophers, and guides.
Student-Student Relationship:
Students’ lives are determined by their friends or peer groups.
• Peer groups directly influence students’ behavior, academic achievements, personality
development, and mental health.
• Positive peer groups and relationships lead to higher academic performance.
• Interpersonal relationships among students provide numerous benefits.
• Informal and formal interactions are crucial for students' physical, mental, and social wellbeing.
• Harmonious classroom environments and individual friendships foster friendship.
• Teachers should create a supportive environment and pair students to foster best friendships.
Man-Woman Relationship:
Interpersonal relationships between a man and a woman is an important aspect of
human relationships. In co-education institutions, boys and girl students sit in one classroom,
study at the same library and participate in all the activities of the institution. They must respect
each other. A strong interpersonal relationship among students leads to friendship and to strong
group-bonding. It helps student achieve career goals, and many programmes are organised
successfully with the co-operation of both the groups. In fact, these relationships are based on
the following aspects:
➢ Friends must be honest to each other.
➢ They must stand for friends at the time of need.
➢ They should avoid leg-pulling, passing offensive comments, intimidating others & making fun of
them.
➢ They must respect one another.
➢ They should control misunderstanding between students.
Positive Friendship:
Positive friendships encourage career growth, understanding, and problem-solving, enriching life,
boosting happiness, and improving self-confidence. They become essential parts of our lives,
allowing us to share feelings, study, discuss career plans, and foster good understanding.
A positive friendship brings about the following changes in life:
• Confidence building • Caring for each other • Better understanding
• Valuing feelings • Being a friend at the time of need • Sharing happiness
• Sharing problems and difficulties • Sharing the new ideas and knowledge
• Happy learning together • Protecting each other • Loving each other
Who can be a Green Preacher?
Human beings are natural creations, providing light, wind, land, water, and energy for survival. The
beauty of life lies in love, satisfaction, and comfortable living. The depletion of energy resources is a
major challenge for future generations. Higher education institutions are a second home for
students, causing energy wastage. This calls for green preachers to address these challenges.
The role of green preachers includes-
• Creating awareness among students to save energy. For example, they should switch off fans and
lights while leaving the class rooms.
• Organizing debates and other competitions on topics related to the use of renewable energy to
promote sustainability of life, conservation of energy for future generations and sharing messages in
student groups to motivate them to respect nature.
• Spreading knowledge to maintain green campuses at colleges.
• Holding one-minute discussions to spread the messages in every class.
• Participating in online writing and speaking activities related to environment, conservation of
energy, green life and plantation.
• Organizing mini camps to protect the environment and to save energy.
Green preachers aim to create future-conscious student groups, focusing on human life style, energy
use, and nature conservation. They must act as change agents in higher education institutions,
promoting responsibility and life-saving efforts.
Importance of Conservation of Energy and Green Preacher:
‘Energy’ is the fundamental source of life. Without energy, human life will become stagnant. Energy
conservation is crucial for the future of science, technology, and innovation. It involves reducing
energy consumption, which directly protects the environment. Unknowingly, we often waste energy,
such as not turning off lights and fans in our homes.
Energy is precious and it can be conserved in many ways:
• Spreading awareness for the need to conserve the energy
• Turning off devices and appliances when they are not in use
• Purchasing devices which consume less energy.
• As refrigerators generally consume more energy, so, by keeping the settings of the refrigerator low,
we can save energy.
• By using of LED (Light emitting diode) bulbs we save energy.
• By cleaning air filters and air conditioners we save energy.
• By using laptops instead of desktops, we save energy.
• By using of kitchen appliances, we consume low energy.
• By cycling, which is the best way to save fuel.
• By imposing penalty for excess consumption of energy.
Since 1991, Energy Conservation Day has been celebrated on December 14th to raise awareness
about energy conservation. It emphasizes the importance of incorporating energy conservation into
daily life for environmental protection, human life saving, and societal improvement.
The benefits of conservation of energy are-
• Preserving energy for future generation • Reducing the cost of energy
• Lowering the cost of electricity utility bills • Protecting the environment
• Conserving precious natural resources • Reducing pollution
Green preachers play a crucial role in promoting a green environment and conserving energy. They
spread ideas through planting programs, debates, and discussion forums, inspiring more members
to become green preachers and instilling habits for environmental and human life conservation.
(UNIT-4) (4.4) Ethical Leadership in Academic Institutions:
In today's competitive, challenging era, leaders play a crucial role in various aspects of human life.
Higher learning institutions (HEIs) must continuously learn, identify leadership qualities, and provide
exposure to knowledge to create a conducive environment for students to showcase their leadership
qualities. Teachers and authorities play a significant role in fostering ethical leadership in students.
Concept of Leadership:
• Leadership is defined as the ability to influence a group towards achieving a vision based on a set of
goals.
• Great leaders are friendly, have positive attitudes, exhibit emotional intelligence, extraversion,
conscientiousness, and openness.
• Leadership qualities can be displayed in early life, leading to higher career prospects.
• Neglecting leadership qualities can lead to career destruction, such as organizing strikes or creating
nuisances.
• Teachers and authorities have a duty to maintain the quality of leadership in students.
• Leaders can be trained, given adequate motivation, and provided with the appropriate platform to
exhibit their qualities.
• Leaders always have a group of followers, and their unique characteristics, ideals, attitudes, and
interpersonal relationships influence others.
• A true leader is the idol of his/her followers and he/she always motivates others to inculcate certain
ideals of the leader, honesty, integrity, commitment, truthfulness, kindness and communication skills
can make someone a leader.
Types of Leadership:
Leadership is defined in various ways, with leaders like Mahatma Gandhi, Subash Chandra Bose,
Adolf Hitler, Prithivraj Chauhan, and Rani Laxmi Bai demonstrating different qualities in different
situations. Their actions, ideals, styles, and approaches provide a foundation for understanding
leadership types.
1. Democratic leadership:
Democracatic leaders are people-oriented. They have a deep concern for the people they work with
and also allow people to work freely and take their own decisions. This means that the decisions of
the employees are given importance while getting one task done. Democratic leaders are more
concerned about the wellbeing and happiness of the followers or employees they work with in an
establishment or groups.
2. Autocratic leadership:
Autocratic leadership is also otherwise known as authoritarian leadership. In this type of leadership
one person wants to take all decisions and controls all activities with through the exercise of power.
Autocratic leaders generally exercise their own ideas, and judgements. They do not like to listen to
others and rarely accept the advice of others. Such leaders have control over the group and exercise
full control over all activities.
3. Transformational Leadership:
Transformational leadership is an ideal form of leadership. These types of leaders always bring about
change in society. Transformational leaders have positive ideals. They want to bring positive changes
in the individual and society for a greater interest. They work towards positive transformation.
4. Transactional leadership:
The transactional leadership style is generally found in industrial set -ups. In this type of leadership,
the leader communicates the goals, vision and mission of the organization. They supervise the work
for the achievement of goals. They also motivate, guide and direct followers or workers to achieve the
organizational goals. They are very accessible to the employees, workers or followers.
5. Charismatic leadership:
Charismatic leadership means leaders who have ‘charisma’. The leader has a charming personality,
confidence, vision, creativity, determination, good communication skills & persuasiveness. These are
the unique qualities which help the leader to exercise his/her authority. Their ideas intellectuality &
decisions are accepted willingly by group. This was developed by the German sociologist Max Weber.
6. Laissez -Faire Leadership:
This type of leadership is dedicated to the people. People take decisions. It is based on trust and
people enjoy a wide range of freedoms.
7. Servant leadership:
This type of leadership focuses on serving the needs of others. It is persuasive by nature. Such
leaders use persuasion to achieve their goals. They are good listeners, empathetic, society-oriented,
caring and prompt in taking responsibility, like parents in a family. This type of leader interacts with
employees, group members to command authority rather than seizing power.

Ethical Leadership:
Ethical leadership, also known as authentic leadership, is a type of leadership where the leader is
conscious of appropriate conduct through personal actions and interpersonal relations. It is based on
ethics and trust, and is perceived as ethical by followers. Ethical leaders believe in moral values,
patriotism, respect ethical beliefs, and work for people's dignity and rights.
Ethical Leadership in Academic Institutions:
• Academic institutions are crucial in establishing ethical values, morals, and culture.
• Ethical leaders play a vital role in restoring ethical human values and shaping good citizens.
• Teachers and authorities are key ethical leaders, guiding students in character building, personality
development, morality, values, kindness, honesty, sincerity, punctuality, dedication, promise,
obligations, discipline, commitment, and virtues.
• Learning extends beyond the curriculum, encompassing behavior, discipline, and life coping skills.
• Academic institutions provide regular training to students on how to behave in different situations
and what is right or wrong conduct or character.
• Academic institutions are platforms for creating ethical leadership, guiding students towards the
right approach to life.

Traits of leadership:
Trait approach to leadership:
The word ‘trait’ means quality. The trait approach to leadership emphasizes the unique
characteristics of successful leaders, highlighting their distinctive qualities that contribute to their
ability to achieve societal goals and missions.
Ralph Stogdill surveyed more than 5000 leadership studies and concluded that the successful leaders
must possess the following qualities or traits:
i. A strong desire for accomplishment ii. Persistent pursuit of goals
iii. Use of creativity and intelligence to solve problems
iv. Ability to apply initiatives to social situations v. Self -assumed personality
vi. Willingness to accept behavioral consequences vii. Low susceptibility in interpersonal stress
viii. High tolerance of ambiguity ix. Ability to influence other people
x. Ability to structure social interactions
Successful leaders focus on personality traits, such as adjustment, dominance, and good
interpersonal relationships, which can be learned and practiced in real life situations for success.
Leadership Styles:
Kurt Lewin's 1930 concept of leadership styles suggests autocratic leadership is most productive.
Leadership styles are crucial for guiding, planning, and motivating individuals, adapting to changing
times, technology, and skill levels, and should be acquired by students.
Democratic style:
The participative or facilitative style, also known as the functioning style, involves leaders making
decisions based on the opinions and suggestions of team members or the general population.
Autocratic style: A leader operates independently, making decisions without heeding team
suggestions, making them effective in times of difficulty, change, or radical policy implementation.
Laissez-Faire Leadership style: Laissez faire leadership style, also known as delegative or hands-off,
empowers employees to take decisions, achieve goals, and receive incentives or rewards, making
them powerful and accountable for their work.
Strategic leadership style:
Strategic leadership styles focus on an organization's main goals, vision, mission, and growth. They
prioritize competitive awareness, adaptability, and addressing challenges. They are change makers,
taking actions based on situational analysis and vision for future growth. This style is based on
planning and making the best out of the worst.
Transformational leadership style:
Transformational leadership focuses on bringing change and improving aspects of an organization. It
inspires team members to find new solutions, motivates employees, and boosts morale. This style is
crucial in today's situation, as organizations seek to become technology-based, knowledge-based,
and outcome-based.
Transactional Leadership Style:
Transactional leadership style is crucial for achieving goals, as it involves clear communication, focus
on results, and reward systems, ensuring employees feel safe and understood.
Coaching leadership style:
This is one of the mentoring styles of leadership. The leader prioritizes identifying and nurturing
team members, motivating them to work together, and focusing on individual growth and success.
This style helps identify employee skills and enhances performance.
Bureaucratic leadership styles:
Bureaucratic leadership is a challenging style that relies on rules, laws, and policies, making decision-
making processes difficult and requiring leaders to acquire knowledge of these regulations & policies.
Visionary leadership style:
Visionary leaders envision the organization's future growth, promoting collaborative work, emotional
intelligence, and teamwork. They create a clear action plan, motivate employees, and set the
organization's vision.
Pacesetting leadership style:
This leadership style is challenging due to its high ambition, high expectations, and desire for skilled
performers, which can lead to stress and burnout in the team.
Situational leadership style:
Situational leadership styles are the best styles of functioning. Such leaders are generally proactive
and act as per the needs of the situation. They are great communicators and also make use of
feedback constantly to make their decisions.
Instinctive leadership style:
The leaders function or take decisions as per their own instincts. This means that their feelings,
experiences, understanding and habits help them take decisions. Instincts and habits play an
important role in taking decisions.
Right leadership Styles: Individuals have the potential to become leaders by acquiring essential
personality traits, skills, and self-discovery. Exploring hidden talents and training oneself to believe in
one's inherent leadership abilities are crucial. Choosing the right leadership styles is essential for the
betterment of the nation and making one a more effective leader.
Importance of Leadership:
Peter Drucker defines a leader as someone who influences, inspires, and motivates others to achieve
ideals. Warren Bennis emphasizes the capacity to translate vision into reality, while Bill Gates
emphasizes empowering others. M.K. Gandhi defines leadership as getting along with people, and
the quality of leadership has been viewed, defined, and redefined in various ways.
As a student, we must know how it will help us. So, it does in the following ways:
o To solve problems o To set visions o To define missions o To exhibit hidden talents
o To set plans, policies and principles o To maintain a disciplined life
o To understand problems of the people o To be empathetic o To take proactive steps
o To face challenges o To own responsibility o To emerge as a multi-talented person
o To be a friend for all o To maintain good interpersonal relations o To lead the team
Identifying leadership qualities is challenging, but teachers, students, and parents should collaborate
to nurture them. Leadership qualities can save lives, society, and the nation. A good leader's brain is
nurtured through family, society, and education, leading organizations, providing better service, and
understanding problems.

Everyone has a Leadership Role:

Everyone can become a leader through life's open platform, exploring qualities and building skills.
Choosing the right leadership style for various roles and situations is crucial in different life phases.
Father as a leader:
A father has to act as a mentor, problem-solver and role model for his children. He must teach
accountability the difference between right & wrong and also fix task-oriented goals for his children.
Mother as a leader:
A mother significantly influences a child's personality through care and guidance, acting as a manager
and leader. They control family resources, provide happiness, and set goals, making them the best
leaders who build a family with love, affection, patience, and knowledge.
Friend as a leader:
A friend is someone who provides support, encouragement, and encouragement when the world
seems to be lacking. They help develop competence, participate in activities, and push towards life
goals. Friends are path-finders, vision-setters, and prepare missions for personal and career
development. The Greek word for friend is 'Philos', meaning love. A good friendship instills good
qualities, making someone a leader in the eyes of another friend.
Siblings as leader:
Elder siblings often serve as leaders, guiding and controlling younger siblings through education,
guidance, and rewards. They set examples, excel in their careers, and influence others to do the
same. Elders maintain good interpersonal relationships, act as role-models, and provide moral
support for younger siblings. They also maintain good inter-personal relationships and serve as a
source of moral support.
Professionals as leaders:
Individuals excel in their lives through various professions, becoming experts, decision-makers, goal-
setters, and target-achievers. To succeed in any profession, individuals must set their vision, mission,
and priorities. Leadership qualities are essential for success in any profession, and the procedures of
work in a particular field make individuals a leader and expert.
Citizens as leaders:
Citizens are the true leaders of a country, influencing planners and making decisions. Democracy
exists for citizens, who are born, created, and skilled by friends. Citizens can bring change, voice
against wrong decisions, elect their government, and ensure a healthy society. They must have
courage to show their leadership qualities and lead the nation.

Scope of Leadership in HEIs for Students, Teachers and the Administration:

Scope for Student Leadership:
Leadership is a skill that motivates and directs people. Higher Education Institutions cultivate
managers, leaders, and doctors through discipline, responsibility, and values. Students are trained in
various activities, and their leading role contributes to successful college activities.
College and university students learn leadership qualities such as action, style, team culture,
discipline, vision, communication, problem-solving, decision-making, conflict resolution, and change
management, preparing them for future leadership roles.
Educational institutions foster leadership qualities among students through guidance from teachers,
sports activities, and opportunities like NCC, NSS, Red Cross, Rovers & Rangers.
Students' involvement in governance committees, clubs, associations, and societies provides
leadership opportunities, starting from school and continuing beyond college, and is a part of
curricular or co-curricular activities.
These are certain common student leadership activities in academic institutions:
➢ Volunteerism is an opportunity we get on joining the National Social Service Scheme, NCC etc.
➢ Team leaders of student clubs that are constituted for the yearlong co-curricular and extra-
curricular activities.
➢ Heading students’ societies and associations. ➢ Seminars and student presentation
➢ Representing the college in national and international events
➢ Voicing or presenting students’ views in an institution apex decision-making body
➢ Internship facilities ➢ Collaborative projects ➢ Organizing workshops
➢ Each student is a leader & the leader can be nurtured, trained and guided to lead himself/herself,
his/her family, organization, society and the nation at large.

Teachers as an Academic Leaders:

Teachers or professors are role models for students. Every moment, a teacher inspires his/her
students. One has to understand how a teacher is a leader.
The teacher is considered as a leader from three major perspectives:
➢ Academic leadership ➢ The leader ➢ The led
• Teachers should be epitomes of knowledge, sharing new areas of knowledge with students.
• Teachers should create interest in students, encouraging them to seek knowledge from them.
• Teachers should lead activities like study tours, industry visits, picnics, or celebrations, fostering
learning and student followership.
• Teachers inspire and motivate others to perform their work, demonstrating their leadership
qualities.
• Teachers can also represent themselves on academic platforms, fight for teachers' rights, and
present their problems, demonstrating their leadership qualities.
Administration Approach to Implementation of Governance:
• Administrative authorities include Vice Chancellors, Academic Bursars, IQAC Coordinators,
Administrative Bursars, Registrars, Controllers of Examination, and Comptrollers of Finance.
• Professors often handle these assignments.
• The challenge lies in implementing governance rules, regulations, and policies.
• Good governance provides direction for work, academic objectives, efficient resource use,
accountability, and decision-making.
• It sets the organization's vision and goals.
• Stakeholders' role is to implement governance in administrative policies, research, and extension
activities.
• Administrators are leaders in fostering a harmonious environment and vibrant learning
atmosphere.
Role of Colleges and Universities in Creating Future Leaders:
• Educational institutions shape future leaders through formative years.
• These years develop values, skills, and perspectives.
• Initiatives for student leadership can be initiated and reinforced.
• The responsibility of maintaining students' leadership potential lies with their alma maters.
• Leadership passion can be discovered through academic participation.
• Academic institutions provide opportunities for students to prove themselves.

Importance of Co-curricular and Extra-curricular Activities in Creating Leaders:

Students have multiple talents in various fields. Co-curricular and extra -curricular activities are
carried out along with the teaching of regular subjects in colleges.
let us understand how co-curricular and extracurricular activities helps in building leadership
qualities in students:
• Students get to lead an institution’s teams
• They lead sports team as team leaders or coaches
• This enhances the creativity of their brains
• It helps in building good inter-personal relationships
• It leads to new start-up projects
• It ushers in innovative ideas
• It encourages students to make strategic plans for academic success
• It builds cooperation among friends
• It establishes a sense of discipline
• It trains students to abide by rules of the college
• It helps student to identify their hidden talents