RESTRUCTURING A HIGHER EDUCATION INSTITUTION USING BPR
(Business Process Reengineering): A CASE STUDY OF NATIONAL POST
GRADUATE COLLEGE
Prof. S P Singh
ABSTRACT
Todays colleges and universities exist in a competitive market full of
unprecedented change. With the arrival of the new millennium, the original
intent and purpose of the College and Universities require attention and
adaptation to remain relevant to todays students. In an environment plagued by
questions of financial value and educational impact, the need to teach new and
different skills to a shifting workforce, colleges and universities must reassess
their quality and relevance in order to fulfill their common mission of educating
students. This study will explore successful transformational change at the
institutional level within the context of Colleges. Through a case study approach,
the story of a rising institution in the form of National PG College, Lucknow is
unraveled. The study will identify the effective strategies employed to drive and
achieve significant organizational improvement and raise its institutional profile.
The institution has shown above-average growth in enrollment and rankings
relative to peer institutions over the last decade. The intent of this paper is to
examine the ingredients of successful transformation.
Keywords: Restructuring, turnaround, Education sector, transformation
1.0
Introduction
It is often asked in academic forums, What makes an institution succeed and
excel? There are many facets of an institutes functioning that need to be
addressed and tuned to succeed. The story of the transformation at National PG
College, Lucknow is a story in itself fascinating researchers and development
academicians all over.
However, in a highly competitive world, if the momentum to excel is not
maintained, and autonomy is not available to pursue the institutions own goals,
an institute even one of excellence can decline. This is what happened at
National PG College, Lucknow through the decades of the eighties and nineties,
and by the year 1990, the institute had only its history to cherish!!
As is well known, one of the key requirements for a high performing institute is to
have the freedom and autonomy to pursue the institutions mission, purpose and
goals. Autonomy (with proper accountability) should be total in terms of all key
facets of its work viz., academic, administrative, managerial, and financial. Quite
often, a private self-financed institute has all these autonomies except academic.
But, it is the Government colleges that do not have any of these autonomies.
Many may wonder what essential aspects were missing at National PG College,
Lucknow ? And what could not be done prior to the granting of autonomy. Some
key examples mentioned below reveal the predicament of National PG College,
Lucknow in the pre-autonomy years, and how these stifled its growth:
a. Faculty recruitments at National PG College, Lucknow were made through the
State Public Service Commission. The institute had no say in the selection.
Moreover, as this was not considered a priority area, advertisements for faculty
positions and recruitment initiatives were not taken up for many years. Thus
many positions remained vacant year after year leading to poor teaching quality
and academic development leaving National PG College, Lucknow poorly
resourced to meet the 21st century challenges of the country.
b. Yet another problem associated with faculty was their frequent transfers in the
State, from one Government institution to another. This resulted in a lack of long
range career planning and faculty development leading to a lack of motivation
for faculty to take up challenging academic/research activities and to plan and
execute programmes in new and emerging areas. This also resulted in the
relative backwardness of the College.
c. Financial powers vested in National PG College, Lucknow were also very
limited which restricted institutional functioning in areas such as: equipment and
consumables procurement, maintenance of infrastructure, ensuring campus
cleanliness and security - all essential for good academic discipline and
development on the campus. This also resulted in successive student cohorts not
gaining the full benefit of the emerging ICT revolution taking place in India and
around the World during this period.
d. Another important issue in this period was a lack of proper governance, as it
was primarily a bureaucratic structure of the State Government; with the Higher
Education Department, headed by Principal Secretary and assisted by the
Director of Technical Education, undertaking all governance and accountability
functions. All administrative processes were highly bureaucratic and archaic, and
with few powers delegated to the Principal, expectations of high performance
were implausible.
2.0 Review of Literature
Defining transformation.
Warrick (2011) defined organizational transformation as an on-going process of
knowing present realities, identifying future ideals, and developing and
implement a process .
Greiner, Cummings, & Bhambri (2003) defined successful transformation as a
combination of large-scale internal organizational change, major external change
in market position, and greatly improved financial performance.
Greiner, Cummings, & Bhambris (2003) 4-D theory of strategic transformation
outlines four key factors: the focus and sequence of intervention phases led by
the CEO; the CEOs personal action orientation; the organizations degree of
receptivity toward change, and enabling or prohibiting elements in the external
market environment.
According to Davis, Kee, & Newcomer (2010), strategic transformation is a
process-based approach designed to deliver a set of defined initiatives
(projects) that achieves a desired set of goals, and involves key stakeholders
(internal and external) in the process. The process involves a definition of these
goals, and the definition of specific plans (initiatives) that are designed to
achieve these goals (Davis, Kee, & Newcomer, 2010, p. 67).
Defining Organizational effectiveness
Davis, Kee, & Newcomer (2010) defined effectiveness as an organizations
ability to accumulate and integrate skills, strategic capabilities and processes
using multiple modes of strategy making, yielding higher levels of performance
(p. 78).
Adler & Shper (2010) found that successful companies include two common
characteristics: a humanistic style of management that prioritizes people, and
the dominance of long-term purposes over immediate benefits.
Burton &Moran (2009) described the most highly-effective organizations as
future-focused, achieving competency-based purpose and alignment with their
customers culture. Future-focused organizations constantly assess and adjust
their focus, while simultaneously projecting into the future to determine what the
shifting landscape around them will bring. These organizations identify and
maximize core competencies, maintain an awareness of the marketplace, and
identify gaps and barriers they must overcome in order to succeed.
Light (2005) found five key ingredients of successful performance improvement:
a strategy that sharpens the mission and measures results; an internal structure
that delegates authority for routine decisions and
invests in new ideas;
leadership that fosters open communication; resources that increase access to
information, and incentives that encourage and reward strong performance.
Change and Transformation in Colleges and Universities
This section of the literature review will explore the intersection
between organizational change efforts and higher education,
highlighting prevalent challenges and trends. Change in higher
education faces an array of obstacles.
Kezar (2009) argued that barriers to change in higher education include the
presence of many stakeholders, the lack of synchronized processes and plans,
multiple priorities, leadership turnover, and the adoption of ill-fitted practices
from peer and aspirant institutions in an attempt to remain competitive.
Kezar (2009) argues that successful institutions agree on a small number of
priorities aligned with their mission, needs, and shared stakeholder interests.
Colleges and universities struggle for a variety of reasons similar to those that
challenge organizations in other sectors.
Paul (2005) found that the lack of hard outcome measures in nonprofit
institutions allows the perpetuation of low-performance environments.
Drew (2010) found that the most significant challenges facing higher education
institutions include the need for strategic leadership, flexibility, creativity and
change-capability, maintaining academic quality, the ability to respond to
competing tensions and remain relevant.
Bonvillian & Murphy (1996) noted that faculty members often disapprove of
conceptual frameworks or planning vehicles that resemble traditional business
practices, including strategic planning and decision-making based on
environmental scanning and assessing market conditions.
Marshall (2010) found that despite dramatic and widespread changes in
technology systems and availability, colleges and universities generally lack a
strategic framework or change mechanism for integrating technology into
learning and pedagogy.
Marshall (2010) also noted that higher education leaders have proven better
able to drive significant change from the top-down when universities are in a
state of recognized crisis, are small, are notably outdated in their practices, and
function through autocratic leadership.
3.0 Research Methodology
This paper examines the reengineering process of a higher education institute
based in India. An observation of before implementing restructuring process and
after implementing restructuring process has been discussed. Several aspects of
an academic institute like governance, academics, student aspect, development
aspect, best practices and achievements have been covered.
4.0 Research Objectives
a) To find out the initiatives taken up which could be taken up as markers for
bringing the turnaround.
b) To make a comparative study between two time frames one before the
turnaround and one after the turnaround.
5.0 NEW INITIATIVES
As a follow up to the deliberation of the issues at the College, some
important things were pursued by with the advice and support of the
Board in initial years of its transformation.
1. A Gap Analysis between an Ideal Institute of Learning and College:
This included a detailed study involving faculty of established colleges of repute
and industry leaders. It also involved studying all facets of the institutes
functioning starting from the student intake, the curriculum and its delivery,
laboratories, library, infrastructure, hostels, equipment, the computer centre,
tutorial classes, question papers, the evaluation system, grading practice, the
alumni network, industry interaction, work culture, research activities, funding,
branding and the like. This helped to identify all the major gaps and a suitable
strategy to bridge them was evolved.
2. Faculty Development/Training at College
The Board firmly believed that faculty development is instrumental for the
success of the academic quotient of the College. Hence, two important initiatives
were undertaken.
a. The first one was to give the faculty of College the relevant experience by
sending selected faculty members to attend Faculty Development Programmes
and similar training courses for a specified period . The faculty also visited the
library, laboratories, met other well-known academicians and gained first-hand
College-level education. This gave College a rich dividend for the long term greatly improving coursework and the quality of learning/teaching.
b. The second initiative was to expose College faculties to learning experience
by attending workshops, conferences and seminars facilitating rich interaction
with faculties across the nation adding to the continued enhancement of the
academic rethinking processes at College. This greatly helped the College to
revise its curricula on a regular basis, enabling a continuous upgrading of the
curricula to the industry standards.
3. Curriculum Revision
The above experience helped College to a large extent and the curriculum of
College has been upgraded several times keeping in mind the career trends.
Thus, College curricula are now along the lines of the best institutes in the world.
It is interesting to note that it was one of the very few colleges to introduce the
semester wise curriculum back in 2009.
4. College Vision/Mission
Evolving the vision, mission and goals for the institute as a strategic plan of the
institute was undertaken. This exercise was carried out using the bottoms-up
approach involving the students, staff, alumni and all faculty, rather than only
the administrative heads. The best modern management practices were invoked
by reputed industry and consultancy organizations to create an ambiance of
motivation to do ones best for the sake of the organization by taking up
challenges. The feeling that an individuals growth is associated with that of the
organization was imbibed through these practices. This has assisted College to
ensure that the institutes vision, mission and goals are owned by every
stakeholder.
5. Industry Linkages
These were developed to such a level that industry was involved not merely in
the faculty/staff recruitment process, but in many other areas like, curriculum
development, providing examiners, internships, live projects, consultancy
assignments, contributing to courses, training staff, sabbaticals, setting up of
laboratories, giving awards for the best faculty/ students. Another unique feature
has been industry support to set up state-of-the-art laboratories. As a result,
every department now has 2-3 laboratories entirely supported by industry. There
are probably few institutes in the country, which have so many industry
supported laboratories. These initiatives have enabled College to reach new
heights in academic and research work in recent years.
6. Alumni Engagement
Alumni are a great source of strength for any educational institute. College has
been able to tap this resource for a variety of activities, a few major ones being:
an annual global alumni get-together at College, prizes for best performers,
conducting seminars for mentoring students.
7. Academic Ambiance and Research Culture
Both these areas have seen a sea change at College in the post-autonomy
period. The main library, to which there was limited access in earlier times, now
provides greater open access. The library opening hours have been extended on
all working days. The laboratories are also kept open for much longer hours
every day. The Internet bandwidth has been increased phenomenally giving an
access to the information available on the internet.
8. Faculty/Students Empowerment
In the post-autonomy period, a large number of faculty have been given study
leave to pursue PhD studies from reputed institutes , and reduced workload, if
pursuing a PhD from University. In addition, faculty development programmes
have been arranged regularly in-house and a high percentage of faculty have
benefitted from training programmes.
Faculty members are also permitted to present papers in conferences abroad
and in India. College has also adopted a policy of liberal consultancy rules to
encourage faculty to take up consultancy assignments and resource generation
for the institute. Faculty members are also encouraged to propose/undertake
sponsored research projects to funding agencies.
Towards students empowerment, College has a number of activities ranging
from aeromodeling, astronomy, automotive to energy, environment,
entrepreneurship to personal development, science, mathematics, history and
philosophy. Each activity is centered around arranging programmes including
lectures, talks, seminars and competitions throughout the year to support the
development of students potential as leaders. Life on the campus is always
vibrant adding to their all-round personal development. Many awards won by the
students in curricular, research and extracurricular activities, nationally and
internationally are due to the full freedom that the students enjoy in a highly
democratic, open and transparent system. The students can lodge complaints, if
any, which are promptly addressed by College authorities.
6.0 SOME ACHIEVEMENTS:
6.1 STUDENT PROGRESSION
STUDENT PROGRESSION
60%
50%
STUDENT
PROGRESSION
40%
30%
20%
45%
55%
10%
0%
UG to PG
Employment
Figure 1: STUDENT PROGRESSION
In the above Figure, the student progression indicates that most prefer
employment at the initial stage depicting the quality of the courses and rest who
prefer higher studies usually go for the same keeping in mind their research and
other academic pursuits necessitating Higher studies.
6.2 PLACEMENT
PLACEMENT
30
30
25
PLACEMENT
20
15
5
10
5
0
Year 2005
Year 2015
Figure 2: PLACEMENT
In the above figure, placements are indicated to show a remarkable
improvement over the last ten years. This can be attributed to the enhancement
of the learning atmosphere and introduction of professionals and job oriented
courses.
6.3 NUMBER OF LABS
NUMBER OF LABS
25
20
20
15
NUMBER OF LABS
10
5
0
Year 2005
Year 2015
Figure 3: NUMBER OF LABS
The above figure shows that the number of labs have been increased by a large
number and the reason which can be cited for the increase is that more and
more practical orientation has been there with regards to the courses introduced
which also mandate the requirement of state of art facilities.
6.4 PASS PERCENTAGE
PASS PERCENTAGE
120%
100%
80%
PASS PERCENTAGE
60%
40%
99.80%
79.00%
20%
0%
Year 2005
Year 2015
Figure 4: PASS PERCENTAGE
The above figure shows that the Pass percentage of students have increased
upto 100% almost in every courses run by the College. This is due to the quality
of both students and administration including faculty who always are very
student centric in their approach.
6.5 RESEARCH PUBLICATIONS
RESEARCH PUBLICATIONS
300
250
250
200
RESEARCH
PUBLICATIONS
150
100
50
20
0
Year 2005
Year 2015
Figure 5: RESEARCH PUBLICATIONS
The above figure highlights the necessary emphasis which has been placed by
the college on creation of knowledge using original research endeavours. The
research contributions have increased by 10 times in the College over the last
ten years indicating the research inclination of the College.
6.6 APPLICATION TO ENROLLMENT RATIO
21:36
19:01
19:12
16:48
14:24
Year 2005
12:00
Year 2015
9:36
7:12
4:48
2:24
1:01
0:00
Figure 6: APPLICATION VS ENROLLMENT RATIO
The application Vs. Enrollment Ratio has increased multiple folds indicating the
demand for the courses. This also reflects the viability of the courses and
underlines the transformation of the College.
7.0 Recommendations
The following recommendations for other colleges seeking transformation are
based on common themes identified in data analysis and discussion.
1. Institutions seeking transformational improvement should assess the capacity
of their leadership to inspire and drive change efforts. Transformational change
requires focused executive leadership that balances a compelling long-term
vision with immediate actions and needs.
2. Leadership should consider strategic planning as a valuable framework for
outlining and implementing a change vision and path to achievement. Plans and
goals must be constantly, consistently and clearly communicated to all
constituents.
3. Institutions seeking enrollment growth should assess viable options for
expanding or adding programs. This approach avoids the cost of providing
additional housing for new students and responds to increasing market demand
for professional programs and career development.
4. Institutions should proactively seek community relationships and broadly
communicate the mission and value, prioritizing key individuals and
organizations that may combat change or growth or whose support will influence
broader buy-in from others. Universities can benefit from approaching
community relationships from a service-minded perspective that encourages the
community to take ownership and pride in the institution.
5.
Institutions seeking to enhance academic quality should prioritize the
development and engagement of faculty as champions of intellectual growth.
Increasing academic profile may require the recruitment of high-potential new
faculty members. Universities planning major change efforts should reevaluate,
and potentially revise, curriculum and general education requirements to remain
relevant and competitive.
6. Institutions planning major change efforts should refer to their established
mission statement as a guideline for growth and key factor in strategic decision
making. Clearly aligning change with the universitys mission will increase
stakeholder support and provide a common frame of reference for all
constituents.
7. Institutions should identify and leverage an individual or select few strengths,
target audiences, or strategic advantages that build a unique identity and
provide differentiation among peers. Strengthening and communicating these
unique assets allows the institution to enhance its profile and attract new
students and partners.
8.0 Conclusion
The College story continues. The college, which was not even in the top 30
institutes just a decade back, is today reckoned by every other national survey
conducted, and is listed within the top 20 institutes.
The story of College clearly shows that given an opportunity, through total
autonomy, and the freedom to execute its strategic plans by passionate people
with the right skills on its governing board to govern it, the opportunity to
develop and utilize modern management tools and practices, the institution is
now capable of facing the 21st century challenges in education. We hope this
demonstrates how other Government institutions, keen to excel, can flourish.
Findings indicate that successful transformation includes: focused, visionary
leadership; strategic planning; building facilities first, then endowment;
expansion of graduate programs; intentional community relations; faculty and
curriculum development; emphasis on mission; identifying and leveraging a
market niche, and strategic emphasis on attracting affluent students.
In particular, results of this study highlight the value of leadership, strategic
planning, and community partnerships as critical factors in organizational
success both within and beyond the context of higher education. This study
offer a reminder to return constantly to institutional mission, to engage faculty as
key change agents in efforts to improve academic quality, and to seek out and
leverage key differentiators that build on institutional strengths and future
potential.
Not every institution will, or should, choose to grow. But as the 21st century
moves forward and students require different skills, programs and experiences to
equip them for life and work, the educational institutions that excel will be those
that adapt and change. This study offers a framework of common factors
supporting transformational change, and the value of these findings lies in their
ability to educate leaders in higher education about successful practices and key
characteristics of rising Institutions. This paper also offers valuable insight for
faculty and administration involved in the growing pains and pleasures of a
modern Institutions, allowing all organizational players to better understand the
challenging dynamics of surviving and thriving in the education sector today.
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