MAZEDAN DIGITAL LIBRARY

#	Authors	First Online	DOI	Downloads	Citations
1.	B. L. Gupta, Pratibha Bundela Gupta	28 Jun 2020	MIBR0102001	5	0

Abstract

The faculty members will perform a wide variety of roles for developing the students of the 21st century. It is envisaged in the national education policy 2020 that higher education institutions (HEIs) will offer interdisciplinary, cross-disciplinary, multidisciplinary education. The outcome-based education will be imparted to the students that is based on the principles of learner-centric approaches. It is envisaged that research, vocational education, entrepreneurship, science, technology, engineering, and mathematics will be integrated with the educational offering. The focus of education will be on the development of critical, creative, communication, and collaborative skills in the students. The universal human values, constitutional values, and professional values will be developed during the study. The education will be imparted in a way to develop lifelong learners to accept the challenges of the world of work. The HEIs will enhance the quality of education, research, and services and attain a minimum level of quality which will be linked to accreditation and obtaining autonomy. The autonomous status of HEIs further calls for many roles to be performed by faculty members related to admission, curriculum development, examination, certification, brand building, generating funds, collaboration with stakeholders, and documentation. In the next 15 years, HEIs are expected to reengineer, reform, and reenergized themselves to achieve the highest level of quality i.e., excellence. The faculty members will perform routine, innovative, reform-oriented, change-oriented roles in the future in different newer areas of the functioning of the institute. (Moorcroft, 2014) states that a bifocal mentoring programme is designed and implemented to career boost for individuals and change strategy for the institution. (Ilieva-Koleva, 2015) compared the mentoring with coaching and stated that mentoring is relationship-oriented, for a long term, development driven, self-directed, strategy, and for life. Therefore, the mentoring programme needs to address the holistic needs of the reform-oriented HEIs. (AICTE, 2020) declared the national initiative for technical teachers in which there is a provision for mentoring the teachers for effective induction and performance under the guidance of trained and certified mentors. (UGC, 2021) declared guidelines for mentorship for teachers of higher education in which a complete road map for preparing the teachers to achieve quality mandate is given. In the backdrop of the changing context of higher education, a research study was undertaken to develop mentoring methods for faculty members to achieve excellence in higher education. A descriptive method of research is adapted to achieve the research objective, the population for the study constitutes faculty members of HEIs, and a convenience sampling technique is used. The futuristic perspective of higher education in the context of NEP 2020 is considered to complete the study. The weighted mean and percentage are used to analyze the data. The developed mentoring methods will be useful to the mentors of faculty members in HEIs to develop competence, commitment, and confidence during the mentoring process to achieve excellence in higher education.

Mentoring Methods for Faculty Members to Achieve Excellence in Higher Education

Abstract

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