Using Teaching Philosophy Statement for Management Education Reforms in Higher Educational Institutions

Authors

  • Daneshwar Sharma , Prasoon M Tripathi , Prabhat Pankaj

Abstract

Teaching Philosophy Statements (TPS) provide a space for reflection and self-development to
teachers. However, academic leaders use TPS very narrowly, i.e. during the time of recruitment and/or
promotions. The authors offer a framework to use TPS to promote a quality teaching-learning environment
(QTLE) from academic leaders’ perspectives at Higher Education Institutes (HEIs). The authors designed
and implemented the proposed framework at a management institute to create QTLE. Within the action
research design, the authors use sentiment analysis using R and focus group discussions to analyze the
collectively composed TPS. The framework to create QTLE using TPS as a tool can be used effectively to
make teachers as a harbinger of improving the teaching-learning processes at HEIs. The student satisfaction
with the HEIs increases if TPS informed initiatives are taken at the HEIs. The proposed TPS framework can
be used by academic leaders (Directors, Dean Academics/Teaching & Learning) as a stand-alone activity or
as part of an FDP (Faculty Development Program) to create QTLE. From sensitizing about TPS to
collectively composing, analyzing, and implementing, the framework provides steps to create QTLE, using
TPS as an effective tool. In all the previous researches on TPS, it has been used at the individual faculty
level for improving the teaching quality/efficacy of individual teachers. This is the first research of its kind
where TPS has been used at the institutional level at an HEI to create QTLE.

Published

2020-04-30

Issue

Section

Articles