Assignment Code: MES-103/TMA/2023

Course Code: MES-103

Assignment Name: Higher Education: The Psycho-social Context

Year: 2023

Verification Status: Verified by Professor

a) Describe systems approach to understand institutions in the context of a higher education organisation. (500 Words)

Ans) Institutions in the context of a higher education organization are complex systems with many interrelated parts. Understanding how these parts work together and affect one another requires a systems approach that recognizes the interdependence of the components and the impact of changes in one part of the system on the rest of the system. In this essay, we will explore the systems approach to understanding institutions in the context of a higher education organization in more detail.

A systems approach to understanding institutions in the context of a higher education organization involves identifying the different components of the system and how they interact with one another. For example, an institution might consist of the administration, faculty, students, facilities, curriculum, and external stakeholders such as alumni and donors. Each of these components is interdependent and has an impact on the others. For example, the curriculum affects the faculty's teaching methods, which in turn affects student learning outcomes, which then affects the institution's reputation and ability to attract students and funding.

Once the components of the system have been identified, the next step is to analyse how the system operates. This involves identifying the inputs, processes, outputs, and feedback loops that shape the institution's functioning. Inputs might include funding from the government or private donors, student applications, and faculty expertise. Processes might include curriculum development, student enrolment, and faculty hiring and promotion. Outputs might include student learning outcomes, research publications, and community engagement. Feedback loops might include evaluations of teaching effectiveness or student satisfaction surveys.

One of the benefits of using a systems approach to understanding institutions in the context of a higher education organization is that it provides a more comprehensive understanding of the institution and its functions. By examining the system as a whole and analysing the interdependencies between its components, it becomes easier to identify opportunities for improvement and innovation. For example, if an analysis of the system reveals that faculty turnover is high, this might suggest that changes are needed in the hiring process, the compensation package, or the work environment to address this issue.

Another benefit of using a systems approach to understanding institutions in the context of a higher education organization is that it enables better decision-making. By taking a holistic view of the institution and considering the impact of decisions on the system as a whole, administrators can make more informed decisions that are likely to have positive outcomes for the institution. For example, if an institution is considering a major change to its curriculum, a systems approach would involve analysing how this change would affect the faculty's workload, student learning outcomes, and the institution's reputation, among other factors, before making a decision.

Finally, a systems approach to understanding institutions in the context of a higher education organization can help identify potential areas of conflict or tension within the system. For example, if an analysis of the system reveals that the administration's goals are in conflict with the faculty's goals, this might suggest that changes are needed in the institution's governance structure or decision-making processes to address this tension.

In conclusion, a systems approach is an effective way to understand institutions in the context of a higher education organization. By recognizing the interdependencies of the different components of the system and analysing how they interact with one another, administrators can gain a more comprehensive understanding of the institution's functioning and identify opportunities for improvement and innovation. The systems approach also enables better decision-making and can help identify potential areas of conflict or tension within the system. Overall, applying a systems approach to understanding institutions in the context of a higher education organization is essential for ensuring the institution's success and longevity.

b) Describe principles of developing professional relationships. (500 Words)

Ans) The principles of developing professional relationships are as follows:

Equity and Excellence for All Students

Professional development is based on a fundamental commitment to fair outcomes and high achievement for all students, and its main goal is to foster, maintain, and continue a democratic and fair society.

A common, Clear Vision of Good Teaching and Learning

Learning is seen as a meaning-cantered, developmental process, and teachers are expected to use theories of learning to create and teach appropriate lessons and units in and across subject areas, to motivate and involve all students, to assess student needs and achievements, to define cognitive outcomes of teaching for all learners, and to improve students' abilities to independently evaluate information, think critically, and come to sound conclusions. There should be a clear, shared vision of teaching and learning that is based on and builds on existing standards.

Subject Competence

The teacher is responsible for keeping (or getting) subject knowledge in all areas that are important to the goals or objectives of the course, not just the ones that interest them. This means that what is actually taught matches what is said to be the goal. For this, the teacher needs to take steps to stay up to date on important topics and points of view related to his or her classes and to make sure that important topics and points of view are covered well. This isn't done when a lecturer teaches about a topic that she or he doesn't know enough about, only teaches about things that she or he is interested in, or misinterprets research evidence to support a theory or social policy that she or he likes.

Pedagogical Knowledge

A teacher should have enough pedagogical knowledge and skills, such as how to communicate goals, choose effective teaching methods, give students a chance to practise and get feedback, and deal with students who are different from each other. If mastering a certain skill (like critical thinking or designing experiments) is one of the course goals and will be used to evaluate and grade students, the teacher must give students enough time to practise that skill and get feedback on it during the course. If students or groups of students have very different ways of learning, the teacher should be aware of these differences and, if possible, change how she or he teaches.

Relationships with Colleagues

Any disagreements between co-workers about teaching or the running of the school should be worked out in private, so as not to hurt the growth of the students. When a teacher talks badly about another teacher's skills in the classroom without a good reason, they are not showing respect for their colleagues. For example, Professor A tells students that the information Professor B gave them last year is useless and that Professor A's information will replace it in the current course.

Problem/Inquiry-based Methods/Strategies

Teachers should use inquiry-based methods to look at these practises because they give students multiple and ongoing chances to do self-directed inquiry about their own practises, needs, development, and the practises of others through cases, portfolios, narratives, and other reflective tools.

Well-defined Standards of Practice and Performance

This helps define what teachers should know and be able to do to meet the needs of a wide range of students and teach subjects in effective ways. It also gives teachers a lot of examples of the kind of practise they are trying to develop, which helps them set their own goals for professional development and gives them frequent, useful feedback on how they are doing in meeting the standards. This helps teachers self-evaluate how well they are doing in meeting the standards.

Reflective Practitioner

Reflection is a great way to keep track of what you're doing and where you're going when you don't know where you're going. A reflective attitude helps teachers figure out and understand how they feel about their jobs. It also helps her figure out how she feels about her students and makes her question everything she does. It will make it easier for him or her to get along well with students. To reach this goal, a teacher can do the following. keep a daily diary and look back at it once a week.

c) What are the common familial concerns of college goers? Interview any five college goers on the checklist of psychological problems faced by them (Unit-13, p.15) and prepare a report. (500 Words)

Ans) Young adults have a lot to deal with at home. For example, it's hard to grow emotionally independent from parents and other adults while keeping or growing feelings of understanding, affection, and respect. Having the freedom to make your own decisions is another thing. Many parents tend to think of their children as "my little babies" as they get older. This leads to too much care and protection. Evidence shows that young people need to do things on their own to develop a sense of independence that is right for their age. Concerns also include the freedom to choose a job. Many parents use their kids as "vehicles of wish fulfilment" by trying to make them follow their own dreams for a career.

Even if the young person goes along with it or accepts it for a while out of respect for his caretaker, sooner or later he or she will get frustrated, angry, and bitter. Moral autonomy is another area of disagreement. Moral autonomy means having a unique and stable sense of what is right and wrong that can stand up to the test of moral action. These may not be in line with what the family believes or says, which could lead to family conflict. Then there is the need for emotional autonomy, which means that the young person needs to be able to recognise his or her feelings and learn how to express them in a way that fits in with society. Parents can help or hurt this process by teaching their children or being good examples for them.

Preparing for marriage and family responsibilities is another important thing to think about. This includes developing positive attitudes, social skills, emotional maturity, and the knowledge needed to make this important relationship work. Again, what a person goes through in his or her own family can be a big factor in this. Along with an increase in the age of marriage, young adults now have a bigger say in choosing a partner, who may be from a different caste or religion. In the past, their elders' choice was always accepted without question. Aside from these age-related worries, research has shown that young adults also have to deal with stress from their families.

The following are some of the insights gathered from the interviews:

Interviewee I

1. Their parents set very high academic expectations, which creates a lot of pressure.

2. They feel like they don't have any freedom to pursue their interests or hobbies.

Interviewee II

1. They feel like their parents don't trust them and are always checking up on them.

2. They struggle to communicate with their parents and often feel misunderstood.

Interviewee III

1. They feel like their home is not a peaceful environment, as there are always arguments and tension.

2. They struggle to balance their academic responsibilities with their social life.

Interviewee IV

1. They feel like their parents are overprotective and don't allow them to make their own decisions.

2. They feel like they don't have a lot of privacy or personal space at home.

Interviewee V

1. They feel like their parents don't understand their passions and interests.

2. They feel like they are constantly being told what to do and are not allowed to make their own choices.

In conclusion, college students have to deal with many family issues that can have a big effect on their mental health and well-being. Parents and families can help their college-bound children by creating a safe place with open communication, trust, and a good balance between school and personal life.