Article Type: Research Article Article Citation: Arun Kumar. (2021).
ACADEMIC INSTITUTION AS A SYSTEM AND SYSTEMS' APPROACH TO THEM AND ATTRIBUTES
OF THEIR EXCELLENCE. International Journal of Research -GRANTHAALAYAH, 9(1), 271-278.
https://doi.org/10.29121/granthaalayah.v9.i1.2021.3012 Received Date: 05 January 2021 Accepted Date: 31 January 2021 Keywords: Institution Economic Physical Regulation The System approach views the organization as a unified and purposeful system consisting of parts and subparts, which are interrelated. This helps a manager to understand it better. Activity in any part may affect all other parts of the organization. A system can be organisational, economic, biological, physical, social, governmental etc. The concept of systems approach was initiated in ancient Indian system of medicine. During World War II, this concept was applied to education technology. The body of people which constitutes an academic institution is influenced by the environment of society, other institutions, industry, government and politicians. Hence to consider a holistic approach an academic institution must be viewed as a system. Pupils entering the academic institutions are the input and results and their placements are the output of academic Institutions. Feedback and diagnosis of the result are activities influenced by the environmental elements. Attributes of an academic institutions from systems approach should be its Interdependence, Holism - emergent properties, Goal seeking, Open system, Transformation, Entropy, Regulation, Hierarchy, Equifinality, Multifinality.
1.
INTRODUCTION
1.1. MEANING OF THE TERM “SYSTEM”
·
For
the purpose of understanding, "system" is dynamic and complex whole, wherein
parts and subparts interact with each other, if there is any change brought
into any of its part. ·
A
system is better understood as a community which is situated within an
environment; ·
System
interacts with its environment, where may be energy, may be material and/ or
may be information flows from and to its external surroundings. ·
Systems
often seek equilibrium however it can exhibit dynamism, sometimes may be chaotic,
or exponential behavior. ·
Group
of items or objects forming a unified whole, therefore, could be called a
system. ·
We
can also define system as “organized or established procedure”, or a
methodically arranged set of ideas, principles, methods or procedure” In nut shell, therefore, we can say that a
system is “a collection of elements, interacting with each other to achieve a
common goal”. - Crunkilton and Finch (1999). 2.
INDIA;
THE ORIGINATOR OF SYSTEMS APPROACH
It could be the eye opener to many that in
the western world systems approach developed much later than India. The very
concept of Ayurveda is founded on the systems approach. Tritriangular
Ayurvedic Model of Eco-Genetic Holism assumes human energy to be encased with
in three triangles. Refer figure-1. Sun, water and air form the outer
environmental triangle comprising the ecology. The inner triangle sustains
living species or the biological setting which comprises of the flora and
fauna. They are charecterised by the pitta, kafa and vata. The inner most
triangle which supports the human energy is primarily charecterised
by Teja, Oja and Prana. Ancient ayurvedic texts Charaka Samhita as early as 700 BC dealt in detail with the
holistic system of medicine. Susruta Samhita (600 BC)
on Surgery and Samhitas of Vagbhata 300 BC on
therapeutics, Madhava Nidana (900 AD) on diagnostics,
Sarangadhara(1300AD) on therapeutics and Bhava Prakasa(1600 AD) on Herbs & Drugs maintained the
systems approach to human health. Figure 1: Tritriangular Ayurvedic Model of Eco-Genetic Holism
3.
COMPONENTS
OF SYSTEMS APPROACH
The
systems approach has two basic components: elements and processes. Elements: which are measurable and can be
linked together. They may also be objects, events, patterns, or structures. Processes: which changes elements from one
form to another. They may also be activities, relations, or functions. In a
system, the elements or processes are grouped in order to reduce the complexity
of the system for conceptual or applied purposes. Depending on the system's
design, groups or the interfaces, it can be either elements or processes.
Understanding the nature of this variation is central to the application of
systems theory to problem-solving. According
to biologist Von Bertalanffy, if one separates a living
organism from its surroundings it will die shortly because of lack of oxygen,
water and food. Hence organisms are open systems. Therefore, the characteristic
of open systems is that they interact with other systems outside themselves.
This interaction has two components: input, that what enters the system from
the outside, and the output, that what leaves the system for the environment.
The output of a system is in general a direct or indirect result from the
input. The transformation of input into output by the system is usually called
throughput. 4.
EVOLUTION
OF EDUCATIONAL TECHNOLOGY SINCE THE WORLD WAR II
Educational
technology emerged as a recognized discipline during the 1940's and 1950's.
This model embraced all possible means including hardware and software. The hardware
side is concerned with the actual equipment – such as overhead projectors,
slide projectors, tape recorders, television equipment, computers, etc. The
software side, on the other hand, is concerned with various things that are
used in conjunction with this equipment – like overhead transparencies, slides,
audiotapes, videotapes, computer programs, and so on. The first
phase in the evolution of educational technology was regarding its hardware,
which worked on the development of effective instructional equipment. However,
when hardware eventually became available, it was found that there was a
shortage of suitable software to use with it. This triggered a subsequent
'software phase', in which helped the development of suitable learning
materials, often based on dominant theories of learning and perception. Thus,
even within this early development of educational technology, we can identify
changes in the interpretation of the term 'technology'. However,
at this stage in the development of educational technology, people connected to
academia became aware that there was much in education which could be improved
by thinking more carefully about all aspects of the design of teaching/learning
situations. The
principal role of educational technology thus, is to help improve the overall
efficiency and effectiveness of the teaching/learning processes, which can help
in bringing improvement in many ways: 1)
increase/
improve the quality of learning, or mastery of the subject; 2)
decreases
the time taken for learners; 3)
increase/
improve the efficiency of teachers; 4)
reduces
the costs, without affecting quality; 5)
increases
the independence of learners, and the flexibility of educational options. Recommendation
for improvements is, therefore, based on the study of a particular system as a
whole, together with knowledge of appropriate educational research findings and
theories and models of learning. In many cases, ideas and practices drawn from
such diverse fields as psychology, sociology, business management and systems
analysis are helpful in improving educational system giving better results. In
applying this technology for bringing improvements in education approach,
changes are not made to a system for its own sake, but for good educational
reasons that are generally based on research findings. Educational
technology is considered as technology of education and training. Within this
concept, technology in education is seen mainly as one of the possible means
for achieving this goal, with appropriate hardware and software developed to
back up a specified strategy. Here it is important that the educational
development or innovation is systematically and scientifically planned and
executed. It is this 'System’s approach' to educational technology is at the
heart of the technology of education. The relationships between the various
aspects of educational technology that have been discussed are shown in Figure
2. Figure 2: The
relationships between the different aspects of educational technology 5.
THE
SYSTEMS APPROACH IN EDUCATIONAL TECHNOLOGY
The
systems approach to the design and analysis of teaching/learning situations is
the fundamental basis of the majority of modern educational technology
developments. However, the terms system and systems approach may have variety
of interpretations. Let us therefore take a look at these terms in order to
define the way in which it is used by us. In
general, a system consists of interrelated parts and subparts that together
constitute a larger whole. These component parts, or elements of the system are
linked with one another, directly or indirectly, and any change in one or more
of its elements may impact the overall performance of the system. A simple
system is illustrated schematically in Figure 3. Figure 3: A typical system Here in
Figure 3, the system consists of four distinct elements A, B, C, D, which are
related to and/ or dependent upon each other as indicated. Here some
interrelationships may be two- way, while others may be just one-way. These
elements may themselves be capable of further breakdown into other smaller
components, and may thus be regarded as sub- systems of the overall system. 6.
ACADEMIC
INSTITUTION
The body
of people which constitutes an academic institution is influenced by the
environment as shown in the fig 6 which is consists of Families, the Society,
Government, Politicians and other academic institutions and industry. The
academic institution which has been represented as an entity in the form of a
circle has to function under several environmental influences. It is an entity
because it is a well-defined group and it has a definite purpose i.e. “To
impart education and to enrich the world of knowledge”. The entity has porous
boundaries and the interaction with and the influence of, the external factors
are continuous. These influences vary in degree or strength from time to time.
7.
SCHEMATIC
MODEL OF SYSTEM APPROACH OF AN ACADEMIC INSTITUTION
The
schematic model through the system approach of academic institution has been
presented in fig. 5. Feedback and diagnosis are guided by the environmental
elements shown in fig. 4. Figure 5: Input/ Output of academic Institution and
Feedback and diagnosis through the environmental elements 8.
THE
ATTRIBUTES OF EXCELLENCE THROUGH SYSTEMS APPROACH
Any
educational institution should incorporate following attributes for excellence:
- • Interdependence • Holism - emergent properties • Goal seeking - • Open system • Transformation • Entropy • Regulation • Hierarchy • Differentiation • Equifinality • Multifinality Interdependence: May it be academics,
administration, management or extracurricular activities, an incessant
interaction, not only with other academic institutions, but also with the
statutory governmental bodies, industries, policy formulation level politicians
and students’ families in particular and society in general is highly solicited
for the excellence of any academic institution. Hence while implementing any
reform in the academic institution attention must be paid to the social
economics, political and cultural subsystem of the environment. Holism
- emergent properties: Students’ demand of syllabus, curriculum or the stream in view of the market
needs or the teacher’s aspirations, wages and evolution of teaching needs are
guided by the environmental demands keeping in view of the holism in
consideration. Futuristic planning, therefore, has to be based on advanced
assessments of the emergent properties with holism in mind. Goal
seeking: For any
academic institution a systemic interaction between subsystems like teaching
faculty, administration or the students and its supersystem viz affiliating
university, industries and society at large should result in some goal or final
state of output setting. Open
system: Admitting
additional inputs from the environment should be a continuous process for any
academic institution. For example, visits of teachers to other institutions and
guest faculty from other institutions, parents’ teachers meet, regular visits
to industries and vice versa are important activities for the wholesome growth
of any institution. Transformation: Instructional strategy, media
& methods of teaching, qualified facilities, Curriculum, evaluation
techniques are some significant sub processes to achieve the goal of any
academic institution. Entropy:
There must be a system to address to any
disorder in any academic institution. It could be student’s indiscipline, in
class room or in campus or the hostels or it could be teachers or non-teaching
staff’s violation of laid down or desired norms, for smooth functioning of the
internal processes. Regulation: A method of feedback is necessary
for academic institution to operate predictably well. These regulations must be
flexible to meet the environmental demands. Hierarchy:
In an academic
institution the complex wholes are made up of smaller subsystems e.g departments, laboratories, library, sport units, NCC
units etc. Thus, a structured organizational functioning is essential. The
chain of hierarchy, therefore, must be clearly defined. The delegation of authority
in the command and control of subsystems is essential. Conversely upward flow
of information from peon level to top management should also be made equally
smooth process for any academic institution. Differentiation: Specialized units perform specialized
functions in any organization. In an academic institution, too, there is need
to have such units e.g. Research Centre,
Health clubs, Hobby clubs etc. with distinguishable and varied activities as
subsystems but part of the supersystem. All these differentiable subsystems
should continually interact within themselves and also with the apex management
of the academic institution. Equifinality: Alternative ways of attaining the
same objectives through various processes is known as Equifinality. This is
also known as convergence. All the subsystem processes, therefore, should
device alternative approaches or methods to achieve their objectives. For example,
class room teaching need not be only delivery of lectures. Teaching and
learning goals could also be achieved by demonstrations, audio-visual aids,
excursions, computer simulations or laboratory experiments. Interactions with
modelling clubs, science clubs, dramatics or visits to industries could also
become alternative methods to finally converge on the same objective of
teaching and learning. Multifinality: Attaining
alternative objectives from the same inputs is very important attribute of any
educational institution. This is also known as divergence. Thus, by using the
tenet of "Multifinality", an educational
institution could be considered to be: • an "Education system" from the
perspective of the society • a "Placement system" from the
perspective of students • a "Personality development system"
from the perspective of students and also their families. • an "entertainment system" from the
perspective of students and staff • a "social system" from the
perspective of local residents • a " Research and collaborative
system" from the perspective of faculty and students • a “Employment system” from the perspective
of all staff. • a "profit making system" from the
perspective of management and owners. SOURCES OF FUNDING
This
research received no specific grant from any funding agency in the public,
commercial, or not-for-profit sectors. CONFLICT OF INTEREST
The
author have declared that no competing interests exist. ACKNOWLEDGMENT
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