An Innovative Learner-centric Framework for Sustainability of Traditional Private Higher Education Institutions Post the Covid Pandemic


Post the Covid pandemic the increasing quality and affordability of digital education is not at all great news for traditional brick-and-mortar private higher education. To reposition the pull of such institutions, the research attempts to develop an innovative prototype called ‘BLUECHIP’ that would systematize a whole-institutional backed choice-based learning at the researcher’s host institution. By default, it would empower teachers to decisively use a mix of ‘BLUE’ instructional approaches comprising Blended (physical-digital), Liberal (flexible and borderless), Ubiquitous (anywhere-anytime) and Experiential (project/problem-centric) for the attainment of higher learning and assessment outcomes. And by design, its CHIP (Creative, Holistic, Insightful, Personalised) based pedagogical applications would consistently add value to teaching-learning practice and praxis. Under in-house grant support of INR 1 million, it would actuate cohesion and coupling of various departments to ensure an annual institutional performance index of at least 1 on the set target-attainments under institution’s sustainability parameters like financials, talent development, and transfer indicators, which would serve as a multiplying factor to the appraised increments of an employee, both teaching and non-teaching. The methodology had involved data-analysis based on the feedback involving more than 3000 stakeholders under relevant sets of variables to impact learner-centricity along with the collective joy of learning. Subsequently, 60 potential change-makers were nominated by the institution to serve as master trainers of BLUECHIP for onward training and teaming of 400 employees to effectively engage a population of 6000 learners in 60 programs with 1000 authored BLUECHIP modules by the end of 2020-21 academic year.

Author Information
Krishnendu Sarkar, NSHM Knowledge Campus, India

Paper Information
Conference: BCE2020
Stream: Professional Training

This paper is part of the BCE2020 Conference Proceedings (View)
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Posted by amp21