Professor Dheeraj Sharma, Director of the Indian Institute of Management Rohtak, gives an outlook on the future of higher learning in India
1. You have taught as a professor in institutions across the world. Today, as Director of the Indian Institute of Management Rohtak, what varied experiences are you bringing to the table.
In my career spanning more than two decades, I have been privileged to work in a unique setting in Europe, Asia, and North America. I have made my honest efforts to give my best to the institutions that I was associated with and have tried to impact the lives of the people around me to the best of my ability. When I took charge at IIM Rohtak, I envisioned to provide the highest quality management education of an Institute of National Importance (INI) to the largest number of students. My view is to make high-quality education available to the maximum number of deserving students from various student groups, including undergraduates, graduates, working professionals, and researchers. At IIM Rohtak, we have endeavored to provide this opportunity to the maximum number of deserving students by introducing several new and innovative programs for the student community. I feel proud to have been able to increase the students’ strength of IIM Rohtak from about 300 to 1100 approx. and no. of programmes from 2 to 7 in a span of 3 years. I would continue to bring more and more opportunities for various groups seeking higher education in the coming years.
2. The COVID-19 pandemic has disrupted education all over the world. What challenges does it pose to higher learning, considering the delay in term reopening and the possible effects on the current generation of under-grads?
COVID – 19 created the largest disruption to the education system in history, affecting over one billion learners globally. Even today, the COVID crisis and the education disruption is far from over. However, the immense efforts made in a short time period to respond to the challenges in the delivery of education remind us that the change is conceivable. The solutions that seemed to be impossible are being implemented in the most innovative way possible. Educators across the world have been compelled to embrace and leverage technology to do things differently. The crisis has also changed the role of the educator. The educator’s role has become more of a facilitator. Educators are expected to be guides and coaches who attempt to provide students with opportunities for holistic development. Although in the short term, COVID has had a drastic impact on education, in the long term, it will bring much-needed innovation in the education sector and redefine the role of schools and colleges. Education would be much more accessible and will reach all sections of society.
3. Apart from a classroom-learning environment, what other learning styles and models are being followed to make up for lost learning time if any?
If we take a philosophical approach to education, then attempting to read, acquire knowledge, and do something during this unique context of COVID itself is educational. I wonder why we believe that 12 years of education is the only modus operandi for an individual to pursue higher education. COVID situation, coupled with New Education Policy (NEP) can help us redefine what has been the format, content, and methods of delivery of education. At IIM Rohtak, we have adapted a continuous assessment methodology wherein students are assessed on their daily learnings to facilitate the constant learning process in online mode. We have also adopted simulation-based learnings to make the students better decision-makers. Our faculty and staff have done a great job in harnessing technologies and leveraging it and using it to impart education in new and innovative ways. For example, some of the online platforms allow break rooms, which are an excellent way for students to get a chance to put forth their ideas and engage in meaningful discussions. We have dedicated sessions just for discussion of concepts and ideas.