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MES 114 Solved Assignment 2021-22

MES 114 Solved Assignment 2021-22 , MES 114 Solved Assignment 2021-22 , MES 114 Assignment 2022 , FREE MES 114 Assignment , IGNOU Assignments 2021-22- Gandhi National Open University had recently uploaded the assignments of this session for MASTER OF ARTS (EDUCATION) for the year 2021-22. Students are recommended to download their Assignments from this webpage itself. They don’t need to go anywhere else when everything regarding the Assignments are available during this text only.

MES 114 Solved Assignment 2021-22 : for college kids – MES 114 : MANAGEMENT OF DISTANCE EDUCATION Solved Assignment 2021-22 , Students are advised that after successfully downloading their Assignments, you’ll find each and every course assignments of your downloaded. Candidates got to create separate assignment for the IGNOU Master Course, so as that it’s easy for Evaluators to ascertain your assignments.

MES 114 Solved Assignment 2021-22

Assignment: 01

a) Discuss the functions of various decision-making bodies involved in the governance of a university. (500 Words)

Introduction
The present article draws from the info collected within the framework of the 2017 update of the EUA University Autonomy Scorecard.1 The Scorecard was first launched in 2011 and offers an institutional perspective on university autonomy in Europe. It allowed for the event of a core set of indicators and a strategy to gather , compare and weight data on the subject . during this context, the regulatory frameworks of 29 education systems were analysed so as to assess the degree of autonomy universities operate with. The Scorecard is characterised by a four-pillar structure which allows to concretely assess university autonomy with regard to:
organisational matters (covering academic and administrative structures, leadership and governance);

financial matters (covering the power to boost funds, own buildings, borrow money and set tuition fees);

staffing matters (including the power to recruit independently, promote and develop academic and non-academic staff);

academic matters (including study fields, student numbers, student selection also because the structure and content of degrees).

Methodology and Data Collection
The data collection was organised following the first Scorecard methodology, supported questionnaires and interviews, also as several rounds of validation with national rectors’ conferences, during which information was clarified and contextualised. The questionnaires submitted to the National Rectors’ Conferences included the responses they gave in 2010 to reinforce comparability over time. The questions address the capacity of universities to act on a series of topics, on the idea of the provisions of the relevant regulatory framework. Additional information was collected on the precise composition of university governing bodies. the info validation phase spanned over a year, from late 2015 to late 2016, thanks to the necessity to properly interpret responses to indicators but also understand the broader narrative for every system.

The publication in June 2017 of the updated Scorecard (Pruvot and Estermann 2017) included the new scoring and ranking of systems for every of the four dimensions described above also as an summary of the related trends and up to date developments. Nevertheless, the qualitative data collected during this context allowed for further exploitation. this paper aims at mobilising this data with the view to get a more in-depth picture of university governance models in Europe.

Scope of study
The table below summarises items concerning “organisational autonomy” surveyed and presented within the report “University Autonomy in Europe III: The Scorecard 2017” (Pruvot and Estermann 2017) and new data researched during this paper. All data were collected within the framework of the Autonomy Scorecard update but only specific elements were used for the Scorecard (second column). Additional data collected on the composition of governing bodies, their size, the kinds of external members included, etc., while collected at an equivalent time, wasn’t used for the Scorecard since it didn’t correspond to the methodology and is instead used for this analysis.
The comparative data presented during this paper is analysed under the lens of institutional autonomy. Few education systems allow universities to freely choose their governance model. the kinds of bodies, their responsibilities, size and membership could also be subject to different degrees of regulation. In exploring these elements, the main target is placed on the links between governance models, representation and inclusiveness in governing bodies and university organisational autonomy.

Governance Models
While significant diversity within the specifics of governance modalities exists across universities in Europe, general observations are often made about the kinds of internal bodies governing university activities. When comparing the knowledge collected within the characteristics of those bodies as stated in law (holding formal decision-making powers), the distribution of responsibilities and therefore the dynamics between them (in the cases where there’s no single governing structure), it’s possible to determine a typology of governance models and thus cluster education systems accordingly. Our analysis, therefore, distinguishes:

Unitary governance models and

Dual governance models

With the latter sub-divided supported power distribution, between:
“traditional” model

“asymmetric” model

The following sections explore this typology in further detail.

Unitary Model
“Unitary model” refers to the governing structures where one administration exerts decision-making powers at the given university. This body can have the characteristics of either “senate-type” bodies or “board-type” bodies.

Senate and Board-type bodies are defined in reference to one another . Senate-type bodies tend to be primarily competent for tutorial matters and are characterised by their comparatively larger size and academic-oriented membership. Board-type bodies are usually liable for strategic institutional decisions, often including financial aspects, and are often of smaller size than senate-type bodies. they’re also characterised by a more diverse membership.

In the sample analysed, a minority of upper education systems use unitary governance models. Among them, the unitary models structured around board-type bodies are more frequent (six out of nine). Universities in Estonia, Ireland and Poland use senate-type bodies because the only decision-making structure. It should be noted that several regulatory frameworks exist in Estonia; additionally to the most Act governing activities of 4 universities, two universities are governed via specific laws that have introduced board-type bodies next to the prevailing senates, creating dual governance structures.

b) Describe the processes of developing and delivering academic programmes followed by IGNOU. (500 words)
c) What is meant by a learning organization? Discuss how a distance education institution can become a learning organization. 

IGNOU MES 114 Solved Assignment 2021-22 : Gandhi National Open University had recently updated this session of 2021-22 MASTER OF ARTS (EDUCATION) assignments on their official university website. we’ve made your work easy by making the solved assignments directly on one portal so as that students can easily get the solved assignments in one go. Students are advised to download their MASTER OF ARTS (EDUCATION) IGNOU Assignments from this webpage itself with none hassle.

GUIDELINES FOR MES 114 Solved Assignment:-

You will find it useful to keep the following points in mind:

1. Planning: Read the questions carefully. Go through the units on which they are based. Make some points regarding each question and then rearrange these in a logical order. And please write the answers in your own words. Do not reproduce passages from the units.

2. Organisation: Be a little more selective and analytic before drawing up a rough outline of your answer. In an essay-type question, give adequate attention to your introduction and conclusion. The introduction must offer your brief interpretation of the question and how you propose to develop it. The conclusion must summarise your response to the question. In the course of your answer, you may like to make references to other texts or critics as this will add some depth to your analysis.

Please ensure the following before submitting your assignment :

1. Your enrolment number, name and address have been written correctly.
2. The title of the course and assignment number has been written clearly.
3. Each assignment on each course has been written on separate sheets and pinned properly.
4. All the questions in a particular section should be answered before attempting the next
section.

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