High-performance teams and job involvement: exploring the linkage to augment quality in Indian education and research

Abstract

Purpose

Indian higher education (HE) is arguably “in the doldrums.” Conformity to minimum standards and requirements combined with ever-eroding quality is the serious threats. Many researchers have suggested adopting a functional approach in universities and developing greater autonomy and accountability to improve the situation. The purpose of this paper is to deliberate on the introduction of an integrated way of making teachers more involved in their profession with the intention of enhancing the quality of education and research.

Design/methodology/approach

The paper’s argument conceptualizes the possibilities of the Indian HE system benchmarking the concept of high-performance teams (HTPs) as practiced in the industry.

Findings

Taking the support from the extant literature, it is proposed that working in HTPs have the potential to elevate the involvement level of the faculty. Furthermore, it is suggested that through the implementation of HTPs in educational settings, teachers would also be able to develop their competencies in relation to research activities.

Originality/value

The model presented in the study has the potential to be empirically tested for its validity and reliability, which opens vistas for future research.

Citation

Paul, H., Bamel, U.K. and Stokes, P. (2018), "High-performance teams and job involvement: exploring the linkage to augment quality in Indian education and research", Industrial and Commercial Training, Vol. 50 No. 5, pp. 250-260. https://doi.org/10.1108/ICT-09-2017-0075