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Dear all!
I am sharing my brief self introduction.

I am working in academics for last 17 years. Before entering into academics, I have been in industry for a short period of 3 and half years. I have worked in higher education in India as educator for more than 13 years. In India,  have taught students of Bachelor of Business Administration, Master of Business Administration and have been regularly engaged with industry level training programmes. I got the opportunity to conduct training programmes for middle level executives of public sector petroleum company, with the branch managers at the regional level of the India's largest public sector bank, with the fresh graduate students intended to pursue entrepreneurship as career and with the commissioned as well as non-commissioned officers of Indian Army. After coming to UAE, I was associated with a b-school at Sharjah and I was actively engaged as regular faculty member to teach business courses of the University of Wolverhampton (B.Sc in Management, MBA-Top Up/Executive MBA), Pearson Edexcel (level 4 to level 7), Eduqual (level 4 to level 7). Apart from regular teaching roles, I was the internal verifier/moderator  and authorised research guide for MBA dissertations. I joined my present role of Dean of Business Studies and Senior Lecturer with Western International College (University of Bolton, Academic Centre-Ras Al Khaimah, UAE) in August 2014. Here also, I have been engaged with teaching responsibilities of Pearson Edexcel (level 4-level 7) business programme, ATHE level 4 -to level 7 business programme, University of Bolton business programme (both B.Sc hons. in management and MBA-top up and Executive MBA).

I am hereby sharing my areas of teaching. My main area of teaching and research includes Human Resource Management, HRD, Employee Relations, Change Management and Organizational Development etc.. At the undergraduate level and at the level 4-level 5, I have the experience of teaching several subjects on marketing, strategy etc.

I am a PhD in management from India. My other backgrounds include Masters in History with specialisations on Economic History of Modern India and American History. After completing my post-graduation in History from Jadavpur University, Calcutta, India; I pursued and successfully completed my Post Graduation in Management in the year 2000 from National Institute of Personnel Management, India. My specialisation was Personnel Management and Industrial Relations. I finished my PhD in management in the year 2013 from Teerthanker Mahaveer University, India. My research area was perception to job security and trade union participation. The title of the thesis was 'Workers' Perception to job security and trade union participation in organised leather industry in Kolkata, India: an empirical study'. The topic was unique in the sense that this would have been one of the very few works on the trade unionism in the context of a special economic zone in India, which was dedicated for leather industry only. Even the dimensions of job security was studied beyond the conventional perspectives.

I am a prolific writer, researcher and regular contributor of research articles, empirical papers and comments in referred journals, non-referred publications. I have also presented many research papers and concept articles in national and international conferences in India and UAE.

I am also a regular member of some of the well known professional bodies based in India and abroad. In India, I am the member of Calcutta Management Association,  Management Teachers' Consortium and Indian Industrial Relations Association. Outside India, I am the member of Society For Human Resource Management (USA) and International Economic Development Research Centre (Hong Kong, Peoples' Republic of China).

I have worked as invited and guest editors of many nationally circulated business journals in India and international referred journals outside.

Presently, I am working on two research papers with  co-researchers. One is on 'Employee Perception to job security: an empirical study on the selected industries in Dubai, UAE' and 'Expatriates' perception of job loss for localisation of workforce in UAE'.

I joined this highly acclaimed programme (PG Certs ) to unlearn, learn, introspect and develop myself as a better educator in future. Becoming an educator is a conscious choice of mine and research is my passion, too.

Will be trying my best to have an enjoyable learning throughout this journey.

Thanks for patient reading.

Best regards,

Indranil Bose

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Presently, I am playing two roles. Role of a tutor and Dean of Business.

All the roles are extremely challenging. I am trying to give a brief overview on my reflections:

1) As a tutor: As a tutor, my responsibility lies with quality and effective learning of my students. I presently teach diverse batches and modules. Presently, I am teaching students from level 4 to level 7 of ATHE Business programme and University of Bolton curriculum on business. What, I have understood differet needs of the students. Their needs are different as they are pursuing different programmes, they are studying at different levels, their assessment patterns are different, their backgrounds are diverse different abilities are different. However, what ever, curriculum or module, I am teaching, I tend to attent to give them a feeling of  easy learning. I never try to make the lessons unnecessarily complicated. It is possible as I engage them in learning process and surprisingly at many times, I also experience reciprocal learning. I take care of completing the learning outcomes being effectively taught and achieved and students learn the practical orientations. For example, in a module of strategic management, I encourage my students to learn basics of strategic management. Also encourage them to learn how to make strategic models based on different existing theories and how those models can be most effective. Therefore overall learning is the most important priority, I always attempt to fulfil. In the process, I chalk out the detailed plan and activities by students, group tasks, live projects 9as much as possible on some modules) are also included in the curriculum delivery.

2) Role as Dean of Business; I am aware that Dean is a leadership position beyond classrooms only. In the class room, I am the leader of student learning and such learning should always be student centred. Here, in the role of Dean, my responsibilities remain ensuring quality education, giving the students the exposure of real world challenges through external speakers from industry, internships with corporates, by making the students participate in different events and competitions. More than, I need to coordinate between staff members for research initiatives etc. My reflections for this role are based on stakeholder involvement approach. The same approach, I can reflect with three major approaches: continuous effective learning by the students, making the students more exposed for future or present roles and creating a research climate.

I need to do few documentations. To encourage research environment, I have taken initiatives to publish research dossier comprising of faculty researches at the campus. For learning effectiveness at the campus, I am planning to introduce student progress log-books with the help of respective faculty colleagues of business.

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UAE is a country with one of the most ethnically diverse nations in the world. The same can be reflected in the students base of the university of Bolton, academic centre-Ras Al Khaimah. As a tutor to the business management programmes at the campus, I have personally witnessed the same. I have taught students of Level 4 to Level 7 (Edexel UK from 2015-2017) and presently offered by ATHE UK. Apart from these academic programmes, I am also engaged in teaching with University of Bolton Undergraduate and Graduate/Post Graduate  Programmes. I have found large diversity in my students population, till now. To pick up my present engagement, I can highlight the student profile as follows.
i) Gender-wise, I have seen almost 60: 40 ratio of male and female students at the undergraduate level, though the number of male students are found to be slightly more at the level 7.
ii) Age wise, my students are distributed in the  age group of 19-24 years (Under graduate level) and 23-45 years (Post graduate level).
iii) Education background wise, I have taught the students from high school to Post-graduate/Professionally  qualified backgrounds.
iv) Ethnicity wise, majority of them are found from Indian sub-continent based countries followed by many from African nations, East Europe, South East Asia etc.
v) Most of the undergraduate students are unemployed or pursuing their education only. However, at the post-graduate level, majority are professionals or engaged in entrepreneurial activities.

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I am presently teaching business students from University of Bolton (Level 4 and Level 5) and ATHE Level 7. In my classes. Presently I am teaching University of Bolton modules on Strategic Management (BAM 6002), Marketing Principles (BAM 5004), Consumer Behaviour (BAM4004). With ATHE Level 7 students, I am teaching, I am presently teaching Organisational Behaviour (Unit 7.2). This ATHE Level 7 unit is the part of Diploma of Strategic Management, whereas the University of Bolton modules are the part of B.Sc (Hons.) in Business Management.

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Though scholarly teaching and scholarship of teaching can be distinguished clearly, yet both cannot be differentiated all the time. In higher education, the opinions given by Pat Hutchings and Dan Bernstein are found to be more realistic and desirable. Personally for me scholarly teaching is the essential requirement for becoming a teacher. It is almost fundamentally essential for a teacher to come to the learners with all scholarly inputs, she or he has. Being myself as  a teacher for many years and with the experience of getting in touch with very effective teachers as student also, I have found, how effective a teacher can be in the class and in ensuring energetic learning of the learners by inculcating the practice of scholarly teaching. Here, not only the very unique techniques and methods are applied, but also the range of information can be provided in the class can cause immense benefit and interest in the class. However, a teacher should ultimately adopt the practice of scholarship of teaching by creating practices, knowledge etc. in all possible ways. Being a complete teacher also means being a researcher, a person with a mind of enquiries and finding the solutions, possible. Such scholarship of teaching can be input for scholarly teaching future, which can ensure a continuously learning and social growth oriented process.

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Both Reflection-in action and reflection on action are applicable. However, Reflection-in-action is more situation specific and in that case, the decision taken might not be absolutely effective as a long term approach. Reflection on learning might be better in that sense. However , while doing reflection, I  do practice both 'Reflection in action' and 'Reflection on Action'. I do 'reflection in action, when I notice my learners don't show their interests on the teaching sometimes and based on that I try to do the 'Reflection on action' to findout the reasons for that and to find out the solutions, too.

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Organisational behaviour is a subject that involves understanding human behaviour at work ( Robbins, 2017). Understanding the subject is very often found to be really difficult, mainly in the perspectives of practical applications as mentioned in the learning outcomes of the specific unit (unit 7.4 athe Business). Learning the theories of psychology can be extremely boring if not properly understood and organizational behaviour cannot be an exception ( Davis, 2012). The major issue of teaching, where action learning principles are to be applied is making the teaching practice of concepts and theories of organisational Behaviour more interesting, motivating and engaging to the students? Student responses in the class so far have remained very minimal and it has been found that they cannot remember most of the important concepts long. It may be due to their very low level involvement in the learning of such a subject. Even, students have verbally communicated their personal difficulty with the subject.