Student assessment of quality of engineering education in India: evidence from a field survey

2019 ◽  
Vol 27 (1) ◽  
pp. 103-126 ◽  
Author(s):  
Pradeep Kumar Choudhury
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Technical Education ◽  
Student Assessment ◽  
Field Work ◽  
Interactive Methods ◽  
Classroom Teaching ◽  
Content Type ◽  
Education In India

Purpose This paper aims to discuss students’ assessment of quality related issues in engineering education in India. Design/methodology/approach The paper uses primary survey data of 1,178 undergraduate engineering students in Delhi, India, in 2009-2010. Students’ experience and views of four important aspects such as teaching methods used in the classroom, evaluation pattern, skills acquired by students during the course and the involvement of students in different activities other than classroom teaching are discussed using descriptive statistics and correlation to examine the quality issues. Findings The study finds that the lecture method is still dominant in the teaching and learning of engineering institutions compared to technical demonstration and laboratory work. Around half of the engineering students reported that they had never gone through any field work or industrial visits during their entire program of study. Involvement of students in the activities other than classroom teaching (e.g. working on research projects, attending engineering internships, studying a foreign language and opting for interdisciplinary courses) is more prevalent in government institutions compared to private institutions. The findings suggest that engineering institutions (particularly private colleges) should change their focus from traditional methods of teaching and evaluation of students to interactive methods of learning to improve the quality of technical education in India. Originality/value The literature reveals that the quality assessment of engineering and technical education in India is largely based on the information collected from stakeholders other than students. Therefore, this study contributes a new dimension to the existing literature by considering students’ assessment of the quality of engineering education.

Quality assessment framework for educational institutions in technical education: a literature survey

2018 ◽  
Vol 26 (3) ◽  
pp. 270-280 ◽  
Author(s):  
Raj Kumar Mittal ◽  
Namita Garg ◽  
Sunil Kumar Yadav
Keyword(s):  
Engineering Education ◽  
Technical Education ◽  
Research Output ◽  
Relevant Literature ◽  
Empirical Literature ◽  
Educational Institutions ◽  
Content Type ◽  
Infrastructural Support ◽  
Key Indicators

Purpose This study aims to identify the key indicators for quality enhancement in an educational institute which affect student’s outcome in terms of employability and entrepreneurship. These indicators can be used for improving the quality of engineering institutions imparting technical education. Design/methodology/approach Review of conceptual and empirical literature has been done to establish a linkage between institutional factors and quality output. The paper further identifies existing quality gaps in engineering education that make their students misfit to the requirements of market. Findings The relevant literature reviewed suggests that quality of technical institutions can be viewed form two perspectives: first, students’ achievement in the form of placements, entrepreneurial output, enrollment in higher studies and university ranks. Second, faculty research output in the form of publication in refereed journals, consultancy projects and patents. The study concludes by stating that when these two important stakeholders are provided with the infrastructural support and environment to showcase their skill, the quality of technical institutions improves automatically. Research limitations/implications The study is conducted on technical institutions engaged in providing engineering education. This research can be extended to other disciplines. Originality/value The framework proposed in the study will help technical institutions in evaluating their service quality levels which will further help them in improving the same.

scholarly journals Manufacturing Engineering Education in India

2016 ◽  
Vol 7 (1) ◽  
pp. 40-44 ◽  
Author(s):  
Sushant Khare ◽  
Abhishek Chatterjee ◽  
Shrish Bajpai ◽  
P.K. Bharati
Keyword(s):  
Engineering Education ◽  
Technical Education ◽  
Education Level ◽  
Manufacturing Technology ◽  
Manufacturing Processes ◽  
The World ◽  
Education In India ◽  
Education Model ◽  
Manufacturing Engineering

Abstract Evolution of manufacturing technology has been a definitive indicator of human society’s development. From the wheels that started the spree to the world of machines that have revolutionized the manufacturing processes, manufacturing tools have been indicative of eras of development. In this paper, we have focused on the branch of engineering that deals with manufacturing - specifically its structure in India. In this study we investigate some premier government institutes with respect to Manufacturing Engineering Education. We have also included the technical education model at different education level.

Shame and blame and its influence on male gay (chaay rak chaay) quality of life in Bangkok Thailand: a health promotion community nursing perspective

2017 ◽  
Vol 16 (3) ◽  
pp. 113-122
Author(s):  
Praditporn Pongtriang ◽  
Anthony Paul O’Brien ◽  
Jane Maguire
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Coming Out ◽  
Sexual Exploitation ◽  
Smart Phone ◽  
Field Work ◽  
Community Nursing ◽  
Content Type ◽  
Depth Interviews

Purpose The purpose of this paper is to explore gay male informant experiences of discrimination and stigma in Bangkok from a health promotion community nursing perspective. Design/methodology/approach Semi-structured in-depth interviews were conducted with 30 informants and included field work observations at eight entertainment venues. Data analysis utilised an inductive thematic approach. Findings Key themes that emerged from the data were related to communication, particularly the use of smart phone applications; lack of privacy in health services; sexual exploitation by entertainment venues; and concerns about coming out safely to protect self-esteem and mental health. Originality/value Development of key mental health promotion messages based on a greater understanding and knowledge of discrimination and stigma may help to reduce negative behaviour and stigmatisation towards Thai gay men in Bangkok.

scholarly journals On the Content of higher technical education curricula abroad: Current Trends (Review)

2020 ◽  
Vol 29 (3) ◽  
pp. 153-167 ◽  
Author(s):  
O. V. Toporkova
Keyword(s):  
Engineering Education ◽  
Technical Education ◽  
Developed Countries ◽  
Educational Programs ◽  
Engineering Practice ◽  
Current Trends ◽  
Global Engineering ◽  
Education Today ◽  
Development Of Competencies

Researchers consider the discrepancy between university educational programs and engineering practice to be the common problem of higher technical education today. The changes taking place at higher technical school abroad demonstrate the search for solutions of engineering education problems in developed countries. Understanding current trends in the content of higher technical education curricula in those countries will help to identify the most effective ways to solve common problems of engineering education. The article presents the results of the analysis of innovative changes taking place in the higher technical education curricula content abroad nowadays. The research materials were articles in peer-reviewed journals included in the SCOPUS database published from 2009 to 2018, proceedings of conferences held by international engineering communities. The factual basis of the study was the curricula for training engineers at a number of foreign leading universities. As a result of the research, the following innovations in the content of higher technical education curricula were identified: 1) introduction of sustainable development principles into the engineering curricula; 2) the inclusion of modules on the basics of management, entrepreneurship and innovation into the curricula, the creation of interdisciplinary programs leading to double degrees in engineering and management; 3) cooperation of universities with partner enterprises in the development of curricula; 4) the internationalization of engineering curricula, the training of future engineers for global engineering activities. The CDIO approach is considered as an innovative basis for the design of educational programs for future engineers. Those changes in the engineering curricula are aimed at bridging the gap between the contents of engineering educational programs and industrial practice, the development of competencies necessary for successful professional engineering activities, and, as a result, they contribute to improving the quality of higher technical education.

scholarly journals Curriculum integration of sustainability in engineering education – a national study of programme director perspectives

2020 ◽  
Vol 21 (5) ◽  
pp. 877-894
Author(s):  
Ola Leifler ◽  
Jon-Erik Dahlin
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Engineering Education ◽  
Engineering Students ◽  
Core Competencies ◽  
Deep Understanding ◽  
Learning Objectives ◽  
National Study ◽  
Content Type ◽  
Sustainability In Higher Education

Purpose This study aims to report on how programme directors address sustainability within engineering education at Swedish universities and engineering colleges. Design/methodology/approach The study was performed as a survey with follow-up interviews around the following core questions: to what extent do programme directors possess a deep understanding of the subject of sustainable development? Which are the core competencies in sustainable development that programme directors identify as important for their engineering students to acquire during their basic training? To what extent are those competencies integrated into engineering education today and what kind of support do programme directors receive from their department to integrate these competencies into the curriculum? Findings Programme directors believe that learning for sustainable development is important mainly based on their personal convictions. However, out of 10 potential learning objectives extracted from the literature, only four-six are implemented in degree programmes. Learning objectives and activities are not always aligned, as students are required to learn about interdisciplinary collaboration without working with students from other faculties. The programme directors receive some support from the department, but they express a need for additional support. Examples of support that they suggest are faculty training, efficient teaching material and incorporation of sustainability in the quality assessment instruments for degree programmes. Originality/value This study is the first comprehensive, national survey of what programme directors think about sustainability in higher education. Their views are important in the attempt to accelerate the integration of sustainability in higher education curricula.

Not all evidence is created equal: assessment artifacts in maker education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Louisa Rosenheck ◽  
Grace C. Lin ◽  
Rashi Nigam ◽  
Prasanth Nori ◽  
Yoon Jeon Kim
Keyword(s):  
Meaning Making ◽  
Student Assessment ◽  
Assessment Tools ◽  
Assessment Process ◽  
Student Centered ◽  
Content Type ◽  
Embedded Assessment ◽  
Maker Education ◽  
Target Skills

Purpose When using embedded, student-centered assessment tools for maker education, understanding the characteristics of a body of evidence can help teachers guide the assessment process. This study aims to examine assessment artifacts from a makerspace program and present a set of qualities that emerged, which researchers and maker educators can use to evaluate the quality of evidence before interpreting it and making claims about student learning. Design/methodology/approach This study used the interpretive analysis approach to identify salient qualities in a body of evidence of maker learning. Data sources included student assessment artifacts, researchers’ analytic memos, notes on the coding and analysis process, background stories and field observations. Findings The study found that the assessment artifacts generated by students aligned with the maker-related target skills. A set of qualities was produced that can be used to describe the strength of a body of evidence and help determine whether it is appropriate to be used in the meaning making phase. Practical implications The qualities identified in this study can be directly incorporated into the embedded assessment toolkit to provide feedback on the strength of evidence for learning in makerspaces. Originality/value Assessment methods for maker education are nascent, and ways to describe the quality of a student-generated body of evidence have not yet been established. This study applies existing knowledge of embedded assessment and reflective practice toward the creation of a new way of assessing skills that are difficult to measure.

Factors affecting quality of management education in India

2014 ◽  
Vol 28 (4) ◽  
pp. 379-399 ◽  
Author(s):  
Ritika Mahajan ◽  
Rajat Agrawal ◽  
Vinay Sharma ◽  
Vinay Nangia
Keyword(s):  
Design Methodology ◽  
Management Education ◽  
Master Of Business Administration ◽  
Organisational Structure ◽  
Content Type ◽  
Factors Affecting ◽  
Business Administration Students ◽  
Education In India ◽  
Almost All

Purpose – The purpose and value of management education was always under the critics’ scanner but the proliferation of institutes impelled a serious debate on its quality. The purpose of this paper is to identify the factors affecting quality of management education in India and explains their nature, significance and mutual influences using interpretive structural modelling (ISM). Design/methodology/approach – The factors were listed through literature review. They were then validated by empirical research conducted through questionnaires administered electronically and personally to 220 master of business administration students and alumni. On 13 such factors finalised, a qualitative and interpretive tool, ISM was applied. Findings – Leadership emerged as the most important factor followed by organisational structure and practices. Interrelations otherwise not easily observable established their prominence. An important fact that evolved is that almost all the factors have strong interdependence and have to be seen in coherence when analysing their impact on students. Originality/value – The literature until now has been highlighting the factors and their association with management education largely in isolation. This paper contributes to the existing literature by proposing a framework of the interrelationships of the factors which have a role in improving the quality of management education.

scholarly journals Incorporating Sustainability into Engineering Education Using e-Learning

2018 ◽  
Author(s):  
Edmond Sanganyado
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Online Discussion ◽  
Learning Activities ◽  
Peer Reviews ◽  
Blended Courses ◽  
E Learning ◽  
Complex Argumentation ◽  
Integrated Sustainability

The purpose of this study was to develop e-learning activities that integrated sustainability concepts and practices in process engineering education. Two blended courses were developed with two activities evaluated quantitatively and qualitatively to measure student engagement, quality of responses, and incorporation of sustainability in their arguments. Social network analysis and lexical analysis were used to assess students’ participation in discussions and peer reviews. In the online discussion, 97 comments were made averaging 120 words per comment. The participants averaged 3.88 comments, with the majority of comments exhibiting simple and complex argumentation, a deep reflection, and widespread use of terms associated with sustainability such as recycling, pollution, waste, and environment. Furthermore, evaluation of peer reviews revealed that the participants demonstrated they could identify errors and positives in an argument. Therefore, this study demonstrated that e-learning, particularly peer review and online discussion could help chemistry and engineering students understand sustainability.

Sign in / Sign up

Export Citation Format

Share Document