Abstract
Article history: Received October 15, 2014 Accepted January 24, 2014 Available online February 21 2014 Since independence, India has been one of the few developing countries to invest extensively in both science and technical education. In India, technical education plays a pivotal role in human resource development while creating skilled manpower, increasing industrial productivity and enhancing the quality of life. If a technical institute means to be effective in developing learned and qualified engineers, then it would be useful to know the performance of that technical institution. However, measuring the performance of a technical institution has received very little attention because it is very difficult to measure its output. Thus, this paper focuses on assessing the performance of eight Indian Institutes of Technology (IITs) using a combined approach of data envelopment analysis (DEA) and technique of order preference by similarity to ideal solution (TOPSIS). In the first phase, DEA is applied to shortlist the efficient IITs having the desired characteristics from the stakeholders’ point of view, and TOPSIS method is then employed to rank those efficient IITs while also identifying the best performing IIT. It is observed that IIT Kharagpur outperforms all the considered IITs which exactly corroborates with the findings of the recently published surveys/reports. © 2014 Growing Science Ltd. All rights reserved.
Highlights
With 700 universities and 35,000 affiliated colleges enrolling more than 20 million students, Indian higher education is a large and complex system
No Institutes of Technology (IIT) or Institute of Science (IISc) was again put in place until 1995, which clearly indicates a failure on the part of the Indian government
This paper mainly deals with the performance appraisal of eight leading IITs based on eight crucial criteria and the available information for the year 2012
Summary
With 700 universities and 35,000 affiliated colleges enrolling more than 20 million students, Indian higher education is a large and complex system. A large number of private engineering colleges with poor facilities and unqualified faculties came about after 1970, constituting nearly 75 percent of the total intake of engineering students. These colleges number approximately 1,100 compared to 16 IITs and one IISc. technical education in India has developed a distorted image; graduating over 230,000 Bachelor’s degree students, 20,000 Master’s degree students and 1,000 Ph.D. degree students in 2006. The faculty in a technical institute is extremely important, both in terms of adequate numbers and academic quality. The remaining eight IITs are discarded from analysis because those have only started commencing their sessions from 2008 onwards, and no adequate information regarding number of research papers published in last five years (2009-2013), placement of students for the year 2012, number of patents applied for and granted in last five years (2009-2013) etc. are readily available from them
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