Abstract
Indian engineering education has been subjected to swift and radical change over the recent years, especially with the increase in private institutes across the length and breadth of the nation. This paper aims at determining the gap between expectations and perceptions of engineering education from the perspective of students. Servqual instrument was used to gather data from 189 students from new age private engineering institutes. Reliability tests, correlation and regression were done to ensure the validity of the data collected. Further, gap analysis was done to check out for the existing gaps. Correlation was also done to find out the relationship between the dimensions of education quality and overall satisfaction of the students, and finally regression was done to find out the actual determinants of students satisfaction. The is helpful for both engineering institutes and other academicians as it helps in disentangling the perceptions about education quality from the students point of view. This will largely help the upcoming private institutes to design their services in the best possible manner.
Highlights
Engineering education in India started during the British era and focused mainly on civil engineering
The technical educational system in India has become conscious of the quality of education being offered by private engineering institutes
A lot of policy changes have taken place as far as private institutes offering engineering course are concerned and institutes in a nation like India are interested in tools and techniques which will enable them to measure and improve the quality of education they provide
Summary
Engineering education in India started during the British era and focused mainly on civil engineering. Some of the earliest engineering colleges established and present today are: The Engineering College at Roorkee (1847), Poona Civil Engineering College at Pune (1854), Bengal Engineering College at Shibpur (1856), Banaras Hindu University (1916) and Harcourt Butler Technological Institute, Kanpur (1920). In 1945 the Sarkar Committee was appointed to suggest options for advanced technical education in India. The Sarkar committee recommended the establishment of higher technical institutes based on the Massachusetts Institute of Technology in the four regions of India. This resulted in the setting up of the five Indian Institutes of Technology at Kharagpur (1950), Bombay (1958), Kanpur (1959), Madras (1960) and Delhi (1961) (Delhi was added on to the original four). The All India Council for Technical Education was set up in 1945, to oversee all technical education (diploma, degree and post-graduate) in the country
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