Indian Higher Education Research Articles

Central Government Schemes in Indian Higher Education: A Comprehensive Analysis of Impact, Quality, and Assessment Methodologies

This comprehensive analysis examines the impact of central government schemes on Gross Enrolment Ratio (GER) in Indian higher education, focusing on initiatives such as Rashtriya Uchchatar Shiksha Abhiyan (RUSA), Pradhan Mantri Kaushal Vikas Yojana (PMKVY), and the Higher Education Commission of India (HECI) Act. Through a meticulous review of literature, survey data analysis, and discussion of outcomes, this research delves into the complexities of GER trends, scheme effectiveness, and socio-economic factors influencing enrolment rates. Findings reveal nuances in scheme outcomes, highlighting variations across population segments and geographic regions. While schemes like RUSA and PMKVY show potential in bridging enrolment gaps and preparing a skilled workforce, reforms are necessary to optimize their impact. Moreover, the Higher Education Funding Agency (HEFA), under the HECI Act, plays a significant role in infrastructure development but needs to balance this with broader educational quality considerations. Contrary to initial hypotheses, the study finds no statistically significant association between scheme implementation and sustainable GER growth, emphasizing the need for evidence-based reforms. Recommendations include enhancing awareness campaigns, aligning training programs with industry needs, and strengthening quality assurance mechanisms. This research contributes valuable insights for policymakers, educators, and stakeholders striving to enhance accessibility, quality, and inclusivity in Indian higher education.

Title- Higher Education in India: Vision-2047-The Changing Education Landscape in India

Title- Higher Education in India: Vision-2047-The Changing Education Landscape in India

Inequality in access to Higher Education in India Between the Poor and the Rich

The widening gaps between rich and poor are a growing source of worry for everyone. disparities in education, especially disparities at the university level in particular, are seen as particularly significant and cannot be ignored any more. Available research on higher education inequality in India focuses mostly on issues of gender and social class, with little attention paid to the role of family income. Here, we use NSSO data from 2019–20 and 2021–22 to try to get a better picture of the relationship between income disparity and college enrollment in India. Based on the data, it is clear that, over the last seven years, there has been a dramatic widening of the income gap between households with respect to their ability to pursue higher education. Although gender inequality has decreased generally, it is still relatively high when comparing the wealthy and the poor. There is also a large gap between rural and urban areas in terms of access to higher education. This empirical study aims to facilitate a more informed policy discourse on the topic of income inequality and access to higher education in India, one of the many interesting policy related issues that have arisen in recent debates on higher education in the country.

Quality Practices and Accreditation in Higher Education Institutions: A Roadmap for Excellence in Engineering Education

In the current scenario of educational system, there is an increasing demand for higher education in India. Particularly, there is exponential growth and competition visible among Engineering Institutions in coming days. To stand out, it is very important for undergraduate educational institutions to maintain high-quality standards. Accreditations like NAAC and NBA has emerged as potential tool for assuring the quality of educational institutions in India. Stakeholders started believing in these scores to judge the performance of the Institutions. Hence, it is mandatory for Higher Educational Institutions to maintain the high-quality standards will not only help in getting accreditation but also helps in the growth of the Institution. This paper presents the quality practices to be followed by the educational institutions to achieve maximum accreditation scores. A new mantra which has 10 key points are proposed in this paper which will help the higher educational institutions to follow it as a road map for achieving excellence in Engineering Education. Keywords— Quality practices; Accreditations; Engineering Education; Quality standards; Higher Education.

A study on the impact of digital transformation on student empowerment in higher education of India

This study delves into the transformative influence of digital technologies on student empowerment within the landscape of higher education. As educational institutions increasingly integrate digital tools into teaching, learning, and administrative processes, it becomes imperative to scrutinize the ramifications of this digital transformation on student experiences. The research evaluates the extent of digital adoption in higher education, exploring its impact on student engagement, participation, and interaction. Through a comprehensive analysis of curriculum integration, learning management systems, and technology-enhanced teaching methods, the study aims to discern how digital initiatives contribute to student empowerment. Furthermore, the research investigates the influence of digital platforms on collaborative learning, real-time interaction, and adaptive learning experiences. By assessing the accessibility and inclusivity of these tools, the study explores their potential to bridge educational disparities. Additionally, the study scrutinizes the feedback from students and faculty, providing valuable insights into the perceived effectiveness and challenges associated with digital transformation. The findings of this study contribute to the scholarly discourse on the intersection of technology and education, offering recommendations for optimizing digital strategies to enhance student empowerment. This research not only sheds light on the current state of digital transformation in higher education but also serves as a guide for institutions seeking to create an inclusive, engaging, and empowering learning environment through effective technological integration.

NEP 2020’s Commitment to Adult Education: Educating Every Citizen, Building the Nation

The educational landscape of India has undergone a substantial transformation as a result of the implementation of the National Education Policy 2020, which has significantly transformed India's educational landscape. The National Education Policy 2020 has accounted for the illiterate segment of the Indian population, implementing novel strategies to educate them. This is in addition to the numerous innovative proposals that have been taken into consideration for the development of school education and higher education in India. This strategy has accurately recognized the crucial roles that adult education and lifelong learning play in an individual's development and the advancement of society. The National Education Policy (NEP) 2020 places emphasis on the relevance of these two forms of education to remove the evil of illiteracy from India's society, thereby facilitating the country's progress towards becoming a developed nation. The objective of this article is to analyze the vision of the policy, the tactics for the effective execution of the policy, and the potential effects that the policy may have on the community and the citizens of the area. In addition, the purpose of this article is to highlight the most significant potential obstacles that might stand in the way of the successful implementation of the goal of National Education Policy 2020 for adult education and lifelong learning.

Unemployment after Higher Education in India: A Statistical Analysis

Unemployment is a global problem as across the world no Country is untouched with this problem this is a basic problem which affects the development of any country and a challenge to every government. In India also Unemployment can be seen at every stage and in every age group of people due to one or other reasons. Although all types of employment prevail in our country yet unemployment after higher education is a big issue to deal with. This paper focussed on the growth of universities and colleges, enrollment of students in higher education as well as studying the gap between degree holders and job holders. Secondary sources like data and Statistics from the internet like census CIME report, newspapers, Higher Education Profile 2018-19 and 2019-20, a report on higher education by Ministry of Education Government of India etc, UGC Annual Report (2019-20) were used to collect data. On the basis of empirical data analysis method, it was found that although the number of educational institutes as well as students in higher education increased at a high speed at all levels i.e. Ph.D., PG and UG during 2016-20, yet there is a huge gap between UG/PG and PhD degree holders and job holders Thus, many eligible citizens of our country are able to find the jobs suited to their eligibility. Manishsiq (2023), Khamo (2023), Anusree and Gangadharan (2022), Agarwal (2019), Das and Paul (2018) also revealed in their studies that increase in education resulted in decreased unemployment and found that excess supply of educated graduates, rapid enrollment expansion, lack of skills and low quality of education are the reasons for this mismatch.

Equity of Access to Higher Education in Chile: A Comparative Analysis with Indian Higher Education

Equity of Access to Higher Education in Chile: A Comparative Analysis with Indian Higher Education

Using an Enterprise Social Network to build faculty engagement in Higher Education: An Experiment at Jammu, India

Abstract— Indian Higher Education is rapidly transforming with a national mission to improve quality and attain enhanced outcomes. Faculty is the bedrock of all institutional transformation initiatives. Faculty development has thus received significant attention from policy makers with several national initiatives in the offing. However, faculty support, engagement and true empowerment has not received the desired attention in a large majority of the institutions in the Indian Higher Education space. Apart from institutional commitment to building faculty engagement, an entire supporting ecosystem is required to create a culture of sustained performance leading to measurable outcomes. During the Covid-19 pandemic, online platforms for facilitating employee engagement gained traction across several industry verticals, a trend which has continued in the postpandemic world. We present a case study on implementing an Enterprise Social Network (ESN) at an educational institution in India for building faculty engagement. Initial results establish the effectiveness of Enterprise Social Networks for facilitating information flow, communication, sharing success stories and recognition, besides effectively chronicling events, activities, and achievements. We recommend adoption of such platforms, subject to some caveats. Keywords— Faculty Engagement; Higher Education; Social Networks.a

Assessing SDG 4 indicators in online and blended higher education within conflict zones: A case study of northern India's higher education institutions

Resilient higher education is fostered, and further assessed, by the United Nations through the metrics provided by Sustainable Development Goal 4, called indicators. These indicators serve as a yardstick to evaluate a country's success in sustainability. Concerningly, the recent scholarly work highlights the limitations associated with Sustainable Development Goal 4 indicators, including the associated political connotations and fuzziness. However, we note a dearth of attempts to unwrap the merit of Sustainable Development Goal 4 indicators in online and blended learning in higher education, specifically in conflict zones. This study aims to bridge this gap by exploring the challenges and opportunities presented by the current Sustainable Development Goal 4 indicators in evaluating online and blended learning in higher educational institutions in India's conflict-affected northern areas. Employing a needs assessment methodology, the research draws on data from two distinct sources: primary data from 3,353 learners obtained through a self-constructed questionnaire for higher education institutions in northern India and secondary data gleaned from international and national policy documents. The thematic analysis of results, underpinned by the barriers model, underscores significant concerns regarding the comprehensiveness, validity, and relevance of the prevailing SDG 4 indicators, particularly the Gross Enrolment Ratio and Gender Parity Index, in northern India. It is argued that these indicators fall short of accurately capturing the nuances of online and blended learning within the local contexts, thereby questioning their utility for such purposes. The study reveals that the Gross Enrolment Ratio is not successful in giving a complete picture of its variations by failing to reveal the political reasons behind its drop during emergency remote teaching in the northern conflict zones of India. Moreover, the Gender Parity Index is endowed with interpretative challenges, where despite an increased value being deemed affirmative for gender equity, its increase ironically highlights a new gender divide because of an increased dropout rate among male learners from tribal communities. Through the case of higher education institutions in J&K and Ladakh, the study further provides keywords which could bolster the effectiveness of the SDG 4 indicator framework by making it more responsive to the changing educational landscape, thus making it an indispensable tool in the hands of researchers and policy-makers. Consequently, this study positions itself at the forefront of scholarly efforts to critically re-evaluate and propose revisions to the SDG 4 indicators in light of the shifting teaching and learning paradigms.

One Aspirational Future for India's Higher-Education Sector

One Aspirational Future for India's Higher-Education Sector

Understanding the role of brand love: a benchmarking of Indian higher education system

Understanding the role of brand love: a benchmarking of Indian higher education system

The Tech Tale Of Progression - Need For Academic Collaborations And Tie-Ups

The pace of internationalization is rapidly rising thanks to unfettered communication channels and affordable travel. To take advantage of the potential this presents, institutions all around the world are establishing international partnerships and developing relationships with other universities. International collaboration in higher education fosters knowledge growth, open transfer of ideas, and enduring connections between institutions of higher learning. Collaborations between international and Indian educational institutions have definite advantages. Two major shortcomings in India's current educational system have to be corrected for the New Education Policy (NEP) 2020 to succeed. The first is flexibility in terms of subject options, course length, organization, and other factors. The second involves integrating top-tier foreign institutions and resources into Indian society. In this context, the researcher wants to discover what edupreneurs think about these partnerships and collaborations and wants to promote them throughout all of their universities. Therefore, the researcher takes 245 sample edupreneures from four sides of India which states contain the highest private universities as of 25-01-2023 i.e., Gujarat (West side), Rajasthan (North side), Karnataka (South side), Jharkhand (East side). He gathers their perspectives on the necessity of academic partnerships (both national and international) and tie-ups for Indian higher education using a questionnaire and analyses their opinions through factor analysis, multiple linear regression analysis, and ANOVA.

Antecedents influencing brand management of Indian higher education institutes: an inside-out approach

Antecedents influencing brand management of Indian higher education institutes: an inside-out approach

Exploring the Global Frontier: Unveiling the Opportunities, Impacts, and SWOT Analysis of Internationalization in Educational Institutions

Abstract— In recent times, the word "internationalization" has become a pinnacle focus for all Indian higher education institutions, driven by the New Education Policy (NEP) 2020 and subsequent regulations set forth by the University Grants Commission (UGC) of India. In fact, internationalization is of utmost significance in our rapidly evolving world. While internationalization has been extensively discussed worldwide for many decades, it has reached its zenith in India over the past two years. Numerous articles and reports have been published on internationalization at home, but there remains a dearth of information regarding the international opportunities available to Indian institutions, students, and faculty members. While Tier 1 institutions, especially the esteemed IITs, NITs, universities, and deemed universities, have made remarkable strides in this area, colleges are also awakening to the importance of internationalization. However, they often face resource constraints that hinder their progress. This article aims to provide a comprehensive overview of the various international opportunities and activities that institutions can focus on. The impacts of these opportunities are also demonstrated with case studies and statistical data. Additionally, a SWOT analysis of internationalization is also presented along with a few recommendations to support and enhance this crucial endeavor. Keywords—Internationalization, Collaboration, Partnership, Student Mobility, International Opportunities.

Research Rigidity and the Need of Multidisciplinary Liberal Research in Indian Higher Education Institutions

Research Rigidity and the Need of Multidisciplinary Liberal Research in Indian Higher Education Institutions

Exploring the impact of ChatGPT usability on attitudes and beliefs among Indian higher education students: a structural analysis

Exploring the impact of ChatGPT usability on attitudes and beliefs among Indian higher education students: a structural analysis

The Impact of the National Education Policy on Higher Education in India

The implementation of the National Education Policy (NEP) of 2020 is a pivotal point in the history of education in India, particularly with regard to the field of higher education. The purpose of this study is to investigate the implications of the National Education Policy (NEP) on higher education institutions across the country in a comprehensive manner. The research is to reveal the consequences of the policy on the quality, accessibility, and relevance of higher education by conducting a thorough investigation of the structural changes, curricular reforms, technology integration, and inclusive practices that have been implemented. By shedding light on its intended results, prospective problems, and the overarching effect on the higher education system in India, the research aims to give significant insights into the transformative trajectory established by the National Education Policy (NEP).

Inclusion of students with disabilities in higher education in India: Some issues and suggestions

Higher education has its own importance in terms of employability, political power, and national development. The Right to Persons with Disabilities Act (formerly the Persons with Disabilities Act of 1995) (2016) indicates that persons with disabilities should have access to education at all levels, and efforts have been made to improve the status of higher education for the disabled. Despite initiatives by the government of India, the enrollment of students with disabilities in higher education institutions is still very low, and this group is lagging far behind in comparison to the 3% of reservations that are available to them. This article reports on the status of students with disabilities in higher education and various initiatives taken by the government of India for the higher education of students with disabilities. The paper also highlights the issues affecting the higher education of students with disabilities in India and possible ways in which the issues could be addressed.

A Study of Exploring the Instruments to Analyze Organizational Culture in Indian Higher Education Institutions

A positive and inclusive work environment can encourage commitment, satisfaction, loyalty, enthusiasm, and productivity among employees. By examining any organization’s culture, the proper training can be provided to keep the workplace healthy and also help address various issues within the organization. Various dimensions have been identified and used by academics, practitioners, and researchers alike, but there needs to be more consensus about how culture should be analyzed. Many instruments based on these dimensions of organizational culture have been identified while reviewing the literature. To speed up the identification process, only those tools researchers have widely utilized to study organizational culture have been included in this study. Therefore, this study found the three instruments OCAI, competing value framework by Camerons and Quinns, Organisational Culture Survey (DOCS) by Denison, and OCTAPACE by Udai Pareek, which the researcher widely uses for analyzing organizational culture. The primary goal of this study is to identify the instruments used to study organizational Culture in Higher Education Institutions by looking at the existing literature.