Indian Higher Education System Research Articles

Impact of NEP 2020 on the Tourism Sector of M.P. through Higher Education Programme

The National Education Policy (NEP) of India launched in 2020 has generated significant discussions on the changes needed in the higher education system of the country to transform India into a knowledge-based economy, NEP proposes several reforms in the education sector including changes in curriculum pedagogy and assessment methods. One important aspect of any NEP is its potential impact on various industries, particularly the tourism sector and if the things are recollected then its experience is based on previous education policies, the focus of higher education was more on creating knowledge societies, thereafter stress shifted on balancing the knowledge content with real life requirement of skills to make the students of higher education system more employable as skill development and education is the need of the hour. In NEP 2020 various strategies are also mentioned for the proper implementation of tourism education by way of enhancing collaboration with industry, internship programs, inculcating major skills, developing technology within the curriculum, and many more but there are various issues in implementing NEP. This paper focuses on understanding the implementation of NEP in the context of tourism education and vocational education in the tourism sector specifically and skill-based vocational education in general in the higher education system of India through quantitative research methods. This research provides valuable insights for stakeholders in the higher education and tourism sectors on the impact of NEP implementation on the tourism industry in M.P.

INDIAN HIGHER EDUCATION SYSTEM: ASCENDANCY OF HEGEMONIC CULTURE AND INTERNATIONAL MULTICULTURALISM

Through this study researcher wants to find relationship between two dependent variables, i.e., hegemonic culture and international multiculturalism with that of independent variable, i.e. Indian higher education system. Since it becomes very important to know what effect multiculturalism and hegemonic culture have on our higher education system so that we can have more culturally responsive classroom practices in place. For this research, data was collected from university level teachers working at various positions like Professors, Associate professors, and Assistant professors. Full-time college faculty members made up the bulk of the data collecting samples. The information was gathered using a survey. 
 All dependent variables i.e., hegemonic culture (0.010), international multiculturalism (0.02) have significant positive impact on the independent variable i.e., Indian Higher Education system, it was also observed that hegemonic culture (0.010) have the least impact on Indian higher education system. 
 We see CRT in educational environments as all about leveraging diverse ethnic groups’ culture and experiences to educate more effectively. A culturally responsive classroom must allow children to keep maintaining both their academic success and their cultural identity. This research contributes towards a theoretical framework which is based on CFA Modelling of construct variables. In this we try to find out relationship between dependent variables like hegemonic culture, what is the role of an experienced teacher in facilitating culturally diverse classrooms and international multiculturalism on independent variable i.e., Indian higher education system.

Unravelling of moderating effect of progressive education between job demand and burnout

PurposeThis study aims to provide a causal framework for teacher burnout (BO) and work engagement (WE) by examining the factors that contribute to it and evaluating how progressive education (PE) affects teachers' performance in Higher education institutions (HEIs).Design/methodology/approachThis study uses a multi-stage sampling technique with the help of computer random generation data from a selected list of teachers. The survey has two sections; the first consisted of a questionnaire of PE, BO, WE and organizational outcomes and the second contained four items to measure the demographic variables. The researcher contacted 745 teachers and asked them to fill up the questionnaire but the authors received only 498 useable responses.FindingsThe results of the study confirmed that moderating role PE reduces the BO of the teachers of HEIs and increases WE. The job demand-resource (JD-R) model was also validated in the Indian context and the model was found suitable for the Indian sample.Research limitations/implicationsThe study has been conducted to manage BO and teachers' engagement in HEIs and the result suggests that the Management of HEIs should value PE characteristics as a crucial component of the educational process. PE encourages academic engagement among professors and students in HEIs.Originality/valueThe study tests the moderating role of PE with the JD-R and the JD-R model in the higher education system in India, which is rarely tested. The study's integrated approach to BO and WE, which provide insight into both viewpoints and aids in employees' poor health.

Analysing the Financial Health of a Public University in India

The education sector comprises an important part of the development of an emerging economy. The study here attempts to enquire about the financial health of a public university representative of the higher education system in India. Using secondary sources of data mainly from the published reports and other university-based files, the financial scenario of the university is being analysed. Based on the financial analysis conducted, it can be suggested that the revenue receipts from the library is quite low and measures to increase it can be undertaken. As library forms an important part of a student’s life, there must be reformation measures considered for its improvement and promoted as a new form among the students. This could help in generating more revenues from the students. The expenses based on miscellaneous sources are quite high and appropriate policies must be undertaken to keep a track of these expenses and find a permanent method for regaining it. Keywords- Education; Students; Punjab; India; Teachers

Evaluating the Role of Private Institutions in Shaping the Future of Higher Education

The study demonstrates that higher education in India is profoundly pertinent, as it actively contributes to the advancement of the economy, facilitates social mobility, and fosters cultural development. Private institutions are vital in influencing the future of higher education through their contributions in expanding accessibility, promoting innovation, and sustaining industry relationships. Ensuring a harmonious equilibrium between these positive contributions and obstacles such as cost-effectiveness and guaranteeing good standards is crucial for the ongoing improvement of the higher education system in India. This study investigates the diverse and complex impact of private institutions on the direction of higher education and the formation of its future environment. The research seeks to shed light on the influence of private institutions in various important areas, such as access, innovation, infrastructure, global collaboration, research and development, entrepreneurship, and governance, through a thorough assessment. By combining current research and empirical assessments, the study offers valuable insights into the advantages and difficulties linked to private higher education institutions. The findings emphasise the role of these institutions in enhancing accessibility, addressing industry demands, and making progress in curriculum development and teaching methods. This research enhances our understanding of the influence of private institutions on the changing higher education system. It provides valuable insights for policy, regulation, and future advancements in the field.

Challenges of Higher Education System in India: Needs of Improvement

Education plays a vital role in the development of a nation. It gives a chance to contemplate about the cultural, social, moral and economic problems meet by a person India requires a concentrate on education for progressive and efficient individuals to guide the country, India needs to reinforce higher education in research and innovation so as to become a digital nation or a prosperous accomplice globally. This research paper basically engaged on the present scenario of higher education in India. The aim of this paper is to recognize different issues and challenges in the area of higher education in India.

NEP 2020 Study: Challenges, Approaches, Changes, Opportunities, and Criticism

After the education policies of 1968 and 1986 from previous governments, the New Education Policy 2020 (NEP 2020) by the Bhartiya Janta Party (BJP) Government appears ambitious to overhaul the higher education system in India. Like Madhya Pradesh, Karnataka, and Uttar Pradesh, certain governments have already begun the process of adopting the policy in their universities' higher education systems and setting the bar as examples. Some states, including West Bengal, Tamil Nadu, and Kerala, to name a few, are demonstrating resistance. In the field of education, a change comparable to this last occurred in 1986. In order to thrive in this dynamic world, anything must be able to change with the situation. The same is true for education; due to evolving information and communication technology (ICT) and industry requirements, our approach to learning must evolve. Additionally, the total system has undergone a paradigm shift as a result of the fast evolving worldwide situation in education. It was crucial that India keep up with this transition, and NEP 2020 has made efforts to improve the Indian educational system in this direction. Because it only uses secondary data sources, the study is entirely qualitative.

Evaluation of The Indian National Education Policy 2020 With Regard to Achieving Its Goals

The advantages of various innovations and the anticipated effects of NEP 2020 on the Indian higher education system are explored

Comparative Study of Higher Education System Between India and Germany in the Present Era

The study paper provides a comparison between the higher education system of India and higher education system of Germany in respect of aims and objectives, structure, curriculum, opportunities and current issues or their common focus areas in the present era. The paper also gives a glimpse of history of higher education in ancient India-the era when India used to provide world class higher education and also history of higher education of Germany. The data are collected from primary and secondary sources. The methodology adopted for the study is documentary analysis. The results reveal that both India and Germany have same type of educational structure comprising of bachelor degree, master degree, doctoral and post-doctoral programs and emphasize on professional expertise but India focuses primarily on theoretical knowledge and democratic values inculcation, science and spiritual education and Germany focuses chiefly on practical implementation of theoretical knowledge, skill development, research and innovations, capacity building in higher education, forming intellectual property, entrepreneurial development, creating diversity of people and ideas, promoting global citizenship and societal sustainability. The USP of German higher education is that quality higher education is provided at a very low cost or no tuition fees charged at the world class German universities, offers diversified course, dual study programs and a lot of flexibility like switching major and education policies are formulated frequently considering the present need and demand. Recently both countries’ focus areas are digitalization of higher education, teacher improvement program for higher education, internationalization, foreign students and faculty exchange programs, increase in spending on education and decentralization of higher education. The paper concludes with India being a largest democracy and one of the developing nations, Indian higher education system can consider German higher education system as a benchmark and can imbibe the positive qualities for improvement and enrichment.

Perceived Support and Employee Creativity: A Moderated Mediation Model of Intrinsic Motivation and Gender Stereotype

With vast changes in the Indian higher education system, there is a strong need for higher educational institutes (HEIs) to learn, adapt and change. Creativity is hence deemed critical for HEIs to survive and to gain a competitive advantage. The present study examines three different types of perceived support (PS) through selected variables on employee creativity. The data collected from faculty members of three universities were analysed through structural equation modelling using the PROCESS macro approach. The results revealed significant direct influences of supervisory support and recognition on creativity. Faculty intrinsic motivation (IM) acted as a mediator in explaining the PS–creativity associations while gender stereotypes moderated the mediation effect of IM. The implications of the study for ongoing researchers and HEIs have also been discussed.

Quality Pedagogy & Higher Education System in India

The purpose of this paper is to review the literature on Quality Teaching and the Indian Higher Education system. The intent is to allow theoretical base of Policy Quality of Teaching of Higher Education under the auspices of the Organisation for Economic Co-operation and Development (OECD-IMHE). The main discussions on this topic have been made in the literature so far. This paper aims to present various perspectives on this topic. This paper is divided into 3 main parts. 1. What is meaning of Quality Teaching? 2. What makes Quality Teaching so relevant in advance Education? 3. What are possibilities to enhance level of Teaching? 4. How can Quality Teaching Initiatives be Effective? The importance of Quality Teaching in Higher Education has increased in recent years due to the changing higher education landscape. Higher education is increasingly competitive, socially and geographically diverse, value-for-money demanding, and information technology-driven. Quality teaching is not defined in a single way, as it can be related to stakeholders. 5. Impact of Research, “Scholar of Teaching” and Learning Communities on Quality Teaching 6. Diversity and function of Quality Teaching Initiatives. The responsibility of professors, the department’s role, central university’s role, and finally the each states role. Objectives and scope of the initiative. Finding precise and quantifiable metrics to measure your teaching quality and effectiveness remains a challenge. Different approaches and their effectiveness. Factors that affect whether you effectively use feedback.

Status of women leadership in the Indian higher education sector

PurposeIn the two consecutive surveys conducted by the authors in 2015 and 2018, it was found that out of a total of 810 and 1008 Indian higher educational institutions, only 54 and 63 institutions (6.67 and 6.25%) were led by women, 725 and 934 institutions (89.51 and 92.7%) were led by men and 31 and 11 (3.83 and 1.1%) were reported to either have no information about their leaders or those posts were vacant (Banker and Banker, 2017; EduShine Report, 2015 and 2018). The current study is a follow-up attempt so that the knowledge around the status of women academic leaders in Indian higher education (2021) can be upgraded. This paper aims to discuss the aforementioned issue.Design/methodology/approachThe qualitative exploratory research approach was followed for conducting the study.FindingsIt was found that out of the current total of 1151 Indian higher educational institutions, still only 110 (9.55%) are led by women, 1031 (89.57%) are led by men and for 10 institutions (0.86%) data on leadership is unavailable. Important contextual inferences have been made in the discussion section followed by the concentrated literature around the possible reasons for such low representation of women leaders in the global higher education sector.Research limitations/implicationsOne possible limitation of this study is that it does not provide an idea about why there is the highest women leadership in central institutions and the lowest in INIs. Taking the contextual factors into consideration, an extended exploration could have been made of different facilitators and barriers for each type of Indian HEI. The author invites future researchers to conduct this inquiry and come up with certain remedies, which is also one of the limitations of this study. Different enablers and disablers can be found through different primary and secondary research.Practical implicationsIncreased women leadership will bring diversity in the institutions' modus operandi and impact their culture in a great way. It is the prime responsibility of women to break the glass ceiling and come out of their shells. Family responsibilities contribute to their career stress in a great way, and women may balance their personal and professional lives by creating a sound support system in their family. Utilizing domestic help services will liberate them partially from their routine and unimportant duties. This will allow women to focus on more important work related to their careers. Trending nuclear families is also one of the major contributors to low women leadership; joint family pattern may benefit women to nurture and build their career keeping their sanity intact. Institutional decision makers and other stakeholders at work will be sensitized toward different barriers experienced by not only women leaders but also women in lower positions. Men at work across the levels are responsible for creating a more inclusive and conducive workplace for women. Inclusive workplace policies will render women equal opportunities and fair rewards. Ensuring unbiased and prejudice-free work culture will have a positive impact on the self-efficacy level of women which can be validated through their performance.Social implicationsSlow and steady efforts consciously made by both men and women in the workplace for the betterment of women may progressively help overcome the social preconditioning at a macro level.Originality/valueAll the studies reported in this paper have been sequentially conducted and are unique in the Indian higher education system.

Statistical Analysis of Some Key Indicators of Higher Education in India and Gujarat

Higher education system in India is categorized as the world's third largest in terms of students, which is followed by USA and China respectively. Today, about 60% of higher educational institutions in India are promoted by the private sector. In present paper, Number of institution, Male student enrolment, Female student enrolment, student teacher ratio, Gender parity index, Growth rate of institutions, Number of universities, Number of colleges are compared from 2011-12 to 2019-20 between Gujarat and India .Some of the findings are: (i) both in India and Gujarat female enrolment has been increased more in comparison of male enrolment. (ii) both in India and Gujarat, no. of universities and no. of colleges have been drastically increased in last 9 years. (iii) There is weak gender parity index in Gujarat in comparison of India (iv) highest growth rate of number of institutions is in 2014-15 in both Gujarat and India.

Assessment of Program Outcomes in Outcome Based Education through Students' Co-Curricular Activities

ABSTRACT (OBE) has become the focal point in the Indian Higher education system. The National accrediting agency, such as NBA and NAAC expresses the significance of assessing the program outcomes. This paper discusses assessing program outcomes through students' cocurricular activities such as paper and project presentations and internships/industrial projects. The proposed method gives an in-view of the rubricsbased measurement of program outcomes PO1-PO12, PSO1&2 mapped with students' co-curricular activities. The outcome-based assessment of program outcomes will be beneficial in advancing higher education in India. Keywords: co-curricular activities; internship; outcome based education; paper and project presentation; program outcomes; rubrics

"Higher Education System of India, with special reference to quality aspects and National Education Policy"

"Higher Education System of India, with special reference to quality aspects and National Education Policy"

Analysis of entrepreneurial skills among the students of higher education system in India

Analysis of entrepreneurial skills among the students of higher education system in India

New Trends in Higher Education with “Nano-Learning”

COVID-19 epidemic not only harmed higher education but opened new doors for higher education as well. The main trends in higher education in the following year may be continued by online teaching and learning to professional and career enhancement. All strive young professionals searching to improve their professional competencies and flexible learning in these days, that must be more efficient, effective, and time friendly ways for them, 'Nano-learning' will likely be the scene stealer in the coming years. India has the world's biggest higher education system, with 1,000 universities and 40,000 institutes of higher education. The higher education settings in India are about to undergo a dramatic upheaval, and the New Education Policy (NEP) 2020 will play a vital role in defining higher education in India. The purpose of this research is to analyze the effects of Covid-19 on the Indian higher education system and to forecast future developments in this field. This research used previously published researches on covid-19, NEP-2020, and Nano learning patterns.

An investigation of factors influencing student satisfaction with MOOCs in the Indian higher education system

An investigation of factors influencing student satisfaction with MOOCs in the Indian higher education system

Detailed Review of National Institute Ranking Framework (NIRF) India Rankings including Uncertainty and Sensitivity

The Higher Education System in India is the world’s third-largest in terms of students, which is just next to China and the United States. Quality teaching, learning and research is the primary issue in Higher Education System. The Ranking and Accreditation process, both are considered as assessment tools, for quality assessment of Higher Education Institutions (HEIs) and both will give significant impact on the performance outcomes in-term of quality education and research. The quality of education and research will contribute to the sustainable development. In this research paper, a thorough systematic and sequential study of NIRF India Rankings is done considering ranking results up-to year 2020. The paper has also discussed in detail about the ranking process being undertaken and various ranking parameters which are considered in the NIRF Rankings framework for the overall category during the year 2020. The research article is mainly focused on uncertainty and sensitivity issues including some self-explanatory tables which are based on in-depth analysis of scores published on the NIRF public domain for the year 2020 and with a very positive approach in favour of students and their parents, Institution Policy Makers and the Academic Leaders. Some flaws in the rankings have also been observed based on the published documents and educational news. Some additional measures have also been suggested to consider them in the forthcoming years so that the existing ranking framework will become more robust and stable and finally a paper is summarized. Some abbreviations are also included at last of the article.

Answers to the Societal Demands with Education 5.0: Indian Higher Education System

The purpose of this paper is to shows the required educational system which drives to the societal needs. In higher education programs, the quality edification continues to deteriorate irrespective of paying supplementary attention. There are many factors which influenced the education system and at each steps our perception is changed and developed. The problem is arisen when industry 4.0 of the twenty-first century is came with emerged technologies, which takes one step ahead with automation technologies like IoT, Artificial Intelligence, Machine Learning in all manufacturing technologies and making smart industries. The motive of education is to realize the truth of current scenario of industries, society and country. The main challenge and constraint of education required changes in educators’ attitude, textbooks, curriculum, education technologies, pedagogies, innovation, research, reforms and policies of education 4.0. The education 5.0 is more about people than technologies. All these challenging parts can be overcome by creating values to identify the creative potential of human beings by enhancing education system known as education 5.0. The answer of all societal problems is continuously overcome by problems solving attitude through rehumanizing values among students as well as in educators. In this regard, to know the all-education philosophy and update learning practices to implement education 5.0 has been discussed. Keywords: Quality education, education philosophy, industry 4.0, education 4.0, education 5.0, smart industries, creating values, education technologies, societal problems