Higher Education Institutions In India Research Articles

Employee Well-Being in Higher Educational Institutes of India –A Study of LPU Employees

With rising expectations for high-quality instruction, research output, and global competitiveness, India's higher education industry has seen significant change recently. Amidst these shifts, there is now more attention on the topic of employee well-being in higher education institutions. The nature of work in academia settings, with its high standards, demanding schedules, and frequently difficult workloads, calls for a closer look at the variables affecting the wellbeing of those who contribute to the mission of LPU using Lovely Professional University as an example, this case study offers a distinctive viewpoint on employee well-being in the context of Indian higher education. LPU's quick development, wide range of academia programmers, and dedication to building a lively community make it an engaging place to learn about the difficulties associated with employee well-being in the context of an evolving educational institution. In an environment where demands are high, and stress levels can be significant, prioritizing the wellbeing of faculty and staff is not just a moral support but also essential for maintaining productivity, creativity, and overall effectiveness organizational. Keywords: employee well-being, higher education, educational institutes.

Measurement and analysis of change in research scholars’ knowledge and attitudes toward statistics after PhD coursework

BackgroundKnowledge of statistics is highly important for research scholars, as they are expected to submit a thesis based on original research as part of a PhD program. As statistics play a major role in the analysis and interpretation of scientific data, intensive training at the beginning of a PhD programme is essential. PhD coursework is mandatory in universities and higher education institutes in India. This study aimed to compare the scores of knowledge in statistics and attitudes towards statistics among the research scholars of an institute of medical higher education in South India at different time points of their PhD (i.e., before, soon after and 2–3 years after the coursework) to determine whether intensive training programs such as PhD coursework can change their knowledge or attitudes toward statistics.MethodsOne hundred and thirty research scholars who had completed PhD coursework in the last three years were invited by e-mail to be part of the study. Knowledge and attitudes toward statistics before and soon after the coursework were already assessed as part of the coursework module. Knowledge and attitudes towards statistics 2–3 years after the coursework were assessed using Google forms. Participation was voluntary, and informed consent was also sought.ResultsKnowledge and attitude scores improved significantly subsequent to the coursework (i.e., soon after, percentage of change: 77%, 43% respectively). However, there was significant reduction in knowledge and attitude scores 2–3 years after coursework compared to the scores soon after coursework; knowledge and attitude scores have decreased by 10%, 37% respectively.ConclusionThe study concluded that the coursework program was beneficial for improving research scholars’ knowledge and attitudes toward statistics. A refresher program 2–3 years after the coursework would greatly benefit the research scholars. Statistics educators must be empathetic to understanding scholars’ anxiety and attitudes toward statistics and its influence on learning outcomes.

What is the link between entrepreneurial knowledge, business planning and entrepreneurial intentions? An empirical study on Indian Higher Education Institutions

PurposeThe study seeks to conduct an empirical investigation on the impact of entrepreneurship education (EE) through its components, i.e. entrepreneurial knowledge (EK) and business planning (BP) on entrepreneurial intentions (EI) in India.Design/methodology/approachAn electronic questionnaire was used to collect data from 340 engineering students and partial least square-structural equation modeling (PLS-SEM) was used to analyze the collected data.FindingsThe findings revealed that EK and BP have no direct impact on EI, however, they have an indirect influence through attitude towards entrepreneurship (ATE) and perceived behavioral control (PBC), whereas subjective norms (SN) have no mediation impact on the relationships.Research limitations/implicationsThis research has been conducted on students of engineering background only, future studies can be carried out by incorporating more attitudinal and environmental determinants with larger data sizes from diverse educational streams.Practical implicationsThis study is of immense significance to policymakers and educational establishments in designing the purposefully designed EE courses that can drive the entrepreneurial intentionality of students.Originality/valueThe study adds to the paucity of research on the systematic elaboration of EE construct underlining the specific impact of EK and BP as EE dimensions on students' EI. To the best of authors' awareness, this kind of investigation has not been conducted in indian higher educational institution (HEI) context.

Implementation of Knowledge Management in Universities of India

This article examines the essential need for and difficulties related with the adoption of knowledge management (KM) strategies in institutions across India. The implementation of information Management, a methodical strategy for acquiring, arranging, and distributing institutional information, is becoming more and more crucial in the swiftly changing environment of higher education. The essay explores the specific circumstances of Indian universities, where a variety of academic fields, cultural subtleties, and administrative intricacies provide particular obstacles to the efficient administration of information. The use of Knowledge Management (KM) at Indian institutions is examined in relation to worldwide patterns and the revolutionary influence it may have on academic and administrative procedures. The paper emphasizes the possible advantages, such as increased cooperation, better decision-making, and optimized resource allocation. It also acknowledges the need for a cultural transformation inside academic institutions to promote a culture of sharing information among academics, students, and administrative personnel. Moreover, the study analyses the necessary technology infrastructure for effectively implementing knowledge management in Indian institutions. The text highlights the significance of using sophisticated information systems, cloud computing, and data analytics to enable effective generation, storage, and retrieval of knowledge. The significance of leadership in spearheading this cultural and technical transformation is underscored, as successful knowledge management requires robust institutional backing and strategic foresight. The article discusses the obstacles that arise while adopting Knowledge Management (KM) at Indian universities and business schools, including opposition to change, concerns over data security, and the need for capacity training. The article suggests implementing a gradual and flexible strategy, customized to the specific attributes of each university, to address these obstacles and optimize the advantages of knowledge management in promoting the academic objectives and overall efficiency of higher education institutions in India.

Framework For Performance Management, ICT-Based Digitalization in A Higher Education Institution

By improving teaching and learning, research, and governance, digital technology has altered the educational landscape in academic institutions. Adequate infrastructure, improved internet access, modern digital tools, a secure platform, and professionals with digital competency are all critically needed. Higher education institutions in India are clearly visible from the growing usage of ICT, cloud computing, AI, robotics, and virtual reality in daily operations, which improves competencies and aids in skill alignment with industry-based knowledge. Teaching in a regular classroom is becoming obsolete. The way that education is delivered has changed dramatically since the advent of technology. It provides the freedom for students to access learning at any time or location they want. The lines that were once drawn by understudies and educators being available in a similar spot simultaneously have likewise become more foggy because of education turning out to be more computerized. In the past ten years, internet and remote learning have grown in popularity in India. With the majority of the country now having access to digital technology, online learning courses are becoming more and more popular. Besides, understudy evaluation through digitalization technology is currently a chance on the grounds that to the improvement of learning management systems (LMS). Outside of the classroom, students can socialize with their peers. The pupils' soft skills have also been guided by the peer-centered learning component. LMS would enhance student evaluation and the teaching process.

Disentangling the relationship between institutional influence, transformational leadership and performance in higher educational institutions in India: a three-way interaction model

PurposeThe present study aims to investigate the relationship between institutional influence and performance, mediated through transformational leadership (TL) and moderated by barriers, situational factors, communication and implementation.Design/methodology/approachUsing a structured survey instrument, data were collected from 370 faculty members from 31 higher educational institutions in southern India. After checking the psychometric properties of the instrument, the authors used Hayes’s PROCESS to test the direct hypotheses and three-way interactions.FindingsThe results revealed that TL mediated the relationship between institutional influence and performance. Further, the findings supported the three-way interactions between (1) institutional influence, barriers and communication positively affecting TL; and (2) TL, situational factors and implementation affecting the performance of faculty members.Research limitations/implicationsThis study underscores the importance of TL for the smooth functioning of higher educational institutions and achieving superior performance, especially in the new normal context after the global pandemic.Practical implicationsThis study makes several significant recommendations to administrators in higher educational institutions, in addition to contributing to the vast literature on TL. The study suggests that administrators must invest resources in developing TL skills so that employees reach their fullest potential and contribute to achieving organizational goals. In addition, leaders in organizations need to exercise a transformational style to combat the new normal post-pandemic academic environment.Originality/valueThis study provides new insights into the importance of TL style and institutional influence to enhance performance. To the best of our knowledge, the conceptual model developed and tested the first of its kind in India, significantly contributing to theory and practice.

Does higher ranking ensure higher student satisfaction: evidence from higher education institutions in India

PurposeProspective students and other stakeholders in the education system use global and national rankings as a measure of the quality of education offered by different higher educational institutions. The ranking of an Institution is seen as a measure of reputation and has a significant role in attracting students. But are students happy in the top-ranked institutions? Does a high rank translate into high student satisfaction? This study answers this question taking data from top educational institutions in India.Design/methodology/approachThis study examines how the top-ranked higher education institutions in India fare on student satisfaction. Using the data on key performance indicators published by the National Institutional Ranking Framework (NIRF) and student satisfaction scores of these institutions reported by NAAC, the study explores a possible relationship between the ranking of an institution and its student satisfaction score.FindingsThe study finds no significant relationship between the ranking of an institution and its student satisfaction score. The only institutional performance dimension which has a positive correlation with student satisfaction is graduate outcome. The diversity dimension is seen to be negatively correlated with student satisfaction.Practical implicationsThe importance of modifying the ranking frameworks to account for the real drivers of student satisfaction is highlighted. The items in the student satisfaction survey should be regularly updated to reflect the actual concerns of the students. This is very important given the fact that the number of Indian students going abroad for higher education recorded a six-year high in 2022 at 750,365.Originality/valueWith more than 50,000 institutions catering to over 40 million students, India has the largest higher education system in the world. Given the high level of competition among these institutions, ranking and accreditation have become important parameters used by students for selection of an institution. But do top-ranked higher education institutions have the most satisfied student community? The assumption is disproved using the most credible secondary data. This study is the first of its kind in the Indian context. It has huge implications for the most respected ranking frameworks.

Development and validation of teachers’ e-readiness scale: a study on higher education institutions in India

PurposeDue to the growing complexity involved in leveraging the endless possibilities of ICT on all levels, the technical competence of faculties of higher education institutions (HEI) and effective methods for fostering e-readiness has become questionable.Design/methodology/approachThis research has developed and validated an empirically supported e-readiness scale, which can be used by HEIs to assess faculty members’ preparedness toward online teaching. The measurement model and the structural model were developed as the results of exploratory factor analysis and confirmatory factor analysis (n = 245). The previously identified components and their indicators were validated using the structural models and the final scale was developed with five dimensions (“online technological readiness, pedagogical readiness, institutional readiness, learning and delivery readiness and content readiness”).FindingsThe faculties’ e-readiness assessment tool, as a useful tool, could aid institutions in identifying problems that affect the implementation of e-learning or digitalization in the institutions and developing strategies in response.Research limitations/implicationsLike any research this research also has some limitations and can be considered as future research probability like the responses for this research were collected from HEI in India; however, a cross-cultural study can be conducted to understand the parameters across the globe. Although the psychometric qualities of the e-readiness scale are acceptable, additional research in various higher educational environments, both nationally and internationally, is required to further establish the scale’s relevance, validation and generalizability.Originality/valueAlthough many scales have been developed to assess the readiness level in the education sector, a scale, that holistically measures, the readiness level of faculties from an overall perspective was required. This scale can be used to recognize the e-readiness level of teachers in HEIs. This scale can also help the institutions assess the readiness level of their faculty members and address any improvements required in their teaching and learning pedagogy, further acknowledging training needs.

YOGA ADOPTION INTENTIONS AMONGST UNIVERSITY STUDENTS: VARIABLES AND LINKAGES

Introduction: Compared to earlier times, university students are showing low physical activity levels. Compared to university students in the USA, students at Indian higher education institutions are 30% less physically active. The habits and beliefs formed at this stage of life are expected to have a long-term influence. Yoga is considered an alternative therapy effective in improving physical and mental health. Assessing the factors influencing university students' yoga adoption intentions is essential. Aims: To evaluate the selected university students' physical activity level and the mediating role of cues to action. Methods: The research design is cross-sectional and causal. The response of 120 university students was collected. The analysis is based on Structural Equation Modelling (SEM), and the software used includes SmartPLS and Microsoft Excel. Results – The study confirms the full mediation role of cue to action on the relationship between positive attitude for yoga and behavioral intentions to adopt yoga (effect = 0.179, t = 3.098, p < 0.002). Similarly, cue to action partially mediates the relationship between friend's support for yoga and behavioral intentions to adopt yoga (effect = 0.102, t = 2.34, p < 0.019). Conclusion: The university administrators should increase the cue to action for adopting health promotion behavior, including yoga at all levels, i.e., individual, relationships, community, social and policy making. To begin with, interventions such as developing educational videos, mandatory health promotion courses, and a buddy system can be started.

MOOCs: Determinants of Enrolment and Completion Rate among Learners of Higher Education Institutions in India

Aims: The advancement and integration of technology in education made a dramatic change in the landscape of the teaching-learning process. Massive Open Online Courses (MOOCs) as one of the emerging trends in education removed the barriers of time, space, and pace throughout the world. Diverse lifelong learners irrespective of social, cultural, economic, age and gender identity are participating in the melting pot of MOOC. This study aimed to explore the present landscape of the participation and completion rate in MOOCs by learners from formal educational institutions in the eastern part of India specifically in West Bengal. The research also aimed to identify the underlying causes of the present landscape.
 Place and Duration of Study: The study was conducted among the learners who enrolled in different programs in different Higher Education Institutions (HEIs) during the end of 2023.
 Methodology: A self-administered questionnaire in Google Forms was used to collect data from the learners. A total 298 samples have been collected. Collected data have been analyzed by descriptive statistics, independent samples ‘t’ test, ANOVA using SPSS and MS Excel.
 Results: The study depicted poor enrolment as well as completion rates in MOOCs among the learners. Lack of awareness and huge pressure on the present curriculum were the main factors behind non-enrolment. SWAYAM was the most popular MOOC platform among the students of West Bengal. Attaining knowledge, enhancing skills, and earning certificates were the main intentions of the students who enrolled in MOOCs. Lack of time, affordability, in-person proctored examination, non-cooperation of facilitators, length of courses, and uninteresting discussion forum were the major constraints to completing the MOOCs for the enrolled learners.
 Conclusion: Organizing awareness-building programs, institutional policy framing, and incorporating a credit transfer system into enrolled courses may be emphasized as immediate initiatives for re-thinking the present opportunities and challenges in higher education.

Entrepreneurship education: Analyzing the perception and motivation undergone in higher education institutions

Young people in India are becoming more accepting of the profession of entrepreneurship. While the creation, financing, and positive and negative outcomes of a start-up have all been widely researched, more research is needed to understand the entrepreneurial environment that supports, nurtures, and educates entrepreneurs. Higher education institutions are one such element of this ecosystem that is essential in educating India’s future business people. Therefore, this study is intended to establish the practice of entrepreneurship learning in higher educational institutions in India and to analyze the perception of students on entrepreneurship education. Using proportional stratified random selection, 345 undergraduate students from India’s top-ranked universities made up the overall sample for this. SEM analysis was used to assess the study’s hypotheses, and the link between the variables was investigated using SEM analysis. The results showed thatgovernment regulation, socioeconomic circumstances, entrepreneurial orientation, monetary assistance, and entrepreneurial confidence favorably impact entrepreneurial motivation. The findings of this study will aid in the modification and customization of entrepreneurial programs to satisfy the needs of different organizations and geographical regions.

Work engagement among higher education teachers: exploring the influence of human values and subjective well-being

PurposeIn today’s competitive environment, understanding employee well-being and work engagement (WE) is crucial. This study explores the relationship between values, well-being and WE within positive organizational behavior (POB). The research aims to provide insights for promoting employee well-being and enhancing WE.Design/methodology/approachUsing a cross-sectional approach, three hundred and seventy-two teachers from higher education institutes in India participated by completing questionnaires. Covariance-based structural equation modeling (CB-SEM) was employed to examine the mediation effect.FindingsHuman values i.e. benevolence (BE) and universalism (UN) significantly impacted teachers' WE. These relationships were mediated by positive emotions (PE), negative emotions (NE) and satisfaction with life (SWL). Interestingly, UN exhibited a positive relationship with PE and SWL and a negative relationship with NE. These findings contradict existing theories and may be attributed to India’s cultural aspects, particularly the concept of karma orientation.Research limitations/implicationsThe quantitative results obtained through CB-SEM could be complemented by future qualitative studies. Employing longitudinal research might yield different results. Generalizing the findings to other populations requires caution.Practical implicationsInstitutions should prioritize human values in teacher recruitment and development to improve engagement. Promoting PE, managing NE and enhancing SWL can boost WE. Future research should explore mediation with other variables and use longitudinal studies to understand cultural impact and intervention strategies.Originality/valueThe study contributes to knowledge on WE within positive organizational behavior by examining BE and UN. Additionally, exploring the mediating effect of PE, NE and SWL adds further value.

Artificial intelligence in Indian higher education institutions: a quantitative study on adoption and perceptions

Artificial intelligence in Indian higher education institutions: a quantitative study on adoption and perceptions

Navigating the digital divide: assessing faculty ICT skills and challenges in shaping the future of higher education in India

This article delves into the transformative impact of Information and Communication Technology (ICT) on higher education institutions in India, particularly in the context of the rapid shift to online classes prompted by the global pandemic. The study focuses on evaluating the Information and Communication Technology skills of faculty members across central universities, government higher education institutions, and state universities. Through a random sample of 220 respondents, the research employs statistical tools, including one-way ANOVA and independent-sample t-test, to discern patterns and variations in faculty ICT proficiency. Notably, the findings underscore the significance of assessing faculty readiness for online teaching, revealing a need for targeted interventions to bridge existing skill gaps. Furthermore, the article delves into the challenges encountered during the transition to fully online classes, examining factors such as age, resource availability, and operational difficulties. The disparities in the adoption of online education between faculty and students are explored, shedding light on the emotional dynamics experienced by educators in this transformative process. Additionally, the study proposes recommendations for fostering 21st-century teaching strategies, advocating for a nuanced approach to faculty development that considers both attitudes and skills. The insights provided aim to inform policymakers, educational authorities, and institutions on strategies to enhance the efficacy of online education and address the evolving needs of higher education in the digital era. In conclusion, this article contributes a multifaceted exploration of the challenges and opportunities posed by the integration of ICT in higher education in India. By providing a nuanced understanding of faculty ICT skills, challenges in online education adoption, and recommendations for the future, the article seeks to be a valuable resource for shaping effective and inclusive strategies for the evolving landscape of higher education.

Factors Determining Technology Adoption among Teachers of Higher Education Institutions in India: An Investigation during Post-pandemic Era

Factors Determining Technology Adoption among Teachers of Higher Education Institutions in India: An Investigation during Post-pandemic Era

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.

Reimagining English Language Teaching: Towards Developing a Heutagogical Framework

Education in its essential meaning should beget a civilized and socio-emotionally intelligent, competent mindset in its stakeholders. However, this seems an ideal situation which is impractical owing to several conditions and constraints that impede the implementation of holistic education. Pedagogical practices initially relied on rote learning and thereafter several reforms in educational policies asserted the importance of nurturing global competency among the learners. However, this shift from rote learning to a more self-directed learning is a challenging transformation which is idealized to a great extent. In this article, we argue that a sudden shift may not be possible, and to realize learner autonomy and their self-directedness, there should be a gradual but steady progress from pedagogy to andragogy and then to heutagogy. Self-directedness and learner-centredness are the crucial aspects of heutagogy. Taking examples from a case study that we conducted with teachers of English from select higher education institutions in India, we analysed the various tenets of heutagogy and its practicality in the Indian context. We investigated how teachers are incorporating aspects of heutagogy in their English classrooms and what major challenges are encountered. Their individual classroom episodes may serve as an initial reservoir of ideas to orient further research in the field. The possibility of embedding the PAH continuum in classrooms is analysed through the lens of socio-constructivist theory. The insights from this study will be valuable for teachers and students who wish to gain a deeper insight into the heutagogical learning paradigm and its integration into language teaching in the classroom.

Students' Satisfaction from Online Learning: Structural Equation Modeling Analysis Based on Students' Perception in Higher Educational Institutions in India

Students' Satisfaction from Online Learning: Structural Equation Modeling Analysis Based on Students' Perception in Higher Educational Institutions in India

Intention to Use Social Media in Online and Blended Learning: Potential Predictors and Mediation of Collectivism

The COVID-19 pandemic has drastically impacted traditional classroom education and all the associated multi-stakeholders (Universities, teachers, and students). With education embracing online media, there is a need to develop sustainable models of education. Social media is a tool that can be effectively used to create sustainable development in higher education. In this context, this study emphasizes on the development of an empirical model for intention to use social media in online/blended learning in a multi-stakeholder (Universities, teachers, and students) context. A total of 330 samples were collected through an online survey from students/faculties of various public and private higher educational institutions in India. The data from the survey was analyzed employing Explorative Factor Analysis (EFA) using R-Studio and, Confirmatory Factor Analysis (CFA) and Path Analysis (AP) using Structure Equation Modelling (SEM) on the AMOS 20.0 software platform. Results demonstrate a significant impact of perceived privacy, perceived security, ICT facility, and trust, on the intention to use social media in educational institutions following online/blended learning methods. The mediation of collectivism is also confirmed in this study. Hence, our findings will add value to the existing literature on online/blended learning and the sustainable development of education. By implementing more stringent security and privacy policies, good Internet connectivity, better technology infrastructure, and excellent and smart features in mobile, tablets, and laptops social media and collective effort of students, instructors, and external student communities may generate trust in the stakeholders, motivating them to use social media as a tool in higher education.

Prediction of Intention to Use Social Media in Online Blended Learning Using Two Step Hybrid Feature Selection and Improved SVM Stacked Model

The development of Information and Communication Technology (ICT) along with the widespread availability of smartphones and internet connections at affordable prices, lead to the exceptional growth of social media (SM) use among all fields. The field of education that witnessed wholesome changes due to the pandemic in the form of online classes, online exams is also impacted by the rapid development of SM. This research predicts the students' intentions to use SM for learning in higher education and also tries to identify the underlying reasons for this intent. In this study, three classical machine learning (ML) classifiers- C5.0, random forest (RF) and support vector machine (SVM) have been used to predict the target variable (intent to use SM for education) using survey data collected from students studying in Indian higher educational institutions. The study also proposes a new ML classifier by combining RF and SVM. Findings of the study indicate that an individual's perceived risk, perceived ease of use, ease of communication, time and place flexibility, and gender are important predictors of the target variable. The newly proposed model's performance accuracy is 100 percent and outperforms the classical ML algorithms in many scenarios.