Higher Education Institutions In India Research Articles

Role of higher education in the sustainability of water resources: an assessment of institutions in India

Abstract The motivation behind this paper is to understand the status of water resources management education provided in higher education institutions (HEIs) in India and decipher gaps between what is taught and what is needed in the field. The assessment has been carried out based on the information available on the respective websites of the HEIs using keywords. The authors have also reached out to faculty members and final-year students in universities/HEIs in India. There are a good number of HEIs in India, which offer educational programmes in water-related subjects, though their distribution is skewed and there seems to be a clear bias in favour of the technological aspects of water. Relatively fewer HEIs engage themselves in social, economic and gender-related issues. It is imperative to popularise research in the social, economic and regulatory aspects of water management. Not all HEIs have provided information about the areas of research they engage in, on their websites. Further, a limited number of faculty members and students have responded to the questionnaires. The preparedness of any country in addressing its current challenges can be gauged from the incorporation and subsequent entrenchment of these roles into the fabric of HEIs. This article can be looked upon as reference documents which will go a long way to enabling the identification of synergies, interlinkages and collaboration opportunities to find solutions for a plethora of challenges.

Performance and efficiency in Indian universities

While the evaluation of university efficiency has become commonplace in developed countries, exercises of this kind have rarely been conducted in the context of developing economies. We use frontier methods to analyse the determinants of costs in higher education institutions in India. Results obtained using the standard stochastic frontier model are compared with those from a latent class cost frontier model. Average incremental costs, returns to scale, and returns to scope are evaluated. Despite the relatively small size of average institution, we find that economies of scale are largely exhausted. The implications of various models for the evaluation of institution-level measures of efficiency are highlighted. The results differ in a number of respects from those obtained in more developed countries. Implications of the analysis for policy and practice are highlighted.

Does entrepreneurship education influence entrepreneurial intention among students in HEI’s?

PurposeConsidering entrepreneurship education (EE) theory as a base, this paper aims to examine the impact of EE upon building entrepreneurial intentions. In addition, it investigates the impact of student’s age, gender and degree or course background in developing students entrepreneurial intentions.Design/methodology/approachA sample of 309 student respondents from higher education institution (HEI’s) was used to understand the relationship and its impact over intention building. Regression and ANOVA technique was used to understand the cause and effect as well as mean differences between the construct.FindingsThe results signify a positive impact of EE for stimulating the start-up intention in these interdisciplinary students of HEIs. These results resemble the existing studies in this endeavour. Findings also verify that individual intention to start a new business in terms of the theory of planned behaviour (attitude, perceived behavioural control and social norms), student background (gender and degree specialization) are positively related to individual intention to start a new business.Research limitations/implicationsThe results confirm previous studies in this field and highlight the need for EE in HEI. The paper highlights the vitality for EE for India’s start-up growth.Originality/valueThis study adds to the paucity of research on EE and its impact on entrepreneurial intentions in higher education institutions in India.

Dalit Girls and Sexual Harassment in the University

Little is known about the frequency, severity and types of violence dalit women go through in higher education institutions in India. This article explores the lived experiences of dalit girls in a university in North India and elaborates their experiences of sexual harassment in their everyday social interactions on campus. This issue has been gaining more attention recently, but most studies focus on gender, not caste. How do dalit girls experience sexual harassment in ways that differ from harassment suffered by upper caste girls? This article focuses on the specificities of dalit girls’ experiences in a university which is controlled by the upper castes and dominant classes. It also highlights the ways in which dalit girls articulate and interpret sexual harassment, and the circumscribed ways in which they try to negotiate with their predicament while seeking higher education.

Penetration and Prevalence of Strategic Management in Higher Education Institutions in India

Penetration and Prevalence of Strategic Management in Higher Education Institutions in India

Scale development and modeling of intellectual property creation capability in higher education

PurposeAt present, the contribution of higher educational institutes (HEIs) to economic development and society at large is under constant evaluation. One important parameter that is counted in their performance is generating intellectual capital. To maximize intellectual property (IP) (specifically patents which are considered to have maximum economic value) pool, the purpose of this paper is to conceptualize IP creation capability (IPCC) relevant to higher education. Furthermore, a scale is developed and validated to measure IPCC in Indian HEIs.Design/methodology/approachBoth quantitative and qualitative methods were adopted for multi-dimensional scale development. The use of pragmatic approach also complemented exploratory design of the study for exploring relationship and developing a new instrument. The study further maps the connection between constructs of IPCC by proposing a structural model using the partial least squares path modeling method.FindingsA significant positive relationship was seen among policy, incentives, research facility, working culture and IPCC subjected to Indian conditions. The findings based on data analysis suggest that incentive has a mediating effect between policy and IPCC.Practical implicationsFindings of the study could be used for formulating strategies to improve the current state of IP creation in HEIs. The results of the study could also be applied for a better understanding of the IP creation scenario in HEIs of India and similar developing countries.Originality/valueThis study presents the first endeavor to develop a well-structured scale for measuring IPCC especially in the context of the Indian higher education system. It contributes to research on higher education studies, innovation and IP creation.

A study on the relationships between psychological contract and personal aspects among teachers in higher education institutions in India

Education has become no less a business than any other in India, with the advent of more and more private academic institutions. This has given rise to an immediate need to develop efficient manage...

Flipped learning pedagogy: modelling the challenges for higher education in India

'Flipped learning' is a pedagogical approach that has the potential to enhance the learning experiences of students and inculcate life-long learning skills for the ever-changing job requirements of this fast evolving world. This study is an effort towards identifying the current state and challenges for flipped learning pedagogy in higher education institutes in India. A mixed-methods approach was adopted to address the research question 'Why are educators not adopting flipped learning pedagogy?' Altogether, 11 broad challenges were identified, which were modelled using the total interpretive structural modelling (TISM) technique. Based on this model, the awareness and willingness of management is the most important factor in implementing flipped learning. Management intervention and the facilitation of needed support can address the other underlying challenges identified in this study. The framework presented can help policy makers in India to support the adoption of flipped learning pedagogy to a greater extent.

Evolution of Higher Education Institution Websites in India: A Longitudinal Study

This paper undertakes a longitudinal study to assess the evolution of Indian higher education institutions (HEIs) websites over three years. In December 2015, websites of the top 300 higher education institutions in India were analysed to understand their maturity level: informational, interactional, transactional. The same websites were revisited and analysed in June 2019. The source code of these academic websites was studied as well. A significant shift has been noticed. In three years, universities have moved from low-level interactional websites to a transactional level, viz., stakeholders can make the payment on the institutional website. Demonetisation in India in November 2016, played a vital role. 40% of higher education institutions have attached web analytic tools to their websites. Implications are indicated. The study provides academics with useful insights to better meet their user needs by effectively applying digital technologies.

Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic from the Perspective of Higher Education Students

Aim/Purpose: The objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during the COVID-19 pandemic. Further, the study analyzes the moderating effect(s) of gender and level of the course on the quality of e-learning in higher education during the COVID-19 pandemic. objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during COVID-19 pandemic. Background: The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education “e-learning.” The learning supported with electronic technology like online classes and portals to access the courses outside the classroom is known as e-learning. This study aimed to point out the variables influencing the quality of e-learning, such as administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support. Methodology: An inferential statistics cross-sectional study was conducted of the students of higher education institutions in India and the Kingdom of Saudi Arabia with a self-administered questionnaire to learn the students’ perception of e-learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 784. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the quality of e-learning and the seven independent variables and two moderating variables in the higher education sector. Contribution: The study aims to explore the quality of e-learning in higher education from the students’ perspective. The study was analyzed based on the student’s data collected from the higher educational institutions of India and Saudi Arabia. The study will support the top management and administrators of higher educational institutions in decision making. Findings: The findings revealed that there is a positive relationship between the set of variables and the quality of e-learning in the higher education sector. Also, there is a significant difference in the perception of the students between gender, level of the course, and quality of e-learning in the higher education sector during the COVID-19 pandemic. Recommendations for Practitioners: The results of the study can help top management and administrators of higher educational institutions to improve their actions. Higher educational institutions need to concentrate on the study outcomes related to administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support to enhance the quality of e-learning. The study revealed that there should be a difference in the procedure of providing e-learning based on the level of the course and gender of the students. Recommendation for Researchers: The results were examined and interpreted in detail, based on the perspective of the students, and concluded with a view for future research. The study will be beneficial for academic researchers from different countries with a different set of students and framework. Impact on Society: The study revealed that the positive results of the students’ perspective on the quality of e-learning would help the policy-makers of the country in providing the learning process during the COVID-19 pandemic. Also, the result explored the importance of the quality aspects of e-learning for improvement. Future Research: There is a need for future studies to expose the quality of e-learning in higher education in the post-COVID-19 pandemic. Further researchers will bring the performance level of e-learning during the COVID-19 pandemic.

Latest Interative Larning Devices Available in Rural Schools

Education plays an vital role in any country's development, improving the economy of that country, improving people's living standards, etc. In higher education, it is even more necessary as the higher education produces all the professionals. Each country is trying to develop such institutions that produce high-quality professionals in all fields. India is a developing country and is also focused on developing its people in terms of their living standards by providing more and more education through the establishment of educational institutions, especially higher education institutions. The number of higher education institutions in India has increased in last few years, as well as the enrollment in these institutions has increased very much.

Does the University Third Mission Entail Sustainability Science: Evidence from Indian Higher Educational Institutions’ Sustainable Technological Patenting Activity and Collaborations

This paper explores the vision of “University Third Mission” on the emergence of “Sustainable Science”. We aim to track environmentally sound technologies (ESTs) patent trends, proportionate players, collaborative players of higher educational institutions. The patentscope database and green patent inventory of World Intellectual Property Organisation (WIPO )is utilized to extract patent filings details of Indian Universities and Indian Institutes of Technologies(IITs), thus totally 930 institutions for the period of 14 years. After the cleaning process, data visualization tools and technique like Gephi, are applied on data to check collaboration patterns using centrality measures and excel for charts. We find that overall patenting trends are increasing; yet ESTs patent filings are low. Only a meager number of institutions are active and a handful of institutions have the collaboration record showing the research for sustainability is something to embrace. Status of current research output shall equip the policymakers and university management to design future research agenda and strategies to execute the university third mission and to contribute for sustainable development. This research brings new thoughts on university research for sustainable development and adds value within university third mission; it focuses on Technologies for sustainable development filings, micro level players and their collaboration patterns.

Cost Governance in Higher Educational Institutions in India - A Study

Cost Governance in Higher Educational Institutions in India - A Study

Does Learning Style Predict Academic Performance of Engineering and Technology Students in India?

Learning styles have been associated with academic performance of engineering and technology students. The aim of the present study was to identify the learning styles of students and investigating the relationship between learning style subscale scores and academic performance, and thereby determining whether the learning styles predict the academic performance of engineering and technology students in India. We used the Index of Learning Styles (ILS) to determine the learning styles of students and used Cumulative Grade Point Average (CGPA) for academic performance. The Pearson correlation, ANOVA and stepwise regression tests were used to find the correlation between academic performance and learning styles, the difference between the academic performance of groups and to identify the predictors of academic performance respectively. The most strongly preferred learning style was sequential (75.1%). The academic performance had a significant positive correlation with age and four learning styles namely sequential, sensing, visual and active (p=0.000). The sequential learning style was the powerful predictor of academic performance of students in comparison to other learning styles (p=0.000). Studying methods of students and teaching approaches of faculty consistent with the sequential and sensing learning styles may increase the academic performance among students enrolled for engineering and technology degree course in the higher education institutions in India.

Teacher competence inventory

Purpose Teachers at the tertiary level play an essential role in the expansion of quality in higher education. The issue of competence and its development has particular importance in creating the new landscape of the twenty-first century. Therefore, the purpose of this paper is to develop validated inventory identifying future-oriented competences required for the teaching profession in the changing environment of higher education institutions (HEIs). Design/methodology/approach In the study, teacher competences and related teacher’s behavior were theoretically defined and underwent principal factor analysis. The survey was carried out among teachers, students and graduates of HEIs in India. Findings The analysis revealed future-oriented teacher competences resulting from the globalization process of the teaching profession. Testing the inventory indicated that there was a high Cronbach’s α reliability. Results show that the inventory enjoyed proper internal consistency for four dimensions as general teaching competences. The inventory with 66 items and four factors explained 47.279 percent of the total variance and indicated a strong factor model. Practical implications Teacher competence inventory (TCI) can be used to modernize study programs of teacher education and shift focus toward future-oriented competences required for the teaching profession in HEIs in India. Therefore, TCI could be essential to prepare teachers for the changing environment of teaching. Originality/value This study is an essential step in reorienting the process of teacher education toward professional development aimed at developing future-oriented competences in the teaching profession. It proposes to develop an instrument measuring teacher competences areas and related teacher behavior.

Governance in Higher Education Institutions in India: Striking a Balance Between Human Capital and Cash Cows

Governance in Higher Education Institutions in India: Striking a Balance Between Human Capital and Cash Cows

Educators’ value orientations endorsing their willingness to participate in sustainable activities: A study from Indian higher education institutions

ABSTRACT The research studied the value orientations of higher education faculty members augmenting their willingness to participate in sustainable activities. An online survey has been done to collect the data from the top 100 institutions participated in National Institutional Ranking Framework, 2017 (India). The findings reveal that educators prioritise self-transcendence values when mediated by activated personal norms, their endorsement for altruistic values increases. Egoistic value is also identified as a significant factor affecting their behavioural choice to participate in sustainable activities. The paper concludes that faculty engagement in community services may result in social reforms towards sustainable development. Intrinsic motivation of the faculty members should be acknowledged.

Effects of green human resource management: testing a moderated mediation model

PurposeThe purpose of this paper is to examine organizational attractiveness as a mechanism through which adoption of green human resource management (GHRM) practices affects potential employees’ intent to pursue career in an organization. Specifically, an integrative moderated mediation model with employees’ personal environmental orientation as moderator of the above-stated relationship was proposed.Design/methodology/approachThe sample comprised 172 final-year engineering students registered in a four-year undergraduate program in one of the top higher education institutes in India. SPSS 24 was used to test the moderated mediation model with the help of hierarchical regression procedures.FindingsResults provided support for the moderated mediation model in which the indirect effect of GHRM on job pursuit intention through organizational attractiveness was moderated by environmental orientation of prospective applicants.Practical implicationsResults highlight the potential of GHRM in turning the organizations into talent magnets. This knowledge will motivate practitioners to effectively integrate GHRM with human resource policies, practices and employee initiatives for attracting quality applicants.Originality/valueThis research by presenting the positive outcomes of GHRM for the organizations contributes to scant academic literature on sustainable human resource management which is deficient with regard to knowledge around its consequences.

Perceptions of Diversity Among Faculty Members in Indian Higher Education Institutions: A Qualitative Investigation

Diversity studies have mostly been done outside India and have largely focused on race, gender and ethnicity. The relevance of these studies to India remains less explored. Hence, faculties from various disciplines were interviewed across six states and a union territory. Diversity awareness was substantial regarding familiar social categories that have received socio-political attention so far like gender. However, faculty limited gender diversity to entry-level recruitment and they seldom mentioned the need for women at professorial and leadership levels. Awareness about diversity domains such as gender identity, sexual orientation and race was inadequate. While diversity was considered essential for student admissions, it was not so for faculty recruitment. Though the majority acknowledged disability and age as diversity domains, there was insufficient preparation for engagement with disabled people and members outside formal age-groups. There is a need for instilling global and country-specific diversity awareness in the faculty.

E-governance Framework to Measure Digital Competence of HEIs in India

Today, Higher Education Institutions are using ICT to provide administration and management services, develop course materials, facilitate communication among students and increase cooperation and research. Information on how most Universities have integrated ICT and to what stage is lacking. Nevertheless, some studies indicate differences in the level of the use of ICT among HEIs. The present study discusses the framework developed by the Joint Research Centre, European Commission that can be applied to assess digital co mpetency of Higher Education Institutions in India. A questionnaire, based on the above-stated framework has been formulated to assess, analyse and ascertain the status of ICT integration on the 6 parameters – namely - Leadership and Governance Practices, Teaching and Learning Practices, Professional Development of the Teaching and Non-Teaching staff, Assessment Practices, Collaboration and Networking; and Infrastructure. The expected result will be of interest to policymakers and academicians in the field of Higher Education in India.