Intrapreneurship and Innovation in Engineering Education (original) (raw)
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Developing Engineering Education Universities in India
2024
The Government of India established four Technical Teacher Training Institutes in 1964 in Bhopal, Chandigarh, Chenna, and Kolkata to develop technician education. These institutes offered both short-term and long-term faculty development programs, revised the curricula, and planned new diploma programs to meet the needs of fast-growing Indian industries. Further, they offered diverse global faculty development programs, executive development programs for government departments, master's degrees, and interdisciplinary doctoral degree programs in engineering education. This research is based on the case study/action research approach. Based on the recommendations of expert committees, the Ministry of HRD elevated these institutes to the National Institute of Technical Teacher Training and Research. After completion of 60 years, the Ministry of Education offered Deemed University. Based on the needs, a set of faulty members, departments, and new interdisciplinary global programs, offering consultancy programs for MNCs, IDAs, and industries are suggested. Shortcomings of action research and suggestions for further research have been indicated.
A Case Study on Industry-Institute-Cooperation
Engineering institutes in India are growing at a very fast rate and offer industry-specific graduate and postgraduate programs. Many of them don’t offer doctoral programs and don’t undertake consultancy projects due to a shortage of high-performing faculty teams. However, the National Institute of Technical Teachers Training and Research (Southern Region), Chennai has grown since 1964 and offers short-term and long-term programs, curriculum development courses, preparing instructional packages, and offer consultancy projects to various international development agencies and Indian MSMEs and government companies. This case study gives two significant consultancy projects offered to the cement industry under the World Bank-assisted project and another to Auto Ancillary Component Manufacturing companies. This institute has well-developed faculty teams who can conduct training needs analyses, develop industry-specific outcome-based objectives, prepare training packages, conduct particip...
Dynamic Process for Enhancing Engineering Faculty Competence in India
Journal of Engineering Education Transformations, 2022
: Indian engineering colleges need more qualified faculty, since, thousands of engineering colleges have been approved by AICTE with teachers who possess only bachelor's degrees without any experience in curriculum design, instructional design, evaluation, and industrial training. Many of them were not exposed to advanced industrial design and advanced manufacturing practices. This has resulted in the unemployment of about 70% of the graduates. This paper focuses on the systematic planning, and implementing of appropriate faculty development programs not only for the fresh graduate teachers but also the senior faculty members through various long-term programs, short-term courses, industrial training, research works, Massive Open Online Courses (MOOCs) under SWAYAM, and training through specialized overseas courses that are implemented by Ministry of Education. National Institutes of Technical Teachers Training are offering MOOCs in various areas of engineering education. Continuous process development has been suggested. The engineering colleges could reimburse faculty members on the cost of training under MOOCs which are offered by edX, COURSERA, etc. Further, the colleges should organize faculty development programs in collaboration with the well-known global universities and Research & amp; Development Centers of Multinational Companies (MNCs) which are functioning here. Such a dynamic initiative will bring excellence in the knowledge capital. The government can assist professional associations to plan industry-relevant workshops. Considering the difficulties in getting admission for thousands of faculty members in Quality Improvement Programs (QIP), alternate, hybrid and flexible programs are suggested. The significant outcomes of these initiatives are i) It increased the skills and competencies of the faculty members and students; ii) The graduates have become industry-ready; iii) Many regions have come industrially competitive, and iv) The new initiatives like Pandit Madan Mohan Malavia National Mission on Teachers and Teaching (PMMMNMTT) and MOOCs have improved the faculty competencies in hundreds of colleges; v) Global Initiative for Academic Networks (GIAN) have increased interdisciplinary research capability of the faculty members; vi) The overall outcomes of these initiatives have improved the engineering curriculum, attributes of the graduates and interdisciplinary research. It is suggested to undertake further research on the finetuning of the curricula to meet the challenges of Industry-4.0 Keywords: Faculty Competence, Dynamic Process, QIP, Summer Schools, Webinars, MOOCs.
Strategies for Promoting Globally Competitive Engineering Education in India
Journal of Engineering Education Transformations, 2021
In the last ten years, there is a growing chorus of discontent about what is not happening in engineering education in India. Around 5 % of engineering graduates possess the required industry-relevant skills and competencies. All over the world, major efforts are being undertaken to transform engineering education. Based on the research, it is suggested to improve the performance of the faculty members, and their abilities to undertake the globalization of engineering education and digitalization. Further, there is a need for improving faculty development through flexible and blended programs under NITTTRs, NITs, State Technical Universities, modernization of curricula and instructional design, and collaboration with the industry and government. The colleges are to network with well-performing global universities and collaborate in research and development. There is an urgent need for improving Institute-Industry-Government-Partnership for improving the curriculum, research methods, and product innovation. The institutes can review their curriculum through the Faculty- Alumni-Industry-Representatives of Entrepreneurs (FAIR) Committee once a year and make improvements. Engineering students are to be exposed to the problems of industries and they are to be coached to solve them. Their research work and dissertations have to be industry-relevant. Further, the engineering institutes have to plan innovative products as a part of the capstone projects. Ultimately the Indian engineering education has to develop an industry-relevant competency model which will focus on industry-relevant skills and competencies.
Universities in India's National System of Innovation: An Overview
Asian Journal of Innovation and Policy
The status and functioning of Indian universities is explored in the Indian context from an NSI perspective. Whilst NSI is the main guiding post, the very social and economic context of Indian situation reflect the theoretical underpinning of this paper. The First part serves as a background to knowledge institutions and university sector in India. Basically, it identifies the main actors and agencies of India's NSI, namely, public research system comprising national laboratories, main science and technology agencies and councils and the university system. Given the focus of the paper on Indian universities in a macro historical perspective, the Second part is devoted to trace the growth and structure of university sector in terms of three phases, namely, 1940s to 1980; 1980 to 1990; and the era of liberalization after 1991. The Third part of the paper is devoted to knowledge production and knowledge diffusion. There are some important findings coming out of the quantitative data. It is argued that Indian production of doctorates is falling behind countries like China. Further, Indian universities are yet to achieve Humboltian goal. Finally, the paper has a concluding section which concerns with the current and future challenges facing Indian universities and their role in India's NIS. Keywords Indian universities, national systems of innovation, research university 9 It may be noted that the figures being quoted are from the R&D statistics given by the Department of Science and Technology (DST). However, the DST figures grossly under estimate the foreign R&D inflow that has come into India during the period ending 2005-06. The estimates of a World Bank study (see Mark A Dutz, Unleashing India's Innovation-Towards Sustainable and Inclusive Growth', World Bank, Washington, 2007) shows that total private R&D investment has risen from half a billion Euro in 2002 to 2.45 billion Euro in 2005. 10 India is attracting global auto manufacturers due to country's large middle class population, growing earning power, strong technological capability and availability of trained manpower at competitive prices.
2014
The industry-institute collaboration is one of the major concerns which an engineering institute is currently facing. As we all know the institute’s aims at creating new knowledge and providing fundamental education to student, whereas industry focuses on application oriented knowledge which can be transformed into profits of business goals. But the major challenge over here employability for the graduates to transform their knowledge gathered into an application which has industrial need. Industry-institute collaboration is not new concept, as we all know the world is being more competitive to remain sustain there is need for both industry-institute get involve into collaboration to encourage innovation and competitiveness in global economy. Objective of this paper is to identify whether the industry institute collaboration has significant influence on research & innovation, teaching & learning,employability and knowledge transfer among the engineering institute in pune region; ide...
Most Indian engineering institutions have not updated their institutional culture even though many disruptive technologies have impacted engineering education. This has affected the development of the faculty members, modernization of outcome-based engineering programs, attributes of the graduates, human capital development, contributions to knowledge capital growth, and institutional development. The National Education Policy 2020 (NEP2020) has envisaged the growth, development of many innovative programs, and award of degrees by the colleges in 2030 without any affiliation to the universities. The global competition in planning innovative products, design, product development, testing, improving, manufacturing, and maintenance has created many challenges in the institutional culture and institutional development. All of these, center around facilitating, mentoring, decentralizing, and empowering high-performing faculty members. This research work provides a set of guidelines like ...
DEVELOPMENT AND INNOVATION MANAGEMENT ON HIGHER EDUCATION INSTITUTIONS
The ability to innovate is considered as a major competitive advantage in organizations, enhancing their effectiveness, productivity, and thus their potential for long term sustainability. The concept has been strongly identified with manufacturing, where innovations concern products and artifacts, while in other sectors, like education, have by contrast, been seen as a "foot-dragger". However, the rapid expansion of the other sectors in modern economies and the increasing "servicisation" of many, previously pure, manufacturing industries have shifted the focus of attention to new forms of behavior and activities, expressed as service innovations. Third level institutions play the main part in increasing technical expertise and knowledge of graduates who will contribute at the development of the future enterprises and organizations. Due to globalization reasons, technological innovation, the arrival of the Information Age and other influences, theoretical and practical requirements for undergraduate and postgraduate students are constantly evolving. This obliges institutions to develop in new ways, to offer continual expansion and enhancement in their curriculum, research output and service to the business community. However, higher education is falling behind in modernization and improvement; and the break between what academia offer and what industry requires is of growing concern.
2017
Recent chaos which is the consequence of traditional structures in industrial organizations brings about negative consequences for engineering and technical training system and several challenges are the gifts of such situation. In such organizations in which educators waste a lot of time to cope with, a great amount of recorded organization knowledge is not used and education system loses energy under the effects of decisions made in organization before. The question is that how innovation enables the organization to achieve long term competitive merits in such a variable business world. In this paper, by focusing on different aspects of innovation, the role of innovational management in educational systems of technical or engineering industrial organizations will be elaborated.