Quality issues affecting organisational performance: a review of Indian technical education

Abstract

Indian technical education, in the recent past, experienced an exponential growth causing degradation in the employability of engineering graduates. This affected the business performance of many private technical institutions in India which are now on the brink of extinction. Low employability of engineering graduates may render them jobless and may convert the so called India's demographic dividend into the demographic disaster. Therefore, it is imperative to analyse the quality issues affecting the performance of technical institutions in India.

Making it normal for ‘new’ enrollments: effect of institutional and pandemic influence on selecting engineering institutions under the COVID-19 pandemic situation

“…All India Council for Technical Education, New Delhi, an apex body for governing technical education, indicated that approximately 45% of seats remained vacant in the 2019-2020 academic year, which was earlier noticed to be 38% in 2012-2013. Most of the studies have verified that this situation is due to problems pertaining to awareness, attraction, recognition of needs and service offers ( Kamokoty et al, 2015 ; Upadhayay & Vrat, 2017 )…”

Selection of An Engineering Institution: Students’ Perceptions of Choice Characteristics and Suitability under the COVID-19 Pandemic

“…Quality of education is a prime, discriminating, and prominent characteristic of an engineering institute consigned to stay ahead in competition and to make a place in the minds of stakeholders. Several studies (Pandi et al, 2014) (Upadhayay & Vrat, 2017) (Sakthivel & Raju, 2006a) (Jain et al, 2013) have emphasized the importance of the quality aspect, which is responsible for the qualitative and holistic development of engineering students and important in making institute choice decisions (Paulsen, 1990c) (Kallio, 1995) (Mourad, 2011) (McCarthy et al, 2012. From India's perspective, several items, such as academic standards, industry linkages, campus placements, research and consultancy, accreditation and financial standing, contribute to the quality of education, as mentioned by (Mahajan et al, 2014).…”

“…Dashboard of All India Council for Technical Education, New Delhi displayed that approximately 45% of seats remained vacant in the 2019-2020 academic year, which was 38% in 2012-2013. The quality of engineering education in the Indian setting appears to be the lowest compared to that in other developing countries (Loyalka et al, 2014) due to the problems pertaining to awareness, attraction, inclusion of diversity and service quality (Kamokoty et al, 2015;Lakal et al, 2018;Upadhayay and Vrat, 2017). Despite the fact that demand for engineers remains relatively high, few students are willing to pursue engineering education.…”

Selection of an engineering institution: Students’ perceptions on choice characteristics and suitability under Covid-19 pandemic

“…Quality of education is a prime, discriminating, and prominent characteristic of an engineering institute consigned to stay ahead in competition and to make a place in the minds of stakeholders. Several studies (Pandi et al, 2014) (Upadhayay & Vrat, 2017) (Sakthivel & Raju, 2006a) (Jain et al, 2013) have emphasized the importance of the quality aspect, which is responsible for the qualitative and holistic development of engineering students and important in making institute choice decisions (Paulsen, 1990c) (Kallio, 1995) (Mourad, 2011) (McCarthy et al, 2012. From India's perspective, several items, such as academic standards, industry linkages, campus placements, research and consultancy, accreditation and nancial standing, contribute to the quality of education, as mentioned by (Mahajan et al, 2014).…”