Relevant bibliographies by topics / Higher academic technical institutions - India

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Higher academic technical institutions - India'

Author: Grafiati
Published: 6 September 2023

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Journal articles on the topic "Higher academic technical institutions - India"

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Jain, Akriti, Ruchi Sharma, and P. Vigneswara Ilavarasan. "Public funds and outputs in higher academic technical institutions: insights from India." Technology Analysis & Strategic Management 32, no. 9 (March 10, 2020): 1007–19. http://dx.doi.org/10.1080/09537325.2020.1737324.

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Sharma, Meenal, Gurendra Nath Bharadwaj, and Shrey Kumar. "Private Equity in Higher Education Sector in India- Need of the Hour!" Journal of Global Economy 14, no. 1 (November 8, 2018): 40–57. http://dx.doi.org/10.1956/jge.v14i1.482.

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Setting up of an educational institution is not easy and requires a lot of regulatory formalities to be completed before opening and during its operations. If it is shut down within initial phase it is painful as well as legally difficult to close it, especially in India. It has been observed that a significant number of academic institutions of technical higher education have been shut down by the promoters due to lack of financial viability, lack of knowledge of about the business, poor management, and other social factors. The present study is an attempt to find out the reasons of mass failure of many technical higher education institutions and to suggest a unique financing model in order to ensure the quality of education and long-term benefit for the promoters by maintaining financial discipline.
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Abhishek, K., P. Suchit, G. Savita, S. Kalgi, and K. S. Beena. "ACADEMIC WEB TOOL FOR WEIGHTAGE DETERMINATION OF RANKING PARAMETERS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-5 (November 19, 2018): 1–8. http://dx.doi.org/10.5194/isprs-archives-xlii-5-1-2018.

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<p><strong>Abstract.</strong> Indian education system, third largest of education system in the world comprises of Universities, Colleges, Technical institutions, Institutions of National importance etc. Choosing the right institution for academic activity is always a challenging job. In this context, ranking of Universities play a big role in shaping opinions of current potential students, parents, employers and government about the quality of educational institutions. National Institutional Ranking Framework (NIRF), an initiative of MHRD is the ranking system of India to rank all institutions of higher education in India. The current framework of NIRF works on approved set of parameters and assigned weightage. We propose a user defined framework with our own set of parameters based on survey of national and international ranking system. Weightages are calculated (algorithm based) dynamically by registering the preferences of different stakeholders. A web-portal was developed to capture the responses of different stakeholders, calculate weightages and can be used to assign ranking to the universities on the basis of end-user preferences. The portal was tested by registering responses of school students, colleges students, faculties of universities and parents and calculating the weightages for each parameter run time. This paper presents our methodology ,results of data analytics of survey and performance of our algorithm in evaluating the weightages, importance of parameters and perception of stakeholders of institutes at various levels.</p>
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Ilavarasan, P. Vigneswara, Ruchi Sharma, and Akriti Jain. "Measuring research efficiency of higher academic technical institutions of India: a Malmquist productivity index approach." International Journal of Intellectual Property Management 10, no. 1 (2020): 52. http://dx.doi.org/10.1504/ijipm.2020.10026763.

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Jain, Akriti, Ruchi Sharma, and P. Vigneswara Ilavarasan. "Measuring research efficiency of higher academic technical institutions of India: a Malmquist productivity index approach." International Journal of Intellectual Property Management 10, no. 1 (2020): 52. http://dx.doi.org/10.1504/ijipm.2020.104997.

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C, Nataraju, and Uma Warrier. "A Systematic Literature Review of the Factors Affecting the Quality of Technical Education in India." ECS Transactions 107, no. 1 (April 24, 2022): 20329–38. http://dx.doi.org/10.1149/10701.20329ecst.

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The study aims to investigate the indicators, which affects the quality of technical education in India. There is a paramount importance to maintain the quality in technical education in India to become global hub for education and also to improve the socio-economic growth of the nation. Measuring the quality of these institutions is a big challenge as there is no one single model to measure the quality of technical education in India. Another big challenge is to study the factors influencing the holistic development of the students with problem solving abilities, increased creativity and innovation, higher order thinking skills, communication skills, team work, social and moral awareness in depth learning as suggested by the guidelines of National Education Policy (NEP) 2020 introduced by the Government of India. Extensive literature survey has been undertaken to study the influence of factors impacting the quality of technical education institutions in terms of Infrastructure, Teaching-Learning Process, Industry – Institute interaction, and its linkage between the output in the form of students’ academic performance and the placement and to study the impact of the NEP 2020.
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Prasad, Chetlal, and Sanjay Kumar. "DEVELOPMENT OF HIGHER EDUCATION IN INDIA SINCE INDEPENDENCE TO MODERN ERA." International Journal of Advanced Research 8, no. 11 (November 30, 2020): 506–12. http://dx.doi.org/10.21474/ijar01/12033.

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The institutional framework of higher education in India consists of Universities and Colleges. As reported in 2019, India has 993 universities and 39,931 colleges. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020. Higher Education system in the country is governed by multiple agencies with University Grant Commission (UGC) as the apex body. The rule and regulations by these agencies makes the higher education system more complex. The various stakeholders in the regulatory framework in the country are State Governments, professional councils like University Grant Commission (UGC), All India Council for Technical Education (AICTE), National Council for Teacher Education (NCTE) etc. and five professional councils at the state level like Rehabilitation Council of India (RCI), State Educational and Research Council (SCERT) etc. This regulatory arrangement of higher education in India is very complex and disfunctional. Global Initiative for Academics Network (GIAN): The programme seeks to invite distinguished academicians, entrepreneurs, scientists, experts from premier institutions from across the world, to teach in the higher educational institutions in India.UGCs Learning Outcome-based Curriculum Framework (LOCF) in HEIs.by updating curriculum fromacademic year 2019-20.and adopting learner centric teaching learning processes bysuitable improvement in the pedagogy.
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Hungund, Sumukh, Anandkumar R. Annigeri, Ishita Pandey, and Gurubasavarya Hiremath. "Academic leadership and research performance: a study among engineering academicians in emerging nations." International Journal of Educational Management 36, no. 1 (December 21, 2021): 81–94. http://dx.doi.org/10.1108/ijem-04-2021-0169.

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PurposeThe performance of an academic institution is widely measured by their research performance. In this regard, the role played by leaders in an academic institution is vital. The focus of this paper is on the role played by academic leadership towards research performance.Design/methodology/approachA cross-sectional study is designed, and data are collected from 267 faculty members from various technical institutes across India through an online survey. A snowball sampling is adopted to reach the data point, and structural equation modeling is used to analyze the relationship using Smart PLS (partial least squares).FindingsThe study indicates that leadership in academic setup in developing countries does not directly influence research performance among the faculty members. To enhance research performance, institutes should promote collaboration and facilitate knowledge acquisition and individual development.Practical implicationsThe proposed model aids the leadership in devising strategies and approaches to encourage collaborations and individual initiatives in an academic setup.Social implicationsThe study identifies the importance of Individual initiative in Research Performance and knowledge acquisition for Higher Educational Institutions (HEI).Originality/valueThis research study is unique because it investigates the relationships between Academic Leadership and Research Performance of engineering faculty in emerging nations.
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Teotia, Vaishali, Veenu Wadhwa, and Renu Gulati. "Experiences of Teachers in implementing learning to higher education students using Digital Instructional Materials in Covid-19 Pandemic." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 4 (April 14, 2023): 41–50. http://dx.doi.org/10.31305/rrijm.2023.v08.n04.005.

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The year 2020 saw the closure of academic institutions all over the world and the transition to online education due to the COVID-19 epidemic. The Indian government has created National Educational Policy 2020, which promotes critical and innovative thinking as well as blended learning as one of the essential foundations for transforming India into a global education powerhouse, at that vital moment. This technological innovation happened so quickly that it essentially taken over the world in education across the nation. This article seeks to outline experiences and challenges faced by teachers when teaching online from their homes. To accomplish the paper's objective, data were gathered from secondary sources including publications, news stories, journals, interview videos, magazines, and social media. Analytical and descriptive are the two focuses of the investigation. The findings showed that education institutions have taken numerous steps to provide education in this epidemic scenario. However, from a teacher's perspective, these measures have not been very effective. While teaching students online, teachers faced a number of challenges, including insufficient technical resources, family disturbances, inadequate training, an absence of transparency and supervision, and a lack of technological competency.
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M.S, Sameem Banu, Jilly Philippa P, and Jancy Helena S. "Second Wave Covid-19 Pandemic: Opportunities and Challenges in Higher Education." Asian Journal of Interdisciplinary Research 5, no. 2 (June 30, 2022): 10–22. http://dx.doi.org/10.54392/ajir2222.

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COVID-19 pandemic has disrupted the education system where all educational institutions from elementary to university level were closed in India and worldwide. However, this pandemic has paved the way for educational institutions to adopt online education. Although university teachers were not ready with a digital platform at the onset of Covid-19, they have embraced digital methods to continue teaching. In this context, this study was conducted to analyze the opportunities and challenges of online education among the higher education teachers who switched to online education during the second wave of the COVID-19 pandemic. This study aims to analyze the online teaching and learning methods teachers adopt and the challenges they face in higher education while imparting the course online from various disciplines. This study used a survey-based online questionnaire to collect data from 175 higher education teachers. The analysis was carried out using a descriptive statistical method that included simple percentages and means. The study's findings revealed that online teaching and learning have opportunities such as allowing teachers and students to continue their education online using various platforms even during a lockdown, using online interactive education through audio, video and other potential learning platforms. It also revealed the challenges that include technical, academic and financial challenges that influence and affect online teaching during COVID19 lockdown.
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Dissertations / Theses on the topic "Higher academic technical institutions - India"

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Jain, Akriti. "Innovation by higher academic technical institutions and its determinants: an empirical study of Indian academia." Thesis, IIT Delhi, 2019. http://eprint.iitd.ac.in:80//handle/2074/8047.

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Kataria, Sanjay. "Intellectual Repositories in Institutions of Higher Learning in India: An overview." ICOLIS 2007, Kuala Lumpur:, 2007. http://hdl.handle.net/10150/105210.

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Paper presented in ICoLIS 2007 at Malaysia
The paper discusses the concept of intellectual repository (IR) its need, importance,benefits, critical issues, major problems in establishment & maintenance of IR, role of librarians, intellectual society, academic institutions and the government. It also gives an overview of Intellectual Repository (IR) initiatives taken in the institutions of higher learning in Indian scenario.
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Books on the topic "Higher academic technical institutions - India"

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India: A special report on the higher education system and guide to the academic placement of students in educational institutions in the United States. Washington, DC: American Association of Collegiate Registrars and Admissions Officers, 1999.

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Kallur, Ravi, Marjorie S. Smith, Barbara Maryak, Sharon Oliver, and Joann Stedman. India: A Special Report on the Higher Education System and Guide to the Academic Placement of Students in Educational Institutions in the United States (World Education Series). Amer Assn of Collegiate Registrars, 1999.

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Book chapters on the topic "Higher academic technical institutions - India"

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Akriti Jain, Ruchi Sharma, and P. Vigneswara Ilavarasan. "Total Interpretive Structural Modelling of Innovation Measurement for Indian Universities and Higher Academic Technical Institutions." In Flexible Systems Management, 29–53. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4888-3_3.

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Sabharwal, Nidhi S. "Managing Student Diversity in Indian Higher Education Institutions: Achieving Academic Integration and Social Inclusion." In Governance and Management of Higher Education in India: India Higher Education Report, 315–44. B1/I-1 Mohan Cooperative Industrial Area, Mathura Road New Delhi 110 044: SAGE Publications Pvt Ltd, 2020. http://dx.doi.org/10.4135/9789353885748.n15.

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Federighi, Paolo. "Institutional Learning in Higher Education and Graduate Transitions." In Re-thinking Adult Education Research. Beyond the Pandemic, 17–32. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0151-3.04.

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The ‘learning exclusion equilibrium’ strategy in Italy also governs young adults’ possibilities of accessing higher education institutions (HEIs) and entering and being successful on the labour market. The upshot of this strategy has been to weaken the social role of universities and open the field to new players promoting new solutions based on stronger teaching and research partnerships. After graduation, young university leavers face a period in which they follow non-linear paths as they try to fit their skills to the labour market demand. For many professions, there has been an immense change in this demand. Now, unlike the past, life skills are considered basic competences for technical professions too. If those lacking these skills enter the labour market later, the problem arises of how to create these competences both during the period of university education and in the following years. Universities have to practise institutional learning and study with those who need knowledge in order to come up with a new strategy so that their graduates can directly manages their relations with the labour market. Knowledge of the situation and development of graduates’ professional lives is needed in order to give academic programmes a new direction and allow students to make an informed choice of which university to enrol in. The European Graduate Tracking Initiative can lead the way towards this goal.
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Jayal, Niraja Gopal. "India." In The Oxford Handbook of Higher Education in the Asia-Pacific Region, 592—C28.P79. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780192845986.013.28.

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Abstract This chapter maps the size, scale, and diversity of higher education in India, and offers a critical reading of its architecture of regulation and governance. It provides an overview of the multiple challenges of funding, governance, and quality facing public institutions of higher education: from the declining funding for research and infrastructure to the delinking of teaching and research; from homogenizing bureaucratic controls to the overweening role of government in university leadership appointments; from the erosion of academic freedom to the offer of academic autonomy for institutions that can raise their own funds and compete to be “world class”; and from the access provided by quotas for disadvantaged groups to everyday practices of discrimination. The chapter also discusses the mismatch between education and employability, and the politicization of higher education, reflected in the involvement of politicians as educational entrepreneurs but not as leaders invested in the raising of educational standards.
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Malik, Sahil, Amandeep Dhaliwal, and Deepti Dabas Hazarika. "Transforming Higher Educational Institutions Into Centres of Excellence." In Sustaining Higher Education Through Resource Allocation, Learning Design Models, and Academic Development, 129–47. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7059-6.ch006.

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The existence of a formal university system of education in India has been from the days of Nalanda and the likes of Taxila, Vikramashila, which proves that India was well ahead of its time in the field of education. The Nalanda University rose to prominence with scholars and students from Central and Southeast Asia till the last years of the 12th century after which it was destroyed by rulers of that time. The existence of Nalanda University has laid the foundation for the modern concept of university-level education uplifting the level of literacy and shedding the darkness of ignorance of the then civilization. The chapter examines the scope of bettering the state of higher educational institutions in India and the world in their endeavor to become centers of excellence. The chapter also examines the advantages of leveraging word of mouth, which could help the institutions build on their brands and improve upon their rankings.
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Priya, B. Shanmuga, and M. Jeyakumaran. "Service Quality Dimensionality in Higher Education Institutions (HEIs)." In Web-Based Services, 2122–38. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9466-8.ch093.

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High levels of stress in the academic environment is linked to a lack of clarity in academic role and a phenomenon of chronic overwork caused by changing HEI's structures and expectations. But there is a current positive trend of universities developing more and more wellbeing policies, which means impact of technology in higher education institutions learning environment. The major aim of this research paper is to identify the dimensions, which is the best predictor of overall service quality in higher educational institutions service sector. EduQUAL item in original form is not enough in the context of southern tamilnadu educational environment. A five dimension EduQUAL item including customer evaluation revealed reliable and valid results in one of the southern states of India i.e. Tamilnadu context. The researcher has used SPSS for analyzing the data and AMOS The significant coefficient is Assurance dimension and the remaining 6 predictors are non-significant. The non-significance variable exceeds 0.05, and do not contribute much to the regression model. This means that the Assurance dimension is the main predictor for overall satisfaction of students.
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Salooja, Mohinder Kumar, and Vijayakumar P. "Role of Open and Distance Learning in Agriculture Education in India." In Optimizing Open and Distance Learning in Higher Education Institutions, 244–56. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2624-7.ch011.

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The Open and Distance Learning (ODL) can be an effective and cost effective tool to reach the masses in imparting the required skills and technical proficiency. The conventional Agricultural education system has not utilized the potential of ODL in a big way for extending the reach of agriculture education and capacity building activities. Some of the challenges in ODL system include: identifying the right type and level of programme, selecting the appropriate pedagogy model, covering of large and diverse clientele group, popularization and recognition of the programmes and linkages with the industry. For successful implementation of the ODL programmes in agriculture, the interventions proposed are synergy between ODL and conventional system to improve GER and bridge the gap between demand and supply, collaboration with different institutions and industry for development and delivery of the programmes, linkage with the government schemes, popularization and recognition of ODL programmes, utilization of modern technologies, etc.
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Kruse, Carola, Thanh-Thu Phan Tan, Arne Koesling, and Marc Krüger. "Strategies of LMS Implementation at German Universities." In Higher Education Institutions and Learning Management Systems, 315–34. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-884-2.ch015.

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In Germany, a learning management system (LMS) has become an everyday online tool for the academic staff and students at almost every university. Implementing an LMS, however, can be very different depending on the university. We introduce some general aspects on the strategies at German universities on how to implement an LMS. These aspects are mainly influenced by two main approaches, the top-down and bottom-up approach, which determine the decisions and actions on different levels at the university. In order to show how the strategies are carried out, we are presenting three case studies from universities based in the German federal state of Lower Saxony. We are going to reveal that both approaches play a part in each strategy, however differently weighted. It becomes clear that networking and collaboration plays a crucial role, not only concerning the technical development of the LMS software but also in organisational and educational terms.
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Beyene, Melkamu, Solomon Mekonnen Tekle, and Daniel Gelaw Alemneh. "Open Access Initiatives in Ethiopia's Higher Learning Institutions." In Handbook of Research on the Global View of Open Access and Scholarly Communications, 23–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9805-4.ch002.

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Ethiopia is one of the world's oldest civilizations with a population of about 120 million (2022 estimate). Ethiopia suffers from declining higher education quality, resulting from the rapid growth in the number of institutions (from three in 1990s to 50+ public Universities and 327+ private higher education institutions in 2022), the rapid expansion in tertiary student enrollment, as well as the lack of basic entrance qualifications. The quality of education in Ethiopia is further impacted by their limited access to critical content or knowledge as evidenced by limited subscriptions to scientific and technical databases. In recognition of open access's (OA's) potential to fill disadvantageous access gaps and enhance the overall educational quality, Ethiopia adopted a National OA policy in 2019. Among other enforcement mechanisms and guidelines, the policy requires universities to deposit all publicly funded publications in the National Academic Digital Repository of Ethiopia as well as in an institutional repository. In this chapter, the authors outline the state of OA policies and practices in Ethiopia's higher learning institutions.
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Patra, J. P., Alok Kumar Jain, Gurudatta Verma, and Sumitra Samal. "Critical Issues and Answers of Outcome-Based Education for Technical Institutions in India." In Assessment Tools for Mapping Learning Outcomes With Learning Objectives, 276–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4784-7.ch015.

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The revolution of the world economy and higher education are driving profound changes in the engineering education system. Worldwide adaptation of outcome-based education framework and enhanced focus on higher-order learning and professional skills necessitates a paradigm shift in traditional practices of curriculum design, education delivery, and assessment. In recent years, worldwide sweeping reforms are being undertaken to bring about essential changes in engineering education in terms of what to teach (content) and how to teach (knowledge delivery) and how to assess (student learning). MHRD and AICTE jointly introduce so many new professional skills through MOOCs and also set some performance indicator to measure the outcomes. This chapter deals with the critical issues present in technical institutions and how it can be neutralized through POs, PSOs, PEOs, and Bloom's Taxonomy.
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Conference papers on the topic "Higher academic technical institutions - India"

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Vadakalu Elumalai, Kesavan, Jayendira P Sankar, Kalaichelvi R, Jeena Ann John, Nidhi Menon, Mufleh Salem M Alqahtani, and May Abdulaziz Abumelha. "Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic From the Perspective of Higher Education Students." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4909.

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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. 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 be-tween 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. Recommendations 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 improvements. 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.
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Rathidevi, G., and Dr G. Brindha. "A Renaissance in the Management of HRM in Higher Technical Institutions." In Proceedings of the First International Conference on Computing, Communication and Control System, I3CAC 2021, 7-8 June 2021, Bharath University, Chennai, India. EAI, 2021. http://dx.doi.org/10.4108/eai.7-6-2021.2308655.

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"Students’ Perception of Service Quality in Higher Education Institutions in India: Effect of Gender, Academic Performance and Course of Specialisation." In Oct. 5-6, 2017 Paris - France. EIRAI, 2017. http://dx.doi.org/10.17758/eirai.dirh1017233.

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Bernal, Amparo, and Ángel Rodriguez. "Strategic Plan of Graphic Expression to implement BIM on a Degree in Technical Architecture." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8039.

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Architectural and engineering studies in Higher Education Institutions face the challenge of modifying their teaching programmes, so that students acquire the competences linked to the new methodological techniques of Building Information Modelling (BIM) during their academic training. The experience of its adaptation at the Higher Polytechnic School of the University of Burgos is described in this paper, where the implementation of this methodology on collaborative work and integral project management has begun in the Knowledge Area of Architectural Graphic Expression with the teaching of its disciplines. The project has the strategic end-purpose of transferring these experiences to the other subjects on the Degree in Technical Architecture. A preliminary analysis of the human and material resources available in the Knowledge Area was performed and a Strategic Methodological Plan was drafted, to ensure the success of its implementation, establishing the lines of action to implement BIM methodology within a time period of eight semesters following its start-up.
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Svetina, Karina. "The importance of previous education for foreign students entering studies in the western higher education system." In 16th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2023. http://dx.doi.org/10.22616/reep.2023.16.014.

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The aim of the research is to find out the significance of foreign students' previous general education experience when beginning their studies in the 1st academic year of higher education abroad according to the Western education philosophy. The research question envisages finding out what academic difficulties foreign students face when starting their studies abroad in the 1st academic year and how to provide support in the academic study process. The research is based on the exploration of the reasons behind academic failures, and on ways how to improve academic performance. The research sample involves South Asian and Central Asian 1st academic year students studying in Latvia for bachelor degree (the European Qualifications Framework (level=6)). The study was conducted in 4 phases in the period from 2019 to 2022: 1) a survey of foreign students (n=89) was conducted in order to find out the self-assessment about the teaching and learning methods practised in previous education; 2) an observation method of foreign students (n=89) was conducted during classes with the aim to analyse with which academic methods the students performed better and which they performed worse during the 1st academic year; 3) interviews were conducted with nationals of India, Sri Lanka and Uzbekistan (n=3) to learn about the teaching and learning methods in general education in particular countries; 4) interviews were conducted with representatives of Latvian higher education institutions (n=8), in order to find out whether previous educational experience causes difficulties for students and whether it affects the learning outcomes. The results of the research indicate that previous education: lack of diversity of methods, proportion of large classes, teacher-centred lessons, has a negative impact on learning outcomes.
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Turcanu, Dinu, Rodica Siminiuc, and Tatiana Turcanu. "Role of the University Management System in the digitalization of Technical University of Moldova." In 12th International Conference on Electronics, Communications and Computing. Technical University of Moldova, 2022. http://dx.doi.org/10.52326/ic-ecco.2022/mm.02.

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Digital transformation has radically transformed societies and economies, having an ever-increasing impact on everyday life. The COVID-19 pandemic has revealed certain challenges for education systems related to digital skills of the higher education institutions, the use of digital tools and general level of digital competences and digital literacy. Ideally, a University Management System should have several functionalities, such as: management of the professional guidance of students (prospective students), management of the admission process, student management, employee management, finance management, research management, graduate management, management of the university documents and processes, but also academic management. A successful university management system will ultimately ensure the quality of education, will maintain a high level of institution’s image and academic integrity.
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Svētiņa, Karīna. "The English Language as a Factor Influencing Foreign Students’ Learning Outcomes in Higher Education." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.27.

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English language skills are an important factor that should be assessed in the context of foreign students studying for a degree in higher education in another country. Previous research has mainly been conducted in Australia, New Zealand and the United Kingdom, as these are global study destinations. The aim is to investigate whether English language skills affect foreign students’ learning outcomes in Latvia. The research question intends to find out what the English proficiency is in class, determine the English test at the time of admission, and whether the previous learning of English at the general level of education affects the learning outcomes in higher education. The research sample involves South Asian and Central Asian students. In the first stage of the study, the focus group method was used with the academic staff to find out English proficiency in class. In the second stage, interviews were conducted with representatives of higher education institutions to determine the English test at the time of admission. In the third stage, interviews were conducted with nationals of India, Sri Lanka and Uzbekistan to find out the English language training of their countries of origin in general education. As a result, it can be concluded – foreign students’ use of English differs according to the school (public or private) where they have studied general education before. Lecturers and representatives of higher education institutions indicate that English is not the determining factor, but rather knowledge and understanding of the topic and content regarding learning outcomes, while nationals agree that English is the determining factor affecting learning outcomes.
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Roskosa, Antra, and Yulia Stukalina. "Exploring Brand Personality in Higher Education." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.019.

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The increasing role of branding in the higher education sector is closely associated with the enhanced marketing orientation of a modern university. This, in turn, is determined by intensified competition between higher education institutions for students, staff, sponsors and research funding. A strong university’s brand related to excellent academic reputation can become a means for gaining competitive advantage in the global education marketplace. Brand is regarded as a complex concept comprising different constituents, brand image being an essential branding facet. Brand image is linked to customers’ perceptions of a brand that are echoed by a set of brand associations – usage situations, product attributes and brand personality. The aim of the paper is to explore brand personality in higher education based on the data collected in two tertiary education institutions – RTU (Riga Technical University) and TSI (Transport and Telecommunication Institute). The study makes use of the conceptual customer-based brand equity model (CBBE) created by K.L. Keller, which assumes that brand equity is closely related to strong positive and exclusive brand associations that can be expressed as brand benefits, attitudes and attributes, brand personality attributes being an essential aspect of brand equity. For exploring brand personality, the paper also applies the brand personality framework, including brand personality dimensions and associated attributes, developed by J.L. Aaker. The paper reports the results of a survey used to collect information about RTU and TSI students’ perceptions of different brand personality attributes. The results of the empirical study demonstrate that every university is recommended to be tolerant, open-minded and respected. The base of it lies on the same ground – the respect towards the personality. Moreover, every university is also recommended to become a “modern brand”, innovation, creativity and thinking “out of the box” being essential characteristics of the brand. The results of the study would contribute to overall understanding of brand personality in higher education, and how it may influence preference for a brand in educational settings.
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Khatri, Puja, and Khushboo Raina. "Towards Learning for Employment: A Study of Effect of Different Variables on Employment Readiness of Students Enrolled in Professional Programmes Delhi-NCR, India." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2613.

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Abstract Indian Higher Education system has got 70 million students enrolled in different technical and professional courses, which is highest in world. Being the fastest growing economy, India has got global attention also. Despite such strong foundation, the nation lacks a skilled workforce. The expectations of the industry don’t match with what they receive as a workforce. There has been a continuous effort in instilling technical, communication, spiritual, leadership skills along with building a high quotient of ethics and professionalism in the students. The problem lies somewhere else, which needs quick attention. The present study attempts to analyze the effect of independent variables assessment of self competence, open to change, networking, professional growth, emotional growth, spiritual growth, realistic expectations, interpersonal skills, conceptual skills, technical skills, leadership skills, attitude towards planet, ethical disposition, flexibility to work and orientation towards money on the dependent variable Employment readiness through Regression analysis. The findings suggest that students need to assess their self competence, develop an achievement orientation attitude and work on technical skills in order to become Employment ready. There are very few studies addressing this issue in Indian context and researchers could find no published empirical work analyzing the effect of all these variables on Employment readiness. This would serve as a strong base for researchers in similar field. This study is beneficial for academicians, policy-makers and academic regulatory bodies. Keywords: Employment readiness, Indian higher education, Generation y employment readiness, Employability of gen y.
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Radoi, Mireille. "NEW PROFESSIONAL DEVELOPMENTS IN THE ACADEMIC LIBRARIES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-181.

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The present paper aims to analyse the new challenges that affect the professional identity in the academic libraries. The fast and complex evolution of the information technology gave a new dimension to these institutions, reshaping the professional framework, creating new types of services. We talk now about the data scientist, a job description existing in all the related fields of information science that brings together not only programmers but also annotators, librarians, archivists or any other profession crucial to the thriving management of a digital data collection. We believe that a more accurate image of data scientist is that of a hybrid profession: analyst, communicator and technical adviser. The critical point here is to find the optimal balance between these different layers. Another aspect of the study will emphasize on the abilities that make a data scientist successful. A strong set of skills may be developed only in specialized environments and in a continuous interaction with users and society through cultural and scientific events. Academic libraries as a higher education institution of research and learning must adapt the legal and professional framework so as to face the new requirements of the civilization. At this point we will discuss the role of E-learning techniques and open educational resources in fostering the mandatory skills according to the European E-Competence Framework, but also the new services that the academic library will provide for the e-learning students. Our presentation will deal with a diversity of empirical examples with a distinct emphasis on the transmutations of the librarian profession.
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Reports on the topic "Higher academic technical institutions - India"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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