Quality Concerns in Technical Education in India: A Quantifiable Quality Enabled Model

Autor/inn/en	Gambhir, Victor; Wadhwa, N. C.; Grover, Sandeep
Titel	Quality Concerns in Technical Education in India: A Quantifiable Quality Enabled Model
Quelle	In: Quality Assurance in Education: An International Perspective, 24 (2016) 1, S.2-25 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-07-2011-0040
Schlagwörter	Foreign Countries; Technical Education; Educational Quality; Program Evaluation; Models; Graphs; Research Methodology; Educational Indicators; Educational Resources; Matrices; Governance; Statistical Analysis; India + Suchen Sie Ihr Suchwort? Ausland; Technikunterricht; Quality of education; Bildungsqualität; Programme evaluation; Programmevaluation; Analogiemodell; Grafische Darstellung; Research method; Forschungsmethode; Educational indicato; Bildungsindikator; Bildungsmittel; Matrizenrechnung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Statistische Analyse; Indien
Abstract	Purpose: The paper aims to discuss current Technical Education scenarios in India. It proposes modelling the factors affecting quality in a technical institute and then applying a suitable technique for assessment, comparison and ranking. Design/methodology/approach: The paper chose graph theoretic approach for quantification of quality-enabled model. Further, the paper has validated the approach by taking examples of institutions and applying the methodology. Findings: The paper provides a systematic methodology to build a quality model for quantification of various factors in a technical institute. The qualitative effect represented in form of a single numerical index is a novel method for such representations. The illustrated methodology in the paper is equally useful for comparison and ranking of a set of institutes. Research limitations/implications: Because of the chosen factors in the approach, the methodology may not be equally suitable based on type and size of institute and the geographical location. Practical implications: The paper includes demonstration on application of methodology for comparing the quality in a quantitative manner. The dynamic model allows changing factors and/or their effects as per requirement. Social implications: In future, the methodology can be taken up by government/regulatory bodies and can convey the comparisons of institutions to stakeholders including students and parents. Originality/value: This paper attempts to develop a novel method for comparing quality that can be used by accreditation bodies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01