Journal of Engineering Education Transformations

Hemlata Vivek Gaikwad ¹

Affiliations
1 Department of Management Studies, Rajarambapu Institute of Technology, Maharashtra, IN

Abstract

Faculty development is a critical element of the institutional effectiveness in engineering education. Faculty who gets involved in continuous professional development gets benefitted in terms of increased vitality, informed latest pedagogy, teaching innovations, and perform scholarly teaching. Moreover, faculty development contributes to the effective use of emerging technologies and establishes a firm foundation for the overall development of high-quality programs and curricula. At the stage when we are talking about outcome-base education, improving quality of engineering graduates, developing attributes as listed by ABET, faculty development becomes a prime goal. The engineers of the 21st century must have the desired skill set to perform outstandingly and achieve the global standards. We can build on that progress only if we pay keen attention to the challenges associated with genuinely improving teaching and learning which ultimately links to the development of the engineering faculty. If we ignore these challenges, the 21st century skills movement will not produce any results as desired.

Keywords

Component, Formatting, Style, Styling, Insert (Key Words).

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Hemlata Vivek Gaikwad ¹, K. Subbaraman ¹

Affiliations
1 Rajarambapu Institute of Technology, Department of Management Studies, Islampur, Sangli, Maharashtra, IN

Abstract

Change in higher technical education is the buzzword for all academics .Only cosmetic changes are effected so far to achieve the aims. At higher technical education our credo is to make our employees i.e. faculties generate and implement innovative educational processes which includes teaching, learning and evaluations . They need to incubate new ideas, and advance a new model of education that moves beyond traditional boundaries. They should act as "internal change agents, who embrace the characteristics of entrepreneurs like thinking out of the box. This enhances the value of education benefitting all the stakeholders. In this intrapreneurship will be greatly beneficial. This paper aims to examine the effects of individual competencies and characteristics linked to educational programmes that contribute to the development of competencies conducive to innovation which ensures ultimate sustainability.

Keywords

Intrapreneurship, Higher Education, Competencies, Sustainability.

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Hemlata Vivek Gaikwad ¹, Sushma Shekhar Kulkarni ²

Affiliations
1 Department of Management Studies, Rajarambapu Institute of Technology, IN
2 Rajarambapu Institute of Technology, IN

Abstract

Industrial revolution 4.0 is characterized with use of cyber - physical systems to automate, monitor and analyze business. The students have access to volumes of information available a click away. Developing the graduates with the futuristic skills is a major challenge in front of educators. The case discusses the pro-activeness of Rajarambapu Institute of Technology (RIT) such as designing innovative teaching strategies, preparing faculties and students and developing smart infrastructure in responding to the changing needs of the industries. At RIT, the challenges are even more intensified as most of the students are first generation learners belonging to farmers’ families. Team RIT worked with a belief that together they can bring the change. The study concludes that a triangular systems approach can help the institutes transform and develop the IR4 ready graduates. The three pillars i.e. Management & faculty, industry and learning systems should be inextricably intertwined with only student as the focus to achieve the expected outcomes. The findings will also prove to be an initial source of reference for other engineering institutes to bring in the educational transformations. Although Industry 4.0 is the buzzword, very few technical institutes understand and realize the concept in detail. This case study will help technical institutes to identify the factors which they have to asses critically and act upon for preparing graduates with futuristic skills.

Keywords

Professional Education, Industrial revolution 4.0, Teaching Pedagogy, RIT.

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