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Hasteer, Nitasha
- Individual Centric Framework for Quantifiable Attainment of CareerAspirations: An Indian Perspective
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1 Amity School of Engineering and Technology, Amity University Uttar Pradesh, Sec-125, Noida, U.P-201313, IN
1 Amity School of Engineering and Technology, Amity University Uttar Pradesh, Sec-125, Noida, U.P-201313, IN
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Journal of Engineering Education Transformations, Vol 31, No 3 (2018), Pagination: 164-168Abstract
Focus of the Indian higher education system has been more job centric, thereby losing the value of learning. Limited learning eventually results into less employability. There has been a significant drop in the number of employable fresh graduates. Industry also claims that lot of resources are being utilized to convert raw resources into usable workforce. The various initiatives of the Indian government like Skill India clearly indicates that the need of the hour is therefore to restructure the academic learning process. The solution to the challenges being faced by the current learning process of the Indian higher education system is to adopt an individual centric outcome approach.This paper proposes an individual centric outcome based education (i-OBE) framework which is modified version of outcome based framework. This framework aims to enhance the outcome based education by integrating an individual centric approach throughout the execution of an academic programme in a stipulated time frame. The paper discusses the application of the proposed framework to the four-year undergraduate engineering degree. The framework efficacy has been tested by implementing it partially through a career assessment tool on 1215 subjects. Our findings reveal that the individual centric outcome approach results in quantifiable attainment of career aspirations as against traditional outcome based approach.Keywords
Outcome Based Education, Vertical Specific, Individual Centric Approach, Career Assessment.
- Facilitating Learner Centric Decision Making for Massive Open Online Courses
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Journal of Engineering Education Transformations, Vol 35, No 3 (2022), Pagination: 123-132Abstract
Learners opt for MOOCs as it provides multiple benefits and the most important being that these courses can be accessed anytime and from anywhere with internet access. Learners can study their desired course at their convenience of time and desired pace. But as there are multiple options for them, they may get confused about selecting a course. This study highlights the findings of implementing the Analytical Hierarchical Process (AHP), a Multiple Criteria Decision Making (MCDM) technique used to choose the best option in case of multiple alternatives. Attributes were selected from literature and a survey was administered to learners. Responses were analyzed and courses were ranked based on their scores. From the analysis, we interpret that usefulness of the course in the University Curriculum is the most preferred criteria while selecting the course.Keywords
MOOC, Multiple Criteria Decision Making, Analytical Hierarchical Process.References
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- Roadmap to inclusive curriculum: a step towards Multidisciplinary Engineering Education for holistic development
Abstract Views :78 |
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Authors
Affiliations
1 Amity University Uttar Pradesh, Noida, India., IN
1 Amity University Uttar Pradesh, Noida, India., IN
Source
Journal of Engineering Education Transformations, Vol 36, No 3 (2023), Pagination: 01-12Abstract
One of the key aspects to measure the prosperity of any nation in this global economy can be its leadership in technology & innovation. Engineering is applied everywhere; from the design and development of novel products and processes to providing solutions to complex challenges. Engineering education is therefore of key significance to a growing economy. With a prime focus on improving quality and providing holistic development of learners, developments are taking place worldwide in Engineering education & research. The term 'learners' indicate students and has been used interchangeably in the entire script.
Purpose: National Education Policy 2020 of the Government of India proposed reforms to the existing education framework of the country and emphasized on introducing multidisciplinary undergraduate programmes with multiple exit options. This study proposes an inclusive curriculum with different course types from multiple disciplines for an undergraduate engineering programme and articulates the relevance of the framework to foster holistic development.
Research Methodology: The study incorporates a structured design approach where inputs from senior leaders of 60 Universities offering undergraduate programmes formed the basis of the preliminary work. The academic framework was designed under the regulations and guidelines of the statutory body for technical programmes. On successful implementation, a research instrument was administered to a cohort of learners of an undergraduate engineering programme, and the data collected was then analysed.
Findings: From the findings, we infer that a multidisciplinary engineering programme would enhance research skills and enable the learners to selfmanage to a great extent along with developing their critical thinking skills. The results are statistically significant with p<0.05.
Implications of the Study: This study would help Universities and Higher Education Institutions to explore the possibilities of provisioning courses from diversified disciplines in an Engineering curriculum to promote multi-disciplinarity. The findings from the study would be beneficial to the learners to realize the potential of multidisciplinary education and accordingly pursue their career aspirations. The study provides an insight into competencies to be developed through the framework of a four-year undergraduate engineering programme thereby enabling Industry practitioners to reorient the job roles that thrive in the future.
Keywords
Multidisciplinary Education, Academic Curriculum, Holistic Education, Engineering Framework, Learners.References
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