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Authors
Affiliations
1 IILM, Lodhi Institutional Area, Lodhi Road, New Delhi 110 003, IN
2 Birla Institute of Technology, Mesra, Ranchi 835215, IN
3 Dept. of Management Studies, I.I.T. Delhi, Vishwakarma Bldg .. Hauz Khas, New Delhi-110016, IN
Source
Journal of Engineering Education Transformations, Vol 21, No 4-1 (2007), Pagination: 96-109
Abstract
Technical education in India encompasses various programs in Engineering, Management. Architecture. Pharmacy, Town Planning, Applied Arts, Technology and Crafts at different levels. As the enrollments are increasing at a fast pace, new programs are fast emerging. The competition among the various technical institutes becomes fierce as all the educational institutes are contesting for position or rank in the marketplace. Institutions are frequently turning to quality to distinguish themselves from their counterparts. Presently bodies responsible for technical education in India have already started assessment of engineering and technological institutes. All India Council for Technical Education (AICTE) is evaluating procedure for accreditation. Accreditation is a process to determine whether the institution meets the threshold quality criteria and satisfy the minimum educational criteria. However. the regulatory mechanisms of AICTE are not sufficient alone to ensure quality of educational institutes. The assessment of the total system in terms of designing of various programmes and delivery of the same, customer satisfaction. addressing research and service quality could lead to quality education. With multiple challenges like increasing tuition fees, ever increasing enrollments. changing profile of the students etc. this research paper uses Graph theory approach to develop a framework for TQM evaluation of technical institutes. The framework prioritizes the interest and the requirements of various stakeholders in TQM evaluation.
