Journal of Engineering Education Transformations

S. Pavan Kumar ¹, Vijai N. Giri ²

Affiliations
1 Department of Humanities, Social Sciences and Management, National Institute of Technology Karnataka, Surathkal, IN
2 Department of Humanities and Social Sciences, Indian Institute of Technology Kharagpur, Kharagpur-721302 (W. B.), IN

Abstract

The standard of educational institutions depends mainly on such teachers who are willing to exert significant efforts beyond their formal job requirements. The present study examined the impact of teachers' participation in decision making and commitment on organizational citizenship behaviour. Data were collected from 655 teachers working in private engineering colleges, affiliated to Jawaharlal Nehru Technological University Hyderabad, India. Results revealed that participation in technical decisions played important role in predicting organizational citizenship behaviour towards team, and organization. Participation in managerial decisions played significant role in predicting organizational citizenship behaviour towards students, and organization. Apart from the participation in decision making, commitment variables were also identified as predictors of the organizational citizenship behaviour. Affective organizational commitment predicted organizational citizenship behaviour towards organization. Job involvement had significant effect on organizational citizenship behaviour towards students. Group commitment predicted both organizational citizenship behaviour towards team, and organization. Further, results indicated that participation in technical decisions predicted significantly all the forms of commitments such as, affective organizational commitment, job involvement, and group commitment. The study portrayed the interrelationships among the commitment forms. The findings help understand the process that explains how participation in decision making is related to organizational citizenship behaviour.

Keywords

Participation in Decision Making, Affective Organizational Commitment, Job Involvement, Group Commitment, Organizational Citizenship Behaviour, Student, Team, Organization.

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S. Pavan Kumar ¹

Affiliations
1 Associate Professor & Head, School of Management, National Institute of Technology Karnataka (NITK), Surathkal, IN

Abstract

It is logical to explore the university students’ inclination to sports and its impact on their entrepreneurial intentions, as both sports and entrepreneurship share many similar characteristics. In the last one-decade, scholars in the area of entrepreneurship were trying to find out the factors that can predict the entrepreneurial intentions among the students of higher education. This interest is largely because entrepreneurship has an important role to play in this competitive global business environment. It develops market economy. Thus, the topic of entrepreneurship has created motivation among the research scholars to find its antecedents. To achieve this aim, data were collected from 255 students who are studying an undergraduate course in Indian Universities. The proposed causal relationship in the model were examined with the help SmartPLS 3.0 software. The research showed interesting patterns; the students who want to be better than others in sport, and strive hard to become the best in sports have demonstrated their readiness for entrepreneurship intent. Further, the result shows that entrepreneurial attitude acts as a mediator between students’ inclination to sports and entrepreneurial intention. Findings emphasize the importance of motivating students to participate in sports activities, not just for upkeeping their mental and physical health, but they are the people who can start their own enterprise. They are the people who can contribute to the growth of the economy. Administrators and the people who are at the helm of responsibility of educational institutions should endorse the fact and make efforts to provide all the required facilities for the young students to participate in sports.

Keywords

Sports, Entrepreneurial Intentions, Educational Institutions, and Undergraduate Students

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S. Pavan Kumar ¹

Affiliations
1 Professor & Head, School of Management, National Institute of Technology Karnataka (NITK), Surathkal, IN

Abstract

Recent pandemic has fueled the growth of online learning like never before among the students of all levels. It has opened up tremendous opportunity to evaluate teaching practices through empirical investigation. The purpose of this paper is to examine the relationship between the learners’ readiness and their satisfaction towards online education. Online learning readiness is defined as skills needed by students to learn. It emphasises on self-learning management and understanding experiences of selflearning (Smith, 2005). Literature suggests that there are studies that explored the relationship between online learning readiness, academic motivation, perceived learning, cooperative working, achievement and continuation of education (Davis, 2006; Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C.,2015). However, scholars paid less attention to the relationship between online learning readiness and student satisfaction among undergraduate engineering students. Research by Gunawardena and Duphorne (2000) has identified a direct connection between learning readiness and satisfaction of learning experiences. However, their study was on the adult who had undergone distance study through computer conferencing model. The present study considers a blended online learning model. Data were collected from 155 students who are studying an undergraduate course in Indian universities. The proposed causal relationship was examined with SmartPLS 3, as it is more suitable for the moderate sample size. The research showed a positive relationship between students’ online learning readiness and satisfaction. The findings demonstrated a significant relationship between the increasing levels of online learning readiness and student satisfaction. Administrators who are at the helm of responsibility of educational institutions should provide all the required facilities for the teachers to embrace online teaching.

Keywords

Online Learning Readiness, Satisfaction, Smartpls, Higher Educational Institutions.

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S. Pavan Kumar ¹

Affiliations
1 Associate Professor & Head, School of Management, National Institute of Technology Karnataka (NITK), Surathkal, IN

Abstract

Developing a theoretical framework to understand undergraduate student teamwork dynamics has always been a topic of interest for educational researchers. Essentially, this is because teamwork is seen as a method for learning and professional development as many companies allocate their work in teams. Hence, there is a need for researchers to look into the underlying factors that can influence teamwork effectiveness among university students. Although there exist a few studies on identifying the antecedents of satisfaction with teamwork, this study intends to analyses the influence of task factors, such as workload, and individual factors, such as collaborative behaviour, on satisfaction with teamwork and expected quality respectively. In addition, the study was also employed to understand the role of team cohesiveness and individuals having knowledge, skills and abilities on satisfaction with teamwork and expected quality respectively. Data were collected from 151 students who are studying their undergraduate course in Indian universities. The proposed causal relationship was examined with SmartPLS 3, as it allows us to analyse multiple causal relationships in a single framework. The findings show that workload has significant negative relationship with both satisfaction with teamwork and team cohesiveness. Whereas, team cohesiveness in turn has a significant positive relationship with satisfaction with teamwork. Similarly, collaborative behaviour has emerged as significant predictor of individual’s knowledge, skills and abilities, and expected quality from a teamwork. In turn, it was identified that individual’s knowledge, skills and abilities could influence both team cohesiveness and expected quality. The findings of the study have implication to both the administrators and teachers involved in designing and deploying the coursework to university students.

Keywords

Satisfaction with Teamwork, Team Cohesiveness, Workload, Collaborative Behaviour, Having Knowledge, Skills, and Abilities and Expected Quality.

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