Improving service quality in technical education: use of interpretive structural modeling

Abstract

Purpose

The purpose of this paper is to identify the relevant enablers and barriers related to technical education. It seeks to critically analyze the relationship amongst them so that policy makers can focus on relevant parameters to improve the service quality of technical education.

Design/methodology/approach

The present study employs the interpretive structural modeling (ISM) approach to model the crucial parameters of technical education. The parameters discussed are categorized under “enablers” and “barriers”. The enablers would help policy makers to improve and develop the curriculum of the technical education and the identifying barriers would help the decision maker to improve upon those variables.

Findings

The major findings of this study are to prioritize the strategic parameters in reducing the risks associated with technical education. The model also proposes a hierarchical structure classifying the parameters as drivers and enablers.

Research limitations/implications

The study proposes a scientific way to model the enablers and barriers to become a progressive institution in the emerging era of globalization and modernization. This would help to prioritize the issues as the enablers and barriers are hierarchically structured and categorized.

Practical implications

The paper maps out a course of action and the adoption of the proposed framework would provide a competitive edge for India over others. Also, the various stakeholders would be satisfied, which would be beneficial for the system as a whole.

Originality/value

The application of ISM to the decision making process is the unique feature in the field of technical education in India. The integrated framework of policy related parameters would contribute towards overall growth and development.

Citation

Mitra Debnath, R. and Shankar, R. (2012), "Improving service quality in technical education: use of interpretive structural modeling", Quality Assurance in Education, Vol. 20 No. 4, pp. 387-407. https://doi.org/10.1108/09684881211264019