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Due to liberalization, privatization and globalization, the need of competent technical manpower at an economical cost is increasing rapidly. Many foreign multinationals are focusing on India for employable talents. Many technical institutions with cutting edge technologies and leading edge techniques are being set up by foreign collaboration, national and private initiatives. The objective of this study is to propose a model for performance evaluation and benchmarking of Indian technical institutions from perspective of all stakeholders.

For the proposed framework, a multiple criteria decision‐making tool, distance‐based approach (DBA) methodology is applied for performance evaluation of seven Indian technical institutions taking into account some selected criteria like, faculty strength (FS), student intake (SI), number of PhD awarded (PhD), number of patents applied for (patent), the campus area in acres (CA) and tuition fee per semester in rupees (TF). Consulting the experts in various fields with the help of certain questionnaire and aggregating their views by conducting ameliorated nominal group technique session, we select these evaluation criteria. The subjective weights of the criteria are determined using analytic hierarchy process (AHP). For the analysis, the required data are collected from annual report published by Ministry of Human Resource and Development (MHRD) for the year of 2007‐08.

In this paper, we have chosen seven centrally funded technical institutions for study and the institutions are coded as A, B, C, D, E, F and G. The result of the study reveals that A is the best and F is the worst. The ranking we get is in the order of A≽B≽E≽C≽G≽D≽F. From the result it is understood that A can be considered as benchmark for B, C and E (which form the second group) and this second group can be considered as an improvement target for the rest. At the end a holistic technical education system model (HTESM) is proposed.

This paper is one of the few studies that evaluate the performance of technical institutions in India. The novelty in the approach is that DBA and AHP are being used as a benchmarking technique in a simple methodology which is generic in nature.

The paper aims to discuss current Technical Education scenarios in India. It proposes modelling the factors affecting quality in a technical institute and then applying a suitable technique for assessment, comparison and ranking.

The paper chose graph theoretic approach for quantification of quality-enabled model. Further, the paper has validated the approach by taking examples of institutions and applying the methodology.

The paper provides a systematic methodology to build a quality model for quantification of various factors in a technical institute. The qualitative effect represented in form of a single numerical index is a novel method for such representations. The illustrated methodology in the paper is equally useful for comparison and ranking of a set of institutes.

Because of the chosen factors in the approach, the methodology may not be equally suitable based on type and size of institute and the geographical location.

The paper includes demonstration on application of methodology for comparing the quality in a quantitative manner. The dynamic model allows changing factors and/or their effects as per requirement.

In future, the methodology can be taken up by government/regulatory bodies and can convey the comparisons of institutions to stakeholders including students and parents.

This paper attempts to develop a novel method for comparing quality that can be used by accreditation bodies.

Technical education plays an important role in the development of a country in this age of knowledge economy. Indian technical education system is facing many opportunities and challenges, one of which is how to assess the performance of technical institutions based on multiple criteria. The purpose of this paper is to describe and illustrate an application of a structured approach to determine relative efficiency and ranking of a set of private engineering colleges under multi-criteria environment.

To cater to the increasing need of technical manpower, a very large number of private engineering colleges have been established in the state of West Bengal of eastern India within a very short period. Uniform and acceptable quality of the graduates from many of these private engineering colleges is a concern today and therefore the need for performance evaluation and ranking of these colleges is paramount. For the proposed framework a comparatively new multiple criteria decision-making tool, multiple objective optimization on the basis of simple ratio analysis (MOOSRA) is applied for performance evaluation of eight private engineering colleges taking into account some selected criteria. The subjective weights of the criteria are determined using fuzzy analytic hierarchy process (AHP).

For the analysis, the required data have been provided by the management of the colleges for the academic year of 2011-2012. Based on request of the management identities of these institutes are not disclosed. The institutes are considered as anonymous institute and coded as A, B, C, D, E, F, G and H, respectively. The result of the study reveals that E is the best and the ranking the authors get is in the order of E > F > A > H > D > C > G > B. The result shows that composite performance scores of institutions A, E and F are above the mean performance score value. Therefore these three institutions can be considered as the benchmark or peer group for the remaining five institutions which lie below the mean line of the performance score value.

This paper provides a comprehensive yet detailed methodology for performance evaluation of academic institutions. The novelty in the approach is that fuzzy AHP and MOOSRA are being used as a benchmarking technique in a simple methodology which is generic in nature. It is one of the few studies that evaluate the performance of technical institutions in India.

The purpose of this study is to identify the factors affecting the quality of technical education in a developing nation, India.

Participants were 465 students and 310 faculty members who were randomly chosen from a total of 31 institutions/colleges/universities providing engineering education in Punjab state of India. The factor structures were obtained by applying factor analysis.

The result of this research reveals ten factors determining the quality of technical education, such as teaching practices, infrastructural facilities, industry–institute linkage, faculty's qualification, reputation of the institute, procedural simplification, administrative staff services, access and equity, financial burden of the course and work culture. Moreover, the research results also reveal eight factors affecting the quality of technical education, namely, institutional standards, institutional support, teaching environment, teaching practices, performance-linked promotion, work culture, academic freedom and administrative services in this order of preference are essential for the delivery of quality in technical education.

This study is the first attempt to examine the factor structure of technical education quality from both the perspectives of students and faculty. The implications of this study are expected to help the management of technical education institutes, regulatory agencies and the government in devising strategies to enhance the quality of technical education in India.

This study aims to identify the key indicators for quality enhancement in an educational institute which affect student’s outcome in terms of employability and entrepreneurship. These indicators can be used for improving the quality of engineering institutions imparting technical education.

Review of conceptual and empirical literature has been done to establish a linkage between institutional factors and quality output. The paper further identifies existing quality gaps in engineering education that make their students misfit to the requirements of market.

The relevant literature reviewed suggests that quality of technical institutions can be viewed form two perspectives: first, students’ achievement in the form of placements, entrepreneurial output, enrollment in higher studies and university ranks. Second, faculty research output in the form of publication in refereed journals, consultancy projects and patents. The study concludes by stating that when these two important stakeholders are provided with the infrastructural support and environment to showcase their skill, the quality of technical institutions improves automatically.

The study is conducted on technical institutions engaged in providing engineering education. This research can be extended to other disciplines.

The framework proposed in the study will help technical institutions in evaluating their service quality levels which will further help them in improving the same.

Quality education is a key requirement of a burgeoning country, like India as it aims to establish a sustained growth. However, the current situation of Indian education system is extremely poor. Although efforts are being made nationwide to improve the present situation, it is incontrovertible that different complications ail different Indian states. Some states suffer from a poor gross enrollment ratio, while others have an extremely high student-teacher ratio. The purpose of this paper is to compare the educational performance of 28 Indian states in order to identify those which require immediate attention.

For fulfilling this objective, a multi-criteria decision-making (MCDM) framework utilizing preference ranking organization method for enrichment of evaluations and geometrical analysis for interactive aid methods is adopted.

The results indicate that the educational performance of Goa is the best amongst all the considered alternative states, while Bihar is the laggard in this direction.

From the results, the states which fare to be the worst can easily be identified along with the specific areas/criteria, where they are falling behind. Based on these findings, necessary remedial actions can be undertaken so as to improve the educational performance of the ailing states.

This paper employs a novel geographic information system (GIS) method and a hue-saturation-value color coding scheme in order to determine the influence of individual criterion on the overall state rank, thereby representing an integration of MCDM and GIS which has never been applied before for educational performance evaluation.

This study aims to examine the mediating role of employee commitment between the quality of work-life (QWL) and job performance among the faculty of technical institutions established in the province of Punjab (India).

The data collected from 434 faculty members with a response rate of 72% is analyzed and the mediation effect of employee commitment between the QWL and job performance of the faculty is modeled through partial least square-structural equation modeling.

The results indicate that employee commitment partially mediates between QWL and job performance. To strengthen the result, mediation of employee commitment is also tested for each dimension of the QWL with job performance. All the factors of QWL also supported a partial mediation effect.

The findings of the study may help the policymakers to understand, frame and implement appropriate policies for improving the work-life quality and commitment among the faculty. This may further assist in augmenting the overall performance of the faculty amidst a crisis in the sector.

The study highlights the role of employee commitment as a mediator between the QWL and job performance of the faculty in the technical education sector which is one of its kind and possibly not yet explored. Besides, the study proposes some measures in improving the work-life quality and job performance of the faculty.

Environmental crisis and energy security concerns forced researchers, environmentalists and industrialists to look for a cleaner mode of transportation. Rigorous efforts have been made to make electric vehicles (EVs) feasible for commercial use. However, despite of many efforts by the Government of India, the rate of adoption of EVs in India has not been up to the mark. To bridge this gap, present study understands the social acceptability and sustainability of EVs and identifies the social factors, builds inferences from the results obtained and helps in orienting the manufacturers and decision makers towards faster adoption of the EVs.

The social factors responsible for the growth of EVs in India are identified by literature survey. A questionnaire has been developed for understanding the customer’s perception towards EVs. The results of the survey are analysed using the tools on descriptive statistics, structural equation model using Statistical Package for the Social Sciences and hypothesis testing and the results are validated.

The results of the study are based on three hypotheses. The findings show that although the financial and the infrastructure factors have positive impact on rate of adoption of EVs in India; the vehicle performance factors have a negative impact on EVs adoption, implying that the respondents of the survey who feel that the vehicle performance factors are the most imperative have a more passive mind-set towards the EVs adoption.

The research work is based on the survey conducted on the pilot region of the national capital region of the country where the majority of the respondents of the survey are conventional fossil fuel vehicles (CFFV) owners. A more accurate analysis on the social factors affecting deployment of EVs in the Indian market can be done if the population of the survey consists of equal share of CFFV and EV owners from all across the nation.

This study will help researchers get a better understanding of the reasons for slow adoption rate of EVs in India. This paper sheds light upon the social factors responsible for the same. The Government of India can use the results of this study to understand the factors responsible for non-adoption and the recommendations for its further work on “Faster Adoption and Manufacturing of (Hybrid) and Electric Vehicles” India scheme.

Results of the study identifies the factors that slow down the adoption rate of EVs in India. The paper suggested potential solutions for the same. Successful implementation in terms of policies and technological advancements can propel India to the top in EV market. Switching to EVs brings about a radical change in the social life of the people and can improve the social status and lifestyle of the people.

Existing research has not focussed much on the social aspects of EVs in India. The present work is solely the result of the strategic thinking, planning, work and implementation by the authors.

The purpose of this paper is to identify critical factors of total quality management (TQM), for use in a possible framework that addresses sustainable quality improvements in technical institutes as a plausible means of TQM implementation in higher education programs.

The literature survey of the TQM and related quality methodologies and content analysis of TQM literature in technical institutes provide the theoretical and practical background for this work. The content analysis was carried out following the standard principles of deductive reasoning and subsequently, relevant factors were identified for implementations.

Unlike the scenario in industry, TQM philosophies have to be adopted differently for a successful implementation in technical institutes. The identified critical factors of TQM and related quality improvement methodologies provide a comprehensive guideline for an effective and efficient implementation of TQM in technical institutes.

This paper identifies the critical factors of quality improvement initiatives that are most comprehensive and have potential to address the quality issues of technical institutes. The critical factors identified in this study, offer a practical guidance for academics to implement TQM in technical institutes and can form the basis for delineating a mathematical model for these institutes.

The current study assesses the contribution of entrepreneurship education (EE) in strengthening entrepreneurial attitudes (EAs) and entrepreneurial intentions (EIs) among engineering graduates in India.

Cross-sectional data were collected through an electronic questionnaire from 340 engineering students. Structural equation modeling was performed for hypothesis testing through SmartPLS4 software.

The findings demonstrated that EE, EA and EI are positively and significantly correlated. However, the moderation effect of gender on EE–EI linkage was found to be insignificant.

The study provides comprehensive insights to understand EE effectiveness on students' EI and further opens the path for future researchers to investigate how the inclusion of other constructs in theory of planned behavior and human capital theory can raise the EI among students. Future research should target a larger sample size comprising students from diverse educational streams.

The findings of this research offer various practical contributions for educational establishments, policymakers and the government in formulating constructive educational interventions that fully trigger the student's EIs.

This study adds to the scarce theoretical examination of EE–EI using the human capital approach in developing countries. In addition, this study is highly relevant to the scarce theoretical and empirical support for investigating the contribution of EE in HEIs in India.