Critical success factors for next generation technical education institutions

Impact of COVID-19 on education in India: stakeholders' voice

Purpose

This exploratory study aims to discover the different forms of challenges encountered by school stakeholders, including students, teachers, parents and management due to the coronavirus disease 2019 (COVID-19) pandemic.

Design/methodology/approach

Qualitative methodology was deployed for the study. A purposive sampling technique was used to select the respondents for a semi-structured interview. Data were examined using interpretative phenomenological analysis (IPA).

Findings

It was found that each stakeholder faced four different challenges: mental distress, physical immobility, financial crunches and technological concerns. Findings suggest that teachers are experiencing higher financial, technological and physical challenges as compared to other stakeholders followed by parents.

Originality/value

This paper discusses the major challenges faced by each stakeholder along with the opportunities. These findings will be useful for educationists, regulatory authorities, policymakers and management of educational institutions in developing countries to revisit their policy frameworks to develop new strategies and processes for the smooth implementation of remote learning during a period of uncertainty.

Unveiling research productivity of premier IIMs of India (2010–2021)

Purpose

This study aims to investigate the research productivity in terms of publications count of the top four premiers Indian Institute of Management (IIM) institutions and to explore the current research trends.

Design/methodology/approach

Bibliometric techniques were employed to assess the performance in terms of research productivity of authors affiliated with IIMs. The Elsevier Scopus database was selected as a tool to extract the prospective publications data limiting the time frame for 2010–2021. The IIM-Ahmedabad, IIM-Bangalore, IIM-Calcutta and IIM-Lucknow have been selected for the study. The harvested data were analyzed by using the standard bibliometric indicators and scientometric parameters to measure the research landscape such as average growth rate, compound average growth rate, relative growth rate, doubling time, degree of collaboration, collaborative index, collaborative coefficient and modified collaborative coefficient. VOSviewer 1.6.17, BibExcel and Microsoft Excel were used for data analysis and visualization.

Findings

The research productivity of selected four IIMs has shown an upward trend during the study period from 2010–2021 and accrued 4,397 publications with an average of 366 publications per year. The authorship patterns demonstrate the collaborative trends as most of the publications were produced by the multiple-authors (81.03%). IIM-Ahmedabad has produced the maximum number of publications (32.20%). The research productivity of IIMs has come out in collaboration with the 125 nations across the world and the USA, the UK, Canada, Germany and China are the front runners with IIMs in the collaborative network. The high magnitude and density of collaboration are evident from the calculated mean values of the degree of collaboration (0.82). The mean values of the collaborative index (2.64), collaborative coefficient (0.51) and modified collaborative coefficient (0.51) demonstrated a positive trend, but indicate the fluctuation in the collaborative pattern as time proceeds.

Research limitations/implications

The study is limited to the publications data indexed in the Scopus database, therefore the outcome may not be generalized across other databases available in the public domain like Web of Science (WoS), PubMed, Dimensions and Google Scholars.

Practical implications

The findings of the study may aid academics and library professionals in identifying research trends, collaboration networks and evaluating other academic and research institutions by using the current advancement in data analysis.

Originality/value

The present study is the first effort to evaluate the research productivity of IIMs. The expanding literature will make an important contribution to identifying patterns and evaluating current research trends on a worldwide scale.

Modelling the enablers of sustainability in higher education institutions

Purpose

The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to understand the interdependence between the enablers.

Design/methodology/approach

The study adopts the total interpretive structural modelling approach to comprehend the interaction and transitivity between the enablers. Cross-impact multiplication matrix analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers.

Findings

An extensive literature review and expert opinion helped in identifying 10 enablers that can promote sustainability in higher education. The structural model revealed government policies, media, accreditation/sustainability audit, sustainability leadership and institutional commitment as the crucial enablers that can drive sustainability and activate the enablers with high dependence and low driving power.

Practical implications

The results of this study will assist the policymakers and management of universities and colleges in understanding important factors that can facilitate sustainability in higher education. Universities and colleges to incorporate sustainability in their system need to transform not only the core higher education activities of learning and teaching, research and engagement, also the way the colleges operate its culture, governance, structure and how it supports the staff and students.

Originality/value

So far, research on sustainability in higher education has looked into each factor in isolation. This research provides a comprehensive view of the factors and has attempted to establish a multidirectional interplay between factors facilitating sustainability in higher education (SHE).

Factors influencing organizational agility in higher education

Purpose

The purpose of this paper is to explore the factors that can facilitate agility in higher education and to analyze the interrelationship between the factors.

Design/methodology/approach

A structured model of factors facilitating agility in higher education was developed using total interpretive structural modeling (TISM). Cross-impact matrix multiplication (MICMAC) analysis helped in classifying the factors on the basis of their driving and dependency power.

Findings

An extensive literature review and expert opinion helped in identifying eight enablers that can promote agility in higher education. The ability to sense the environment, organizational structure, adoption of ICT, organizational learning, human resource strategies, leadership, readiness to change and collaboration with the stakeholders were the eight factors identified. The structural model revealed leadership as the most crucial enabler followed by human resource strategies and organizational structure.

Research limitations/implications

The model has incorporated and prioritized all the crucial drivers of agility that can help universities and colleges design, adopt and implement policies and practices that would facilitate agility.

Originality/value

So far, the research on agility in higher education has looked into each factor in isolation. This research provides a comprehensive list of the factors and establishes the interplay between the factors making this study new and original.