India’s Higher Education system contributes about 350,000 engineers and 2.5

million University Graduates annually to our workforce, yet at given time about 5

million graduates remain unemployed. A survey done by McKinsey Global Institute

shows multinationals find only 25% of Indian Engineers employable and a

NASSCOM Report38

foresees shortage of 500,000 knowledge workers. Every year,

the number of technical colleges and number of students graduating technical courses

is massive. Though one may feel proud of the situation but the question arises that

despite the fact the number of technical colleges and graduates are increasing, why so

many are still unemployed or are not getting jobs of their choice. Does it mean that

only the quantity of such courses is increasing? What about the quality of the

technical graduates passing every year in India. Every year, technical colleges and

universities produce a good number of graduates but still the corporate sector feels

that majority of graduates lack the necessary skills required by the industry.

The chapter review of literature has been bifurcated into 6 sections. Each

section highlights the aspects of the technical education. The researcher tries to give

the broad view of the technical education in different countries, India and the state of

Madhya Pradesh. The review also reveals the students perspective towards the

technical education and corporate sector. Last but not the least; the chapter also covers

the outlook of Industry and experts towards the technical education.

5.1. Review of Literature in Respect to the Technical Education Scenario

in different countries.

A survey done in Malaysia by Salina Daud, Noraina Mazuin Sapuan,

Nurazariah Abidin and Jegatheesan Rajadurai14

revealed that Higher education

Institutions should target improvements or inclusions of soft skills and specific

personality development components pertaining to openness and extroversion in its .

The Higher Education Institutions should reduce its resources to enhance physical

abilities in the curriculum and maintain a low level of resource deployment to develop

tacit knowledge and a sense of agreeableness in the manner in which the curriculum is

delivered. Further it added that graduates need to be equipped with such personalities

in order to be competent, industrious, of high quality and able to fulfill the industry’s

requirements.

81

A study conducted by Hatcher, et.al17

revealed that student’s outcomes,

student’s retention, attrition and graduate rates are some of the important measures of

the quality and overall effectiveness of the higher educational institutions. They also

focused that increased competition, higher costs for education, declining enrollments

have made the educational institutions realized the importance of student’s

satisfaction.

A survey done by S.C Ma21

revealed that in 1999, the Chinese’s government

announced a programme named “Decision on Deepening Educational Reform and

Promoting Quality Education, which laid emphasis on development of higher

education in the country. The challenges for which the programme was developed

were (a) competition from multiple levels and variety of organizations, and

institutions established by private ownership. (b) The need for new curriculum that is

relevant to the economy. (c) Job market competition from four year institution

graduates. (d) The quality of vocational education and (e) faculty training and

upgrading in teaching technology and methodology.

A study done by Nor et.al28

revealed that the Malaysian Universities need to

evaluate its engineering education strategies, identify model of change and identify

the role of academic staff development towards achieving the new engineering

education system in the country.

Work done by Barrel and Grizell13

concluded that institutions must be

responsive to demographic shifts that occurred in higher education by engaging in

outgoing strategic planning similar to that which is done in the business world.

Hannan (2003) suggested that faculty-student ration should be close to 1:10. Apart

from that frequent revision of the syllabus should be made in consultation with the

industry, so that graduates can adjust in different cultural and social settings.

Wu51

made an empirical study in Taiwan and focused on the University-

industry research co-operation. He contended that his research would be helpful to

achieve the objective of knowledge based economy since at that time Taiwan was

moving from labor intensive to knowledge intensive economy.

82

Nelson27

gave weight age to universities for playing a crucial role in the

promotion of regional and national economic development. They stressed that

universities should be facilitated according to the market demand.

5.2. Review of Literature in respect to the Technical Education Scenario in

India

A study done by Sajal K.Palit30

revealed that Universities and institutes

should make the curriculum in such a way that it can be linked with the industry. The

study revealed that various institutions have adopted standard competitive research

and object-oriented engineering program to keep itself in line with the corporate

world. A study conducted by K.G. Viswanadhan, N.J.Rao & C. Mukhopadhyay49

inquired that the scarcity of qualified, experienced and competent teachers are the

major causes for most of the quality problems in engineering education sector. The

survey though revealed that that there has been a phenomenal growth in the

engineering colleges and students graduating from these colleges but initiatives are

required from the institutes end to invest in the Research and Development activities

which will ultimately lead to the improvement of students performance.

Work done by H.A.Padmini, A. Keshav Bhardwaj & T.R Gopalkrishnan

Nair 29

emphasized on development of Curriculum. They also suggested some

remedial & Innovative measures like change to curriculum, Industry-academic

collaboration, training in Soft Skills, Professional and Social Responsibility, Cultural

Orientation etc should be introduced at University level. An investigation conducted

by Zahid Ali2 depicts that linkage between engineering institutions and industry

should remain alive and active. Industry interference should become mandatory for

the engineering institutions for producing graduates as per the industry requirement.

Industrial visits should be spread throughout the entire engineering programme so that

students are updated on the current trends in the industry.

Analysis on Technical Institutions Vinay K. Nangia, Cashmira Pramanik26

explained that India has to head forward on innovative collaborations between

industry and our universities through cooperative knowledge creation and exchange.

Although cooperative research is the keyword to fill the gaps existing in the present

structure, there is a tremendous need to create other avenues that need to be

83

intensified, stimulated, and above all integrated, for a close academia and industry

interaction through all the stages of technology development, starting from

conceptualization down to commercialization. The most meaningful aspect is that

such tie ups acknowledge and capitalize on the relative strengths of the academia and

industry. Besides industry associations, the universities should also form linkages

with government agencies which are entrusted with industrial development activities.

In spite of some shortcomings and inhibiting factors with respect to the academia-

industry collaboration, government should put into place an integrated policy of

academia-industry collaborative interaction encompassing a number of strategies

enabling such an initiative to thrive in the country’s quest for technological

leadership.

To improve the employability of the students & enhance the quality of

manpower required in the industry Deepali Wankhade & Pravin Dhokane50

portrayed there should be regular interaction between industry and academia to know

the changing trends in technology required in terms of IT processes. Faculty should be

given training on latest trends and technologies by industry expert. HR requirement

portal should be developed and used effectively from both ends. Industry and

institutions should create the professionals with global mindset so that they can adjust

in different culture & social settings. A survey was conducted in the engineering

colleges affiliated to Annamalai University, Chennai by Albert P’Rayan &

Ramakrishna T.Shetty34

and their opinion were that the measures should be taken

to help students overcome communication apprehension. This approach demands a lot

from the teacher. They also mentioned that English language teacher is not just a

teacher of grammar and sentence structure, he/she is expected to play an active role as

a diagnostician, counselor, communication specialist, soft skills trainer.

P.K.Shetty, M.B.Hiremath, M, Murgan and K.G.Seeraja42

analyzed 10

state Universities of India during 2000 to 2006. They concluded by stating that Indian

universities need to be dynamic and adoptive to the changing needs and priorities of

the society and should provide an arena of freedom to young innovative minds.

Some researcher also emphasized on Total Quality Management and

Technical Education Quality Assurance and Assessment (TEQ-AA) system. Research

84

done by Irfan G, Ghori A.A, Soma.V.Chetty18

explained that the philosophy of

TQM must be implemented in the campus culture to keep a check on the proper

functioning of the campus. Technical Education Quality Assurance and Assessment

(TEQ-AA) system was designed by P Venkataram and Anandi Giridharan48

for

technical education assessment and improvement. TEQ-AA was used to provide

comparison standard of the institutes. TEQ-AA was also used in planning new

curriculum/research programs since it provides strengths and capabilities of every

institution in those particular thrust areas.

Some researchers focused that major work needs to be done at the institutional

level rather than at Industrial level. Vishnu Prasad Nagadevara & S. Nayana

Tara25

bifurcated institutions into 3 categories: Top, Average and Low category

institutions. While all the 3 categories of institutions sponsor faculty to attend

seminars and conferences to build their professional capacities, the major

distinguishing features of the top category institutions are the “flexi-time” facility

offered to its faculty, special coaching to the academically weak students, access to

the latest knowledge to students and faculty through a well stocked library with

subscriptions to a large number of national and international journals.

A study done by Kareena Bhatia and Manoj Kumar Dash8 revealed that the

improvement in the Indian education system is required at many levels-from primary

schools to higher education and research institutions of national excellence. At all

levels, there is a need to improve both access and excellence. At the bottom of the

“Knowledge Pyramid” the challenge is one of improving access to the primary

education. At the top of the “pyramid”, there is need to make institutions of high

education and research world class. As analyzed Sekar & S Sathya Narayanan41

the

work culture of an institution plays a vital role in affecting the intrinsic motivation of

the faculty members which in turn improves the aspirations of the institutions, but at

the same time the study also revealed that work culture of the college did not affect

the performance of the students.

Bhusari10

advocated that “rather than opting for one particular model,

technical institutions should explore different forms of partnership and follow a

85

pattern where the institution feels comfortable working with the industry. He also

stressed to identify the areas where optimum collaboration is likely to be available.

A survey done in India concluded that engineering education has come to play

a credential role for most aspiring students; that is the degree is more important than

the knowledge or skills imbibed. The IT and software industries lure away a

significant number of engineering graduates with lucrative job offers and higher

social status. Due to this trend, core-engineering fields are no longer attractive enough

to prospective students. Even though a large number of students take admission into

core engineering branches of non-computer or non-information technology programs,

they do not apply the education and skills acquired, thereby, in the relevant

engineering fields. These results in core Engineering branches redundant and a drain

on investments. A study by Sandhya Karachiwala19

reveals that there is a change in

trend toward companies hiring those who have been educated only in India. Although

the level of satisfaction of the degree, and assessment of technical skills was the same

for India and USA, there were differences in expectations on the University degree,

assessment of ‘soft Skills” and the amount of work experience needed for those

educated in India. In addition, the perception of Indian’s as being good talent is

influenced by other factors such as India’s domestic software industry, Indians world

experience and cultural assumptions. Although India’s higher education system is

valid source to screen employees it is difficult to ascertain if the perceived value of

employers have of changes in India’s system is based on the system actually

imparting better skills to employees, or whether it is based on the pre-conceptions of

Indians as a group.

Modi24

concluded that fresh graduates, who join the industries, require six

months to 2 years as gestation period to show their contribution and, many a time,

they leave the organization before they start showing results. The main for this is the

gap between theory and practice. Therefore, industry, R & D labs should become

partners with the centers of higher learning.

Patil and Popker33

has emphasized on ensuring a common platform for

industry and institutions to work out value based curriculum taking into consideration

the needs of industry

86

5.3. Review of Literature in respect to the Technical Education Scenario in

Madhya Pradesh

A work done by Arjariya. et.al5 stressed on data mining to be used in order to

identify and resolve the problems in higher education.

A study done Bhuria and Dixit9 reveled that Government of Madhya Pradesh

is also putting its efforts to enhance the quality of Technical education in the state and

students satisfaction level from these institutions. The government has introduced

Online Off-campus counseling through which students can get an idea of the

institutions in which they are interested to get admission, thus giving them more

satisfaction.

A survey done by Parthasarathy and Pingle32

with college management and

faculty members of 46 educational institutions across India, including the state of

Madhya Pradesh focused on the need of Talent Management in Technical Institutions.

They stressed that the academicians and Management of the Technical institutions

should set up an exclusive Talent Management system, leading to the strategy of

“sticking to core competency”.

Dwivedi and Mahara15

in a study laid on emphasis on development Quality

Model for Management Education. The model will help to improve the productivity

and will increase the employability. They also stressed that institutions should work in

a direction which will develop students with Disciplined Mind, Respectful mind,

creative mind and ethical mind

5.4. Review of literature in respect of student’s satisfaction from Technical

Education.

According to Tricker47

student’s expectation have changed drastically over

the last three decades. With the coming up of new institutions, it is clear that

expectations are now more complex. It is interesting to know that in 1970s

expectation of the students were simple and clear. They considered institutions as a

place to get knowledge. Institutions were considered as a place of scholarly reflection

and learning. Teacher student relationship was one sided. In 1980 and 90s expectation

87

started taking a complex shape. Expectation started increase mainly due to hike in the

fee structure. In 2000s, students are crystal clear with there expectation from the

education institutions. They expect value for money. They expect two way

communications between themselves and the university, accurate information about

their courses, assessment procedure, placement procedure etc.

A study conducted by Ziethaml, W., Parasuraman, A and Berry52

revealed

that with the hike in the tuition fee and other expenses charge by the educational

institutions , must be aware of the needs and expectation of the students demands as

students are considered as their clients.

Students are becoming aware of their ‘customer rights’ as Sender, Stevenson,

King and Coates40

They came up with an important finding regarding student’s

satisfaction. Student’s satisfaction acts as valuable sources to the institution. At the

entry point, students do not have very realistic expectation as they do not have any

university experience. But by the time they come in 2nd

, 3rd

and 4th

year, they start

coming up with various expectations and satisfaction from their institution.

Kember and Wong20

conducted a survey where they interviewed 35 Hong

Kong students. He found that more active student’s impression of the good teaching

involved factors like active engagement by the teachers and use of various techniques

used the teachers to make things understandable, whereas passive students treat good

teaching as more involved in the organizational goals, good tempo, and clarity of

communication and management of student workload. They also came up with an

investigation on the teaching skills from 395 students and found that students ranked

discipline as the top most important expectation.

A study done by Rolfe39

emphasized that now a days students expect more

direction and guidance on the lectures delivered to them. They also want increased

individual contact programs, more available resources and are more motivated by

assessment. Teachers approachability was ranked second, knowledge third and then

enthusiasm.

In USA Smith & Wertlieb43

compared first-year student’s social and

academic expectations with their experiences at the middle and end of their first year

88

of college. There found a mismatch between students’ academic and social

expectations and their experiences in first year. They also came to the conclusion that

students with high and unrealistic academic expectations usually tended to have lower

grades compared to students with average expectations. Telford and Massion46

came

up with an important finding. They pointed out that perceived education quality

depends on student’s expectations and values. Students who make realistic

expectation of the institution on the correct information collected by them have

greater potential to minimize the difference between the expected and perceived

quality.

Pithers and Holland36

found that at various junctures difference can be seen

between student’s expectation and the experience that institutions offer. The main

reason for such differences can be (i) institutions are unaware of the student’s

expectation (ii) universities may be mistaken about the students needs.

A survey conducted by Tektas et.al.45

revealed students’ expectations are

based on previous student experiences and the status of the academics. Expectation of

the students depends on fame of the institution, faculty who teaches them, region in

which the institution is located, entertainment facilities provided by the institution,

social life, opportunities provided by the institution. Strikes44

indicated that the level

of student’s positive feeling or satisfaction is associated with student’s ability to find

adequate resources to meet their academic and social interests.

According to Atiken1, key determinants of student’s satisfaction include

academic performance, quality of instruction, quality of academic advising and

quality of curriculum. Apart from these factors, interaction with fellow students also

affects the satisfaction level. Danielson12

refers student’s satisfaction to the attraction,

pride or positive feeling that the student develops towards the institution.

5.5. Review of Literature In Respect to the Expectation of Students from

the Corporate World

A survey on over 2,500 college’s seniors from 46 universities was conducted

by Behling and Rodkin7 . The most important variables that seemed to affect the

student’s decision about their organization to work for the first time were type of

89

work or service performed, amount of challenge or responsibility associated with

work and chances for advancement and salary. Gluek16

conducted a study of 51 male

students in south Western University in the US and they were either majoring in

engineering or business. Interview method identified 13 different items that the

students deemed important in relation to their first job.

Cloeman et.al11

surveyed 80 college student’s from five east coast colleges in

the US and 15 recruiters to assess the extent to which the student’s need matched up

the rewriters\’s perceptions of their organization’s attitudes towards these needs, using

Maslow’s Hierarchy of needs frame work. It was found that student’s need in the

physical and security categories were higher than those expressed by the recruiters.

Posner37

conducted a study to understand whether faculty, recruiters and students

share similar expectations regarding job characteristics. Expectation of students

differed in job variety, reputation of the company, competent co-workers, job security

and ability to manifest good work to superiors, company reputation and fringe

benefits. Challenging work, using abilities and learning atmosphere were rated highly

in that order by the students and job title, size of the company and scope for extensive

travel were rated the least.

Parmley et.al31

revealed that students look for jobs that have potential for

future earnings, promotion opportunities and employer location. Manter and

Benjamin22

found that graduates look for jobs that enable them to apply their skills,

provide career development, salary advancement and give opportunity to learn new

skills. Moravec and Wheeler affirmed that tunes stress more on long term values in

their jobs. According to Peterson and Devlin35

, students during the 1950s pursued

high salaries, job security and opportunities for promotion. In the 19860s, they sought

a sense of social responsibility, resolution of social problems and meaning of life.

Anderson et.al3 pointed out that this changed in the 1970s and 1980s with

large scale office automation and computerization, when students shifted their goal

orientation towards individual achievement and reward through careers. They also

pointed out that the students in early 1990s appeared to be refocusing on the

combination of job attainment, job security and self-improvement efforts designed to

improve one’s status in the profession. Assari and Karia6 conducted study in

90

Malaysia to identify the expectation of entry level job seekers. Opportunity for self-

development, opportunity for carrier development and job security were rated high

and location of work place, challenging job and flexi time were rated the least.

Zhao53

conducted a study in China with the objective to investigating the

difference in expectations of the applicants and recruiters in China. Zhao’s study

concluded that significant differences exist between recruiters and students in terms of

organization’s size, occupation reputation, organizational culture, job security and

voicing opportunity.

Andrew Dutta and Eldos M. Punnose4 did a study in the Indian context and

concluded that graduates while choosing their first job would prefer employers who

are capable of providing growth opportunities both on career and on personal front.

The look for a positive and supportive environment helping and enabling them to

execute the task well. Importance of job and company image also plays and important

role through parental background may modify this criterion. Additionally, graduates

also look for the jobs which give them the scope to balance their social life apart from

a scope to apply their learnt skills. Jobs that are offered to female candidates in India

should be planned and properly designed by emphasizing more on attributes like

favorable job location and company reputation.

A study conducted during the economic recession in India disclosed that,

when students were experiencing uncertainty on projects and job placements,

naturally their self esteem levels fall down. The study also reveled that IT and Non IT

students do not have varying levels of self-esteem. It also concluded that there is no

significant relationship between self-esteem levels of engineering and PG students.

Also there is no major difference of self esteem levels of male and female engineering

students.

5.6. Review of literature in respect to outlook of industry & experts

towards technical education

European Working Conditions Observatory, a study was conducted a study

in Hungary exploring employer’s expectation in relation to recent graduates. The

study focuses on types of soft skills that employers look for from young workers

91

beyond professional knowledge and competence. It was found that employers have

similar expectations of recent graduates, regardless of their filed of training, and are

particular critical of their language skills, practical experience and motivation levels.

A survey done in the southeastern United States revealed that employers give

weighatge to values in the following order: Communication skills, analytical skills,

teamwork skills, technical skills and work ethics, whereas students rate their work

ethic and teamwork skills among their highest abilities.

As per Narayan N R Murthy, over the years, variety of factors have caused a

gradual drying up of talent that goes for technical education. Following are genuine

cause of concern:

• Governmental interference has been the counted as one of the many reasons for

the decline in the ability of IIT’s to attract top talent.

• Educational institutions has to get the government’s permission to invite a foreign

academic for a discussion.

• Low student-teacher ratio.

• The number of PhD students in the engineering discipline is slowly drying up.

Dabur India feels that it is important to check other candidates for their

ability to be team players. The ability to interact and understand other cultures has

also been mentioned as an important attribute.

According to Wipro Spectramind, Delhi, “Behavioral tests to identify

profiles will help”. CRISIL, Mumbai indicates, “Students who appear for the

interview should possess sound knowledge of fundamentals they have learnt in

school/college. Often basic knowledge in their basic subject of graduation/post

graduation is missing”.

Along the same lines, Philips, Mumbai argues, “Competencies are difficult to

assess through a Group Discussion/ Personal Interview. They are inferred through

92

students who have worked with you or through psychometric tests”. Students are

expected to go beyond street smartness.

Hyatt, Calcutta on the other hand expresses, “Prospective students should

have some work experience even if it is for three months. Students can then apply

knowledge gained in Institutions. Written examinations are not important as an

intelligent candidate may not necessarily make a good employee.

Accordingly to Proctor & Gamble (P & G) Mumbai, “Sustained leadership

roles/activities are important criteria for selection. At summer/final placement, P & G

conducts written & psychometric tests for filtering candidates.

Everready Industries, Calcutta contends, “Group tasks should be given a

specific task, which needs to be completed in a limited period of time with a team.

Since students who come together as a team are not acquainted earlier with each

other, it can be a good check on their team orientation.

Bata India, Calcutta contends, “Before the final selection, short listed

candidates should have a one week exposure in a company so that they know what

they are heading for. Prior work experience is not always a good idea as industry may

prefer fresh students as they are easy to train/ mould to the specific requirements of an

organization. Fresh candidates do not carry any baggage of previous methods of

working which requires unlearning.

Deutshe Bank argues that the students lack interpersonal skills and ability to

carry a team and tend to form small sub-groups among themselves, which is not

desirable for the organization.

Neev Information Technologies Pvt. Ltd says that Many students don’t how

to interact in a professional environment or send a professional email and handle basic

computer programmes.

Global talent track asserts that expectations of the employees are never static,

they keep changing based on the emerging business landscape including the

expectations of their own customers.

93

Dr. Uma Ganesh COE of Global Talent track states that when freshers start

looking for employment opportunities, it is important to know what the employers are

looking for rather than blindly applying to various organizations. The expectation of

employers are never static, they keep changing based on the emerging business

landscape including the expectation of their own customers. The tragedy of youth

now days is that they imbibe certain myths about education viz, Whether the

university is giving a recognized degree or Communication is important for marketing

or customer facing roles etc. They need to understand that what is required out of

them is the complete understanding of the subject.

Survey conduct by “Aspiring Minds”, The survey was based on the result of

a standardized computer –based test called Aspiring Minds computer adaptive test or

AMCAT- conducted for more than 40,000 engineering and MCA students (in final

year) in 12 states. It came with the conclusion that, for India to maintain its

competitative advantage, the educational institutions need to produce industry –ready

candidates. This requires substantial intervention on part of higher education

institutions to impart IT skills to students. “Academia-Industry Interaction: Hopes and

Promises” The gap between industry’s needs and the academic community’s

aspirations appears to be considerably large. There exists a strong feeling, at least in

the academic circles, that unless technology driven inititiatives find super place in the

industrial sector in this country, the academia-industry interaction is likely to remain

confirmed to developmental activities with limited exploratory or research based

content. With the little or no acknowledgement of research intensive needs on the part

of industry, and the marginal interest that purely development related activities evoke

amongst the academia, the academia-industry interaction does not appear to be resting

on very firm grounds. More over there appears to be critical mismatch in relative

perceptions of the two on the issue of how technology development is to be achieved.

For academia, technology development amounts to conceptualization and execution

coupled with validation at the laboratory level. The industrial R & D in the country

should actually focused on this phase of technology development where laboratory

models are scaled up and converted into commercially viable products/processes.

Evolving a laboratory-proven idea into an implementable technology is a kind of

effort which the academic community does not appear to be fully geared towards, at

least at present.

94

Amit Bhatia, CEO, Aspire Human capital Management, an education

services firm, said that there is a wide gap between the skills needed by the employees

and those possessed by the applicants, thus increasing the unemployables figure.

Sangita Gupta, Senior Vice-president, NASSCOM: Almost 50% of the

engineering output in India is unemployable. In India, there are many engineering

colleges of different ranks. There are IITs and NITs on one hand and also many

private engineering colleges in different cities and states. The employability problem

does not lie as much with the former as it is with private colleges in tier II and tier III

cities.

According to Sunil Goel, director Global Hunt India, nearly that half of the

firms will have apprehensions about employability of prospective candidates and

don’t want to hire and train someone who might just quit within a short duration.

However, 30-40% firms want to hire and train.

Lt. Gen MG Datar emphasized on the concept of “pre-engineering” on lines

similar to “pre-medical” followed in Europe. The students, who aspire to become

engineers, must do a six month apprenticeship in a factory prior to joining the

engineering colleges. Emphasis should be on basic technician’s skills and hand on

work on the shop floor, rather than spending time in the office. This needs to be

worked out by the technical universities to fit into the time slot after ‘counseling’,

when the basic stream of engineering for students is decided.

Engineering Graduate Talent Pool in India a Research report submitted by

Merit Trac23

in July 2005 reveals that there is a low correlation between “Academic

Performance” and “Test Performance” which indicates non alignment of academic

system and industry expectations thereby opening up for some more reflection at both

ends.

As per S.L. Rao views colleges are evaluated based on how quickly students

get placed and how big their pay packets are. Thus, greed is inculcated at an age when

idealism should be. Technical education must focus on society and social good, not

merely on building corporate bottom lines at any cost.

95

General observation given by various Industries throws a light on some of the

facts. Very often Company Executives express the mismatch that exists between their

expectation from students and what is been provided to the students as educational

inputs. Some of the gaps are identified below:

• Lack of Industry orientation-the essence of the system still follows examination

based evaluation process and not project based assessment;

• Rigidity-Since all educational institutions are under the ambit of AICTE & UGC

regulations the process of re-evaluation of course content becomes non-flexible.

• Lack of industry experience of the teachers themselves;

• Lack of attention towards pure sciences. Even countries like China and Vietnam

have been concentrating on the same, rightly understanding the importance of the

ITES in the post-industrial economy.

• Besides these obvious Technical preconditions necessary in a professional, there

are various grooming and personality based qualities, which our education system

does not address adequately. These include skills like diction and fluency;

analytical abilities and basic logic; as well as cross-cultural sensitivity and

customer service orientation and behavioral attributes.

The chapter, review of literature revealed that studies done earlier focused on

various aspects, in terms of institutions role and students expectations viz.

� Curriculum should be industry oriented.

� More focus should be given on communication skills

� More interaction should be visible between industry and academia.

� Faculties should be motivated by providing them a good work culture.

� Institutions must understand the psychology of the student’s whey they go for the

interview, and what students expect from their first job.

96

A number of studies are done on corporate expectations from academia but

hardly any research has been done on the technical education and expectation of

corporate world from these institutions and students in the state of Madhya Pradesh. It

was with this intent the present study was taken up.

To understand the corporate expectation from the technical education of

Madhya Pradesh, the present study will focus on following areas:

� Student’s satisfaction level from the technical education in Madhya Pradesh

with special reference to the cities of Bhopal, Gwalior and Indore.

� Student’s expectation from the corporate hiring them.

� Impact of the technical education on the economy of the state.

� Corporate anticipation from the technical education in Madhya Pradesh in terms

of knowledge, attitude and skills which they give to the students.

In nut shell, the study will focus and analyze on perspectives of technical

education system, students and corporate world as a whole. Once the holistic view is

achieved, the reasons for the gap in the technical education vis-à-vis corporate

expectation will be identified and will explore some solutions to the existing gap.

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