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Expectations of Industry from Technical Graduates: Implications for

Curriculum and Instructional Processes

Article  in  Journal of Engineering Education Transformations · February 2015

DOI: 10.16920/ijerit/2015/v0i0/59339

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Journal of Engineering Education Transformations, Special Issue: Jan. 2015, eISSN 2394-1707

Expectations of Industry from Technical

Graduates: Implications for Curriculum and
Instructional Processes
PK Tulsi
[email protected]
&
MP Poonia
[email protected]
National Institute of Technical Teachers’ Training & Research,
Chandigarh, India

Abstract- Industry is operating in an environment characterized creativity and adaptability. Industry is facing shortage of
by high performance work culture, intense competition, emphasis on competent trained manpower and need to spend time, money
quality, value addition, diversification of products and services, and and resources to train manpower to make them job ready. The
automation as a result of globalization. Industry requires job ready situation calls forth for a closer collaboration between the
graduates. It has been found that (a) the employability of technical technical institutes and industry. Though changes are required in
graduates is low, (b) the requirements of skill set vary from sector to
various sub- components of the technical education system, but
sector, (c) technical knowledge and skills are considered to be
important but soft skills (communication skills, self discipline, team two of the sub-components – curriculum and instructional
work, willingness to learn, flexibility, creativity etc.) are considered processes need urgent attention to produce job ready graduates.
to be more important for employability, (d) technical graduates lack
higher order cognitive skills such as ability to analyze, logical
reasoning, ability to evaluate and create, and ability to solve
problems, (e) knowledge of computers and mathematics are essential 2. TECHNICAL EDUCATION IN INDIA
for an engineer to succeed, and (f) teaching-learning processes must
focus on higher order thinking skills, problem solving and creativity The country has third largest system of education in place.
and evaluation processes must change accordingly. Technical
education needs total revamping and changes need to be introduced
Technical education in India comprises of 81 centrally
in the various sub-components of the system. The paper deals with funded institutions, 8562 degree level institutions and 3524
the strategies that can be used to improve the quality of curriculum diploma level approved institutions with an intake capacity of
and instructional processes, and collaboration with industry. 3.4 million [2]. Technical manpower, trained by the system, in
turn contributes to economic growth and development of a
Keywords—Technical graduates, Industry, Curriculum and country. During the last two decades, there has been
Instructional Processes tremendous increase in the number of technical institutions
but still there is a scope for expansion of technical
1. INTRODUCTION institutions as the Gross Enrolment Ratio (GER) at higher and
technical education level is only 22%. Govt. of India has set a
The acceptability of graduates from technical or engineering target of achieving 30% enrolment by the year 2020. The
education institutions is a cause of concern world over. quality of technical education is under severe criticism and is
According to the results of 2013 Talent Shortage survey [1], the of concern to all stakeholders namely policy makers,
most acute talent shortages are reported in Japan (85%) and administrators, teachers, students, industry and society. One of
Brazil (68%). The problem is widespread in Asia Pacific, with the parameters of measuring quality has been the
more than half the employers surveyed in India (61%), Hong employability of graduates from these technical institutions.
Kong (57%) and New Zealand (51%) saying that talent There are two views on employability-a narrow view and a
shortages prevent them from hiring people with needed skills. broader view. When viewed in narrow sense, it simply refers
Industry is operating in an environment characterized by high to as to how many students get employed on completion of the
performance work culture, intense competition, greater programme from the institution. But in broadest sense it refers
emphasis on quality or value addition, diversification of to how successfully a person is able to manage his career and
products and services, and automation as a result of lead a productive and meaningful life. Most of the surveys or
globalization. Industry requires job ready graduates who possess studies undertaken in the area have taken the narrow
the requisite competencies and can take up the assigned projects viewpoint of employability.
or tasks. The competencies expected of graduates include not
only technical knowledge and skills but also ability to work in 3. EMPLOYABILITY OF GRADUATES: REVIEW OF
teams, leadership, interpersonal skills, communication, RELEVANT LITERATURE

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Journal of Engineering Education Transformations, Special Issue: Jan. 2015, eISSN 2394-1707

communication, basic computer and advanced computer.

A survey conducted by NASSCOM and McKinsey Global Employers rated core employability skills (4.27) more
Institute in 2005 reported that India produced 0.36 million important than the professional skills (3.91) and
engineering graduates and 0.6 million other graduates in arts, communication skills (4.01). Soft skills (core employability
science and commerce. It was found that only 25% of the skills and communication skills) were rated significantly more
engineering graduates and 10% of other graduates were important than the professional skills. Employers are less than
employable. ‘somewhat satisfied’ with these skills. Further, these higher-
order thinking skills were considered the most important
Aspiring Minds Computer Aptitude Test (AMCAT) was Professional Skills. The findings suggested that engineering
conducted for .04 million students of engineering and Master’s education institutions should recognize the importance of Soft
in Computer Application (final year) across the country in Skills and refocus the assessments, teaching-learning process,
twelve states [3]. AMCAT covers all objective parameters for and curricula away from lower-order thinking skills, such as
adjudging employability in the IT/ITeS sector including remembering and understanding, toward higher-order skills,
English communication, Quantitative skills, Problem solving such as analyzing and solving engineering problems, as well
skills, and Computer science and Programming skills. The as creativity.
study findings suggested that employability varied from sector
to sector. The percentage of students found fit to be A review of evidence on best practice in teaching and
employable in IT product sector, Knowledge Process assessing employability skills concluded that the major
Outsourcing (KPO), Tech Support, and in BPO sector were pedagogical approaches used in relation to employability-
4.2%, 9.5%, 25.9%, and 38.2% respectively. The study relevant skills do tend toward experiential and action learning
suggested that to enhance employability in IT product sector, methods in all the settings [7]. In higher education, games and
the emphasis in technical institutions should be on product again work placements or group projects might be used to
development and research while in case of BPO and Tech support more traditional practices. There tends to be a greater
Support sector, the institutions should focus on developing emphasis on blending assessment techniques to include
soft skills and problem solving skills. coursework and evidence portfolios to document the learners’
abilities and skills which might have been demonstrated in a
The results of a case study of employability of engineering work or project-based environment
graduates revealed that the performance of students in non-
technical education (verbal reasoning, logical reasoning and From the studies described above, it can be concluded that
soft skills) was a strong predictor of employability than was (a) the employability of technical graduates is low, (b) the
the grade obtained in technical education [4]. In another study, requirements of skill set vary from sector to sector, (c)
it was found that knowledge of Engineering (Grade Point technical knowledge and skills are considered to be important
Average) and proficiency in English language were important but soft skills (communication skills, self discipline, team
predictors of continuous employability of engineering work, willingness to learn, flexibility, creativity etc.) are
graduates in campus interviews of software services considered to be more important for employability, (d)
companies [5]. technical graduates lack higher order cognitive skills such as
ability to analyze, logical reasoning, ability to evaluate and
Employer satisfaction survey was conducted by an education create, and ability to solve problems, (e) knowledge of
team of South Asia Region, World Bank [6]. One hundred and computers and mathematics are essential for an engineer to
fifty seven employers across sectors and regions in India succeed, (f) teaching-learning processes must focus on higher
completed the on-line questionnaire. The study led to the order thinking skills, problem solving and creativity and
identification of three sets of factors namely core evaluation processes must change accordingly.
employability skills, professional skills and communication
skills that affect the employability of graduates from technical
institutions. Core employability skills comprised of integrity, 4. PANEL DISCUSSIONS ORGANIZED BY NITTTR
self discipline, reliability, self motivated, entrepreneurial
skills, team work, understand and take direction for work National Institute of Technical Teachers’ Training and
assignments, willingness to learn, flexibility and empathy. Research (NITTTR), Chandigarh, since its inception in 1967,
Professional skills consisted of identify, formulate and solve has been in the service of technical education especially in the
technical and engineering problems, design a system, northern region of the country. The institution was set up with
component or process to meet desired needs, use appropriate a mandate to improve the quality of technical education.
modern tools, equipment, technologies, apply knowledge of Ministry of Human Resource Development (MHRD),
mathematics, science and engineering, customer service skills, Government of India (GOI), in the year 2012, gave a mandate
knowledge of contemporary issues and creativity. to the institute to train 20,000 teachers through Induction
Communication skills included written communication, design Training Programmes in order to improve quality of faculty
& conduct of experiments, & analyze and interpret data, and in turn the quality of instruction in technical institutions.
reading, communication in English, technical skills, verbal Thus, the institute ventured into designing and offering teacher

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Journal of Engineering Education Transformations, Special Issue: Jan. 2015, eISSN 2394-1707

training programmes through integration of information and Both the review of relevant literature and the panel
communication technologies. Panel discussion on the theme discussions clearly point towards the skill gap that exist
‘Expectations of Industry from the Technical Graduates’ was between the requirements of the industry and the skill set
made an integral part of the Induction Training Programme being developed among the technical graduates. There is a
with the objectives (a) to identify the skill gaps that exist and need to develop curricula as per the requirement of industry
(b) seek suggestions from the industry personnel and academia and create a conducive environment in technical institutions
to bridge the gap by introducing needed changes in the for quality instruction (both theory and practical) to develop
technical education system. Forty-three panel discussions have the required competencies among technical graduates.
been organized till date. Panelists included the industry
personnel from a wide variety of industries such as 5. STRATEGIES FOR IMPROVING CURRICULUM AND
manufacturing, construction, pharmaceutical, electronics, INSTRUCTIONAL PROCESSES
automobile, infrastructure, bio- technology, service etc.
Some of the major issues that emerged included: The strategies that can be used to develop relevant
curriculum for various courses and improving quality of
Students instruction have been discussed in the following paragraphs.

lack fundamental knowledge of terminology, concepts, 5.1 Implications for Curriculum:

principles etc. in their own disciplines

lack knowledge of current developments in their Major changes required in curricula of various courses
disciplines and technology include:

lack practical skills • All curricula should be aligned to graduate attributes

are unable to read engineering drawings enlisted by American Board of Engineering &

lack analytical ability, ability to work in teams, Technology (ABET) and accepted by the countries
willingness to learn, communication skills, managerial signing Washington accord.
skills and creativity • All curricula should be designed on a modular pattern

lack positive attitude and have become more materialistic with credit-based system of evaluation in order to provide

prefer to look for white collar jobs and prefer to work in flexibility and allow self-pacing to the learners.
IT or ITeS sector and do not continue in the core • A number of specializations need to be introduced in each
engineering branches discipline so as to enable the students to select courses as

lack commitment and stability per their interests. There may be provision for core
courses and open electives. Open electives should be
The panelist suggested that: offered at higher level. Before offering open electives, all
core courses must be learnt.

The system of technical education needs total revamping • Innovative approaches in design of curriculum can be

Changes need to be introduced from time to time in the used to provide enriched experiences to students. For
curriculum of various courses for enhancing relevance example, a three semester corse on engineering design –

Curriculum must reflect the needs of small scale Design Tools, Design Process and Design experiences,
industries too has been included in the curriculum of Electrical

Instructional methods such as seminar, group discussion, Engineering to provide more hands
on design into the
brainstorming, collaborative project work, and case study curriculum [8]. College of Engineering, University of
should be used to develop higher order cognitive abilities Texas (UTSA) has seen measurable improvements in the
and also soft skills among students retention rate and grade point average of students who

Emphasis should be on group tasks/activities participated in a freshman seminar course called Just in

Practical work, as per the curricular requirements, must be Time Math (JITM). The Just in Time Math seminar
accomplished course exposes first-year students to lab experience and

Laboratories and workshops must be strengthened to math topics most heavily used in core engineering courses
provide adequate practical training to students and instill such as statics, dynamics and electrical circuits [9].
confidence among them
• Courses related to humanities & social sciences,

Teachers should acquire proficiency in handling practical
management, professional ethics & values, environmental
work and should facilitate the acquisition of skills by the
engineering, sustainable development, engineering and
students
project management [10] need to be included in

Projects should be live problems from the industry or the
curriculum.
society
• Emerging technologies such as Body adapted Wearables

There is a need to develop ethics and values
Electronics, Nanostructured Carbon Composites, Mining

There should be closer collaboration between industry
Metals from Desalination Brine, Grid-scale Electrical
and academia is required
Storage, Nanowire Lithium-ion Batteries, Screenless
Displays, Human Microbiome Therapeutics, RNA-based

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Journal of Engineering Education Transformations, Special Issue: Jan. 2015, eISSN 2394-1707

Therapeutics, Quantified Self (predictive Analytics), and socially relevant projects or industrial projects are to be
Brain Computer Interfaces [11] should be included in the undertaken by students.
relevant disciplines. • Practical work should results in a useful product that is
• Soft skills such as communication, creativity, leadership, saleable in the market. For example, students of
working in teams, interpersonal skills, life long learning mechanical engineering in workshop may design furniture
must find a place in the curriculum of various courses which teaches them various types of joints, manufacturing
• There should also be provision for auditing of courses. techniques, selection of material, selection of tools,
• A variety of modes of offering the programmes such as economics etc.
regular contact mode, distance education, open learning • Students should have open access to laboratories and
etc. should be used to meet the diverse needs of the workshops for experimentation. This will instill confidence
clientele (regular students, working personnel, among students, develop research culture and may also
disadvantaged groups etc.) and increasing access of lead to new designs, techniques, processes etc.
technical education. • Faculty undertaking sponsored research and consultancy
• Curricula need to be revised and modified more projects should involve students in their projects. Students
frequently on the basis of systematic feedback from can thus be groomed for research.
students, teachers, pass-out students and industry/other • Competitions can be organized for students to motivate
work organizations them to take up novel and challenging projects and find
• Industry involvement needs to ensured in curriculum innovative solutions to the problems. Again, multi-
design process to make it relevant and appropriate to the disciplinary teams can be constituted to promote cross-
needs of the world of work and also to enhance fertilization of ideas and promote multi-disciplinary
employability of graduates. research.
• The laboratories and workshops need to be modernized as
per the latest trends in the various disciplines to provide
5.2 Implications for Instructional Processes industry like environment to students. Institutions in the
vicinity can think of establishing joint laboratories in order
Changes need to be introduced in the instructional processes to ensure optimum utilization of resources.
and evaluation processes to develop the necessary practical • Industry-Academia exchange programmes can help in
skills (hands on), higher order cognitive abilities (Minds on), providing required industrial exposure to faculty and also
and sensitizing the students to needs of society (hearts on,) help the students to get practical knowledge from the
and in turn to enhance the employability of technical graduates industry personnel. In addition, industry personnel can be
[12]. invited to interact with the faculty and students from time
to time and they can be involved in curriculum design
5.2.1 Strategies for Hands on process.

• Plan as to what is to be learnt by students, allow students 5.2.2 Strategies for Minds on
to explore, provide adequate practice to learners and then
allow them to perform (Plan-Explore-Practice –Perform) • Instructional methods such as Case studies, Problem-
[13]. solving, Problem based learning, Projects, Group
• Project work-both minor and major should be included to Discussion and Brainstorming should be introduced in
help students to apply the learnt knowledge and skills to order to involve students actively in classrooms. These
find solution to problems. instructional methods will help the students to develop
• Structured industrial training at least for six months in the analytical ability, ability to apply learnt concepts and
last semester or in a phased manner over a period of last principles in solving a problem and generate solutions to
two years should be provided to students. A workbook problems. This will also give them an opportunity to work
comprising of questions related to various aspects of in teams and generate interaction among the students.
industry-organizational structures, processes, products, • In theory classes, students should be encouraged to take up
technology, problems, application of learnt concepts, minor projects such as surveying the market, collecting
principles, procedures etc need to be designed. information about the technology, machines, products and
• An alternate strategy can be used for providing hands on materials, compare the gathered information on various
experience to students. During the first year, students parameters, share information with other students and
should be encouraged to look for appliances/gadgets make presentations in the class.
related to their disciplines available at home and get • Peer learning opportunities, where good students can teach
familiarized with those. In second year, students are to be other students, need to be provided to students. Students
encouraged to work under the supervision of teachers and may be paired or grouped in such a manner that a good
technicians in the laboratories. During third year, training student is able to help others in their learning. Peer
under the skilled person/master craftsman in the vicinity learning results in higher learning as students are able to
needs to be organized and during fourth year of training, freely exchange the information and clarify their doubts.

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Journal of Engineering Education Transformations, Special Issue: Jan. 2015, eISSN 2394-1707

• Teachers need to provide experiences to students where by The following strategies can be used to enhance and ensure
they can observe a phenomenon or a process and then industry involvement in curriculum and instructional
questions related to why and how can be raised to develop processes [14]:
ability to observe, analyze and apply learnt knowledge. In
simple words, content need to be organized from 6.1 Industry participation in curriculum design
observation to reasoning.
• In order to develop creativity among students, students • Mandatory representation of industry on Board of Studies
should be encouraged to experiment with new ideas, for various Programmes: Curricula of various
techniques, models etc. Brainstorming, attribute listing programmes need to reflect the needs of industry and thus
analogies, and metaphors can be used in classroom Board of Studies(BOS) constituted for designing of
teaching. Problems that can have multiple right answers curricula of various programmes should have mandatory
need to be assigned to students to allow them think of representation of industry. The industry selected for the
alternate solutions to the problems. Open ended problems purpose must be one which is showing high performance,
when assigned; students may be encouraged to work in using modernized processes and technology and current
library to refer to various print resources to generate in its practices and processes .related to management,
alternate solutions to those problems. manufacturing etc. For example, reputed institutions such
• Teaching and research should go hand in hand. The as PSG College of Technology, Coimbtore and Walchand
research in the subject needs to be integrated into Institute of Technology, Solapur have adequate
classroom teaching either by asking students to locate representation of industry on its BOS [15]. Institute of
relevant literature in journals, read and analyze the Technical Education, Singapore, one of the leading
research findings or the teachers themselves may share institutions, has intensive involvement of industry such as
research findings. This will help the students to understand Association of Singapore Marine industries and other
the current status of research, know the various alternatives stakeholders in its curriculum development process.
available to solve a problem, and identify gaps, as well as • Manpower Spectrum Studies and Competence Profiles:
motivate them to undertake research. Industrial associations must take the lead in undertaking
• A system of continuous evaluation of students’ manpower spectrum studies and identify the competence
performance based upon a variety of techniques of profile of engineers at various levels and across the various
assessment should be designed and implemented to assess departments of the industry. Such studies can form the
student performance in technical knowledge and skills, soft basis of designing and developing the curricula for various
skills and managerial skills and generate seriousness programmes.
among students as well as to increase the validity and • Technology Forecasting Committees: Technology is fast
reliability of evaluation. changing and the curricula must keep pace with the
• In case of component design, structural design and system changing technology. This requires that technological
design, open book examination needs to be introduced. changes that are likely to take place in the coming four to
This will help the students in acquiring in-depth five years are forecasted and integrated into the curriculum
knowledge in the subject, minimize rote learning and also of various courses so as to ensure that students who
help them to apply the learnt knowledge. graduate after four years are proficient in handling the
current technology. Technology forecasting committees
5.2.3 Strategies for Hearts on comprising of technologists and academicians be
constituted for various disciplines.
• Subjects like Science and Humanism can be included to • Employer’s Feedback: A mechanism need to be instituted
sensitize the students towards the needs of society and the to obtain employer’s feedback regarding the performance
role science can play in meeting those needs. of passouts in order to introduce changes in curricum .
• During the summer vacations/winter vacations students • Alumni Feedback Mechanism: Feedback from the alumni
should be encouraged to take up surveys of the community working in industry can be of potential use in bringing
to identify the community related problems and the changes in the curriculum. Formal and informal feedback
community projects can be undertaken by group of from the alumni must be obtained to introduce changes in
students to improve the quality of life of people. The the processes.
students of technical institutions can organize
training/awareness camps for community. 6.2 Industry involvement in Instructional Processes
• Social service activities can also be undertaken under the
scheme of NSS/ NCC etc. • Industry-Academia Exchange Programmes: The exchange
programmes can help in providing needed industrial
6. STRATEGIES FOR ENHANCING INDUSTRY exposure to faculty and also help the students to get
PARTICIPATION IN CURRICULUM & practical knowledge from the industry personnel. Faculty
INSTRUCTIONAL PROCESSES may be encouraged to serve the industry for two to three
months every two years.

23
 Journal of Engineering Education Transformations, Special Issue: Jan. 2015, eISSN 2394-1707

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