EMBELLISHING INNOVATION CULTURE FOR INVIGORATING ENGINEERING EDUCATION

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International Journal of Advanced Research in Engineering and Technology
(IJARET)
Volume 7, Issue 2, March-April 2016, pp. 101–108, Article ID: IJARET_07_02_010
Available online at
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ISSN Print: 0976-6480 and ISSN Online: 0976-6499
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___________________________________________________________________________
EMBELLISHING INNOVATION CULTURE
FOR INVIGORATING ENGINEERING
EDUCATION
Sanchita Raghav
Amity Business School, Amity University Haryana,
Gurgaon 122413, India
Ankit Tiwari, Mohan Gautam, Kuldeep Singh Arya, Yash Raghav
Mechanical Engg Dept., Amity University Haryana,
Anjali Thakran
Dept. Of Physics, Amity University Haryana,
ABSTRACT
A paradigm is insinuated for the insertion of innovation in engineering
education to improve student learning, evolution in business drive. An outline
has been delivered for the students of engineering and technology in order to
assist the companies, regions and students by using their knowledge. The
economic development is determined by the strategic partnerships through
elementary research, training technology transfer and technical assistance. A
change in the design and delivery of traditional model of engineering
education is required by rapid advancement in technologies, cognitive science
and economic globalization. The objective of this paper is to examine the
matter and compositions of instructional development programs around the
world and to frame a strong agenda for designing and providing effective
programs for engineering educators. In order to develop measurements of
collaboration impacts and appropriate metrics, additional research is needed.
Various challenges regarding innovation in formal education sector are
observed which suffers from poor knowledge ecology. New opportunities for
formal education sector exists as the educational innovations increases. The
quality of the educational system and infrastructure is central to every
nation’s economy, development, social integration and well-being. The quality
of education depends and builds on the quality, rigour and relevance of
available educational research.

Sanchita Raghav, Ankit Tiwari, Mohan Gautam, Kuldeep Singh Arya, Yash Raghav and
Anjali Thakran
Key words: Innovation, Development, Knowledge Ecology, Education
Cite this Article: Sanchita Raghav, Ankit Tiwari, Mohan Gautam, Kuldeep
Singh Arya, Yash Raghav and Anjali Thakran. Embellishing Innovation
Culture for Invigorating Engineering Education. International Journal of
Advanced Research in Engineering and Technology, 7(2), 2016, pp. 101–108.
http://www.iaeme.com/IJARET/issues.asp?JType=IJARET&VType=7&IType=2
1. INTRODUCTION
Nowadays, in universities there is an emphasis on need for incorporation of
innovation programme. A national innovation initiative conference held in 2005 in
order to discuss innovation by the researchers, educators and business leaders.
Because of this step, a report on Innovate America: Thriving in a World of Challenge
and Change was published. The report consists of a schema that emphases on talent,
asset and foundation which leads to innovation growth. The most essential asset of
nation’s innovation is engineering talent although the number of engineers retiring at
an instant is far more than the number of engineers joining (Sandeen & Hutchinson,
2010) [1]. Educational institutions are best suitable to answer the task of nurturing the
skills of creative thinking and innovation in engineering and technology students
through appealing and appropriate curricula.
A long and deep study on local economic development has been done by the
university. Major contributors in development of economy are traditional research and
education as viewed by universities. Bozic, C., & Dunlap, D. (2013) [2]. There has
been an increase in importance of the role of universities in innovation and efficacy to
create wealth though the quintessential boulders to university engagement missions
are discovery and knowledge transfer. An outline of ideas from business and
education leaders for fields of engagement was published by The Association of
Public and Land-grant Universities’ Commission on Innovation, Competitiveness and
Economic Prosperity. These ideas include evolving and commercializing technology,
increasing industrial cooperation, emerging economic policy, evolving STEM talent,
nurturing entrepreneurship, and making deeper firms within P-16 education. In order
to make knowledge based innovation economies these strategies are included by the
universities.
Such practices indicate that in education sector “one size fits all” stratagem does
not beaver out indubitably Breslow, L. (2004, April) [3]. Thinkers unconsciously
practice active learning than the conventional retreats of teaching. Innovation in
education is the deed of generating and then spreading new parameters of education
as well as new instructional attempts, associations and technologies. Innovation is
instituted on research. For improving the characteristic and output of the service
conveyed the level of knowledge should be advanced. Accomplished global
university evaluation programs such as the Higher Education Evaluation and
Accreditation Council of Taiwan (HEEACT) primarily gauges on the scientific
research performance of universities Huang, M. H. (2011) [4]. Research performance
and output responsible for shaping conditions and future demeanour in order to sway
future endeavour towards finding sustainable solutions include milieu like resources
for managing academic research activities; government regulation and reporting;
recoverable cost of research from sponsors; research diversity; local, national and
international leeway data for highest impact research; standardised performance
metrics; research value translation for societal purpose; highly credible accountability;
performance irradiated data; appreciation within the university communities,

Embellishing Innovation Culture for Invigorating Engineering Education
sponsors. In the past few decades the engineering education in India has a great
impact on global scenario. Every year 1.5 million graduates are churning out from
about 3400 colleges. Various industries have a complaint that the graduates are not up
to their expectation. Employability number has been 25% and 17% according to the
report of NASSCOM-Mckinsey and Aspiring Minds National Employability
respectively. According to Global Employability List, employability in India is
17.5%, in Malaysia is 27% and in USA is 76%. Thus it is a serious issue both at
national and international level and all the developed countries of the world have an
eye on India in fulfilling the need of engineering graduates.
Connexion and rankings are contrived to design effective university report cards.
This encapsulates validity of measures, extensiveness of measures, unambiguousness
and relevance of information for students, proficiency of rankings proportionality to
convalesce teaching and student learning (Gormley and Weimer 1999) [5]. The
consequences of the educational system are mainly dependent on faculty. The faculty
plays a vital role in various aspects such as teaching, evaluating, researching, guiding
and improving academic processes and infrastructure as well as forming cooperation
with academia, industry and alumni. The education systems of the universities are
lacking good faculty members due to which the consequences are poor. Another
reason for the bad result is that instead of focusing in the area of research the faculty
members are following the old teaching methodology. The steps should be taken by
the faculty itself in order to produce graduate engineers as per 21st
century. The most
precarious step that should be taken is the Ability to Innovate.
Innovation ability enables a new tributary to feat as to strive conduit, outlay and
foster conceivable innovations that can be transmuted into the mainstream (Lawson,
B., & Samson, D. 2001) [6]. The main mechanism for refurbishing organisational
products relies on new tributary and metamorphose into business mainstream where
lies the interface of customers and market. Ability to innovate amalgamates new
tributaries and conformist abilities. The application oriented and fundamental
researches were neglected and problem solvers and knowledge creators were not
nurtured by the academia. U.S.A. has near about 10% graduate engineers as compared
to India but they produce nearly 3500 PhDs per year whereas only 1000 PhD scholars
are produced in India per year. Among all countries, India ranks 17th
with 5170
number of patents while US and Japan has above 200,000 patents. China is competing
in the race of patents with 3rd
rank while South Korea has above 100,000 patents.
2. LITERATURE REVIEW
Elevated enactment degrees in a discipline those of engineering, science, architecture,
business, education, etc.—are achieved by continual cycles of innovation that are
motivated by the desire to solve important problems and that are addressed orderly on
substantially corroborated research and practices. Innovation practice entails
interrelated intellectual, social and emotional progressions. The continual cycles of
innovation require continual involvement of people from an organisation. Continuous
innovation successions by default create transient monopolies with innovations
through technology and organisation Levie, J., & Autio, E. (2008) [7]. The fabricating
attributes of innovative engineers include ingenious calibre of vision by associating,
questioning, observing, experimenting, networking etc. These attributes if not
inherent, can be cultivated. Innovators have creative intelligence that enables
discovery yet differs from other types of intelligence. Innovators have higher degree
of cognitive skill. Therefore, cognition, motivation and intellectual development

Anjali Thakran
affect learning and practicing. The notion stroke includes all the fabricating attributes.
Innovative researchers talk with different people including an engineer, a musician
and a designer about the venture. They visit innovative start-ups to observe what they
do, sample five “new to the market” products, display a prototype they have made to
five people and ask questions “What if I tried this?” and “Why do you do that?”
repetitively daily throughout the observations and experiment commotions.
“Educators do not teach and then assess; nor do they assert measurement for crediting
the students. Instead, they consider the assessment activity itself an instructional
episode” (Arter,1996) [8]. Directive assembling asserts that thinking is a fundamental
characteristic of the creative assessment activity. The main countenance of creative
assessment activity includes combining knowledge from previously contrasting fields,
disagreement with others and trying solutions that differ from the status quo, ability to
stand aside from an effort and return later with fresh perspective as well to persevere
via problems and dry spells. Engineering innovators are to become individuals as the
main drivers of knowledge creation, acquisition, use and envisage the primary
structure of engrossing ability, creation and application. Individual innovators engage
in problem solving and learning activities that are further aggregated to the levels of
groups and organisations. Wherever the goal of learning equivalent to what is already
known, then learning is said to be escalating. Follows this is the intertwining
innovation and adoptive experience. This requires assessment of ‘outward looking’;
adoption of peripheral knowledge and the ‘inward looking’ internal concoct process.
The effects of adoption and innovation are to be considered separately so as to see the
effect of this experience on the quality of ideas selected for adoption or innovation
through internal effort. This sustains innovation and adoption of ideas by analysing
the performance of a design and to recognise where to invest time in improvement.
Engineers who are innovation educators gain a profound, fundamental comprehension
of the problem in order to understand latent solution approaches. At this stage, the
innovator assesses others’ ideas and adopts the most viable ones. The main concern is
of requisition for tutelage inventions which affect erudition and performance
impression, whether it is through widespread and efficient implementation of
corroborative practices or ideation momentum, methods, or technologies (L.H.
Jamieson,2009) [9]. Innovation processes imperiously affect the future of business,
and business education. The growth of entrepreneurship has transformed industry and
academia. This has resulted in cognition germane to entrepreneurship. This includes
conceding stake, decision making, and problem solving. Recognising opportunity has
point of reference toward discovering options for conception. Early idea generation is
corresponding to the innovation process. This needs to be eclectic in order to
incorporate a greater quantity of ideas. Ideas with great potential gradually taper
through operational feasibility and developing structured schemes to standardise
related processes of the new product development for the purpose of
commercialisation. Educational innovation processes involve cognitive indolence and
ideation that help increase the quantity of ideas.
There is evidence that engineering educators approach teaching and learning
problems the same way that they approach engineering problems. Teaching methods
that benefactor engineering innovators participation in the pertinence, in an active
way, reveal better learning gains than methods which provide passive receptors of
information. Engineering students, who are beginners in innovation, learn better
through active participatory learning rather than through passive listening. Active
learning gets students classified up in the discovery process. Adding instructions into
an appropriate context is foundation stone of situated learning, where circumstance

plays a large role as content. The strictly construe methods for achieving a broad
range of learning outcomes are the instructional approaches by teaching theory when
the need to know has been set up. Engineers who are innovation educators focus on
different areas in which engineering education is directing a considerable amount of
attention: making engineering programs more engaging, relevant and welcoming. For
innovation education experts to educate about a field or to cultivate instructional
pertinence is to do the undertakings in question. The engineering innovators, who at
this stage are non-experts, must question everything they work on through the
undertaking in order to cobble together each step, sub-steps and postulation.
The research spans across to find out how engineering education innovations
expend employment over a large. Taking a global perspective on further discovering
with a different technological innovation, would involve going beyond economics to
include assessments of multiple risks and benefits at the social and economic level
(C.A Mitchell, 2004) [10]. The cultural change argument concerns an alleged lack of
diversity in engineering education. Engineering innovations integrate scientific
principles which are able to assess with orientation program, providing research and
processes that themselves create ways of acquiring new knowledge. Industrial
innovation is efficacious when engineering is applied to innovate. For the engineering
innovators who strive to be competitive in today’s economy, it is essential that the
innovation is the crux of their strategy and decision making process. The recent derive
for assuring the achievement of engineering designers are to develop new and
innovative solution to design problems yet there has been little research.
Engineering is a challenging field, requiring the integration of advanced math and
science skill, a depth of both discipline-specific “book knowledge” and applied skill,
and a degree of creativity and adaptively to support innovation. As this innovation
object demonstrates, a strategic motivational factor can be used to gain a broad and
beneficial result for enhancing the engineering student perspective. The dominant
approach for engineering innovation motivation factor is for enhance their creativity –
by emphasizing on such factor, in engineering appropriate increase in productivity
that turns which is greatly favoured with opportunities. The significant need for
motivation is to understand the management methods and practices for different kinds
of work orientations and expectations amongst engineers.
The innovating engineer’s repute, clout, gratification and engender involve them
in managerial and technical decision making. The importance of the engineering
innovation motivational factor is to dictate the way with recognition of personal
development efforts. Motivating categories in engineering innovation is effective
reward system for technical professionals. Technical professionals are more
productive for economic incentives. Technical profession in engineering programs for
the industry is through career orientation, prominence societies and dual ladder.
Business performance, improvement processes and performance progression impends
are directly proportional to motivation.
Innovation motivating factors involve:
 Integrating learning
 Providing reward and recognition
 Constantly reviewing and renewing methods
 Measuring and monitoring performance
The traditional focus is on the corporate reward and recognition system that
encouraged engineering student more effectively to evaluate them in technical

Anjali Thakran
professional. The strategy to implemented reward system of an organization must be
productive to enhance outstanding technical contributor to innovate engineer. While,
managing technical professionals, suggest that persons cannot be encouraged to
generate; instead they encourage to development for economic growth. The need to
analyse and apprise programme has several drivers including: the rapid evolution of
technology; regulation of engineering work; and shifting social expectation; and
changing expectation of participant in higher degree program. Engineering is a field
where innovation in technology means engineering curriculum and the technology
abutting used in industry has constant attention. Effectiveness and efficiency is central
in the performance.
3. SCOPE & HYPOTHESIS
In India, institutions like IIT’s are working seriously in the field of research and
innovation. In IIT’s there are various departments for development of research and
innovation. In each department there are well qualified Deans, Associate Deans,
Directors, HOD’s and Professors in order to develop culture of innovation among
individuals. For example, MNC’s are facing problems in product’s manufacturing
processes and finished products. For such issues these companies are taking
suggestions for further improvement in manufacturing from prestigious institutions
which are working in the field of research and innovation. With the help of
suggestions given by academicians, various industrial and commercial issues are
solved at optimised rate. There are many universities across the country, among which
only few are keenly involved in the field of research and innovation. Prior steps
should be taken by every individual whether he is a professional, academician or
student to uplift the status of innovation. A research and innovation cell is to be
framed in all innovation practicing universities and institutes of India to overcome the
challenges of present scenario. Government of India should help these universities
financially to develop the atmosphere of innovation. A team of experts should be
chosen from prestigious organizations for evaluating the ideas, implementation of
these ideas, working environment etc.
The future of research and innovation in engineering and technology is bright.
Innovation will solve all the setbacks associated with the field of engineering and
technology such as in IIT’s smart vehicles are manufactured which have a source of
electricity, solar energy, free energy etc. rather than non-renewable sources of energy
like petrol, diesel etc. which are the major cause of global warming all over the world.
Through research and innovation cost effective, less time consuming and best quality
techniques can be suggested for obtaining better finished products. Research and
Innovation will create an atmosphere of competition and coordination among various
industries like software, electronic & electrical, mechanical, civil etc. which will lead
to better results both industrially and commercially.
The shape of engineering universities is systematic. Formal or informal patterns of
collaboration are all across innovating businesses, nonetheless competition is essential
to give momentum to innovate, create. Canon of relevance is ‘open innovation’ which
is the system pertinent to spawn the spatters by getting the benefits of returns through
investment. Problems which are not in the capability of businesses require open
innovation. There are various forms of innovation which include science, R&D, skills
of design, information from external sources based. Innovations create novel goods
and services and upgrade already existing ones. The progression takes place via an
interactive course with among firms and the pedantic, information and technology

edifice. The edifice conditions directly affect the magnitude to which businesses make
innovation decisions. Across dimensional innovation performance is of comparative
substantiation that innovators exhibit of balanced performance across system metrics.
Figure 1 explains the across dimensional innovation performance.
Figure 1 Across Dimensional Innovation Performance
All functions of the rudiments of the system metrics are comprehensible in nature.
The figure clearly shows the functional comprehension from economic effects
through human resources up to firm investments. Indian universities’ road to success
is by economic complexity which encompasses an assorted set of specialised
knowledge proficiencies, aptitudes and novel skills. Such environment that
emancipates the conceivability of the economy is created and shaped by the GOI.
4. CONCLUSION
The research and innovation program is principle wherewithal in knowledge and idea.
The innovator, who is a university professor or professional or industry expert, does
not need a defined set of merits. Novel ideas, understanding of basics, self-
actualisation of interests are few ingredients to begin with. Innovator is a peon,
farmer, sweeper, child, etc. As far as Indian classes are concerned, college/university
education is considered the obligatory admission ticket to creative and high paying
jobs and status quo. The innovation workshop is a big hall i.e. open, excellent
research system of workshops and laboratories. Technology, artificial intelligence
systems, medical, architecture, arts, agriculture, management, commerce confront
sometimes as well as stipulate advancement technology. Such challenges impact the
knowledge proficiencies of future technologies. Higher education has taken on
enormous prominence in Indian education sector. Diversity in the focus groups
demonstrate on the difference a higher education or the insufficiency of one makes in
his/her life, while others spoke of the influence of higher education on the lives of
their children. The GOI provide funds for projects, consultancies, research and
development. Such bodies include DRDO, AICTE, CSIR DAE, AYUSH, DBT,
Economic
Effects
Innovator
s
Entrepreneurs
hip Linkages
Finance
and
Support
Human
Resources
Open,
Excellent
Research
systems
Intellectua
l Assets
Firm
Investemen
ts

Anjali Thakran
MOC, MoES, DSIR, DST, ISRO, ICMR, IMD, Deity, MOFPI CPRI, PCRA, UGC
etc. Government and private institutes, universities, other bodies oeuvre by working
on projects of GOI bodies, which constitute of scholars, professors, experts, industry
consultants, researchers.
REFERENCES
[1] Sandeen, Cathy A., and Scott Hutchinson. "Putting Creativity and Innovation
to Work: Continuing Higher Education's Role in Shifting the Educational
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[2] Bozic, C., & Dunlap, D. (2013). The role of innovation education in student
learning, economic development, and university engagement.
[3] Breslow, L. (2004, April). Findings from Ten Formative Assessments of
Educational Initiatives at MIT (2000-2003). In Crosstalk Seminars on
Educational Change.
[4] Huang, M. H. (2011). A comparison of three major academic rankings for
world universities: From a research evaluation perspective. Journal of Library
and Information Studies, 9(1), 1-25.
[5] Gormley, W. T., & Weimer, D. L. (1999). Organizational report cards.
Harvard University Press.
[6] [6] Lawson, B., & Samson, D. (2001). Developing innovation capability in
organisations: a dynamic capabilities approach. International journal of
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[7] Levie, J., & Autio, E. (2008). A theoretical grounding and test of the GEM
model. Small business economics, 31(3), 235-263.
[8] Blum, R. E., & Arter, J. A. (1996). A Handbook for Student Performance
Assessment in an Era of Restructuring. Association for Supervision and
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[9] Jamieson, L. H., & Lohmann, J. R. (2009). Creating a Culture for Scholarly
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[10] Mitchell, C. A., Carew, A. L., & Clift, R. (2004). The role of the professional
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[11] Mohan Gautam, Ankit Tiwari, Gopal Fartyal, An Impact of Learning,
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International Journal of Management, 7(1), 2016, pp. 69–78.

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