Department of Humanities and Social Sciences

Permanent URI for this collectionhttp://localhost:4000/handle/123456789/1926

Browse

Author: search.filters.author.Sangwan, Kuldip Singh

Search Results

Now showing 1 - 5 of 5
  • No Thumbnail Available
    Item
    Visual management in ELT classroom assessment: an application of lean philosophy
    (Springer, 2025-08) Lata, Pushp; Sangwan, Kuldip Singh
    Visual Management (VM), tool of Lean Philosophy, facilitates operation optimisation by improving procedural communication and efficiency while enhancing team accountability and coordination. This paper explores the application of VM in assessment process of an ELT course, Effective Public Speaking, at a technical institute. Adaptable visual aids, Digital Randomisers (DRs), were developed and utilised during performance-based evaluatives. Classroom observation, survey and interviews were used to understand undergraduate students’ perspectives about VM effectiveness in assessment process. The findings indicate VM intervention reduced the number of assessment classes, saving nearly 100 min of the course, improving the process efficiency by 35.14%; and enhanced procedural clarity and transparency. Students also reported DRs helped in improving their critical thinking, speech organisational and time management skills. Therefore, the study concludes that the integration of VM principles, especially in large size classes, has potential to optimise information flow, improve execution, and enhance student engagement in classroom.
  • No Thumbnail Available
    Item
    Engineering undergraduates knowledge: insights into skills awareness, difference and interdependence
    (Emerald, 2024) Sangwan, Kuldip Singh; Sangwan, Devika
    This study seeks insights into the engineering undergraduates’ knowledge of problem-solving process, teamwork characteristics and communication skills. Design/methodology/approach The data for the study were collected through consecutive sampling technique from 78 engineering undergraduates at the Birla Institute of Technology and Science Pilani, Pilani Campus, India on a five-point Likert scale-based questionnaire.
  • No Thumbnail Available
    Item
    Development of a Human Centric Cyber Physical Production System Framework for Enhanced Social Sustainability
    (Elsevier, 2024) Sangwan, Kuldip Singh; Sangwan, Devika; Bera, Tufan Chandra
    Social sustainability focuses on building a sustainable workplace that prioritizes the occupational health, safety, and overall well-being of workers. It is considered one of the three fundamental pillars of sustainability. Human centric cyber physical production system (CPPS) emphasizes the central role of humans in the smart manufacturing process that has become an essential requirement to enhance social sustainability. This paper proposes a human centric CPPS framework for enhanced social sustainability. The social needs/requirements are identified and categorized into various types. Similarly, functional and design requirements are categorized into different elements and sub-elements of CPPS. The findings are used to create a QFD (Quality Function Deployment) matrix that integrates social requirements with the functional and design requirements of modular CPPS elements. The present work will be significant in enhancing the management capabilities and performance of traditional manufacturing systems, while also meeting diverse social needs and requirements.
  • No Thumbnail Available
    Item
    Research-based Learning for Skill Development of Engineering Graduates: An empirical study
    (Elsevier, 2019) Sangwan, Devika; Sangwan, Kuldip Singh
    The engineering graduates should have interdisciplinary knowledge in addition to theoretical knowledge to survive in dynamic industrial environment. Literature reveals that Indian engineering graduates need to develop problem solving, solution development, social skills in engineering graduates. Research-based learning (RBL), one of the outcome-based learning techniques, closes the gap between theory and application. It involves the learner to design, experience and reflect the entire process of learning. Inquiry forms one of the important elements of RBL which also develops creativity and discovering new techniques breaking the monotonous process for solution development. The present study conducted an empirical analysis to examine the role of RBL in skill development of engineering graduates. The participants are the recent graduates of Birla Institute of Technology and Science Pilani, Pilani campus and those who had done thesis/dissertation. Thesis/dissertation involves the learner in research process such as problem identification, hypothesis formulation, design, data collection and analysis, interpretation, critical review, etc. An online survey questionnaire has been used to assess the skills. The results demonstrated that the use of RBL develops and enhances problem solving, domain knowledge, language and communication, communication & information technology, general learning, academic knowledge, attitude, ethics skills. It is also opined that use of RBL and activities will foster to reduce the gap between the skills required in the industry and learned at the university. Thus, it is important to integrate the RBL in engineering curricula to provide exposure and develop required skills.
  • No Thumbnail Available
    Item
    Development of the Transversal Competencies in Learning Factories
    (Elsevier, 2020) Sangwan, Devika; Sangwan, Kuldip Singh
    Transversal competencies in engineering education enable the engineering graduates to be competitive and adaptive to address the real world industry needs. Learning factories (LF) are suitable tools for enhancing learning experiences where the core competencies and transversal competencies are applied according to different work related situations. Different accreditation agencies have identified and classified different transversal competencies according to the learning outputs of engineering education. This paper tries to identify which of the transversal competencies can be strengthened by the engineering graduates in the learning process at the LF at the stage of planning, execution, and reflection. Semi-structured interviews were conducted with instructors and students who have experience with the LF. LF provide the suitable environment to help engineering graduates to understand and develop transversal competencies – teamwork, communication, creativity and innovation, and lifelong learning – at different stages.