BITS Faculty Publications
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Item Internships and projects: policy, practices, and prognosis(Springer, 2025-07) Shukla, Tanu; Nirban, Virendra SinghIndustry-facing curricula in higher education have been the cornerstone of academic discourse for the last two decades. The focus of the discourse has been centred on the actual need for students’ immersive industry experience in the form of internships and project credits. Higher Education Institutions must converge with industrial demand to bridge the gap and prepare their students. The primary objective is to examine perspectives on institutional policy, practice, and prognosis in institutions through the views of various stakeholders with specific reference to internships, industry experience, and project credits. The second objective is to assess how these perspectives align with the NEP-2020 recommendations. A mixed-methods approach has been employed to conduct the study. The student interaction was conducted to gauge the perceived facilitation and effectiveness of the industry experience. The sample for this interaction included final-year undergraduate students. Interviews with institutional administrators and industrial professionals were conducted to get in-depth insight into the belief systems and processes of industrial experiences. The key findings include a positive outlook towards the prospective changes to the curriculum as per the demand of the industry, a favourable prognosis of the impact of internships and project credits on employment opportunities from student and industry professionals’ perspectives, and a focused outlay for industry-ready graduates to bridge the skills gap. However, there are hurdles like lack of relevant curricula, resources, skill sets, the timing of the internships, remuneration, and fewer relevant training programmes in the institutes that need to be crossed for the complete convergence of the two sectors through internships and projects.Item Evidential insights: factors affecting higher education readiness(Taylor & Francis, 2023) Shukla, Tanu; Nirban, Virendra SinghThe modern world has transformed industry-education partnerships towards skill-based contributions to society. Productivity emerges as the new indices of harnessing human potential in the current age of science and technology. This need has propelled the need for immediate transformation within the higher education system to imbibe skills and capacities in the transitioning population for preparation towards STEM-dominated higher learning programs. Contrastingly, the current evidence of preparation for higher learning is not strongly situated in the context of the Indian education system. The objective of this paper is to introduce a framework of Higher Education Readiness with the conceptualization of skills that can foster STEM learning in the transitioning young population of India. It aims to investigate the differences in the readiness ability along the demographic lines of gender and spatial reference by using the Higher Education Readiness test. Data from the district with a high literacy rate was collected to address the objectives of the study. The results demonstrate that female students compete equally with male students on performance in Higher Education Readiness abilities yet fail to pursue STEM disciplines in their higher learning programs. The paper is expected to provide the factors associated with readiness for higher education. Based on the data enabled evidence, the findings demand influential changes in the policies related to STEM education for stronger educational management at the secondary level. The findings of the study would help in the transformation of the educational management towards vocationalisation and increasing productivity levels in the learning individual.