BITS Faculty Publications

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    From theory to practice: enhancing responsible business management through service learning
    (Elsevier, 2025-12) Mahesh, Jayashree
    Sustainability education is central to cultivating ethical leadership and responsible management. Despite global frameworks such as the PRME and the SDGs, many higher education institutions struggle to meaningfully embed sustainability within curricula. This study introduces a novel, constructively aligned service-learning (SL) framework—grounded in Biggs’ theory—as a specific pedagogical innovation for responsible management education. Adopting a robust, multi-method approach—including bibliometric analysis, integrative literature review, focus groups, and a nationwide survey—this research ensures methodological rigor and triangulation. The framework promotes the development of critical thinking, ethical decision-making, and interdisciplinary collaboration skills through experiential SL projects, directly aligning with the demands of sustainability-driven management education. Findings reveal key barriers—such as faculty engagement gaps, limited benchmarking, and insufficient cross-sector collaboration—hindering the scalability of SL in business education. Focus group discussions and survey validation demonstrate that structured SL initiatives enhance SDG-driven problem-solving. By aligning learning outcomes, instructional strategies, and assessment methods with PRME and SDGs, this framework advances responsible management and sustainability in higher education, offering actionable guidelines for curriculum design and policymaking. By offering a robust model for PRME signatories and other institutions, this framework shows that embedding sustainability in business education is both practical and essential for advancing responsible management.
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    Internships and projects: policy, practices, and prognosis
    (Springer, 2025-07) Shukla, Tanu; Nirban, Virendra Singh
    Industry-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.
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    Exploring integrated teaching approaches, methods, and strategies: relevance for educators in the contemporary classroom
    (Springer, 2024-07) Mahesh, Jayashree
    This research delves into the integration of teaching approaches, methods, and strategies in contemporary Higher Education (HE), addressing challenges posed by the demands of 21st-century that include the impact of the COVID-19 pandemic, technological interventions, and demographic shifts. The study employs content analysis to explore outcomes of teaching approaches, methods, and strategies in diverse higher education sectors. Findings identify the favorable shift in these elements emphasizing the need for educators to adapt, to the evolving educational realm. The study underscores the importance of pedagogical training for teachers of higher education for inclusive and effective learning, contributing to enhanced teaching practices and student outcomes in the dynamic higher education landscape. Limitations include the reliance on a single database, and future research should focus on designing pedagogical training for teachers of higher education for sustained adaptability amid transformative global trends.
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    Effect of facilitating conditions on the use of social networks as pedagogical tool in higher education
    (Springer, 2024-10) Bhat, Anil Kumar; Dutta, Nirankush
    As internet connectivity gains ubiquity and social network sites emerge as the most popular venue for gathering of people of all ages, the government and educationists can think of putting social networks to better use by using it as a pedagogical tool, especially for higher education. Although some studies have been conducted in this regard, the findings often seem to lack proper scientific and statistical validation. Moreover, majority of these research works having been conducted in the Western countries, may not hold true in case of developing countries like India. The current research work focuses on this need and attempts to explore the present status of usage of social media in Indian institutes of higher education. Taking cue from the Unified Theory of Acceptance and Use of Technology, proposed by Venkatesh et al. (MIS Q 2(3): 425–478, 2003), we have checked whether there is a significant difference in perception among faculty members, students and administrators of higher educational institutions regarding availability of facilitating conditions to use social network sites for educational purposes. Appropriate statistical techniques have been used on a random sample to empirically validate the findings, which indicate that the expectation of faculty members, students and administrators in institutes of higher education vary regarding use of social media for academic purposes.
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    Evidential insights: factors affecting higher education readiness
    (Taylor & Francis, 2023) Shukla, Tanu; Nirban, Virendra Singh
    The 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.
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    Students’ Perspective of the Sudden Shift from Traditional Classroom to Online Teaching Mode Under COVID-19 Situation: A Case Study
    (ICON BITS, 2022-02) Jha, Shibani Khanra; Roy, Banasri
    The study aims to understand the perspectives of higher education students regarding the sudden transition from a traditional class to online mode during COVID-19 in India. A survey was conducted among 260 undergraduates and graduate students from civil and chemical engineering branches; based on 15 quantitative and 4 qualitative questions. Students appreciate the flexibility they acquire in terms of timing, necessity and interest to watch the recorded lectures. A peaceful learning environment without distraction/disturbance helps them to focus. But the unfamiliarity of the mode and the relaxed unmonitored situation are considered unfavourable. Improved technical infrastructure and better preparedness from the teacher’s side are recommended. This study articulates the students’ perspective and expectations from the online mode of teaching/learning, which would help improve the quality of the instruction process. Authors understand that this study addressing the entire instruction framework delivered live in online synchronous mode due to the unprecedented pandemic environment has not been reported previously.
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    Higher Education and Sustainable Development: An Exploratory Study of Indian Management Institutions
    (Springer, 2017-02) Yadav, Neetu
    The objective of this paper is to explore the applicability of sustainability education in the Indian higher education sector. Specifically, we examine Business Management curriculum innovation for sustainability education with an emphasis on course design, content, and delivery mechanism. This study is exploratory in nature and adopts content analysis methodology for analyzing primary data from semi-structured interviews and secondary data from university websites and reports. Our findings reveal that sustainability education initiatives in Indian Business Management schools and departments attempts to create an understanding and build competence on social, environmental, and sustainable aspects of business. But there is still a very long way to go. The objective of self-reflection in students for the betterment of community and planet earth is yet to be achieved by the way of participative and engaged learning.