About The Book
Quality education can be defined as an outcome which includes knowledge, attitudes, and skills that are connected to national goals for education and productive citizenship. As a multi-dimensional concept, quality in higher education looks at the quality of a whole institution through its inputs, processes, outcomes, and contextual indicators. In order to address the concerns linked to access, equity, quality, and employability, Indian higher education has undergone numerous stages of transition. The higher education system must accord priority to create a system that can deliver quality in terms of a skilled, competent, and employable workforce while simultaneously putting an emphasis on world-class research and innovation. In India, the quality of higher education institutions is monitored by accrediting bodies such as the National Assessment and Accreditation Council (NAAC) and the National Board of Accreditation (NBA). Several quality indicators have been developed on academic and administrative aspects of the functioning of higher education institutions as well as the emerging issues in the context of education. This book ‘Quality Indicators in Higher Education’ will be a good resource to comprehensively identify and empower higher educational institutions to craft a roadmap of sustainable and robust quality practices in their day-to-day functioning.

In Chapter 1, Dr. Sanjay Kumar and Dr. S.C. Pachauri focus on building an effective alumni culture and highlight the benefits of alumni engagement as a quality indicator for enhancing strong support for higher education institutions. In Chapter 2, Dr. Tania Gupta explains the need for honouring student diversity and emphasises the identification of challenges faced by students and addressing them proactively at higher education institutions to enable the creation of an inclusive ecosystem in light of the recommendations of the National Education Policy (NEP) 2020. In Chapter 3, Dr. Ujjwala Sadaphal emphasizes the importance of curriculum planning and development in tune with the emerging national and global trends and relevant to the local needs and gives suggestions for effective curriculum implementation and enrichment programs. Payal Mittal and Dr. Parvesh Lata, in Chapter 4, reiterate the recommendations of the NEP 2020 to make learning experiential, holistic, integrated, engaging, and enjoyable, with special reference to teaching of English language. In Chapter 5, Dr. Pallavi Kaul elucidates the need and importance of multicultural curriculum and the dimensions of multicultural education. She outlines the various ways to effectively implement multicultural education in classroom settings. In chapter 6, while laying focus on creativity in education and its importance for society, Jenifer Robinson brings out the strategies to foster creativity among students by presenting several case studies. Dr. D. Srinivas Kumar, in Chapter 7 on ‘Heightening Creativity Among Students’, describes the models of creative thinking and offers practical suggestions to enhance creativity among learners. In Chapter 8, Dr. Sonia Sharma and Piyali Sarkar explain the models of blended learning for institutional implementation to enable the students to learn and achieve. Furthermore, they discuss the barriers to effective implementation of blending learning as a pedagogical strategy in the teaching-learning process. In Chapter 9, Dr. R.S. Chandok and Dr. Harshita Shukla discuss the nuances of developing a research culture in the higher education institution through funding, resource mobilization and collaboration. Laying focus on collaboration as an effective instructional technique, in Chapter 10, Dr. Sakshi and Dr. Deepa Sharma explain cooperative learning and collaborative learning based on constructivist approach as it entails the creation of new ideas based on shared and personal experiences of the learners.

In Chapter 11, Dr. Sangeeta Solanki explains student satisfaction survey as a quality indicator in higher education. In Chapter 12, Dr. Neelam Srivastava and Dr. Neetu Chawla reflect on development of skills and competencies to foster holistic development of the students. Library is a crucial support system and a learning hub for students. This is well explained in Chapter 13, by Dr. Priyanka Singh Niranjan and Dr. Jipsy Malhotra. In Chapter 14, Dr. Jugnu Khatter Bhatia and Dr. Amita Kumari discuss the relevance of creative teaching, innovation and developing entrepreneurial skills among students in the context of higher education. In Chapter 15, Dr. Kuljinder Kaur discusses the practices to be adopted to create innovative competence among students in higher education. Dr. Veena Dalania, in Chapter 16, asserts that actively involving students in the process of decision-making has a substantial impact on the quality of education. In Chapter 17, Dr. G.K Chandok and Meghna Diwan and in Chapter 18, Dr. Binti Dua describe quality through the lens of innovative modes of classroom teaching. In Chapter 19, Dr. S.Sudha and Dr.M.Sankar reflect on online courses and student satisfaction regarding them, and in Chapter 20, Reecha Jrall and Dr. Kiran stress the integration of technology into the teaching-learning process for enhancing quality in higher education.