Journal of Engineering Education Transformations
DOI: 10.16920/jeet/2023/v37i1/23141
Year: 2023, Volume: 37, Issue: 1, Pages: 157-170
Original Article
Yogesh Bhalerao1,2,3, Dan Davies4, Sunil Karad5, Mahesh Nagarkar6,7
1School of Management, University of Bath, Bath, UK.
2School of Engineering, Faculty of Science, University of East Anglia, Norwich Research Park, Norwich, NR47TJ, UK.
3MIT Academy of Engineering (MIT AoE), Pune, India
4Associate Professor, Management Strategy and Organization, School of Management, University of Bath, Bath, UK.
5Executive Director, MIT Group of Institutions, Pune, India.
6Rajiv Gandhi College of Engineering, Karjule Harya, Takli Dhokeshwar, Ahmednagar, India.
7Postdoctoral Research Scholar, University of East Anglia, Norwich Research Park, Norwich, NR47TJ, UK
*Corresponding Author
Email: [email protected]
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Abstract— Globalization has interaction on each and every connection of life, people. Higher education is not an exception from these transformations. Effects of globalization on higher educational institutions (HEIs) include student mobility, faculty exchange, research, rankings, academic collaborations, diverse cohorts and international enrolments. Globalization also brought isomorphic pressures on HEIs to become equivalent and comparable. This paper discusses isomorphism which leads to Indian universities becoming more homogenous and thus consequently loosing autonomy and in turn individual identity. Secondly, it discusses the constraints on academic autonomy of new HEIs due to peer pressure isomorphism. with their academic autonomy. This report is based on university affiliated HEIs which opted autonomous status under the new schemes and policies. In this report two case studies, Government College of Engineering, Pune and MIT Academy of Engineering, Pune, are presented.
Keywords : Isomorphism; Higher Education Institutes (HEIs); Academic Autonomy.
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