Purpose

Our findings show that the academic culture is base for quality teaching and education delivery and it impacts employee experience through employee involvement in decision-making and employee engagement demonstrating benefits for universities such as increased employee attraction, higher retention, greater productivity and improved student service. Higher education institutions that offer development opportunities to their faculty are likely to have less turnover than those that do not. Globally tuned curriculum matching the expectation of students one hand and developing a conducive environment for implementing the changes on the other hand is the need of the hour. Branding and student employability needs the focus of policymakers, and it can highly impact the visibility of institute.

Design/methodology/approach

This research has been undertaken to examine the role of critical success factors (CSFs) for augmenting quality of higher education institutes in India. The aspects considered are: branding, employability, employee experience, student experience. The study tries to analyse their impact on overall performance. The results highlight that academic culture mediates between student experience and overall performance. The current research also indicates that academic culture mediates between employee experience and overall performance. Employee experience through academic culture emerges as a strongest predictor of overall performance. Student experience through academic culture emerges as another important predictor of overall performance. Employability was next to follow. The beta values were low for branding. The results highlight that for improving performance Indian higher educational institutes need to focus on branding. Implementing this model will enable educational institutions to focus on these predictors to boost overall performance and equip engineers with requisite skills through academic culture.

Findings

The results show that employee experience is the most importance significant performance indicator to enhance the performance of the engineering institute when academic culture is taken a mediator (Anderson et al., 1994; Owlia and Aspinwall, 1997; Pal Pandi et al., 2016). The direct effect of employee experience (Beta = 0.473) is less in comparison to the indirect effect (beta = 0.518). The student experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs. However, branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak.

Research limitations/implications

Competition is spreading in the higher education sector with widespread consequences, and in order to effectively respond to the pressures, universities have to be able to draw attention and retain their precious human capital. Developing linkages for faculty and student will generate mutually beneficial sustainable outcomes. Institutes preferably be multi-disciplinary or inter-disciplinary and have both teaching and research focus of an exceptionally high quality. Developing diverse programmes and activities targeting at developing quality of mind, ethical standard, social awareness and global perspectives, let the students shape their own experience and growth. Solid linkages with industry to impart a practical dimension to technical training is must, and an effective semester internship in industry is a testimony of project-led teaching. Research excellence and quality teaching are the basis of quality education. Engagement in external collaborations that extend and deepen institution impact through increasing international engagements. In future, empirical studies can also be conducted on the AQAR model by collecting data through questionnaires based on the perception of students, and it can be tested through hypotheses employing R software to determine the extent of implementation of AQAR in EEIs in India.

Practical implications

The results show that employee experience is the most important significant performance indicators to enhance the performance of the engineering institute when academic culture is taken a mediator (Anderson et al., 1994; Owlia and Aspinwall, 1997; Pal Pandi et al., 2016). The direct effect of employee experience (Beta = 0.473) is less in comparison to the indirect effect (beta = 0.518). The student experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs; however branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak.

Originality/value

The results show that student experience is the most importance significant performance indicators to enhance the performance of the engineering institute when academic culture is taken a mediator. The direct effect of student experience (Beta = 0.101) is less in comparison to the indirect effect (beta = 0.412). The employee experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs; however branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak.

中文翻译：

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检查提高印度高等教育机构质量的关键成功因素。SEM_PLS 方法

目的

我们的研究结果表明，学术文化是优质教学和教育交付的基础，它通过员工参与决策和员工敬业度影响员工体验，展示了大学的好处，例如增加员工吸引力、提高保留率、提高生产力和改善学生服务。为教师提供发展机会的高等教育机构可能比没有提供发展机会的高等教育机构更替率更低。一方面满足学生期望的全球调整课程，另一方面为实施变革创造有利的环境是小时的需要。品牌塑造和学生就业能力需要政策制定者关注，它可以极大地影响学院的知名度。

设计/方法/方法

本研究旨在检验关键成功因素 (CSF) 在提高印度高等教育机构质量方面的作用。考虑的方面是：品牌、就业能力、员工体验、学生体验。该研究试图分析它们对整体绩效的影响。结果强调，学术文化在学生体验和整体表现之间起到中介作用。目前的研究还表明，学术文化在员工体验和整体绩效之间起到中介作用。通过学术文化获得的员工体验成为整体绩效的最强预测指标。学生在学术文化中的体验成为整体表现的另一个重要预测指标。其次是就业能力。品牌的 Beta 值很低。结果强调，为了提高绩效，印度高等教育机构需要关注品牌建设。实施该模型将使教育机构能够专注于这些预测因素，以提高整体绩效，并通过学术文化为工程师提供必要的技能。

发现

结果表明，当学术文化作为中介时，员工体验是提高工程学院绩效的最重要的显着绩效指标（Anderson等，1994；Owlia 和 Aspinwall，1997；Pal Pandi等。, 2016)。与间接影响 (beta = 0.518) 相比，员工体验的直接影响 (Beta = 0.473) 较小。学生体验也是对整体表现非常重要的第二个重要指标，而当学术文化充当中介时，这种意义程度甚至会更加增强。另一方面，学生的就业能力 (EM) (Ashok Pandit and Wallack, 2016) 和品牌 (BR) 在影响高等教育机构的整体表现方面发挥着重要作用。然而，与其他指标相比，品牌对绩效的影响最小，因为它的 beta 值最低（0.169）。这表明工程学院需要强调制定战略，通过参与提高学院外展和知名度的活动来提高品牌知名度（Nandi 和 Chattopadhyay，2011 年）。

研究限制/影响

高等教育领域的竞争正在蔓延并产生广泛的影响，为了有效应对压力，大学必须能够引起人们的注意并保留其宝贵的人力资本。为教师和学生建立联系将产生互惠互利的可持续成果。研究所最好是多学科或跨学科的，并且具有极高质量的教学和研究重点。开发多元化的课程和活动，旨在培养思想品质、道德标准、社会意识和全球视野，让学生塑造自己的经历和成长。必须与行业建立牢固的联系，才能为技术培训提供实用的维度，而在行业中有效的学期实习是项目主导教学的证明。卓越研究和优质教学是素质教育的基础。参与外部合作，通过增加国际参与来扩大和深化机构影响。未来也可以根据学生的感知，通过问卷收集数据，对AQAR模型进行实证研究，并通过假设进行检验。R软件，用于确定印度 EEI 中 AQAR 的实施范围。

实际影响

结果表明，当学术文化作为中介时，员工体验是提高工程学院绩效的最重要的显着绩效指标（Anderson等，1994；Owlia 和 Aspinwall，1997；Pal Pandi等，1994）。, 2016)。与间接影响 (beta = 0.518) 相比，员工体验的直接影响 (Beta = 0.473) 较小。学生体验也是对整体表现非常重要的第二个重要指标，而当学术文化充当中介时，这种意义程度甚至会更加增强。另一方面，学生的就业能力 (EM) (Ashok Pandit and Wallack, 2016) 和品牌 (BR) 在影响高等教育机构的整体表现方面发挥着重要作用；然而，与其他指标相比，品牌对绩效的影响最小，因为它的 beta 值最低（0.169）。这表明工程学院需要强调制定战略，通过参与提高学院外展和知名度的活动来提高品牌知名度（Nandi 和 Chattopadhyay，2011 年）。

原创性/价值

结果表明，当学术文化作为中介时，学生体验是提高工程学院绩效的最重要的显着绩效指标。与间接影响 (beta = 0.412) 相比，学生体验的直接影响 (Beta = 0.101) 较小。员工体验也是对整体绩效非常重要的第二个重要指标，而当学术文化起到中介作用时，这种意义就更加突出了。另一方面，学生的就业能力 (EM) (Ashok Pandit and Wallack, 2016) 和品牌 (BR) 在影响高等教育机构的整体表现方面发挥着重要作用；然而，与其他指标相比，品牌对绩效的影响最小，因为它的 beta 值最低（0.169）。这表明工程学院需要强调制定战略，通过参与提高学院外展和知名度的活动来提高品牌知名度（Nandi 和 Chattopadhyay，2011 年）。研究结果表明，学术文化是达到绩效高峰的关键途径。