Evaluation of selected postgraduate transport engineering (5) (3)

Critical Reviews of Selected Postgraduate Programs on Transport Engineering against the Needs of Infrastructure Development Thanikachalam Vedhathiri Former Professor, National Institute of Technical Teachers Training and Research, Chennai vthani2025@yahoo.in Abstract This research reviews selected outcome based transportation engineering postgraduate programs (M.E/M.Tech) that are offered by selected colleges/institutions in India. A macro analysis of the courses was done. Most of the postgraduate programs offer specialization transportation engineering design, transportation system engineering and transportation engineering management. There is a need for greater focus on the transportation system analysis (performance and optimization), economics, analysis and planning methods (data sciences for transportation), intelligent transportation system, safety and security, transportation policy, planning and sustainability and urban transportation. Most of the graduate students take up teaching jobs. It is observed that only railways offer professional development programs for their engineers. Rarely transportation engineering departments depute their engineers to postgraduate programs. It is suggested that more specialization is needed on policy analysis, urban transportation, performance and optimization, demand and economics, analysis and planning methods, data sciences for transportation, intelligent transportation, safety and security, and sustainability.

Keywords: Postgraduate Transportation engineering programs, planning improved programs, focus on policy analysis.

Introduction There is a massive investment in the infrastructure development in India due to industrial expansion, the creation of industrial corridors, establishing Special Economic Zones (SEZ), developing multimodal transportation systems, creating major harbors and airports, connecting the industrial corridors with container

terminals through dedicated express highways and railways. Infrastructure development has become the backbone for the economic development. All these demands call for competent engineers to plan, design, execute the various projects and maintain them. The professional transportation engineers must coordinate between various agencies, industrial development organizations, and government departments. Hence, the postgraduate programs in transportation engineering are to be developed to meet the challenges of the 21st century. Also, there is a need for in-service professional development programs for the engineers and managers.

Objectives of Research 1.

2.

3.

Critically Assess the needs of postgraduate engineers in transportation engineering based on the massive investments in the infrastructure development in the country Review the courses offered by some selected postgraduate programs offered by a set of leading institutions.

Suggest needed improvements in these programs Research Methodology Postgraduate Transportation Engineering Programs offered by three Indian Institutes of Technology (Chennai, Mumbai, & Delhi), National Institutes of Technology (Tiruchirappalli, & Warangal), State Technical Universities (Gujarat, Telangana & Uttara Pradesh) and State College (Trivandrum-Kerala) were selected. Foreign universities selected for comparison: MIT, Boston, and universities that focus on interdisciplinary postgraduate programs.

In addition, the needs of the design engineers are identified from various industrial projects. The courses of the colleges were analyzed and compared. The deficiencies were identified and the suggestions were offered.

Desired Skills of the Engineering Graduates Accrediting Bureau of Engineering and Technology ABET (2012) of USA specified the following learning outcomes for evaluating the achievement of the engineering graduates and considered for accrediting the program: Hard Skills  An ability to apply knowledge of mathematics, science, and engineering (3. a)  An ability to design and conduct experiments, as well as analyze and interpret data (3.b)  An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health, and safety, manufacturability and sustainability (3.c)  An ability to identify, formulate, and solve engineering problems (3.e)  An ability to use the technics, skills, and modern engineering problems (3.k) Professional Skills  An ability to function on multidisciplinary teams (3.d)  An understanding of professional and ethical responsibility (3.f)  A knowledge to use the techniques, skills, and modern engineering tools necessary for engineering practice (3.j) Any curriculum in transportation engineering should consider the above abilities to design the courses. Also, the needs of the employers, development projects and global advancements are to be given focus in implementing the

engineering programs. In addition some of the specialized courses in Air Transport were considered.

The Engineer of 2020 Most of the international universities vigorously develop programs for competency development to meet the needs of the industries of 2020.

Prof. Bernard Amadea of the University of Colorado at Boulder developed a model “Engineers without Borders (EWB)” which provides a means of introducing open-ended problem-solving in conjunction with developing synthesis, analysis, teamwork, communication, business and entrepreneurial skills. Sheppard and Jenison (1997) and Dym et al. (2005) focused on designing systems and on attaining a broader understanding of their work’s impact on their communities and their surroundings. Nguyen (1998), Palmer (2002) and Goel et al. (2008) focused on the managerial skills. According to them, engineers have transitioned from their traditional and pure technical roles to managerial ones that require a sense of business practices and leadership skills.

Initiatives to Develop Professional Skills [3.a, 3.b, 3.e, 3.g., 3.h] by selected international Universities The following table (Table-1) provides a synthesis on the professional skills focused by a set of universities:

Table-1. Synthesis of the global initiatives in planning and implementing engineers’ programs

Major Initiatives:

Universities:

Interdisciplinary department planned engineering education programs

Department of Engineering Education of Purdue University and Virginia Tech, USA

Modular team training program; Modules: Introductory, intermediate and advanced.

Clark School of Engineering, University of Maryland, USA

Areas: Personal, interpersonal, and project management.

Engineers and community members working together to identify and solving technology based problems, employing solutions that can be locally sustained, leading to an improving quality of life.

College of Engineering, Cornell University, USA

Global concentration in engineering with an initial focus on China, the United Kingdom and Mexico. The flexible framework that enables all discipline to participate. Enables international experience, global engineering course content; better prepares engineers with not only appropriate technical skills, but also the cross-cultural skills.

Engineering Global Leadership Honors Program (EGHP): University of Michigan, USA.

Accreditation of European engineering programs. Supported by

Skills

desired:

Knowledge

and

France and Germany (ENAEE, 2008)

understanding, Engineering Analysis, Engineering Design, Investigations, Engineering Practice and Transferable Skills.

Global Academic Industrial Network (GAIN): Provides US Students with international experience in Germany to prepare them for future job requirements.

Iowa State, USA

Global Engineering Alliance for Research and Education (GEARE): 18 months program, developed in partnership with Karlsruhe (Germany) and Shanghai Jian Tong (China) Universities. Integrates language education, cultural orientation, international internship. Two semesters face to face multinational design team project with one semester abroad.

Global Engineering Course of the Engineering Education Department of Purdue University (Hilerman and Groll, 2004)

Educating engineers for the 21st Century: Emphasize: University courses need redesigning for the modern economy. Provide more experience in problem- solving, group design and make projects, and applying theory to real industrial problems. Support learning from the success of academic-industrial links.

UK’s Royal Academy Engineering (2007).

Virtual Reality (VR) Across the Globe: Facilitate teaming on an international and multicultural level. Addresses educational collaboration in the virtual environment, testing and refining it at the institutional level between institutions and across national boundaries. Potential to have a major impact on engineering education.

National Institute of Technology, Warangal, India; University of Philippines, and PTC Inc. (A Producer Industry Standard Design and Collaboration Tools.

Synthesis Almost all the global universities focus on the global exposure and bring partnership in planning and implementing the engineering programs.

They also provide opportunities for collaboration and exposure to global design methods and internship.

MIT, Boston, USA

of

Offers the interdepartmental Master of Science in Transportation (MST) degree which emphasizes the complexity of transportation and its dependence on the interaction of technology, operations, planning, management, and policymaking. It offers Air Transportation, Analysis and Planning Methods, Data Sciences for Transportation, Intelligent Transportation Systems, Safety and Security, Logistics and Supply Chain Management, Transportation Planning, Policy and Sustainability, and Urban Transportation.

Postgraduate Programs Selected for Evaluation Table-2 Institutes which offer Master Degree in Transportation

Reference

Title of the M.Tech Program

Institute

No.

1 (JNTU, Hyderabad)

Transportation Engineering

Jawaharlal Nehru Technological University, (JNTU) Hyderabad, Telangana

2 (GTU, Ahmedabad)

Transportation System Engineering

Gujarat Technological University (GTU), Ahmedabad, Gujarat

3 NIT,Trichy)

Transportation Engineering

National Institute of Tiruchirapally, Tamil Nadu.

4 (IIT, Madras)

Transportation Engineering

Indian Institute of Technology, Madras, (IIT-M) Chennai, Tamil Nadu

5 (BHU, Varanasi)

Transportation Engineering

Banaras Hindu University (BHU) Varanasi, Uttar Pradesh

6 (NIT, Warangal)

Transportation Engineering System

National Institute of Technology, Warangal, (NIT-W) Andhra Pradesh

7 (IIT, ombay)

Transportation System Engineering

Indian Institute of Technology, Bombay, (IIT-B) Mumbai, Maharashtra

8 (IIT, Delhi)

Transportation Engineering

Indian Institute of Technology, Delhi (IIT-D)

9 (COE, rivandrum)

Transportation Engineering

College of Engineering, ( COE-T) Trivandrum, Kerala

Major Shortcomings of the Programs It appears that there is no in-depth study on the needs of various transportation. Most of the institutions have not spelled out their goals and Program Educational Objectives (PEOs) and the

Technology

(NIT-T),

Course Outcomes (CO). Major deficiencies are lack of focus on policy analysis, urban transportation planning, lack of case studies on the on-going national initiatives, and the transportation management.

Table 3 Basic and Applied Mathematical Courses Offered

Title of the Course

Institute

Applied Numerical Methods

P 1 (JNTU, Hyderabad)

Applied Statistics

P 2 (GTU) & P 9 (COE)

Numerical Methods and Applied Statistics

P 3 (NITT)

Mathematics

P 5 (BHU)

Advanced Numerical Methods

P 5 (BHU)

tatistical Techniques, Design and Analysis

P 6 (NITW)

Applied Statistics

P 6 (NITW)

Applied Statistics in Transportation Engineering

P 7 (IITB)

Optimization and Simulation Techniques

P 7 (IITB)

Optimization Techniques

P 1 (JNTU)

System Analysis Table 4 System Analysis in Transportation Engineering

Title of the Course

Modeling, Analysis and Simulation

ntelligent Transportation Systems (ITS)

Institute P 2- GTU P 3- NITT, P 4 – IITM & P 7IITB

ransportation Systems Analysis

P 3- NIIT, P 5- BHU, P 6-NITW, P 2-GTU

Heterogeneous Traffic- Flow Modeling and Simulation

P 4-IITM

Dynamic and Stochastic Modeling of Transportation Networks

P 4-IITM

raffic Modeling and Simulation

P 8- IITD, P5-BHU, P 8-IITD

ransportation Network Analysis

P 7-IITB

ogistics Systems

P 7-IITB

Application of Software Computing Techniques

rinciples of Geomatics

P 7-IITB P 7-IITB

Advanced Transportation Modeling

P 8-IITD

Advanced Surveying and Cartography

P 7-IITB

inite Element Method

P 5-BHU

Inferences: Applied Statistics is offered in five institutes; System Analysis is offered in four institutes; Optimization Techniques and Modeling, Analysis and Simulation are offered in three institutions. Indian Institute of Technology, Madras offers various Advanced Computational Methods. Dynamic and Stochastic Modeling will be of great use for offering solutions to the complex transportation systems. These courses

provide advanced planning.

cognitive

strategies

Courses on Pavement Materials, Construction and Management System These courses are very much essential for providing quality pavements using various materials. However, the heavy earth moving equipment used for the construction are not given importance.

Table 5 Pavement, Construction and testing

Title of the Course

avement Materials;

Institute P 1-JNTU, P 3-NITT, P 5BHU, P 9-COET

Advanced Pavement Materials (Elective) P 7-IITB

Advanced Highway Materials

Analysis, Design of Pavements

for

P 3-NITT P 2-GTU, P 3-NITT, P 5BHU, P 7-IITB, P 9-COET

Materials, Design and Construction of Pavements

P 6-NITW

Highway Materials and Testing; Pavement Materials and Evaluation Lab

P2-GTU P 7-IITB

Micro-Mechanical Characteristics of Asphalt Concrete; Investigation on Modified Binders; Healing of Asphalt Mixtures; Performance Based

P 4-IITM

Design of Bituminous Mixes; Pavement Recycling; Concrete Pavements or Highways and Airports.

Design and Evaluation of Pavements

P 1-JNTU

Design and Maintenance of Pavements

P 8-IITD

avement Evaluation, Rehabilitation and Maintenance

P 5-BHU

avement Management System (Elective)

P 7-IITB

Inferences: Most of the institutes offer required courses in pavement materials, design, construction and maintenance. Indian Institute of Technology, Madras has developed need based courses in pavement design to suite various materials and needs of implementing agencies.

The courses could focus on regional deposits, subsoil improvements, and mountain (ghat) road

construction. No one focused on the heavy earth moving machinery, and mechanization of highway construction. The ongoing national projects in highways planning and execution are not included as case studies.

Courses on Transportation Planning Table-6 Transportation Planning

Title of the Course

Institute

ransit System Planning (Elective)

P 7-IITB

ransport Planning

P 2-GTU & P 3-NITT

ransportation Systems

P 3-NITT

Urban Transport Planning,

P 1-JNTU, P 7-IITB

Urban Transportation System Planning

P 5-BHU, P 6-NITW & P 9-COET

Urban and Reginal Transportation Planning

P 8-IITD

ransportation Engineering Software Lab

P 7-IITB

lanning and Design of Low Volume Roads

P 7-IITB

lanning and Design of Non-Motorized Transportation

P 7-IITB

Inferences

Traffic Engineering

Gujarat Technological University, and National Institute of Technology, Tiruchirapally did not focus on the urban transportation. Most of the institutes have not given adequate focus on transportation planning. Further, there is an urgent need for the case studies on the national planning of various transportation corridors to link ports with industrial hubs.

These set of courses are very much needed for the analyses of traffic that are generated in the cities and the movement of goods from commercial centers and industries and export through harbor.

Title of the Course

raffic Engineering

Table-7 Traffic Engineering

Institute

P 1-JNTU, P 6- NITW, P 8-IITB, & P 9-COET

heory of Traffic Flow

P 3-NITT

raffic Flow Theory

P 5-BHU

raffic Analysis

P 7-IITB

raffic Control and Management (Elective)

P 7-IITB

heory of Traffic Flow and Management

P 5-BHU

raffic Engineering and Management

P 2-GTU

Advanced Travel Demand Modelling (Elective)

P 7-IITB

Advanced Traffic Engineering (Elective)

raffic System Design

P 7-IITB P 7-IITB

raffic Design Studies

Inferences There is a need for the analysis for road marking to prevent accidents. Also, the signal systems

P 6-NITW

must be introduced. The behavior of drivers should be focused.

Geometric Design

Table 8 Geometric Design

itle of the Course

Institute

Highway Geometric Design

P 1-JNTU

Geometric Design of Transportation

P 5-BHU

Geometric Design of Streets and Highways

P 8-IITD

ntersection Design and Analysis

P 2-GTU

ransportation and Traffic Infrastructure Design

P 8-IITD

AD in Transportation Engineering

P 3-NITT

Activity Based Travel Demand Modeling

P 4-IITM

Multimodal Transportation System Planning and Design

P2-GTU

Inferences Only 8 institutes have included this course. The needs of metro rail system, mass rapid transport system, tunnels, multimodal system and flyovers could also be considered. The problems faced by various projects could be reviewed and

appropriate case studies could be considered.

Accidents are to be analyzed and the suggestions for the redesign of the geometry could be offered.

Ghat roads are to be included.

GIS and its Application

Table-9 GIS Application

itle of the Course

Institute

GIS for Transportation Engineering

P 1-JNTU

GIS for Transportation (Elective)

P 7-IITB

GIS and GPS in Civil Engineering

P 2-GTU

Geographical Information Systems and Remote Sensing

P 3-NITT

GIS Application in Transportation Engineering

P 5-BHU

Only five institutes have included courses in GIS. Air Transportation Table- 10 Airport Planning

itle of the Course

Institute

Aviation Infrastructure Planning

P 1-JNTU

Airport Planning and Design (Elective)

P 2-GTU

Airport Infrastructure Planning and Design (Elective)

P 7-IITB

Inferences Only three institutes offer this course but offers as elective. Based on the growth, specialized programs could be offered to meet the demands of the fast- growing air transportation. A consortium of air transport industry and the government could take initiative to develop an

industry relevant and multidisciplinary postgraduate program. The newly established aviation university in Utter Pradesh could offer this postgraduate program. Such initiative would ensure human capital.

Water Transportation

Table -11 Water Transportation

itle of the Course

Institute

Water Transportation

P 6-NITW

Waterway Infrastructure Planning and Design

P 7-IITB

Inferences Many states have very good perennial rivers.

Also, the ports and harbors are being expanded to meet the growing needs of exports and imports.

Hence, there is an urgent need for planning specialized programs in water transportation but only two institutes are offering these courses.

Hence, the government can sponsor an industry relevant program to develop outstanding engineers for designing and developing water transport.

Structural and Geotechnical Engineering related courses Table 12 Structural and Geotechnical Courses

itle of the Course

Institute

ransportation Structures (Elective)

P 1-JNTU

raffic and Transportation Structures

P 6-NITW

ridge Engineering (Elective)

P 2-GTU

Advanced Bridge Design (Elective)

P 3-NITT

Analysis and Design of Bridges (Elective)

P 8-COET

Highway Construction Practice

P 5-BUH

Highway Construction and Management

P 2-GTU

Advanced Foundation Engineering

P5

Ground Improvement Techniques

P 1-JNTU, P 3-NITT, P 5-BHU

Design with Geo-Synthetics (Elective)

P 7-IITB

Inferences These courses require in-depth expertise and could be offered as electives in other relevant

postgraduate programs. However, it is also required in this program. Case studies could be offered to improve the problem-solving abilities of the engineers

.

Environmental Assessment and Safety Table 13 Environment and Safety

itle of the Course

Institute

ransport and Environment

P 5-BHU

ransportation and Environment

P 2-GTU

nvironmental Impact Assessment

P 1-JNTU

nvironmental Impact Assessment and Auditing

P 5-BHU

nvironmental Legislation and Audit

P 7-IITB

nvironmental Analysis of Transport System (Elective)

P 7-IITB

Automobile Pollution Control

P 5-BHU

ustainable Transportation

P 7-IITB

limate Change and Sustainable Development

P 8-COET

oad Safety

P 2-GTU

oad Safety Engineering (

P 7-IITB

lective)

Highway Safety Audits

P 2-GTU

ransportation Safety Environment

P 8-IITD

Inferences Only five institutes focus on the environment and three institutes focus on the safety. Considering the climate change and its impact, the transportation engineers need to focus on this effect to ensure minimum impact on the environment. The loss of life in the transport

accidents is the highest in India and all the transport engineering programs must focus on the road safety.

Project Management, Mass Transportation, Economics and Finance

Table 14 Project Management, Economics, and Finance

itle of the Course

Institute

roject Engineering

P 1-JNTU

Highway Construction and Management

roject Management (Elective)

P 2-GTU P 3-NITT, P 7-IITB

Design Models and Management

P 6-NITW

Asset Management (Elective)

P 7-IITB

ransportation System Management (Elective)

Qualitative Methods in Construction Management (Elective)

ublic Transportation System

P 7-IITB, P 8 IITD P 8-IITD P 8-IITD

Mass Transportation System (Elective)

P 2-GTU

Mass and Multimodal Transportation Systems

P 5-BHU

egional and Rural Transportation Planning

P6-NITW

ail Road Engineering (Elective)

P 1-JNTU

ailway Infrastructure, Planning, and Design (Elective)

P 7-IITB

ransportation Economics

P 5- BHU, P 9-COET

ransportation Economics and Project Evaluation

P 2-GTU

ransportation Economics and Finance

P 8-IITD

ransportation Policy and Financing (Elective)

P 7-IITB

conomics and Evaluation of Transportation Projects

P 6-NITW

Human Resource Management (Elective)

Inferences Two institutes have not considered the need for economics even though it is very essential. Only

P 3-NITT

two institutes considered the need for the mass transportation. Most of the institutes have not considered accreditation and the essential skills, abilities and competences to meet the global job

needs. The faculty members need in-depth exposure in planning and developing global programs which can be accredited. In the absence of course outcomes, the gaps are many. The critical skills and problem- solving skills could be gained through internships and pretraining. There is also a need for periodical longitudinal studies with the participation of the alumni and employers so that continuous improvements can be brought in.

No institute provided exposure to develop technical proposals and financial proposals for bidding for external projects. Also, the graduates have not been given any opportunity to become consultants to any global projects. Also, the postgraduate students could be given internship so that they can prepare executive positions in the projects. Alternative methods like providing case studies on the projects would provide decisionmaking skills in reals life.

Views and feedbacks were obtained from a set of representatives of Tamil Nadu State Highways Department on the needs of postgraduate Transportation Degree Program. They stated that there is a need for them, but the department invites consultants to give design. They conduct training programs for the assistant engineers who do not possess civil engineering degrees. Railway engineers stated that they conduct advanced courses for their engineers. Since, the recruitment does not give any special preference, postgraduate engineers do not opt for railways.

However, they feel that there is a need for postgraduate engineers in railways. Most of the IITs undertake consultancy works from the state governments and national highways. Majority of postgraduate engineers take up teaching posts.

Unless the recruitment rules are upgraded, the postgraduate engineers have to seek jobs in engineering colleges. As the economy is growing fast, the need for design engineers are increasing.

This will attract consultants with postgraduate and doctoral qualification.

Snap Study

Conclusions Most of the programs center around the in-house expertise rather than systematic studies on the fast- changing job needs. The curricula should be continuously improved based on the needs of the References ABET, Baltimore (http://www.abet.org) http://www.abel.org._edc.html

industries. Also, the examination should be based on the attainment of hard skills. The graduates should be given more rea-l life problems. There is an urgent need for the specialized programs for air transportation and water transportation. The national labs in transportation and the ministry of industries could offer industry relevant programs.

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Banaras Hindu University, Institute of Technology, M.Tech -Civil Engineering (Transportation Engineering) Cags (2008) Professional Skills Development for Graduate Students, http://www.cags.ca.

Master-in-Aerospace-ProjectManagement/France/ENAC/) Gujarat Technological University, M.Tech (Civil), Transportation System Engineering

Central Institute of Road Transport, Pune

Indian Institute of Technology, Bombay, Mumbai, M.Tech (Transportation System Engineering)

College of Engineering, Trivandrum, Kerala, M.Tech (Transportation Engineering)

Indian Institute of Technology, Delhi, M.Tech (Transportation Engineering)

Engineering Staff College of India, Hyderabad

Indian Institute of Technology, Madras, Chennai, M.Tech (Transportation Engineering)

ENAC, France, Advanced Master in Aerospace Project Management (https://www.masterstudies.com/Advanced-

Jawaharlal Nehru Technological UniversityKakinada, M.Tech(Transportation Engineering)

MIT, Boston, USA, Master of Science in Transportation Program National Institute of Technology, Tiruchirapalli, Tamil Nadu, M.Tech (Transportation Engineering and Management) National Institute of Technology, Warangal, Andhra Pradesh, M.Tech, Transportation Engineering Ontario College, Canada, Advanced Diploma in Transportation Engineering Technology Sapienza University of Rome, Italy, Master Degree in Transport Systems Engineering (https://www.masterstudies.com/Master-Degreein-Transportation-SystemsEngineering/Italy/Sapienza-University-of-Rome/) The Royal Academy of Engineering (2011) Educating Engineers for the 21st Century, June 2007 The University of Newcastle, Australia, Grad school, Master of Aviation Management (https://www.masterstudies.com/Master ofAviation-Management/Australia/GS/) United International Business Schools, Belgium, Master in Business Studies-Transportation and Logistics Management, (https://www.masterstudies.com/Master-inBusiness-Studies-Trasportation-and-LogisticsManagement/Belgium/UIBS/) Universidad Europea De Madrid, Spain, Master’s Degree In Infrastructure Management And Rail Systems (https://www.mastermaestrias.com/Master-Universitario-en-Gestionde-Infraestruturas-y-SistemasFerroviarios/Espana/Universidad-Europea-deMadrid-Unisidad-Europea-de-Madrid-(UEM)/) University of Johannesburg, South Africa, MCom/MPhil in Transport Economics (RD) (https://www.masterstudies.com/MComMPhil-inTransport-Economics-(RD)/SouthAfrica/University-of-Johannesburg/) University of Information Technology and Management, Poland, Master in Logistics in Transport (https;//www.masterstudies.com/Master-inLogistics-in-Transport/WSIIZ/) Wildau Institute of Technology, Germany, Master of Aviation Management (https://www.masterstudies.com/Master-ofAviation-Management/Germany/WIT/)