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. Engineering and Architectural 5(2),137-143
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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/)