shodhganga thesis on creativity

On the banks of Shodhganga: analysis of the academic genealogy graph of an Indian ETD repository

• Published: 18 May 2023
• Volume 128 , pages 3879–3914, ( 2023 )

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• Dhananjay Kumar 1 ,
• Plaban Kumar Bhowmick 1 ,
• Sumana Dey 2 &
• Debarshi Kumar Sanyal 3  

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Academic genealogy graphs capture information about the lineage of researchers, encode how knowledge flows from advisors to proteges, and shed light on the birth and evolution of disciplines. In this paper, we study the academic genealogy graph/network (AGN) in Shodhganga which is the Indian Electronic Theses and Dissertations (ETD) database. We have disambiguated the names of the researchers in Shodhganga and constructed the Shodhganga-AGN, which we have analyzed with topological metrics proposed in the literature on general graphs as well as that on genealogy networks. The metrics studied have been able to identify the institutes and researchers that have played a significant role in the development of the Indian higher education system. The largest connected component of Shodhganga-AGN consists of 1356 researchers and 1437 advisor–advisee relationships. The component is dominated by researchers from science and is affiliated primarily with three institutions. We have also studied subgraphs in the genealogy network to identify supervision patterns, and found that most of the subgraph instances connect researchers within a single institution or subject. Thus, our study is a detailed insightful analysis of the academic genealogy of researchers indexed in Shodhganga, and captures the decades-old research ecosystem of India, as expressed through the formal advisor–advisee relationships in Indian universities.

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Algorithms flowchart

Algorithm 2-In all the above cases, we have imposed the natural constraint that the advisor’s (who is potentially the same person as the advisee) date of thesis submission to be earlier than the advisee’s thesis submission date. In the case where the number of candidates (advisee) to merge with the advisor is greater than one, we further check them across the available attributes to find the best candidate

Algorithm 3-Initially students with same names and having same department and institute are assigned the same index even if they are referring to different individuals. In that scenario, if advisor information (advisor thesis) is available, we are using that to find the most likely student among all the students (with the same name) associated with him/her. After that, group the remaining students by thesis title and assign them with different indices (Assumption: very less likely that two students with the same name and in the same institute and department has different thesis titles associated with same advisor)

Algorithm 4-Applicable if multiple advisors advised the student (multiple records exist, same student name has variation due to human error (check Appendix Table 2 )), or duplicate records exist, or wrongly combined thesis title. The function merges students with similar names (with slight variation) having the same thesis title. If student names are different across the same thesis index (similarity value less than threshold value), then there is a chance that two different thesis indices are merged wrongly. Therefore, we will not change the student indices

Sample of researcher records with few attributes

Top researchers in shodhganga-agn based on different genealogical metrics, institute abbreviation, nirf ranking, and ddc subject code with subject name, extracted subgraphs structures from shodhganga-agn.

Extracted subgraphs instances from Shodhganga-AGN

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Kumar, D., Bhowmick, P.K., Dey, S. et al. On the banks of Shodhganga: analysis of the academic genealogy graph of an Indian ETD repository. Scientometrics 128 , 3879–3914 (2023). https://doi.org/10.1007/s11192-023-04728-z

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Received : 10 August 2022

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DOI : https://doi.org/10.1007/s11192-023-04728-z

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Shodhganga-Repository for Electronic Theses and Dissertations: A Boon for Researchers

Universities are highly responsible for developing new theories through innovative research studies in all around the globe. Students and scholars are putting their best efforts to produce new facts and principles in these centres of higher studies. In India we have around 350 universities and every year almost more than 12000 PhDs are being produced by these universities. Avoiding duplication of research work is a serious matter of concern to all nations. Innovations in ICTs become a boon to avoid duplication as well as utilization of these studies. An electronic submission of these dissertations and theses are known as ETDs. Modern information and communication technology (ICT) acts as an effective intervener for paradigm shifting from closed access theses and dissertations to open access electronic theses and dissertations (ETD). The present study brings out grate opportunity to the library professionals to implement makes the initiatives to create the MoU from Shodhganga from INFLIBNET for the purpose of submission of electronic theses and dissertations. Nearly 202 universities from 29 States of India are registered in Shodhganga as on 25 th march 2015. It is highlighted one that among the 29 States of India, 32 universiti es from Tamil Nadu are registered in the ETD repository scheme of INFLIBNET. It is encourage one that within three months of 2015, 16 universities are register MoU with INFLIBNET for Shodhganga and it may break the earlier records of registration within end of the 2015. Among the 29 States, 202 universities were signed MoU, It is noticed that 54 universities are registered in 2013, 51 universities in 2012, 38 universities registered in 2011 and 10 universities registered in 2010, as on March 2015, 16 universities are registered MoU with INFLIBNET for Shodhganga. It understands from the table that 14 Government universities and 18 private universities from Tamil Nadu are register with Shodhganga. In the second position, 17 government and 7 private universities from Maharashtra registered for Shodhganga. Among the top 25 Indian university in these list, 5 state universities like such as follow as Anna university, Periyar University, Bharathidasan University, Manonmanian Sundarnar University and Bharathiar University are submitting more ETD to Shodhganga.

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Theses and dissertations have always been one of the most important types of grey literature for the scholarly world. However, there has always been a debate on their accessibility issues. In majority of cases, the usage of these documents is limited only to the University Level. The submission of theses and dissertations in electronic format has increased the opportunity for the user community to have access to the knowledge embedded in these works through various national and international e-theses & dissertations repositories. In India, UGC Regulations 2009, made it mandatory for every doctoral researcher to submit his/ her thesis in electronic format to the university concerned which are then deposited in INFLIBNET’s Shodhganga: a reservoir of Indian theses. The present study reports the status of ETD contributions of Universities of Maharashtra.

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This study is to identify the number of theses/dissertations submitted in the INFLIBNET Shodhganga ETD Repository by Indian universities till June 2016. The present study investigates the rate of successful submitted the thesis and dissertations in the field of Library and Information Science. A total number of 727 theses/dissertations were submitted in Library and Information Science by 61 universities departments. The data collected from Shodhganga website (http://shodhganga.inflibnet.ac.in/). It has been analyzed in different parameters and presented in different section I.e. date wise submission, items wise, region wise, university wise, language wise, state wise universities and so on. The aim of the study is to present the real picture of the Shodhganga ETD Repository.

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The present study attempts to evaluate the contributions made by the central universities of Northeast India to the open access repository of Shodhganga by INFLIBNET. Out of total 10 central universities of Northeast India, 9 Universities have already signed with MoU of Shodhganga repository and all are contributing their theses and dissertations to this project. North Eastern Hill University (NEHU) made the first initiative to signed MoU with Shodhganga and it has the highest numbers of 2,093 contributions in the repository and ranked 1st among all the central universities of Northeast India. Department of Education of North Eastern Hill University (NEHU) has the highest numbers of contribution in the repository of Shodhganga by INFLIBNET. English was the most preferred language for the theses and dissertations of the central universities of Northeast India.

The present paper evaluates the contribution of ETDs by State Universities in Maharashtra in India‟s ETD Database Shodhganga. Shodhganga is the flagship project of INFLIBNET, Ahmedabad which provides open access to theses and dissertations through the repository. As per the present study there are 12 State Universities in Maharashtra providing degrees in non-technical fields in Arts & Humanities, Science and Commerce. Out of these 12 universities, 11 have signed MoU for Shodhganga and only 08 universities shave contributed 181 ETDs in Library & Information Science in Shodhganga. SavitribaiPhule Pune University (Pune), Dr.BabasahebAmbedkarMarathwada University(Aurangabad) and SNDT University (Mumbai) have contributed highest number of ETDs in the repository. The top five Research Guides are also from the universities of Pune and Auranagabad. English was found to be most preferred language for theses and dissertations and Impact of ICT (21), Information Seeking Behaviour (11) and Libr...

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INFLIBNET Centre is aggressively working towards creation of open access institutional repositories and platform to support open access publishing at higher learning institutions like universities, colleges and R & D research centre in India, and imparting training in applications on various aspects of new technology to achieve such goals and encouraging library and information professionals to expand their horizon in digital content creations, process of digitization, managing digital depositories and open access etc. In the country like India, open access journals and institutional repositories are two main routes of open access publishing system now a day. This article discusses on different open access initiatives taken by the INFLIBNET Centre in serving the scholarly and scientific communities in the country. The article also reviewed the current status, benefits and its impacts on the universities and its users.

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The deposition of ETD’s by the universities of Kerala into Shodhganga is counted in this article. Data for the study were extracted from Shodhganga as on 10th May 2019. The analysis revealed that out of 18 universities in Kerala, 7 universities contribute to Shodhganga ETD repository with a total of 10105 theses. University of Kerala and Mahatma Gandhi University with 2974 and 2769 theses respectively were the top universities to deposit RTD’s onto the repository. The study is useful to know the number of universities which are in line with the ‘UGCMinimum Standards & Procedure for Award of M.Phil. / Ph.D. Degree, Regulation, 2009’ which mandates uploading of electronic versions of theses into the Shodhganga repository for the benefit of the scholars in particular and the taxpayers across the nation in general.

India does not have a central repository in which theses are stored from various PhDs across different disciplines. This has led to various kinds of problems from lack of visibility for Indian research to duplication, repetition and even plagiarism in some cases. Most countries have created an online central database where universities as well as researchers post their theses and dissertations. With the proliferation of the Web, this has become a global showcase of research capabilities of each country. Theses and dissertations are known to be the rich and unique source of information, often the only source of research work that does not find its way into various publication channels. The UGC vide its Notification (Minimum Standards & Procedure for Award of. Phil. / Ph.D Degree, Regulation, 2009) dated 1st June 2009 provides for submission of electronic version of theses and dissertation by the researchers in universities in Shodhganga maintained by the INFLIBNET Centre. Universities that sign MoU with the INFLIBNET Centre and mandate submission of electronic version of their theses and dissertation to Shodhganga may get financial assistance from the UGC for digitizing their back-files of theses. Besides, UGC may also provide financial assistance to the INFLIBNET Centre for subscription to software tools that detect plagiarized portion of theses and dissertations. In time to come, ETDs would become more commonplace, grant-giving agencies and accreditation bodies like AICTE, UGC and NAAC would make judgments regarding innovative universities by taking note of their initiatives such as ETDs and IRs. This article aim to explain the purpose and approach of

deivam muniyandi

Theses and dissertation are known to be the rich and unique source of information, often the only source of research work that does not find its way into various publication channels. Theses and dissertations remain an untapped and under-utilized asset, leading to unnecessary duplication and repetition that, in effect, is the antitheses of research and wastage of huge resources, both human and financial. In this paper examines the Electronic thesis and Dissertation (ETDs) deposited at INFLIBNET Shodhganga project by Indian Universities. It is found that 99994 + theses have been deposited on various disciplines by 260 universities. The 3485 synopses were uploaded in the Shodhganga project. In this paper analysed top ten universities contributing electronic theses, year wise contribution and top viewed theses in the database.

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• CONCLUSION - Shodhganga : a reservoir of Indian theses @ …shodhganga.inflibnet.ac.in/.../21094/13/15_conclusion.pdf ·  · 2014-07-23CONCLUSION: Thinking Skills, Creativity, Problem

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CONCLUSION:

Thinking Skills, Creativity, Problem Solving and Team-Collaboration as parameters of

PBL method, are considered determinant factor in higher order thinking.

In the first section of this chapter, we stated the relations of PBL parameters in

experimental and control groups in comparison with related studies, and tested the

hypotheses of this research.

Since in this study, research subjects are dependent on research questions, so in this

section by answering the hypotheses of research we try to conclude thesis.

1. There is no significant difference between experimental and control group in the

development of student’s thinking skills.

This question is one of the most important effective aspects of PBL on our dependent

variable. To answer the first question of our analysis, we conducted the Mann –

Whitney U test. According to obtained results from data of experimental and control

group, we can concretely state that which degree of our dependent variable variance is

determined by independent variable. Tables 4.14, 4.15 and 4.16 show high Mean of

scores between two variables in experimental and control groups, and significant level

(sig= 0.000) for both groups is acceptable, and result could be generalized to the

whole statistical universe. Thus, the null hypothesis is rejected.

6. There is no significant difference between experimental and control groups in the

development of student’s creativity.

To respond this question of our research, we conducted the t-test, for experimental and

control groups. According to obtained results of experimental and control data, tables

4.17, 4.18 and 4.19 shows a significant difference between Experimental and Control

groups in the scores of Creativity. That is experimental group’s score is higher than

control group’s score in the development of student’s creativity. Thus, the null

hypothesis is rejected.

7. There is no significant difference between experimental and control group in the

development of student’s problem solving.

To investigate this hypothesis, we conducted the Mann –Whitney U test. According to

obtained results from data of experimental and control, concretely we can state as to

what degree our dependent variable variance is determined by independent variable.

Tables 4.20, 4.21 and 4.22 show high Mean of scores in the experimental groups which

has significant level (sig= 0.000). Thus, the null hypothesis is rejected.

8. There is no significant difference between experimental and control group in the

development of student’s Team- Collaboration.

4.23, 4.24 and 4.25 shows a significant difference between Experimental and Control

groups in the scores of Team- Collaboration. The experimental group’s score is higher

than control group’s score in the development of student’s Team- Collaboration. Thus,

the null hypothesis is rejected.

5. There is no significant difference in the development of thinking skills among girl &

boy student for experimental group.

To investigate this hypothesis, we conducted the t-test, for girls and boys groups.

According to obtained results of girls and boy’s data, tables 4.26, 4.27 and 4.28 shows a

significant difference between girls and boys groups in the scores of thinking skills. So

null hypothesis is accepted, that is there isn’t any significant difference between boy and

girl (in experimental group) in scores of thinking skill.

6. There is no significant difference in the development of creativity among girl & boy

student for the experimental group.

According to obtained results of girls and boy’s data, tables 4.29, 4.30 and 4.31 shows a

significant difference between girls and boys groups in the scores of creativity. That is

boys group’s score is higher than girls group’s score in the development of student’s

creativity. Thus, the null hypothesis is rejected.

7. There is no significant difference in the development of problem solving among girl &

According to obtained results of girls and boy’s data, tables 4.32, 4.33 and 4.34 shows a

significant difference between girls and boys groups in the scores of problem solving.

That is girls group’s score is higher than boys group’s score in the development of

student’s problem solving. Thus, the null hypothesis is rejected.

8. There is no significant difference in the development of team-collaboration among girl &

According to obtained results of girls and boy’s data, tables 4.35, 4.36 and 4.37 shows a

significant difference between girls and boys groups in the scores of team-collaboration.

student’s team-collaboration. Again, the null hypothesis is rejected.

9. There is no significant difference between girls and boys groups in experimental group

(pre and post PBL administration) in the development of student’s thinking skills.

To investigate this hypothesis, we conducted the Mann –Whitney U test, for girls and

boys groups. According to obtained results of girls and boy’s data, tables 4.38, 4.39 and

4.40 shows a significant difference between girls and boys groups in the scores of

thinking skills. Both of groups have progressive in post test scores but boys group’s score

in post PBL administration is higher than girls group’s score in the development of

student’s thinking skills. Again the null hypothesis is rejected.

10. There is no significant difference between girls and boys groups in experimental group

(pre and post PBL administration) in the development of student’s Creativity.

To investigate this hypothesis, we conducted the Mann –Whitney U, for girls and boys

groups. According to obtained results of girls and boy’s data, tables 4.41, 4.42 and 4.43

shows a significant difference between girls and boys groups in the scores of creativity.

That is Experimental group (in post test administration), boys has higher mean score in

comparison with girls in the development of student’s creativity. Thus, the null

11. There is no significant difference between girls and boys groups in experimental group

(pre and post PBL administration) in the development of student’s problem solving.

According to obtained results of girls and boy’s data, tables 4.44, 4.45 and 4.46 shows

there are no significant difference in experimental group between girls and boys in the

scores of Problem Solving in post PBL administration. Thus, the null hypothesis is

12. There is no significant difference between girls and boys groups in experimental group

(pre and post PBL administration) in the development of student’s team-collaboration.

groups. According to obtained results of girls and boy’s data, tables 4.47, 4.48 and 4.49

shows a significant difference between girls and boys groups in the scores of team-

collaboration in post test administration. That is boys group’s score is higher than girls

group’s score in the development of student’s team-collaboration. Again, the null

RECOMMENDATIONS

Recommendations for Teachers:

Considering the difficulty of guiding and controlling the students in classroom, it

would be better to use project-based learning in the class with small number of

students or more than one teacher. In addition, the number of students in the groups can be

increased while the number of groups can be reduced. With respect to time, it should be

taken into consideration that in the early stages particularly, time problems emerge,

and thus planning should allow for ample time.

The teacher should give the students assignments that involve doing research. In situations in

which it is not suitable to implement project–based learning in class, teachers can assign these

project s to students, either individually or in groups, as term projects. They can then establish

frequent meetings with students in order to help them and provide them with the necessary

Recommendations for National Education Ministry:

Time allotted for the science subject in the current curriculum was not sufficient to

implement this project. (Especially after reduce time to 5 days). During the preparation of

the curriculum, the time allotted for the subject should take into consideration the

kinds of studies the teacher would like to undertake, such as project-based learning.

Recommendations for Textbook Writers:

The textbooks used in schools, there can be the maximum possible number of project

examples. The calculations are needed and the instructions for the project can be

placed in student workbooks. Hence, teachers would have the opportunity to develop pre-

existing projects and adapt themselves to their own situations instead of creating a

project from scratch.

Recommendations for future researchers:

Experimental studies may be conducted to reveal the dynamics of PBC to compare

individual work with group work. It was recommended to replicate the findings in

different contexts with a variety of students for example: different grade levels, cultural

backgrounds and educational experiences. The research suggests that there are strong

advantages to do PBL, for example the students develop a level of shared knowledge and

skills that prepare them to undertake actual project, also students are likely to develop

more flexible levels of skills and understanding. In addition if students know they will be

completing real project in their community they are motivated to learn.

Since the students in this study experienced project-based learning for the first time, they

had difficulties at the beginning. It should be conducted in the group of students who have

prior experienced project-based learning.

In this research besides the gain in formal knowledge, it was found that PBL contributed

to the experimental group students’ meaningful learning in additional aspects as well: The

students considerably expanded and enlarged their content knowledge base, they

improved their higher order thinking, the science design process was learnt and developed

to significantly high levels; it was for them a very surprising and enjoyable process of

learning and doing science. The students’ positive attitudes towards science improved to a

large extent.

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