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Due to academia's lack of involvement in research, development, and innovation activities, there is a tremendous amount of talent underutilised in Indian engineering educational institutions. Indian engineering educational institutions confront numerous obstacles that limit their participation in research. Lack of funding, a tight budget, poor fund allocation, a weak research ecosystem, fewer opportunities for interdisciplinary and multidisciplinary research, a decline in PhD enrolment, over-centralization, a lack of accountability, transparency, and bureaucratic structures have all contributed to an increase in the administrative workload at universities, which has diluted their primary emphasis on research. The K J Somaiya Institute of Engineering and Information Technology (KJSIEIT), an engineering educational institute in India, is the subject of a research case study in this paper that addresses the challenges of Indian engineering institutes' limited involvement in research development and innovation. KJSIEIT's efforts to establish a research culture have demonstrated this by launching practises for research, development, and innovation such as strong hand holding for idea implementation, building incubator and start-up support systems, constant encouragement for increased research involvement, hands-on training for start-ups, applying for and competing for government funding, working on industry collaborative, societal, need-based, educational, agricultural and healthcare. These tested procedures at KJSIEIT can serve as a model for other engineering schools in India in addressing the issues of low participation and contribution in research and supporting ecological development of developing nations in order to survive in the cutthroat environment of contemporary economics. [ABSTRACT FROM AUTHOR]

Quality of education can be enriched with better outcome in undergraduate (UG) computer science and engineering program with the introduction of High Performance Computing (HPC) courses into the UG curriculum. The paper gives the background of the author’s institution, processes of curricula enhancement, infrastructure development to enable students to carry out the work and records the students’ achievements academic year wise. The paper also discusses the evolution and continuous upgrading of the HPC courses along with the issues and challenges experienced. The paper gives the details about the courses along with the process of teaching and evaluation. It lists the students’ research achievements with a focus on HPC, for each academic year. Although the paper has focused on UG HPC education for the past seven academic years, the author also provides additional information about HPC subjects introduced to postgraduate (PG) students of computer science and engineering at various levels in the academic year 2015–16. The paper aims to serve as reference for those faculty and students who wish to introduce similar HPC courses at their schools by making use of the best practices that helped us in providing better inputs to our students to attain laudable results. [ABSTRACT FROM AUTHOR]