Dr. J. Raja Murugadoss currently assumes the directorship of the esteemed N.S. Raju Institute of Technology. His academic laurels include a Ph.D. in Civil Engineering from Anna University, Chennai, and antecedent attainment of B.E. and M.E. degrees from Madurai Kamarajar University, Madurai, and Bharathiyar University, Coimbatore, respectively. Culminating in a rich professional trajectory spanning more than 20 years, Dr. Murugadoss has wielded his expertise as the Vice Principal at GMR Institute of Technology. Prior to his directorial role, he distinguished himself as a professor and head of Civil Engineering at both the KPR Institute of Engineering & Technology and Bannari Amman Institute of Engineering & Technology.

Of particular note is Dr. Murugadoss's eminence as one of the nation's cognoscenti deeply entrenched in the implementation of Outcome-Based Education (OBE) and various pedagogical methodologies germane to the teaching-learning continuum.

He holds a membership at the American Society of Civil Engineers (ASCE) and the Indian Society for Technical Education (ISTE). He has guided several P.G. thesis and Ph.D. scholars too.

N. S. Raju Institute of Technology

You have held key positions at education institutes throughout your professional career. What are the key factors that keep you connected with the education sector?

Student contentment and professional advancement stand as the paramount determinants propelling us to maintain our preeminent position in a more effective manner. My commitment to persist in the realm of education is underscored by a singular philosophy – the Transition of Generations in Wealth. If a patriarch garners ₹3000 monthly, our objective should be to empower students to generate income approximately tenfold. By accomplishing this, families can enjoy an enhanced standard of living amidst superior environs. Consequently, the nation as a whole prospers, contributing to the overarching concept of nation-building. Termed as the transition of generations and wealth, this ideology is pivotal to my dedication to the education sector in various capacities. I am firmly convinced that education serves as the exclusive Brahmastra, or ultimate weapon, to instigate societal transformation and thereby remains the driving force behind my continued involvement in diverse roles within the education domain.

Being the Director of NS Raju Institute of Technology, what is your philosophy of leadership? How would you describe your leadership?

The essence of leadership style invariably revolves around the art of inspiring individuals and instilling motivation within them. Primarily, adherence to the principle of practicing what one advocates, coupled with the embodiment of an exemplary role, constitutes the foundation. My steadfast belief centers around fostering inclusive growth, with the overarching objective of nurturing individuals to assume leadership roles in due course. This principle, though seemingly straightforward, carries profound implications for effective leadership.

The education system in India and other foreign countries are structured very differently. In your experience, what can an inbound student gain from studying here in your college?

Allow me to expound upon the National Education Policy. Notably, this policy took shape post-1984, marking the culmination of the most recent policy inception. Delving into the nuances of the National Education Policy of 2020 reveals a multitude of facets interconnected with the realm of education. While the government may institute initiatives on a nationwide scale from a centralized standpoint, it becomes imperative for leaders, administrators, academic stewards, and educational advocates to undertake earnest initiatives aligning with the stipulations of such policies. Failure to do so would render us akin to stagnant entities or pedagogical adherents adhering rigidly to antiquated practices, resistant to adaptation. In our capacities as administrators, we bear the responsibility of effecting positive systemic changes, assimilating contemporary perspectives, talents, challenges, skills, and innovative approaches into the educational milieu.

How does the curriculum of NSRIT ensure the best practices?

The curriculum at NSRIT distinguishes itself markedly from other esteemed institutions in the state of Andhra Pradesh, encompassing the broader domain of the combined states of AP and Telangana. Noteworthy is our transdisciplinary curriculum, in accordance with the paradigm set forth by the NP22. An integral tenet of NP2020 lies in the eradication of unidimensional education, advocating instead for a multifaceted educational approach. In alignment with this ethos, we have, over the past two years, transcended the confines of a singularly focused engineering education. In addition to the engineering curriculum, we have introduced courses within the liberal arts domain, specifically encompassing statistics, general management, and personal management. Engineering students now have the opportunity to delve into B.Tech minors in Liberal Arts, Statistics, Personal Management, or General Management.

Furthermore, as alluded to earlier, we have instituted B.Tech honors and minors over the past three years, exemplifying our commitment to educational innovation. This, in essence, constitutes the primary Unique Selling Proposition (USP) of our curriculum— a transdisciplinary educational framework.

A second distinctive feature lies in our robust industry-institute linkage, a facet where we stand out significantly in adhering to industry requirements. Spearheaded by the capable Miss Usha Rani from the Electrical and Electronics Engineering department, our centralized industry-institute linkage cell orchestrates regular industrial visits for students every Saturday. This ensures that each student dedicates a substantial portion, approximately 200+ hours, to industrial exposure per semester.

The third salient USP revolves around our internship programs, culminating in pre-placement offers. Comprising summer internships, two iterations of summer internships, and a comprehensive full-semester internship, this multifaceted approach equips our students with invaluable practical experience. In sum, our curriculum proudly stands as an outcome-based educational model, aligning with contemporary educational paradigms.

Check N. S. Raju Institute of Technology Placement

What do you think about your roles and responsibilities for the university and students?

As previously elucidated regarding our designated roles and responsibilities, our primary purview resides in bestowing a superlative quality of life. While the prevailing discourse often fixates on the subject of placement, I posit that our focal point should extend beyond mere vocational outcomes. Placement, in my perspective, assumes a secondary role; it is the trajectory of one's career that stands preeminent in the grand tapestry of an individual's existence. It is imperative, therefore, that our efforts are directed towards equipping students for a more illustrious career trajectory upon their departure from the institution.

Central to this paradigm is the cultivation of essential skills, with a particular emphasis on upskilling, transforming students into adept problem solvers, and instilling attributes befitting exemplary citizenship. In a milieu dominated by the relentless pursuit of placement opportunities, it behooves us to eschew the trappings of a rat race. Rather, our collective aim should be to nurture a cohort of students who not only seek gainful employment but also aspire to embark upon entrepreneurial ventures. This aspiration, encompassing the realm of entrepreneurship, necessitates a nuanced approach that extends beyond the ephemeral; its cultivation should commence from the very inception of a student's academic journey, ideally from the inaugural year.

Furthermore, a pivotal metric for institutional success lies in the number of students advancing to higher education and those venturing into entrepreneurial pursuits. While the satisfaction derived from successful placements is undeniably gratifying, it is paramount to recognize that a fulfilling and enriching life unfolds beyond this juncture. To navigate this trajectory, students must be adequately prepared. Therefore, I contend that, in the hierarchy of priorities, fostering a robust and advantageous career trajectory eclipses the emphasis placed on placements.

Concomitantly, the efficacy of our mentoring system hinges upon its adaptability and amicability. A flexible and friendly mentoring approach ensures that students are not only academically equipped but also nurtured in a manner that fosters personal and professional growth, aligning with the overarching goal of crafting a more gratifying and aesthetically pleasing life for each individual under our purview.

What do you think should be the university’s top priority over the next 10 years?

The initial imperative pertains to the metamorphosis of education into a multidisciplinary or transdisciplinary paradigm. Subsequently, the establishment of an enriched academic ecosystem, coupled with the active advocacy for entrepreneurship and the incubation of startups, constitutes the second pivotal point. A consequential factor involves the imperative of upskilling the faculty cohort, a task that assumes heightened gravity given the transformative dynamics of the contemporary industrial landscape. The accelerating influx of novel technologies in a market characterized by incessant evolution poses a formidable challenge. In response to this exigency, educators find themselves compelled to undertake a perpetual process of self-improvement to ensure the optimal transmission of knowledge to their students. Indeed, the ongoing exigency of adapting to the emergent demands of the educational landscape underscores the criticality of faculty members continually elevating their competencies.

Simultaneously, in this era of dynamic demand, the augmentation of campus infrastructure emerges as an exigent necessity. The refinement and enhancement of campus facilities have assumed an unprecedented significance, aligning with the contemporary imperatives of educational excellence.

What do you see as NSRIT’s greatest strengths?

We ardently harbor the zeal for progression, and indeed, we are in a continuous state of ascension. Our ethos is rooted in the conviction that our actions are a manifestation of our steadfast beliefs, and reciprocally, our convictions guide our actions.

Do you want to give any suggestions to the students for the coming years?

Indubitably, my foremost recommendation pertains to the subtle yet profound transformation that has surreptitiously unfolded within the higher education milieu in recent years—a revolution underscored by the ascendancy of multidisciplinary education. In the contemporary landscape, the prevailing sentiment dictates that the perceived hierarchy among engineering disciplines has dissipated, and civil engineering, for instance, no longer languishes in a subordinate position. Presently, each engineering discipline occupies an egalitarian stance, standing as a branch program of study on a commensurate footing.

To elucidate further, the paradigm shift in the industry demands a departure from the traditional conception of a pure civil engineer. In the prevailing market ethos, industries espouse an unequivocally multidisciplinary approach, necessitating proficiency not only within the confines of the core discipline but also across interconnected domains. Proficiency in emergent disciplines such as artificial intelligence, machine learning, data science, the Internet of Things, and cybersecurity is deemed imperative. The contemporary imperative, therefore, is a departure from the compartmentalized approach of yore, urging students to cultivate versatility across a spectrum of disciplines.

Consequently, the erstwhile proclivity of students to confine themselves to singular disciplines—such as exclusive pursuit of computer science—no longer aligns with the dynamic currents of the evolving educational milieu. What we presently witness is a transformative shift, a subtle revolution that portends a future where education transcends traditional boundaries, coalescing into a purely multidisciplinary and transdisciplinary paradigm. Perhaps, within the next five years, our educational landscape shall bear the indelible imprint of this silent revolution.