U.S. students prefer India as key study destination
siliconindia news bureau
Bangalore: just like U.S. is the top study destination for Indian students, India too is a preferred destination for U.S. students. A new survey has found out that India is one of the five nations preferred by the U.S. students as a key educational destination. China, Japan, South Africa and Argentina are among the other preferable educational destinations for U.S. students.
According to the Open Doors 2009 survey conducted by the Institute of International Education, the number of Americans studying abroad increased by 8.5 percent to 262,416 in the 2007-08 academic year. The survey shows that the number of students to nearly all of the top 25 destinations increased, notably to destinations less traditional for study abroad: China, Ireland, Austria and India (up about 20 percent each), as well as Costa Rica, Japan, Argentina and South Africa (up nearly 15 percent each).
At the same time, the number of international students at colleges and universities in the U.S. increased by eight percent to an all-time high of 671,616 in the 2008-09 academic year while the number of 'new' international students - those enrolled for the first time at a U.S. college or university in fall 2008 - increased by 16 percent.
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Wednesday, November 18, 2009
Saturday, November 14, 2009
OGoBiblios 74
In Ecological Thinking: The Politics of Epistemic Location, Code (2006) frames her philosophy of “ecological thinking” in reverent analysis of Rachel Carson’s methods in works like Silent Spring. She calls Carson a “practitioner of a practical ecology reliant on ‘empirical generalizations’,” yet also dependent on “narrow and precise local hypotheses.” She characterizes this method as “living the tension… working back and forth between an instituted, rhetorically monitored scientific orthodoxy and an attentive respect for particularity that is subversive of many of the fundamental assumptions of scientific orthodoxy.” She then builds an argument around such negotiations of empiricism. Code seeks to articulate an epistemology and accompanying methods/methodologies “capable of generating and adjudicating knowledge both about the factuality of the physical/material world and about a social order whose epistemic assumptions are complicit in sustaining its own positive and negative enactments” (p.97). Finally, she proposes an epistemology that assumes “statements of fact indeed acquire or fail to achieve factual status situationally according to the patterns of authority and expertise constitutive of the institution(s) of knowledge production in whose discursive spaces they circulate and within whose praxes they are constituted and embedded” (p. 99).
OGoBiblios 73
Mouly, V.S. & Sankaran, J. K. (1995). Organizational Ethnography: An illustrative application in the study of Indian R&D settings. New Delhi: Sage Publications.
Mouly & Sankaran (1995) provide an organizational ethnography of two research and development (R&D) environments in India: public sector and private sector. Though the stated goal of the research is comparison of the R&D settings towards their end of proving the hypothesis that public sector R&D is inefficent, they focus much more attention on the qualitative method than the findings. For example, they title their book, Organizational Ethnography: An illustrative application in the study of R&D settings and give disproportionate attention to generic discussion of ethnography and ethnographic methods. They use ethnographic paradigms from cultural anthropology to set up their data analysis, discussing Gregory’s (1983) three dimensions of contrast in cultural paradigms for organizational studies: holistic-particulate, explanatory-interpretive, and native view-external view. They do not ever specifically state where they intend their approach to fall in these dimensions proposed by Gregory. They do set up a list of domains for inquiry in their data analysis, focusing on themes emerging from the data. Their findings confirm their hypothesis that public sector R&D is inefficient and they provide a model of the ineffectiveness of public sector R&D teams.
Mouly and Sankaran’s (1995) study provides a useful look at the application of the qualitative paradigm to organizational research in both exemplary and cautionary ways. First, it will be an important part of my research and the formation of theoretical frameworks and plans for data analysis to take an interdisciplinary approach, pulling from literature in organizational development and several other business-related fields. Secondly, Mouly and Sankaran’s (1995) disproportionate attention to the ethnographic methodology may reflect a defensive stance because of a history of placing more value on quantitative methods in this field. This same historical bias towards quantitative methods exists in instructional design. Finally, I felt frustrated as a reader when Mouly and Sankaran did not clearly connect the dots between their research design and a theoretical framework; this oversight highlighted for me the importance of clearly laying out my approach.
Mouly & Sankaran (1995) provide an organizational ethnography of two research and development (R&D) environments in India: public sector and private sector. Though the stated goal of the research is comparison of the R&D settings towards their end of proving the hypothesis that public sector R&D is inefficent, they focus much more attention on the qualitative method than the findings. For example, they title their book, Organizational Ethnography: An illustrative application in the study of R&D settings and give disproportionate attention to generic discussion of ethnography and ethnographic methods. They use ethnographic paradigms from cultural anthropology to set up their data analysis, discussing Gregory’s (1983) three dimensions of contrast in cultural paradigms for organizational studies: holistic-particulate, explanatory-interpretive, and native view-external view. They do not ever specifically state where they intend their approach to fall in these dimensions proposed by Gregory. They do set up a list of domains for inquiry in their data analysis, focusing on themes emerging from the data. Their findings confirm their hypothesis that public sector R&D is inefficient and they provide a model of the ineffectiveness of public sector R&D teams.
Mouly and Sankaran’s (1995) study provides a useful look at the application of the qualitative paradigm to organizational research in both exemplary and cautionary ways. First, it will be an important part of my research and the formation of theoretical frameworks and plans for data analysis to take an interdisciplinary approach, pulling from literature in organizational development and several other business-related fields. Secondly, Mouly and Sankaran’s (1995) disproportionate attention to the ethnographic methodology may reflect a defensive stance because of a history of placing more value on quantitative methods in this field. This same historical bias towards quantitative methods exists in instructional design. Finally, I felt frustrated as a reader when Mouly and Sankaran did not clearly connect the dots between their research design and a theoretical framework; this oversight highlighted for me the importance of clearly laying out my approach.
OGoBiblios 72
Edmundson, A. (2007). The Cultural Adaptation Process (CAP) Model: Designing e-learning for another culture. In A. Edmundson (Ed.) Globalizing e-learning cultural challenges(pp. 2-17). Hershey, PA: Information Science
Edmundson (2007) offers a case study to test her proposed cultural adaptation process (CAP) model to evaluate e-learning courses and to include cultural profiles in learner analysis. She relies on an eclectic theoretical framework, pulling from instructional design and industrial anthropology. The “foundational framework” of course evaluation in Edmundson’s (2007) CAP model is based on Marinetti & Dunn’s (2002) guidelines for adapting courses for different cultures. Edmundson also modifies Henderson’s (1996) multiple cultural model for instructional design from fourteen dimensions represented in a continuum to nine and calls her modification the simplified multiple cultural model (SMCM): pedagagogical paradigm (instructivist/objectivist—constructivist/cognitive); experiential value (abstract—concrete); teacher role (didactic—facilitative); value of errors (errorless learning—learning from experience); motivation (extrinsic—intrinsic); accommodation of individual differences (non-existent—multifaceted); learner control (non-existent-unrestricted); user activity (mathemagenic—generative) and cooperative learning (unsupported—integral). To include learner analysis based on cultural characteristics in the CAP model framework, she pulls from three industrial anthropology models of oppositional cultural dimensions: Hofstede’s (1984, 1997) five cultural dimensions (power distance, individualism, masculinity, uncertainty avoidance and long-term orientation); Trompenaars and Hampden-Turner’s (1998) seven cultural dimensions (universalism v particularism, individualism v communitarianism, specific v diffuse cultures, affective v neutral cultures, achievement v ascription, sequential v synchronic cultures and internal v external control); and Hall’s (1981) concept of monochronic v polychronic cultures. She then applies this model in a cross-border context between the US and India and uses case study research design to evaluate a course developed by a US corporate training company for Indian learners. Edmundson’s data analysis is limited to description and evaluation of the process for course development and learner analysis, revealing that the current CAP model may not provide optimal guidance for the “flow of analytical activities.”
Edmundson’s study reflects one of the challenges in conducting research with a cultural focus in instructional design: finding a theoretical framework for analysis of results that does not rely on structured, oppositional continuums. The neatness of these continuums makes them highly attractive and easy to apply. For example, Hofstede’s cultural dimensions have been applied ad nauseam and rarely reveal more in the findings than the presence of these differences in a learning environment or the predictable implications of how they function (Paulus et al., 2005; Dunn & Marinetti, 2007). Another challenge reflected in Edmundson’s study is that culture focused research is still emergent in instructional design (Richey, 2009), so proposed models are often either untested or tested only by their creators and tend to be prescriptive rather than descriptive.
Edmundson (2007) offers a case study to test her proposed cultural adaptation process (CAP) model to evaluate e-learning courses and to include cultural profiles in learner analysis. She relies on an eclectic theoretical framework, pulling from instructional design and industrial anthropology. The “foundational framework” of course evaluation in Edmundson’s (2007) CAP model is based on Marinetti & Dunn’s (2002) guidelines for adapting courses for different cultures. Edmundson also modifies Henderson’s (1996) multiple cultural model for instructional design from fourteen dimensions represented in a continuum to nine and calls her modification the simplified multiple cultural model (SMCM): pedagagogical paradigm (instructivist/objectivist—constructivist/cognitive); experiential value (abstract—concrete); teacher role (didactic—facilitative); value of errors (errorless learning—learning from experience); motivation (extrinsic—intrinsic); accommodation of individual differences (non-existent—multifaceted); learner control (non-existent-unrestricted); user activity (mathemagenic—generative) and cooperative learning (unsupported—integral). To include learner analysis based on cultural characteristics in the CAP model framework, she pulls from three industrial anthropology models of oppositional cultural dimensions: Hofstede’s (1984, 1997) five cultural dimensions (power distance, individualism, masculinity, uncertainty avoidance and long-term orientation); Trompenaars and Hampden-Turner’s (1998) seven cultural dimensions (universalism v particularism, individualism v communitarianism, specific v diffuse cultures, affective v neutral cultures, achievement v ascription, sequential v synchronic cultures and internal v external control); and Hall’s (1981) concept of monochronic v polychronic cultures. She then applies this model in a cross-border context between the US and India and uses case study research design to evaluate a course developed by a US corporate training company for Indian learners. Edmundson’s data analysis is limited to description and evaluation of the process for course development and learner analysis, revealing that the current CAP model may not provide optimal guidance for the “flow of analytical activities.”
Edmundson’s study reflects one of the challenges in conducting research with a cultural focus in instructional design: finding a theoretical framework for analysis of results that does not rely on structured, oppositional continuums. The neatness of these continuums makes them highly attractive and easy to apply. For example, Hofstede’s cultural dimensions have been applied ad nauseam and rarely reveal more in the findings than the presence of these differences in a learning environment or the predictable implications of how they function (Paulus et al., 2005; Dunn & Marinetti, 2007). Another challenge reflected in Edmundson’s study is that culture focused research is still emergent in instructional design (Richey, 2009), so proposed models are often either untested or tested only by their creators and tend to be prescriptive rather than descriptive.
Wednesday, November 11, 2009
Indian IT firms to be Harvard case study
Indian IT firms to be Harvard case study
SiliconIndia
David A Garvin, the C Roland Christensen Professor of business administration at the B-school, is at present on a India mission, building up case studies along with his research associates, on these two midsize companies. They are conducting extensive interviews with top 25 senior executives of Indian firms to understand the distinctive qualities of the Indian business environment, organizations and leadership.
The case study he is focusing on will include work place practices like innovations in terms of knowledge management at MindTree and innovative human resource practices and vision community at Zensar. "The distinctive aspect of these companies is their management practices. MindTree has a distinctive culture, because they have a very strong value system, like sharing and they believe in collaborations," said Garvin who first visited India in 1969. "Zensar has got a vision community, where a cross section of the organization is empowered to develop proposals on major policies and issues of the company. You don't see this form of empowerment very often."
Read more...
SiliconIndia
David A Garvin, the C Roland Christensen Professor of business administration at the B-school, is at present on a India mission, building up case studies along with his research associates, on these two midsize companies. They are conducting extensive interviews with top 25 senior executives of Indian firms to understand the distinctive qualities of the Indian business environment, organizations and leadership.
The case study he is focusing on will include work place practices like innovations in terms of knowledge management at MindTree and innovative human resource practices and vision community at Zensar. "The distinctive aspect of these companies is their management practices. MindTree has a distinctive culture, because they have a very strong value system, like sharing and they believe in collaborations," said Garvin who first visited India in 1969. "Zensar has got a vision community, where a cross section of the organization is empowered to develop proposals on major policies and issues of the company. You don't see this form of empowerment very often."
Read more...
Indian civil servants at U.S. to get global perspective
Indian civil servants at U.S. to get global perspective
SiliconIndia
A group of 18 civil servants from India have joined a U.S. school to get a broader, international perspective on public policy matters by learning how these issues are addressed in America.
The seven week intensive programme at Maxwell School of Citizenship and Public Affairs, Syracuse University on "Issues in Public Policy: an International Perspective" forms part of their Post Graduate Programme in Public Management (PGPPM).
Read more...
SiliconIndia
A group of 18 civil servants from India have joined a U.S. school to get a broader, international perspective on public policy matters by learning how these issues are addressed in America.
The seven week intensive programme at Maxwell School of Citizenship and Public Affairs, Syracuse University on "Issues in Public Policy: an International Perspective" forms part of their Post Graduate Programme in Public Management (PGPPM).
Read more...
Tuesday, November 10, 2009
OGoBiblios 71
Edmonds, G. S., Branch, R. C. & Mukherjee, P. (1994). A Conceptual Framework for Comparing Instructional Design Models. Educational Technology Research and Development, 42(4), 55-72.
Edmonds, Branch & Mukherjee propose a conceptual framework for comparing instructional design models that consists of the following categories and subcategories: orientation- prescriptive, descriptive and elements of both; knowledge structure- procedural, declarative and elements of both; expertise level- expert, intermediate, novice and suitable for all; structure- system, soft-system, intuitive and aspects of each; context- K-12, higher education, business and government; and level- unit, module, lesson, course, institutional and mass.
Edmonds, Branch & Mukherjee propose a conceptual framework for comparing instructional design models that consists of the following categories and subcategories: orientation- prescriptive, descriptive and elements of both; knowledge structure- procedural, declarative and elements of both; expertise level- expert, intermediate, novice and suitable for all; structure- system, soft-system, intuitive and aspects of each; context- K-12, higher education, business and government; and level- unit, module, lesson, course, institutional and mass.
OGoBiblios 70
Wild, M. & Henderson, L. (1997). Contextualising learning in the World Wide Web: accounting for the impact of culture. Education and Information Technologies 2, 179-192.
Wild & Henderson (1997) propose a model for “investigating and developing culturally appropriate instructional materials” (p.181) and consider it a framework for conducting research in this area. Pulling from Henderson’s (1996) work, they argue that culture is significant in instructional design because “distinctive and significant symbolic meanings and values develop around information, its use and structuring in any cultural group… when the act of instructional design translates this information into products or artifacts of learning that artifact embodies cultural influences, such as the instructional designer’s world view, the designer’s values, ideologies, culture, class and gender, and, the designer’s commitment to a particular design paradigm” (p.184).
Wild & Henderson (1997) propose a model for “investigating and developing culturally appropriate instructional materials” (p.181) and consider it a framework for conducting research in this area. Pulling from Henderson’s (1996) work, they argue that culture is significant in instructional design because “distinctive and significant symbolic meanings and values develop around information, its use and structuring in any cultural group… when the act of instructional design translates this information into products or artifacts of learning that artifact embodies cultural influences, such as the instructional designer’s world view, the designer’s values, ideologies, culture, class and gender, and, the designer’s commitment to a particular design paradigm” (p.184).
OGoBiblios 69
Branch, R.M. & Deissler, C.H. (2008). In Januszewski, A., & Molenda, M. (Eds.), Educational technology: A definition with commentary. New York: Lawrence Erlbaum Associates.
Branch & Deissler (2008) provide a discussion on technological processes in the context of educational technology, “extend[ing] the work of Seels and Richey (1994)” (p. 195). They define technological processes as “a series of meaningful activities constructed upon organizing themes” (p.196) They emphasize a systematic view of processes as part of their theoretical framework and the application of principles or theories as the practical framework. ADDIE is emphasized as a development process and ASSURE is featured as a media utilization model. In conclusion, they emphasize: “Useful processes need to be capable of responding to the emerging trends in instructional technology” (p.210).
Branch & Deissler (2008) provide a discussion on technological processes in the context of educational technology, “extend[ing] the work of Seels and Richey (1994)” (p. 195). They define technological processes as “a series of meaningful activities constructed upon organizing themes” (p.196) They emphasize a systematic view of processes as part of their theoretical framework and the application of principles or theories as the practical framework. ADDIE is emphasized as a development process and ASSURE is featured as a media utilization model. In conclusion, they emphasize: “Useful processes need to be capable of responding to the emerging trends in instructional technology” (p.210).
OGoBiblios 68
Gustafson, K.L. & Branch, R.M. (1997). Revisioning models of instructional development. Educational Technology Research & Development, 45(3), 73-89.
Gustafson & Branch review the history of instructional development models, starting with Silvern’s (1965) application of systems theory to instructional design. They focus their review of models on those that include the steps of analysis, design, production, evaluation and revision, and acknowledge that some authors would include implementation. They find that these models have been researched, applied and modified in different contexts for different audiences: college courses, large-scale curriculum planning, military training, individual classrooms with teachers as designers, and self-based lessons/commercial products. They also suggest that models serve the role of conceptual and communication tools. Positing a taxonomy of instructional design models, they categorize models for purpose into classroom, products and systems models and then offer a set of characteristics by which to compare them: typical output, resources committed to development, team or individual effort, instructional design skill or experience, emphasis on development or selection, amount of front-end analysis/needs assessment, technological complexity of delivery media, amount of tryout and revision and amount of distribution/dissemination. Finally, they acknowledge recent developments in instructional development models such as rapid prototyping and use of expert systems, but conclude that these models do not depart from earlier models if one views the process as iterative and recursive rather than linear and progressive: “While we have no quarrel with those who are exploring alternative ways of developing learning environments, we believe many claims for uniqueness are overstated” (p.86).
Gustafson & Branch review the history of instructional development models, starting with Silvern’s (1965) application of systems theory to instructional design. They focus their review of models on those that include the steps of analysis, design, production, evaluation and revision, and acknowledge that some authors would include implementation. They find that these models have been researched, applied and modified in different contexts for different audiences: college courses, large-scale curriculum planning, military training, individual classrooms with teachers as designers, and self-based lessons/commercial products. They also suggest that models serve the role of conceptual and communication tools. Positing a taxonomy of instructional design models, they categorize models for purpose into classroom, products and systems models and then offer a set of characteristics by which to compare them: typical output, resources committed to development, team or individual effort, instructional design skill or experience, emphasis on development or selection, amount of front-end analysis/needs assessment, technological complexity of delivery media, amount of tryout and revision and amount of distribution/dissemination. Finally, they acknowledge recent developments in instructional development models such as rapid prototyping and use of expert systems, but conclude that these models do not depart from earlier models if one views the process as iterative and recursive rather than linear and progressive: “While we have no quarrel with those who are exploring alternative ways of developing learning environments, we believe many claims for uniqueness are overstated” (p.86).
Friday, October 16, 2009
OGoBiblios 67
Ezer, J. (2006). Gandhi's third assassination: Information and communications technology education in India. Information Technology for Development (12)3, 201-212.
Summary
In “Gandhi's third assassination: Information and communications technology education in India,” Ezer (2006) interviews faculty and students in India to get an impression of the attitudes towards ICT and ICT education in India. He concludes that students and faculty show optimism about ICT and seem to have whole heartedly adopted the Western model of individualistic, rational and imperialistic success. He uses his conclusion to claim that this model does not follow Ghandian philosophy. Ezer’s findings indicate that although faculty members and students in India see ICT as a means for overcoming the myriad of development challenges in India, this aspect of ICT seems to be overshadowed by their focus on ICT as the pathway to success for Indian individuals and to global economic power for India.
Relevance to Cultural Studies in Instructional Technology
Ezer’s focus relies heavily on the cultural context of ICT and ICT education in India. He lays the groundwork for his findings about attitudes towards ICT and ICT education by discussing the authority dependent roots of the educational system in India. Ezer explores what Indian faculty and students believe to be the purpose of ICT. In particular, he poses the question of whether ICT and ICT education should work towards the benefit of individuals or society. His findings provide some empirical evidence to refute commonly held assumptions about Indian collectivist tendencies.
Reflection
This article has been particularly helpful to me in providing an empirical study on the attitudes of the Indian academic community towards ICT and the future of India in general. I have observed for myself that there seems to be an almost giddy love for IT in the people I know in and from India. I expected to find more skepticism as I began to research about the topic in academia, but, as Ezer’s findings suggest, skepticism towards ICT is not as prevalent in the Indian academic community as in other parts of the world. In my research, I find Marxist type critiques and other skeptics coming mostly from writers outside of India, though many are Non-resident Indians. As I reflect back on my last article review, ending with a hurrah for embracing ICT, I am glad to be reminded to keep healthy skepticism alive.
What I was most pleased to find in this article, however, was some confirmation of my own suspicions that the old model of Indians as collectivist needs to be modified and modernized. In my own experience with my in-law Indian cousins and peers, I find a great push towards individualism and independence in my generation. As this shift is an important characteristic to consider in the dynamics of workforce development in India, I have been looking for empirical studies to back up my own hunches. Ezer does a thorough job of providing examples that show college students and recent college graduates in India are not displaying collectivist ideology. They choose highly successful IT entrepreneurs as their heroes and model their life plans towards this type of success.
Another important finding in this article to me is that of the “reverence for rational thought and management metrics.” I am particularly interested in this need for clear data in India, and its impact on instructional design and development towards innovation. Innovation is the primary drive for workforce development in India, yet innovation is notoriously difficult to measure.
Summary
In “Gandhi's third assassination: Information and communications technology education in India,” Ezer (2006) interviews faculty and students in India to get an impression of the attitudes towards ICT and ICT education in India. He concludes that students and faculty show optimism about ICT and seem to have whole heartedly adopted the Western model of individualistic, rational and imperialistic success. He uses his conclusion to claim that this model does not follow Ghandian philosophy. Ezer’s findings indicate that although faculty members and students in India see ICT as a means for overcoming the myriad of development challenges in India, this aspect of ICT seems to be overshadowed by their focus on ICT as the pathway to success for Indian individuals and to global economic power for India.
Relevance to Cultural Studies in Instructional Technology
Ezer’s focus relies heavily on the cultural context of ICT and ICT education in India. He lays the groundwork for his findings about attitudes towards ICT and ICT education by discussing the authority dependent roots of the educational system in India. Ezer explores what Indian faculty and students believe to be the purpose of ICT. In particular, he poses the question of whether ICT and ICT education should work towards the benefit of individuals or society. His findings provide some empirical evidence to refute commonly held assumptions about Indian collectivist tendencies.
Reflection
This article has been particularly helpful to me in providing an empirical study on the attitudes of the Indian academic community towards ICT and the future of India in general. I have observed for myself that there seems to be an almost giddy love for IT in the people I know in and from India. I expected to find more skepticism as I began to research about the topic in academia, but, as Ezer’s findings suggest, skepticism towards ICT is not as prevalent in the Indian academic community as in other parts of the world. In my research, I find Marxist type critiques and other skeptics coming mostly from writers outside of India, though many are Non-resident Indians. As I reflect back on my last article review, ending with a hurrah for embracing ICT, I am glad to be reminded to keep healthy skepticism alive.
What I was most pleased to find in this article, however, was some confirmation of my own suspicions that the old model of Indians as collectivist needs to be modified and modernized. In my own experience with my in-law Indian cousins and peers, I find a great push towards individualism and independence in my generation. As this shift is an important characteristic to consider in the dynamics of workforce development in India, I have been looking for empirical studies to back up my own hunches. Ezer does a thorough job of providing examples that show college students and recent college graduates in India are not displaying collectivist ideology. They choose highly successful IT entrepreneurs as their heroes and model their life plans towards this type of success.
Another important finding in this article to me is that of the “reverence for rational thought and management metrics.” I am particularly interested in this need for clear data in India, and its impact on instructional design and development towards innovation. Innovation is the primary drive for workforce development in India, yet innovation is notoriously difficult to measure.
OGoBiblios 66
Petrina, S. (1998). Multidisciplinary Technology Education. International Journal of Technology and Design Education, 8, 103-138.
Petrina, S. (2004). The politics of curriculum and instructional design/theory/form: Critical problems, projects, units and modules. Interchange 35(1), 81-126.
Though I don’t agree fully with the multidisciplinary technology education curriculum Petrina (1998) lays out, I do feel the same intense desire to fundamentally change the curricular structure of our educational system. However, in a defeatist mindset, as I read the article I thought only of how he was pipe-dreaming because it would be impossible to make sure large scale changes. It’s truly impressive to see such a large scale initiative moving forward.
I will focus on the major reservations I had about Petrina’s (1998) multidisciplinary technology education curriculum as it started to dissolve into his own view of the world. This was surprising to me as I had also read Petrina (2004) and knew him to hold suspect those who wish to force singular worldviews on others. Though I appreciate and actually agree with Petrina’s final vision of personal responsibility, I think his approach is a better model for a class on being a “simple,” “frugal,” “modest,” “socially-active” “Marxist” than as an underlying curriculum for all multidisciplinary technology education. I have had to reconcile my leftist leaning self with the reality that those who see the world as an essentially competitive environment are not necessarily wrong, nor are they non-reflective thinkers. What if training an entire generation of children to be nurturers only left them completely vulnerable to those who act with force? Does it seem feasible that the competition, greed and violence tied to some survival instincts can be trained away with the right curriculum?
Petrina’s (1998) article reminded me of my days as a 20 year old Freshman Composition teacher at Auburn University: new to the exhilarating feelings of liberation that come from a paradigm shift, like a feminist evangelist, I filled my English 101 curriculum with lessons designed to have students encounter the other, question assumptions, and, eventually, reveal the gender inequities of the current system. Later, I questioned my right to bring my personal political point of view into the classroom. As an instructional designer, Petrina (2004) seems to think I might skip straight to the process and delivery of the course and ignore the political implications of curriculum and content. In his own outline for process and delivery, Petrina (1998) clearly leans toward not only considering political implications but forcefully pushing a particular agenda.
I very much appreciated the education in curriculum theory history Petrina (2004) provided and believe the type of critical thinking and engaged learning that Petrina (1998) proposes in his curriculum is a great start towards an improved educational system. I would just like to see that model opened up to value individual differences and the complexity of human nature.
Petrina, S. (2004). The politics of curriculum and instructional design/theory/form: Critical problems, projects, units and modules. Interchange 35(1), 81-126.
Though I don’t agree fully with the multidisciplinary technology education curriculum Petrina (1998) lays out, I do feel the same intense desire to fundamentally change the curricular structure of our educational system. However, in a defeatist mindset, as I read the article I thought only of how he was pipe-dreaming because it would be impossible to make sure large scale changes. It’s truly impressive to see such a large scale initiative moving forward.
I will focus on the major reservations I had about Petrina’s (1998) multidisciplinary technology education curriculum as it started to dissolve into his own view of the world. This was surprising to me as I had also read Petrina (2004) and knew him to hold suspect those who wish to force singular worldviews on others. Though I appreciate and actually agree with Petrina’s final vision of personal responsibility, I think his approach is a better model for a class on being a “simple,” “frugal,” “modest,” “socially-active” “Marxist” than as an underlying curriculum for all multidisciplinary technology education. I have had to reconcile my leftist leaning self with the reality that those who see the world as an essentially competitive environment are not necessarily wrong, nor are they non-reflective thinkers. What if training an entire generation of children to be nurturers only left them completely vulnerable to those who act with force? Does it seem feasible that the competition, greed and violence tied to some survival instincts can be trained away with the right curriculum?
Petrina’s (1998) article reminded me of my days as a 20 year old Freshman Composition teacher at Auburn University: new to the exhilarating feelings of liberation that come from a paradigm shift, like a feminist evangelist, I filled my English 101 curriculum with lessons designed to have students encounter the other, question assumptions, and, eventually, reveal the gender inequities of the current system. Later, I questioned my right to bring my personal political point of view into the classroom. As an instructional designer, Petrina (2004) seems to think I might skip straight to the process and delivery of the course and ignore the political implications of curriculum and content. In his own outline for process and delivery, Petrina (1998) clearly leans toward not only considering political implications but forcefully pushing a particular agenda.
I very much appreciated the education in curriculum theory history Petrina (2004) provided and believe the type of critical thinking and engaged learning that Petrina (1998) proposes in his curriculum is a great start towards an improved educational system. I would just like to see that model opened up to value individual differences and the complexity of human nature.
OGoBiblios 65
Kho, E.C. (2001). An evaluation study of the effectiveness of a U.S.-based global leadershipdevelopment program. Dissertation Abstracts International 62 (03), 1120. (UMI No. 3009228)
Summary
Kho’s (2001) dissertation, “An evaluation study of the effectiveness of a U.S.-based global leadership development program,” offers a case study in corporate management training for the needs of a globalized economy. The primary goal of the dissertation is to evaluate the effectiveness of a global leadership development program in developing literature-identified global leadership competencies. Kho seeks to achieve this goal by identifying what the participants learned in the program through self-reports and surveys, comparing what participants learned with the global leadership competencies identified in the literature, and identifying the process used to develop the participants in the program.
In the literature review, Kho discusses some of the culture differences that must be resolved as a result of globalization; highlights the difference between the global and expatriate manager; discusses briefly the difference between the leader and the manager; summarizes the literature-identified global leadership competencies and developmental strategies; and outlines the current research on the effectiveness of leadership development program in developing global leadership competencies.
Kho identifies a gap in the literature of empirical research evaluating the merit of global leadership development practices and seeks to fill that gap by conducting an evaluation study of a Partner Exchange Program undertaken by Gap, Inc.. Kho chose Gap because it represents problems and challenges faced by other US companies trying to develop global leadership competencies. In this program, twelve traveling partners and twelve home partners were selected by Gap to spend six months as store manager in another country.
Kho gathered data about the Partner Exchange Program by conducting interviews with the traveling partners and analyzing their journals and field reports. In analyzing the data, Kho identified the following themes: inquisitiveness, calmness, self-confidence, global thinking, work-personal balance, and repatriation. Her findings strongly supported the conclusion that the Partner Exchange Program (PEP) did develop the global leadership qualities identified in the literature: cultural empathy and adaptability; global mindset; individual development; relational skills and support systems; and professional competence.
Kho acknowledged the following limitations of the study: relies on self-reports; only investigates short-term effects of the program; does not distinguish between how what was learned may have differed in each country; only focuses on the development of global leadership competencies for US managers and leaders; and does not consider component influences of parts in the process.
Critique
Kho is effective in synthesizing the results by matching up anecdotes from the interviews with points from the literature review. For example, Kho’s identified themes from the interviews coincide with the literature-identified competencies, and Kho provides both excerpts to illustrate points and aggregate data about the number of participants who express points relevant to a similar theme.
If one were to apply a check-off list to this dissertation, Kho’s dissertation would fulfill all requirements. All of the elements of conceptual framework, precise definitions, literature review, methodology, limitations, results, discussion and conclusion are present and well-developed. Yet, in substance there seemed to be something lacking. I would call it a sort of “well duh” factor- nothing really groundbreaking here. Kho calls this an evaluation study, but those who split hairs about this sort of thing might instead call it a validation study: does this program do what it set out to do? Yes. So? As Kho acknowledges in her limitations section, the more interesting question might be: are the competency goals achieved in this program the appropriate global leadership competencies for the goals of the organization?
Also, there are sections where this dissertation reads almost like a laundry list of nods to each comment made by a reviewer. These tangential points can be distracting and do not fit into the overall structure of the dissertation. For example, she adds on a research question about the process of the program, but does not fully develop the literature review for this section or the results.
Finally, there was an overt flaw in the execution of the research design. She intended to include a survey of managers to check for behavioral changes in the managers; however, organizational changes made it difficult for her to complete this component as intended. Instead of removing this part of the research design from the disstertation, she includes it as if it will be part of the research throughout until acknowledging that she was unable to obtain this data in the results section. This gaping hole in the research project damaged its credibility, in my opinion.
Statement Regarding its Personal Value
I was glad to find a dissertation on a topic related to corporate training for a multinational company as this is my particular research focus. What I found most useful in Kho’s dissertation was the section suggesting areas for further research. She suggests that future research: empirically consider whether literature-identified global leadership competencies are correct; focus on the identification and development of appropriate global leadership qualifications for managers and leaders from countries other than the US; track long-term behavior changes of the participants to examine enduring effects of such a program; provide more in-depth analysis of what was learned by participants with a country-specific lens; and focus on distinguishing the global manager from the global leader. Though leadership training is not currently a research interest of mine, these ideas could also be applied to my interest in training for innovation.
Summary
Kho’s (2001) dissertation, “An evaluation study of the effectiveness of a U.S.-based global leadership development program,” offers a case study in corporate management training for the needs of a globalized economy. The primary goal of the dissertation is to evaluate the effectiveness of a global leadership development program in developing literature-identified global leadership competencies. Kho seeks to achieve this goal by identifying what the participants learned in the program through self-reports and surveys, comparing what participants learned with the global leadership competencies identified in the literature, and identifying the process used to develop the participants in the program.
In the literature review, Kho discusses some of the culture differences that must be resolved as a result of globalization; highlights the difference between the global and expatriate manager; discusses briefly the difference between the leader and the manager; summarizes the literature-identified global leadership competencies and developmental strategies; and outlines the current research on the effectiveness of leadership development program in developing global leadership competencies.
Kho identifies a gap in the literature of empirical research evaluating the merit of global leadership development practices and seeks to fill that gap by conducting an evaluation study of a Partner Exchange Program undertaken by Gap, Inc.. Kho chose Gap because it represents problems and challenges faced by other US companies trying to develop global leadership competencies. In this program, twelve traveling partners and twelve home partners were selected by Gap to spend six months as store manager in another country.
Kho gathered data about the Partner Exchange Program by conducting interviews with the traveling partners and analyzing their journals and field reports. In analyzing the data, Kho identified the following themes: inquisitiveness, calmness, self-confidence, global thinking, work-personal balance, and repatriation. Her findings strongly supported the conclusion that the Partner Exchange Program (PEP) did develop the global leadership qualities identified in the literature: cultural empathy and adaptability; global mindset; individual development; relational skills and support systems; and professional competence.
Kho acknowledged the following limitations of the study: relies on self-reports; only investigates short-term effects of the program; does not distinguish between how what was learned may have differed in each country; only focuses on the development of global leadership competencies for US managers and leaders; and does not consider component influences of parts in the process.
Critique
Kho is effective in synthesizing the results by matching up anecdotes from the interviews with points from the literature review. For example, Kho’s identified themes from the interviews coincide with the literature-identified competencies, and Kho provides both excerpts to illustrate points and aggregate data about the number of participants who express points relevant to a similar theme.
If one were to apply a check-off list to this dissertation, Kho’s dissertation would fulfill all requirements. All of the elements of conceptual framework, precise definitions, literature review, methodology, limitations, results, discussion and conclusion are present and well-developed. Yet, in substance there seemed to be something lacking. I would call it a sort of “well duh” factor- nothing really groundbreaking here. Kho calls this an evaluation study, but those who split hairs about this sort of thing might instead call it a validation study: does this program do what it set out to do? Yes. So? As Kho acknowledges in her limitations section, the more interesting question might be: are the competency goals achieved in this program the appropriate global leadership competencies for the goals of the organization?
Also, there are sections where this dissertation reads almost like a laundry list of nods to each comment made by a reviewer. These tangential points can be distracting and do not fit into the overall structure of the dissertation. For example, she adds on a research question about the process of the program, but does not fully develop the literature review for this section or the results.
Finally, there was an overt flaw in the execution of the research design. She intended to include a survey of managers to check for behavioral changes in the managers; however, organizational changes made it difficult for her to complete this component as intended. Instead of removing this part of the research design from the disstertation, she includes it as if it will be part of the research throughout until acknowledging that she was unable to obtain this data in the results section. This gaping hole in the research project damaged its credibility, in my opinion.
Statement Regarding its Personal Value
I was glad to find a dissertation on a topic related to corporate training for a multinational company as this is my particular research focus. What I found most useful in Kho’s dissertation was the section suggesting areas for further research. She suggests that future research: empirically consider whether literature-identified global leadership competencies are correct; focus on the identification and development of appropriate global leadership qualifications for managers and leaders from countries other than the US; track long-term behavior changes of the participants to examine enduring effects of such a program; provide more in-depth analysis of what was learned by participants with a country-specific lens; and focus on distinguishing the global manager from the global leader. Though leadership training is not currently a research interest of mine, these ideas could also be applied to my interest in training for innovation.
OGoBiblios 63
Leiberman, A. E. (2003). Taking ownership: Strengthening Indigenous Cultures and Languages through the Use of ICTs. Retrieved February 11, 2008 from Learnlink website: <http://learnlink.aed.org/Publications/Concept_Papers/taking_ownership.pdf>.
Summary
In “Taking Ownership: Strengthening Indigenous Cultures and Languages Through the Use of ICTs” Lieberman (2003) considers the dynamics of using information and communication technologies (ICTs) for the benefit of indigenous cultural causes. He develops this overview by starting from the broad perspective of the impact of globalization on indigenous cultures then narrowing his focus to the impact of ICTs. Though he acknowledges both actual and potentially negative consequences of ICTs on indigenous cultures, his aim in this article is to identify examples of positive initiatives and explore the potential for further use and benefits. He highlights indigenous culture ICT initiatives for community building, language revitalization, education, commerce and environmental protection and considers these initiatives with attention to policy, capacity building, usage and implementation. Throughout the article, Lieberman emphasizes the imperative of indigenous empowerment, self-determination and ideological sustainability in order to reach positive ends through ICTs.
Relevance to Cultural Studies in Instructional Technology
Though he does not only focus on the use of ICTs in education, his examples of political and economic uses still lie in a form of education- the dissemination of information.
By grounding his examples in the broader discussion of the impact of globalization and ICTs on indigenous cultures, Lieberman (2003) highlights some of the central questions about the socio-cultural implications of educational technology. Does widespread use of ICTs: Encourage homogenization of cultures? Replace indigenous forms of learning or the wisdom of tradition and elders? Reinforce detrimental economic hegemonies?
His answer to these questions seems to be, “Possibly”; however, he states, “it is preferable to take a pro-active and culturally sensitive approach to technology introduction.” The argument he makes in this article is that 1) the use of ICTs is already widespread and inevitable, and 2) policies towards productive and positive uses of ICTs may mediate the potential for negative consequences.
Reflection
I found this article to be personally valuable because of my research interest in instructional technology solutions for cross-border collaboration between the US (big, bad Western influencer) and India (home of approx. 84.33 million members of “scheduled tribes”) and because of my sappy passion for the betterment of all people. Lieberman takes the optimistic view that ICTs are an empowering force if access continues to spread and if the technology is used towards the end of purposeful cultural engagement. I am inclined towards Lieberman’s view because the presence and spread of ICT is not a choice, but a reality.
At the Education for Innovation in India, China & America conference in 2007, one of the attendees raised the question: “How do we take advantage of the educational opportunities of mobile learning? I’ve been to villages in India where there are certainly more cell phones than latrines.” In this question about the number of latrines as compared to the number of cell phones, one of the central questions of the dynamics of ICTs and cultural impact is highlighted. As Damarin (1998) points out, when the basic needs of a population are lacking, ICT initiatives often become lower priorities. However, in this conference attendee’s question, he did not rely on the “either/or” fallacy of framing the question as “Why would we take advantage of the educational opportunities of mobile learning when there are villages in India where there are certainly more cell phones than latrines?” This argument has all too often been framed as an either/or proposition, when in fact there are compelling reasons why technology, especially in the arena of education, should be a top priority. Lieberman’s article provided several examples of positive uses of technology by indigenous cultures that may allow them access to more resources and, therefore, possibly more capability to take care of basic needs.
I appreciated not only the optimism, but the pragmatism of Lieberman’s article. It provides clear examples of how technological literacy may well be as empowering as language literacy. As in this course, now we can take up the questions of impact, cultural sensitivity, etc. just as is necessary in language policy. This equality of importance may help place the T in the old 3R’s (readin’, ‘ritin’, and rithmetic) educational paradigm, so that the question of “if” ICT should be embraced as an educational tool for all cultures of the upcoming generation, may be replaced with “how”?
Summary
In “Taking Ownership: Strengthening Indigenous Cultures and Languages Through the Use of ICTs” Lieberman (2003) considers the dynamics of using information and communication technologies (ICTs) for the benefit of indigenous cultural causes. He develops this overview by starting from the broad perspective of the impact of globalization on indigenous cultures then narrowing his focus to the impact of ICTs. Though he acknowledges both actual and potentially negative consequences of ICTs on indigenous cultures, his aim in this article is to identify examples of positive initiatives and explore the potential for further use and benefits. He highlights indigenous culture ICT initiatives for community building, language revitalization, education, commerce and environmental protection and considers these initiatives with attention to policy, capacity building, usage and implementation. Throughout the article, Lieberman emphasizes the imperative of indigenous empowerment, self-determination and ideological sustainability in order to reach positive ends through ICTs.
Relevance to Cultural Studies in Instructional Technology
Though he does not only focus on the use of ICTs in education, his examples of political and economic uses still lie in a form of education- the dissemination of information.
By grounding his examples in the broader discussion of the impact of globalization and ICTs on indigenous cultures, Lieberman (2003) highlights some of the central questions about the socio-cultural implications of educational technology. Does widespread use of ICTs: Encourage homogenization of cultures? Replace indigenous forms of learning or the wisdom of tradition and elders? Reinforce detrimental economic hegemonies?
His answer to these questions seems to be, “Possibly”; however, he states, “it is preferable to take a pro-active and culturally sensitive approach to technology introduction.” The argument he makes in this article is that 1) the use of ICTs is already widespread and inevitable, and 2) policies towards productive and positive uses of ICTs may mediate the potential for negative consequences.
Reflection
I found this article to be personally valuable because of my research interest in instructional technology solutions for cross-border collaboration between the US (big, bad Western influencer) and India (home of approx. 84.33 million members of “scheduled tribes”) and because of my sappy passion for the betterment of all people. Lieberman takes the optimistic view that ICTs are an empowering force if access continues to spread and if the technology is used towards the end of purposeful cultural engagement. I am inclined towards Lieberman’s view because the presence and spread of ICT is not a choice, but a reality.
At the Education for Innovation in India, China & America conference in 2007, one of the attendees raised the question: “How do we take advantage of the educational opportunities of mobile learning? I’ve been to villages in India where there are certainly more cell phones than latrines.” In this question about the number of latrines as compared to the number of cell phones, one of the central questions of the dynamics of ICTs and cultural impact is highlighted. As Damarin (1998) points out, when the basic needs of a population are lacking, ICT initiatives often become lower priorities. However, in this conference attendee’s question, he did not rely on the “either/or” fallacy of framing the question as “Why would we take advantage of the educational opportunities of mobile learning when there are villages in India where there are certainly more cell phones than latrines?” This argument has all too often been framed as an either/or proposition, when in fact there are compelling reasons why technology, especially in the arena of education, should be a top priority. Lieberman’s article provided several examples of positive uses of technology by indigenous cultures that may allow them access to more resources and, therefore, possibly more capability to take care of basic needs.
I appreciated not only the optimism, but the pragmatism of Lieberman’s article. It provides clear examples of how technological literacy may well be as empowering as language literacy. As in this course, now we can take up the questions of impact, cultural sensitivity, etc. just as is necessary in language policy. This equality of importance may help place the T in the old 3R’s (readin’, ‘ritin’, and rithmetic) educational paradigm, so that the question of “if” ICT should be embraced as an educational tool for all cultures of the upcoming generation, may be replaced with “how”?
OGoBiblios 62
Paulus, T. M., Bichelmeyer, B., Malopinsky, M.P. & Rastogi, P. (2005). Power distance and group dynamics of an international project team: a case. Teaching in Higher Education 10(1), 43-55.
Paulus, Bichelmeyer, Malopinsky, Pereira & Rastogi (2005) clearly state that they intend to address the challenges of teams of international students working on project-based learning activities. The purpose of this study was to explore these challenges in the context of a graduate design team and “determine whether or how one component of culture, power distance, could provide insight into group dynamics.”
Paulus et al. (2005) take a case study approach and collect data through observation, interview and questionnaire data, and analyzed using an affinity diagram technique to organize. There seems to be sufficient data collected for their narrow focus because these teams are small and these methods would likely elicit insight into power distance stances in their interactions.
The participants are members of an elective course in graduate design at a large Midwestern university in the US, including both US and international students. They do not discuss the sampling procedure because it seems to be a convenience sample (the researcher’s own class).
Paulus et al. (2005) discuss the results in relation to two levels of power distance: low and high. The described the activities of the groups and cross-referenced with low or high power distance indicators to show where groups fell in different group dynamic topics, e.g. roles, decision-making, etc. They found that low power distance was revealed within group interactions of international students and high power distance was revealed in inter-group conflict between international students and US students.
Do I think the conclusions are valid? They apply the power distance construct consistently and provide descriptive examples to arrive at the conclusions, so it seems to be a valid interpretation.
I do not think this study makes a very important contribution to advancing knowledge in Instructional Design & Technology, but it is not without value. It is interesting to see the power distance construct applied in this context, but I am pretty familiar with the literature on power distance and this case study doesn’t reveal anything new about how the dynamics are at work in this context- it just shows them at work here. I see studies like this as interesting, even useful for reflection or maybe as a teaching aid, but not necessarily an important contribution.
What I did not like about this study: This type of study, the application of a widely used and well-studied construct to a new context, is just not my favorite kind of study. It reminds me of assigning literature students to apply a particular critical approach to a text of their choice- It’s fun, it’s interesting, but it’s often just rehashing- In some cases, the authors then do something interesting with it in the context, show some new complexity, contradiction or show how applying that construct led to the design of a new solution or alternative paradigms. But when the study simply says “Look! Here it is again! Boy, that construct sure does show up a lot and it’s ‘informative’ to see it here, too.” then it seems to be a case study in another sense than as a research methodology; this seems more like a case study as an example that could be very useful in teaching the concept of power distance.
This study does seem trustworthy. They triangulated their methods.
This study related to my research project directly because I am interested in international teams. It helped clarify for me that I am not interested in the specifics of team dynamics; I want to stay focused on design process, but I recognize team dynamics may be an important part of what happens.
Paulus, Bichelmeyer, Malopinsky, Pereira & Rastogi (2005) clearly state that they intend to address the challenges of teams of international students working on project-based learning activities. The purpose of this study was to explore these challenges in the context of a graduate design team and “determine whether or how one component of culture, power distance, could provide insight into group dynamics.”
Paulus et al. (2005) take a case study approach and collect data through observation, interview and questionnaire data, and analyzed using an affinity diagram technique to organize. There seems to be sufficient data collected for their narrow focus because these teams are small and these methods would likely elicit insight into power distance stances in their interactions.
The participants are members of an elective course in graduate design at a large Midwestern university in the US, including both US and international students. They do not discuss the sampling procedure because it seems to be a convenience sample (the researcher’s own class).
Paulus et al. (2005) discuss the results in relation to two levels of power distance: low and high. The described the activities of the groups and cross-referenced with low or high power distance indicators to show where groups fell in different group dynamic topics, e.g. roles, decision-making, etc. They found that low power distance was revealed within group interactions of international students and high power distance was revealed in inter-group conflict between international students and US students.
Do I think the conclusions are valid? They apply the power distance construct consistently and provide descriptive examples to arrive at the conclusions, so it seems to be a valid interpretation.
I do not think this study makes a very important contribution to advancing knowledge in Instructional Design & Technology, but it is not without value. It is interesting to see the power distance construct applied in this context, but I am pretty familiar with the literature on power distance and this case study doesn’t reveal anything new about how the dynamics are at work in this context- it just shows them at work here. I see studies like this as interesting, even useful for reflection or maybe as a teaching aid, but not necessarily an important contribution.
What I did not like about this study: This type of study, the application of a widely used and well-studied construct to a new context, is just not my favorite kind of study. It reminds me of assigning literature students to apply a particular critical approach to a text of their choice- It’s fun, it’s interesting, but it’s often just rehashing- In some cases, the authors then do something interesting with it in the context, show some new complexity, contradiction or show how applying that construct led to the design of a new solution or alternative paradigms. But when the study simply says “Look! Here it is again! Boy, that construct sure does show up a lot and it’s ‘informative’ to see it here, too.” then it seems to be a case study in another sense than as a research methodology; this seems more like a case study as an example that could be very useful in teaching the concept of power distance.
This study does seem trustworthy. They triangulated their methods.
This study related to my research project directly because I am interested in international teams. It helped clarify for me that I am not interested in the specifics of team dynamics; I want to stay focused on design process, but I recognize team dynamics may be an important part of what happens.
OGoBiblios 61
Britz, J.J., Lorc, P.J., Coetzee, I.E.M., & Bestere, B.C. (2006). Africa as a knowledge society: A reality check. The International Information & Library Review 38, 25-40.
Britz et al.’s (2005) article provides a practical picture of the goals and structure of a knowledge society by analyzing this construct in relation to Africa. Britz et al., on the other hand, offer concrete examples that reveal the challenges of Africa and allow me to cross-reference with my experiences here in the US and in India. Britz et al. chose to use four pillars of a knowledge society to frame their discussion of Africa’s current status. I would like to learn the origins of this four pillar construction because it seemed to hit the presses simultaneously in several different articles in 2005. I read it in Dahlman & Utz’s (2005) Worldbank publication, India and the knowledge economy: Leveraging strengths and opportunities, where they used about 10 words to 1 to express the same pillars:
· An economic and institutional regime that provides incentives for the efficient creation, dissemination, and use of existing knowledge.
· An educated and skilled population that can create and use knowledge.
· An efficient innovation system of firms, research centers, universities, consultants, and other organizations that can tap into the growing stock of global knowledge and assimilate and adapt it to local needs, as well as to create relevant new knowledge.
· Dynamic information infrastructure that can facilitate the effective communication, dissemination, and processing of information.
In this report, Dahlman and Utz (2005) take on a similar task as Britz et al.; however, their approach was more of a plan for the future than an assessment of current status.
The most compelling part of the Britz et al. article to me was that of access to scholarship and, in many ways, access to prestige, or ability to build a reputation for knowledge. I heard a plea from an Australian scholar at a conference last year reminding US scholars to search outside of US published journals and cite more foreign authors. He actually proposed a quota of trying to include at least 30% foreign articles in our research. With the metrics of citation now so readily available through Google scholar searches, this plea makes sense and supports the concern Britz et al. have for African output making it into the “mainstream of science and scholarship.”
Mostly, this article took me back to one of the most incredible teaching experiences of my life. In 2001, I was given the sole responsibility of hosting ten students from Rwanda to Michigan State University as their two month intensive academic English instructor. They had come through a grant program seeking to repopulate the faculty of Rwandan universities with agriculture Professors. I am still in touch with several of these students, and, to date, none of them have returned to Rwanda, yet many have graduated. This example highlights the basic premise of the Britz et al. article: without improvements in safety and infrastructure, other efforts towards scholarship and knowledge society building may never take hold, as those who gain access to the power knowledge provides can’t be blamed for using that power to seek out more comfortable and convenient places to live.
It is difficult to overcome the reality of “relative deprivation.” My Indian family members and friends lament all the time of wishing to be in India but appreciating too much the relative ease of American life. It is interesting to consider whether or not distance learning solutions might help alleviate this problem. If these Rwandan students had been able to access the MSU curriculum from Rwanda in an online learning program, might they now be faculty members of Rwandan universities?
Britz et al.’s (2005) article provides a practical picture of the goals and structure of a knowledge society by analyzing this construct in relation to Africa. Britz et al., on the other hand, offer concrete examples that reveal the challenges of Africa and allow me to cross-reference with my experiences here in the US and in India. Britz et al. chose to use four pillars of a knowledge society to frame their discussion of Africa’s current status. I would like to learn the origins of this four pillar construction because it seemed to hit the presses simultaneously in several different articles in 2005. I read it in Dahlman & Utz’s (2005) Worldbank publication, India and the knowledge economy: Leveraging strengths and opportunities, where they used about 10 words to 1 to express the same pillars:
· An economic and institutional regime that provides incentives for the efficient creation, dissemination, and use of existing knowledge.
· An educated and skilled population that can create and use knowledge.
· An efficient innovation system of firms, research centers, universities, consultants, and other organizations that can tap into the growing stock of global knowledge and assimilate and adapt it to local needs, as well as to create relevant new knowledge.
· Dynamic information infrastructure that can facilitate the effective communication, dissemination, and processing of information.
In this report, Dahlman and Utz (2005) take on a similar task as Britz et al.; however, their approach was more of a plan for the future than an assessment of current status.
The most compelling part of the Britz et al. article to me was that of access to scholarship and, in many ways, access to prestige, or ability to build a reputation for knowledge. I heard a plea from an Australian scholar at a conference last year reminding US scholars to search outside of US published journals and cite more foreign authors. He actually proposed a quota of trying to include at least 30% foreign articles in our research. With the metrics of citation now so readily available through Google scholar searches, this plea makes sense and supports the concern Britz et al. have for African output making it into the “mainstream of science and scholarship.”
Mostly, this article took me back to one of the most incredible teaching experiences of my life. In 2001, I was given the sole responsibility of hosting ten students from Rwanda to Michigan State University as their two month intensive academic English instructor. They had come through a grant program seeking to repopulate the faculty of Rwandan universities with agriculture Professors. I am still in touch with several of these students, and, to date, none of them have returned to Rwanda, yet many have graduated. This example highlights the basic premise of the Britz et al. article: without improvements in safety and infrastructure, other efforts towards scholarship and knowledge society building may never take hold, as those who gain access to the power knowledge provides can’t be blamed for using that power to seek out more comfortable and convenient places to live.
It is difficult to overcome the reality of “relative deprivation.” My Indian family members and friends lament all the time of wishing to be in India but appreciating too much the relative ease of American life. It is interesting to consider whether or not distance learning solutions might help alleviate this problem. If these Rwandan students had been able to access the MSU curriculum from Rwanda in an online learning program, might they now be faculty members of Rwandan universities?
Monday, October 12, 2009
OGoBiblios 60
Arias, S., & Clark, K.A. (2004). Instructional technologies in developing countries: A contextual analysis approach. TechTrends, 48(4), 453-55, 470.
Arias & Clark apply contextual analysis to the question of IT&D in developing countries and “propose further emphasis on the contextual issues related to developing countries” (p.53).
Arias & Clark apply contextual analysis to the question of IT&D in developing countries and “propose further emphasis on the contextual issues related to developing countries” (p.53).
OGoBiblios 59
Selby, D. (2006, July) The firm and shaky ground of education for sustainable development. Journal of Geography in Higher Education, 30(2), 351-365.
Selby provides a critical evaluation of sustainability-related education framed by a narrative about choosing paths. Maintaining a skeptical hesitance to the widespread embrace of the term sustainable development, he examines the stakeholders in the “environmental lobby” and the “developmental lobby” (p.353). He also points out criticism of education as advocacy, the idea of educating “for” anything.
Selby provides a critical evaluation of sustainability-related education framed by a narrative about choosing paths. Maintaining a skeptical hesitance to the widespread embrace of the term sustainable development, he examines the stakeholders in the “environmental lobby” and the “developmental lobby” (p.353). He also points out criticism of education as advocacy, the idea of educating “for” anything.
OGoBiblios 58
Dick, W. (1996) The Dick and Carey model: Will it survive the decade? Educational Technology Research & Development, 44(3), 55–63.
Dick examines his popular and widely –used instructional design model for future viability by reviewing its evolution and competitors. He pinpoints the first public introduction of the model to a presentation in 1968, “New Directions in Learning.” He attributes changes in the most recent edition of the model (1996) to influences from: performance technology, context analysis, multi-level evaluation models, and total quality management. Includes a statement that may sum up the basis for much of the criticism of the lack of empirical basis for prescriptive models in instructional design: “There were almost no practitioners when the model was developed, therefore, it was never intended to be a reflection of what practitioners actually do” (p.58).
Dick examines his popular and widely –used instructional design model for future viability by reviewing its evolution and competitors. He pinpoints the first public introduction of the model to a presentation in 1968, “New Directions in Learning.” He attributes changes in the most recent edition of the model (1996) to influences from: performance technology, context analysis, multi-level evaluation models, and total quality management. Includes a statement that may sum up the basis for much of the criticism of the lack of empirical basis for prescriptive models in instructional design: “There were almost no practitioners when the model was developed, therefore, it was never intended to be a reflection of what practitioners actually do” (p.58).
OGoBiblios 57
Wang, CM. & Reeves, TC (2007). The Meaning of Culture in Online Education: Implications for teaching, learning, and design. In A. Edmundson (Ed.) Globalizing e-learning cultural challenges(pp. 2-17). Hershey, PA: Information Science.
Wang & Reeves provide this chapter to review literature on the impact of culture in online education and consider implications for design and research. They assume most designers recognize the importance of cultural factors but emphasize the relatively small body of research in this area. They trace interdisciplinary definitions of culture back to the original provided by British anthropologist Sir Edward Tylor in 1871. They also provide a review of Hofstede’s oft-cited cultural dimensions, including criticism of his choice of nations as units for studying culture. They identify four threads of research on culture in online education: “(1) the interactions in an online course which involved culturally-diverse adult learners; (2) the access to the Internet among different groups; (3) the assessment criteria applied in online education; and (4) the design of virtual learning environments to accommodate the needs of culturally diverse learners. Finally, they advocate for future studies to include thick descriptions of culture: “Without profound narratives to make the cultural context of online education represented in these studies more concrete to both the researchers and practitioners, the applications of the studies in other situations are inevitably limited” (p.13).
Wang & Reeves provide this chapter to review literature on the impact of culture in online education and consider implications for design and research. They assume most designers recognize the importance of cultural factors but emphasize the relatively small body of research in this area. They trace interdisciplinary definitions of culture back to the original provided by British anthropologist Sir Edward Tylor in 1871. They also provide a review of Hofstede’s oft-cited cultural dimensions, including criticism of his choice of nations as units for studying culture. They identify four threads of research on culture in online education: “(1) the interactions in an online course which involved culturally-diverse adult learners; (2) the access to the Internet among different groups; (3) the assessment criteria applied in online education; and (4) the design of virtual learning environments to accommodate the needs of culturally diverse learners. Finally, they advocate for future studies to include thick descriptions of culture: “Without profound narratives to make the cultural context of online education represented in these studies more concrete to both the researchers and practitioners, the applications of the studies in other situations are inevitably limited” (p.13).
OGoBiblios 56
Young, PA (2008). The Culture Based Model: A framework for designers and visual ID languages. In L.Botturi & T. Stubbs (Eds.), Handbook of visual languages for instructional design: Theories and practices (pp.52-75). Hershey, PA: IGI Global.
Young reiterates her culture based model (OGoBiblios 47) and provides some guidance for its application in the Visual ID languages context. In this article, she more specifically articulates how her historical and linguistic analysis of instructional design products designed by and for African-Americans provided an empirical basis for her culture based model: “a treasure of themes and concepts related to culture were found in these materials and classified as cultural remnants… The cultural remnants found in these instructional products were generalized to meet the design needs of cross cultural audiences and this translation resulted in [the culture based model] (p.59). As part of the ID-TABLET framework, she lists 25 elements that “can be used to understand, define or evaluate the target audience” in three categories: anthropology of culture, psychology of culture and science of culture (p.64).
Anthropology of culture: aesthetics, artifacts, capital, classification, communications, demographics, environment, history, knowledge, language, physiology, relations, resources
Psychology of culture: beliefs & values, experiences, ideas, identity, interests, misconceptions, ways
Science of culture: anomalies, cultures, futures, infinites, nature
Young reiterates her culture based model (OGoBiblios 47) and provides some guidance for its application in the Visual ID languages context. In this article, she more specifically articulates how her historical and linguistic analysis of instructional design products designed by and for African-Americans provided an empirical basis for her culture based model: “a treasure of themes and concepts related to culture were found in these materials and classified as cultural remnants… The cultural remnants found in these instructional products were generalized to meet the design needs of cross cultural audiences and this translation resulted in [the culture based model] (p.59). As part of the ID-TABLET framework, she lists 25 elements that “can be used to understand, define or evaluate the target audience” in three categories: anthropology of culture, psychology of culture and science of culture (p.64).
Anthropology of culture: aesthetics, artifacts, capital, classification, communications, demographics, environment, history, knowledge, language, physiology, relations, resources
Psychology of culture: beliefs & values, experiences, ideas, identity, interests, misconceptions, ways
Science of culture: anomalies, cultures, futures, infinites, nature
OGoBiblios 55
Visser, J. (2007). Learning in a global society. In M. G. Moore (Ed.), Handbook of distance education (Second Edition ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Visser characterizes cognition as a complex “ecological phenomenon” (p.641). He explores implications of global diversity on learning networks and discusses implications for interinstitutional collaboration.
Visser characterizes cognition as a complex “ecological phenomenon” (p.641). He explores implications of global diversity on learning networks and discusses implications for interinstitutional collaboration.
OGoBiblios 54
Tessmer, M. & R.C. Richey (1997). The Role of Context in Learning and Instructional Design. Journal of Educational Technology, Research & Development, 45(2), 85-115.
Tessmer & Richey (1997) provide a thorough exploration of context with attention to definition, history, levels and factors, process and data-gathering tools. They counter minimalist views of the design context, advocating an “instrumentalist position in which context is seen as an instrument for promoting the achievement of cognitive or behavioral goals” (p.86). In relation to learning and instructional design, they define context as “a multilevel body of factors in which learning and performance are embedded” (p.87). They offer an interdisciplinary theoretical rationale for context pulling from general systems theory, communications theory and psychological theory. They then propose a model of three contextual factors (learner, immediate environment and organizational) that operate within three contexts (orienting, instructional and transfer). They refer to culture as one of the “emerging contextual considerations” and focus on a “content culture” to characterize teacher’s instructional beliefs (p.98).
Tessmer & Richey (1997) provide a thorough exploration of context with attention to definition, history, levels and factors, process and data-gathering tools. They counter minimalist views of the design context, advocating an “instrumentalist position in which context is seen as an instrument for promoting the achievement of cognitive or behavioral goals” (p.86). In relation to learning and instructional design, they define context as “a multilevel body of factors in which learning and performance are embedded” (p.87). They offer an interdisciplinary theoretical rationale for context pulling from general systems theory, communications theory and psychological theory. They then propose a model of three contextual factors (learner, immediate environment and organizational) that operate within three contexts (orienting, instructional and transfer). They refer to culture as one of the “emerging contextual considerations” and focus on a “content culture” to characterize teacher’s instructional beliefs (p.98).
OGoBiblios 53
Henderson, L. & Cook, J. (2007). Theorizing a multiple cultures instructional design model for e-learning and e-teaching. In A. Edmundson (Ed.) Globalized e-learning cultural challenges (pp. 130-153). Hershey, PA: Information Science Publishing.
Primarily a summary and repeat of 1996 article (OGoBiblios 46) with more thorough attention to the drawbacks and limitations of current attempts to address culture in instructional design. She explores standpoint epistemology as an alternative to stereotypes and tokenism, but she may not adequately distinguish how generalizing about worldview is different from generalizing about learning styles or preferences. Includes a critique of similar practices in academic dialogue and scholarship.
Primarily a summary and repeat of 1996 article (OGoBiblios 46) with more thorough attention to the drawbacks and limitations of current attempts to address culture in instructional design. She explores standpoint epistemology as an alternative to stereotypes and tokenism, but she may not adequately distinguish how generalizing about worldview is different from generalizing about learning styles or preferences. Includes a critique of similar practices in academic dialogue and scholarship.
OGoBiblios 52
Kinuthia, W. (2007). African Education Perspectives on Culture and E-learning Convergence. In A. Edmundson (Ed.) Globalized e-learning cultural challenges (pp. 130-153). Hershey, PA: Information Science Publishing.
Kinuthia uses this chapter to highlight the complexities of encountering culture in e-learning environments while stressing its importance as a factor in design decisions. Resistant to prescriptive models, she proposes acknowledgement of the multiple perspectives involved for “jointly-negotiated advances” in e-learning.
Kinuthia uses this chapter to highlight the complexities of encountering culture in e-learning environments while stressing its importance as a factor in design decisions. Resistant to prescriptive models, she proposes acknowledgement of the multiple perspectives involved for “jointly-negotiated advances” in e-learning.
Saturday, October 10, 2009
OGoBiblios 51
Rogers, C. P., Graham, C. R., & Mayes, C. T. (2007). Cultural competence and instructional design: Exploration research into the delivery of online instructoin cross-culturally. Educational Technology Research & Development, 55(2), 197-217.
Interviews 12 instructional designers about their experiences creating online instruction for people of other cultures. Research questions: “1) Are they aware of the differences between themselves and the cultural group for whom they are designing instruction? 2) If so: a) How did they become aware of these differences? b) What importance do these differences assume in their thinking? c) How does understanding cultural difference affect instructional design practice?” (p.199) Results for the first question about awareness of cultural differences were categorized into these themes: general cultural and social expectations, teaching and learning expectations, differences in the use of language and symbols, and technological infrastructure and familiarity. Results for the first part of the second question about how they became aware of differences revealed unique experiences from formal and intentional to informal and unintentional; in response to the second part of the question about importance placed on cultural differences, these barriers emerged: “a) an over-emphasis on content development as the center of practice and under emphasis on context and learner experience, b) a relative lack of evaluation in real-world practice, and c) the creation of less than ideal roles that instructional designers assume in the larger organizational structures involved” (p. 207). To describe the results from the third part of the second question about the impact of cultural awareness on instructional design, the authors use a metaphor of “building bridges” to “[stimulate] a) separating deeper principles from particular application, b) identifying gaps where bridges are needed, c) allowing for more flexibility in the design process, and d) educating other stakeholders so they are invested in bridge building too” (p. 210). As part of “identifying gaps,” these three practices are mentioned: “a) immersing oneself in the culture, b) integrating learner feedback in up-front analysis, and c) integrating learner feedback through formative evaluation” (p.211).
Interviews 12 instructional designers about their experiences creating online instruction for people of other cultures. Research questions: “1) Are they aware of the differences between themselves and the cultural group for whom they are designing instruction? 2) If so: a) How did they become aware of these differences? b) What importance do these differences assume in their thinking? c) How does understanding cultural difference affect instructional design practice?” (p.199) Results for the first question about awareness of cultural differences were categorized into these themes: general cultural and social expectations, teaching and learning expectations, differences in the use of language and symbols, and technological infrastructure and familiarity. Results for the first part of the second question about how they became aware of differences revealed unique experiences from formal and intentional to informal and unintentional; in response to the second part of the question about importance placed on cultural differences, these barriers emerged: “a) an over-emphasis on content development as the center of practice and under emphasis on context and learner experience, b) a relative lack of evaluation in real-world practice, and c) the creation of less than ideal roles that instructional designers assume in the larger organizational structures involved” (p. 207). To describe the results from the third part of the second question about the impact of cultural awareness on instructional design, the authors use a metaphor of “building bridges” to “[stimulate] a) separating deeper principles from particular application, b) identifying gaps where bridges are needed, c) allowing for more flexibility in the design process, and d) educating other stakeholders so they are invested in bridge building too” (p. 210). As part of “identifying gaps,” these three practices are mentioned: “a) immersing oneself in the culture, b) integrating learner feedback in up-front analysis, and c) integrating learner feedback through formative evaluation” (p.211).
OGoBiblios 50
McLoughlin, C (1999) Culturally responsive technology use: developing an on-line community of learners, British Journal of Educational Technology, 30(3), 231–243.
Uses Henderson’s (1996) multiple cultural model to “design instructional that conceived of multiple zones of development for Indigenous learners in terms of content, perspectives and pedagogies” (p. 236).
Uses Henderson’s (1996) multiple cultural model to “design instructional that conceived of multiple zones of development for Indigenous learners in terms of content, perspectives and pedagogies” (p. 236).
OGoBiblios 49
Chen, A., Mashadi, A., Ang, D. & Harkrider, N. (1999). Cultural issues in the design of technology-enhanced learning systems. British Journal of Educational Technology, 30(3), 217-230.
Focusing on the design of three student-centered learning systems in Singapore, finds they “illustrate that an effective learning environment involves more than the use of technology- culturally mediated social interaction and perseverance towards a shared vision is an essential part of the learning process” (p. 228).
Focusing on the design of three student-centered learning systems in Singapore, finds they “illustrate that an effective learning environment involves more than the use of technology- culturally mediated social interaction and perseverance towards a shared vision is an essential part of the learning process” (p. 228).
OGoBiblios 48
Young, PA (2008b). Integrating culture in the design of ICTs. British Journal of Educational Technology,39 (1), 6-17.
Finds that methods of integrating culture in design are limited in scope; “design has not caught up with technology and that to create for diverse audiences the process must be deliberate” (abstract). “The integration of culture in the design of ICTs will require novel ways of engaging the design process” (p.14).
Finds that methods of integrating culture in design are limited in scope; “design has not caught up with technology and that to create for diverse audiences the process must be deliberate” (abstract). “The integration of culture in the design of ICTs will require novel ways of engaging the design process” (p.14).
OGoBiblios 47
Young, PA (2008). The Culture Based Model: Constructing a model of culture. Journal of Educational,Technology & Society, 11 (2), 107-118.
Posits that a model of culture “evolved from the data” that “technologies carry a history and that these histories can be revealed through analysis. Further, historical artifacts can aid in the design of contemporary instructional products.” (p.111) Offers a framework of the Culture-Based Model (CBM) with acronym ID_TABLET: inquiry, development, team, assessments, brainstorming, learners, elements, and training with 70 design factors tied to these features. Further categorizes brainstorming, team, development, learners, assessments and training as project management, and inquiry and elements as project design.
Posits that a model of culture “evolved from the data” that “technologies carry a history and that these histories can be revealed through analysis. Further, historical artifacts can aid in the design of contemporary instructional products.” (p.111) Offers a framework of the Culture-Based Model (CBM) with acronym ID_TABLET: inquiry, development, team, assessments, brainstorming, learners, elements, and training with 70 design factors tied to these features. Further categorizes brainstorming, team, development, learners, assessments and training as project management, and inquiry and elements as project design.
Thursday, October 08, 2009
OGo Biblios 46
Henderson, L. (1996). Instructional design of interactive multimedia: a cultural critique. Educational Technology Research & Development, 44(4), 85-104.
Henderson “theoriz[es] cultural contextuality as a variable of consequence in IMM instructional design” (p.85). First, she develops her argument that instructional design paradigms are influenced by “a) world view; b) values, ideologies, culture, class, and gender; and c) commitment to a particular design paradigm" (p. 86). Then she reviews paradigms found to inform instructional design: objectivism, constructivism, and eclectic; she follows this with an exploration of deracialization in instructional design before introducing and showing gaps in instructional design paradigms that approach issues of culture: inclusive or perspectives paradigm and the inverted curriculum approach. Finally, she proposes her own “multiple cultural model” to address the gaps and weaknesses in the examined paradigms. Modifying Reeves (1992) pedagogic dimensions of interactive learning, she lays multiple cultural contextuality across all dimensions of the continuum to emphasize its pervasive presence.
Henderson “theoriz[es] cultural contextuality as a variable of consequence in IMM instructional design” (p.85). First, she develops her argument that instructional design paradigms are influenced by “a) world view; b) values, ideologies, culture, class, and gender; and c) commitment to a particular design paradigm" (p. 86). Then she reviews paradigms found to inform instructional design: objectivism, constructivism, and eclectic; she follows this with an exploration of deracialization in instructional design before introducing and showing gaps in instructional design paradigms that approach issues of culture: inclusive or perspectives paradigm and the inverted curriculum approach. Finally, she proposes her own “multiple cultural model” to address the gaps and weaknesses in the examined paradigms. Modifying Reeves (1992) pedagogic dimensions of interactive learning, she lays multiple cultural contextuality across all dimensions of the continuum to emphasize its pervasive presence.
Wednesday, September 02, 2009
India’s rising profile demands investment in intellectual foundations
PRAGATI - THE INDIAN NATIONAL INTEREST REVIEW
NUMBER 30, SEPTEMBER 2009
HIGHER EDUCATION & POLICY RESEARCH
Galvanising international studies
India’s rising profile demands investment in intellectual foundations
MUTHIAH ALAGAPPA
“Today’s world is becoming smaller in many respects. Whether it is the international economic crisis, or terrorism or climate change – what happens in one part of the world [also affects] other parts. The international economic and political order is changing. … Our foreign policy should be able to cater to India’s interests in these constantly changing circumstances.” --- Prime Minister Manmohan Singh, August 15, 2009
INDIA IS undergoing dramatic political, economic, social, and technological change. Firmly on the path of progress and modernity, India now appears confident it can overcome the many stillformidable challenges and realise its true potential at home and abroad. In addition to mobilising domestic consensus, support, and resources, New Delhi has deemed it important to harness international support and resources for its development.
Beginning with the government of Prime Minister Rajiv Gandhi and with significant initiatives undertaken by the governments of Prime Ministers P V Narasimha Rao, Atal Bihari Vajpayee, and Manmohan Singh, India’s international relations have been undergoing gradual but fundamental change. New Delhi now enjoys good relations with all major powers and Europe, has cultivated strong relations with countries in South-east Asia, Central Asia, West Asia, and the Persian Gulf, is re-invigorating its relations with Africa, and is seeking opportunities in Latin America. With sustained impressive economic growth rates over the last decade and a sophisticated foreign policy, India has emerged as a significant regional and global power with interests in a broadly defined Asia and the world.
International Studies (IS) in India, however, have not kept pace with the changing scope and content of India’s international relations that must now address new challenges, problems, threats, and opportunities in a wide range of domains including economics (trade, investment, finance), climate change, security (traditional and nontraditional), and regional and global governance. Despite a strong beginning in the early decades after independence, there is concern in several quarters in India that International Studies programs and institutions in the country are not fully able to cope with the demands and opportunities facing a modernising and rising India, which is fast integrating itself into a changing, complex, and increasingly knowledge driven world.
In comparative terms, India, which had the more developed International Studies programs and institutions in Asia in the 1950s and 1960s, has since fallen behind East Asian countries, particularly China. This is an unanticipated development in light of India’s many advantages—an open society, freedom of thought and expression, and competence in the English language, among others.
India’s rising profile in global affairs demands that the demand-supply disjuncture and the promise-reality gap should be addressed quickly and substantively with the goals of making the country a leading centre of knowledge, education, and research in international studies. Indian scholarship should contribute to increasing the knowledge base for India’s international interaction and role. Creating world-class teaching and research institutions and programmes is indispensable in achieving these goals.
Creating world-class institutions and programmes in International Studies
Contemporary India is home to leading institutions of learning for students entering the professions of medicine and engineering, and the natural sciences. An open, democratic, and rising India must be home to world-class departments and schools in the social sciences as well. For a number of reasons---cultural, systemic, and institutional---the social sciences have been undervalued in India. This cannot continue. Excellence in the social sciences is not merely “a nice thing to have” but essential for a rising India that seeks regional and global influence. Excellence in International Studies is especially crucial.
Building on existing schools
The logical first step is to build on existing schools of International Studies in India. One or two schools (such as the School of International Studies at Jawaharlal Nehru University or the Department of International Relations at Jadavpur University) should be targeted for restructuring and development (to make them comparable, for example, to the Woodrow Wilson School of International Studies at Princeton University, the Fletcher School of Law and Diplomacy at Tufts University, or the London School of Economics and Politics). Their primary purpose would be to educate students at the master’s level, but they would also have small, rigorous PhD programmes.
Creating new schools
It may be an opportune time to create one or two new schools of International Studies in other regions of the country as well. Preferably, the new schools would focus on areas not well covered by existing ones. Agreement should be reached among existing and new schools to identify subfields in which each would build strength. Although more costly, the setting up of new schools would avoid problems associated with transforming existing institutions. In this connection, space must be available for privately funded institutions. The private sector should be encouraged to start schools of International Studies focused primarily on international economics, international finance, and international business. Through public-private partnerships, the private sector could also invest in linking existing schools and programmes in International Studies with leading business and law schools in the country to develop joint degree programmes.
Strengthening existing PhD programmes
Vibrant International Studies and political science departments in existing central and state universities should be targeted to build strong PhD programmes. Emphasis and specialisation would vary with the strength and interest of faculty and course offerings in specific departments. Not all departments need offer the PhD degree in all subfields. Departments should be encouraged to specialise and build a reputation in select subdisciplines, issue areas, and countries or regions.
A National Defence University
A National Defence University (NDU) should be established soon. The Indian government has accepted a proposal to this effect. Successful implementation could fill a void and provide a muchneeded stimulus to the development of security and strategic studies in India. Its success would hinge to a considerable degree on: institutional autonomy; an administrative structure and an intellectual environment that is conducive to open and free inquiry from different theoretical perspectives; a broad definition of security that goes beyond traditional security and straight strategic studies; and the recruitment of well-trained scholars to fill leadership and staff positions. The NDU should not be solely a teaching institution. It should have strong research centres as well. There are many models of NDUs. Those in China, Japan, United States, and United Kingdom, for example, differ significantly from one another. India should develop a university that meets its specific needs.
Language training centres and programmes
The effort to build strong International Studies schools and programmes should be complemented, as necessary, by the development of relevant language training centres and programmes. To be regarded as a country or region expert, a scholar must be competent in a relevant foreign language.
In light of India’s size, the country should have two or three strong language centres providing basic and advanced training in key foreign languages. Because setting up well-equipped and well-staffed language centres would take time, language training should also be provided through intensive summer programmes in universities with suitable facilities. Intensive summer programmes could be organised more quickly and should be pursued in an earnest manner.
Foreign languages of importance for India include English, Chinese, Japanese, Korean, German, French, Russian, Spanish, Arabic, Bahasa Indonesia, Sinhala, Nepali, Farsi, and Swahili. Clearly some are more important than others and the country’s needs should be prioritised. Where demand for a particular language is limited and providing training in that language is not financially feasible, a small number of scholars could be trained in foreign institutions in countries where the language is spoken. Funding should be available for students and scholars to conduct their research and language training in the countries that are relevant to their studies.
Professional development
Success in building world-class institutions and programs hinges on a strong faculty and a dynamic and empowered student body. National educational authorities, universities, and professional associations should take sustained measures to upgrade the expertise and capability of faculty and students through challenging requirements, incentives, and opportunities.
Creating world-class research institutes and think tanks
Research institutes and think tanks are an integral part of the architecture of International Studies. These may be located in or outside universities. Their primary role is research-based analysis of mid-to long-range policy-relevant issues and problems. The output of research institutes can contribute to academic inquiry and knowledge accumulation as well as inform public opinion and policy formulation. Think tanks have a much shorter time horizon and more explicit public information and policy functions. Through short reports, policy briefs, opinion columns, participation in policy seminars, and public presentations, they seek to inform the populace and policy makers and support or alter specific policies. Although not always possible, a distinction between research institutes and think tanks can help channel resources in desired directions.
By supporting innovative research, research institutes can play a vanguard role in pursuing new ideas, concepts, and strategies, as well as new solutions to old problems. In the 1950s and 1960s, for example, the RAND Corporation in the United States was in the forefront of innovative research in the then new field of nuclear weapons, especially on the theory and strategy of deterrence. Research institutes and think tanks can also play important public information and policy roles in a democratic society such as India.
In their early years, the Centre for Policy Research (CPR) and the Institute for Defence Studies and Analyses (IDSA) in New Delhi built a reputation for providing sound policy advice. IDSA came to be respected by officials and leaders across the political spectrum for its independent thinking. Over time, both the CPR and the IDSA appear to have declined in influence. Effort is now under way to rebuild these institutions under new leadership.
With a few exceptions, the present crop of foreign policy and security research institutes and think tanks are noticeable by their marginal position or near total absence from the information and public policy sphere. Economic research institutes have fared better than those in the foreign and security policy domains. Often government funded and/or staffed by retired diplomats and military officers, the foreign and security policy institutions have by and large followed the government line rather than providing deep analysis of policy alternatives. The interests and priorities of funders appear to have been limiting factors for institutions financed by private sector companies.
Looking forward, it is necessary to strengthen existing institutions and create new ones to discharge their public information and policy roles. In the long run the goal should be to build several prestigious institutions comparable to the U.S.-based Brookings Institution and Carnegie Endowment for International Peace, or the UK-based Institute for International and Strategic Studies (IISS). The intent would not be to replicate Western institutions in India. In fact, the considerable influence of think tanks in the United States may be unique to that country. Nevertheless, as demonstrated by the early experience of CPR and IDSA and the contemporary role of certain economic research institutes (such as the National Council of Applied Economic Research and the Indian Council for Research in International Economic Relations), space is available in India for sound policy-relevant work outside government.
Indian foreign and security policy research institutes and think tanks should capture and expand this space through innovative, high-quality work and interaction with policy-making agencies, the media, and relevant NGOs and international organisations. Their focus should be on developing innovative research agendas, building institutional expertise and capacity, developing strong databases, upgrading publication programmes, and disseminating timely policy analyses to relevant audiences.
Developing research agenda
The choice and development of study programmes in research institutes and think tanks must be driven by contemporary as well as future demands in the market place. Research agendas should anticipate and address critical issues in the security of India and India’s international roles and interactions. Research institutes should focus on topics that lend themselves to deep analysis over time, a luxury that is usually not available to public officials working under time constraints. Research agenda should be subject to periodic review with the goal of remaining current and relevant. Depth should be preferred to breadth in developing research agenda and building capacity.
Building capacity
Many existing foreign and security policy research institutes and think tanks have limited capacity (few full-time research staff) and resources. For several reasons, retired public officials tend to dominate leadership and faculty positions. Although they can provide an important practical perspective, former civil servants, diplomats, and military officers cannot be the mainstay of research institutes or think tanks. Their viewpoint can have unintended skewing and crowding-out effects. A judicious balance must be struck between those with strong policy experience and well-trained scholar-analysts with strong applied theoretical and methodological skills. Research institutes and think tanks should hire trained researchers with advanced degrees. Staff hiring and retention should be given due attention. The goal should be to assemble a critical mass of analysts in select areas. Again, depth should be favoured over breadth. Where local supply is a constraint, Indian institutions should be able to hire foreign scholars on a contract basis or to develop exchange programmes with foreign institutions.
Opportunities must exist for staff of research institutions and think tanks to develop research programmes and projects under their leadership, to collaborate with other institutions in country and abroad, to interact freely with government officials, to join the government for specific periods, to join professional associations, to participate in national and international meetings, and to publish in external peer-reviewed publications. These activities will help build individual expertise and enhance the capacity of the institutions that employ them.
Developing databases
Lack of data is a serious problem for nongovernmental research institutes in the foreign and security policy areas. Government agencies in these areas have a penchant for classifying almost everything. Nevertheless, it is possible to build strong databases through sustained and diligent efforts by dedicated staff. Data can be gathered from declassified government sources, foreign databases, defence publications, professional autobiographies, communications with government officials, and so forth. Many Western research institutions have developed databases equal to, and at times superior to, those of governments. Information is necessary; but even more important is analysis, in which research institutes and think tanks can and should excel.
Upgrading publications
Publications are a key indicator of the vitality and relevance of a research institution. Strong, regular, and timely publications are crucial in building the reputation of an institution. Without a strong publications programme, a research institution will have little or no credibility. Because research institutes and think tanks should be able to communicate with a wide audience, considerations of purpose and target group should differentiate their outputs. Publication in peer-reviewed journals is crucial to sustain and enhance researchers’ standing in a discipline or field. Book-length works and monographs can provide deep, research-based analysis of selected issues and problems. Policy briefs and opinion pieces based on such research are another mode of communicating with and capturing the attention of the policy community in a timely manner. These types of publications as well as participation in seminars and media interviews and debates (on television and radio) must all be encouraged and required. Timely dissemination of analysis and opinion is especially important for think tanks. These institutions and the individuals in them should seek out target groups to communicate their research findings and policy positions.
Collaboration with foreign institutions
If they bring comparative advantage and help in the development of a strong research environment, collaboration with foreign research institutions, and the setting up of research institutes and think tanks in India by foreign foundations and institutions should be welcomed. India’s hesitation in regard to foreign institutions and international collaboration rooted in Cold War era considerations should be adjusted in favour of welcoming collaborative projects and exchanges of staff, as well as the adoption of best practices. This would be in line with the greater openness that has characterised India’s economy and international interaction since 1991.
Broadening the funding base
Government and big business have largely funded the establishment and development of research institutes and think tanks in India. This is likely to continue. However, it is necessary to broaden funding sources to include national and international charitable foundations. In the United States, private foundations are the primary source of funding support for research institutes and think tanks. India should revise its regulations, including its tax policy, to foster charitable giving to research institutes and think tanks, and to encourage public-private partnerships. Government-funded institutions should be allowed to raise private money as long as it does not alter their purpose and role. Over time, some government-funded institutions should be allowed and encouraged to become fully independent of government support. New Delhi should also be more flexible in enabling Indian institutions to accept funds from abroad.
Conclusion
Creating world-class teaching and research institutions and programs are a crucial component of a sustained effort to strengthen international studies in India. That effort must be multifaceted and involve the Government of India, the professional community, and the private sector. Upgrading international studies in India is not simply a resource issue, though funding is a key consideration. Equally important will be a commitment on the part of government agencies, university and research institute administrators, schools and departments, faculty, students, and professional associations to reform and upgrade International Studies in India. Such a commitment would go a long way toward strengthening the field of International Studies in India, enhancing professional development and the knowledge base to support India’s international interaction and role.
Muthiah Alagappa is a Distinguished Senior Fellow at the East-West Center in the United States and the author of the forthcoming report titled Strengthening International Studies in India: Vision and Recommendations published by the Lee Kuan Yew School of Public Policy at the National University of Singapore. The Lee Kuan Yew School and the Centre for Policy Research in New Delhi co-sponsored the project that resulted in the report.
NUMBER 30, SEPTEMBER 2009
HIGHER EDUCATION & POLICY RESEARCH
Galvanising international studies
India’s rising profile demands investment in intellectual foundations
MUTHIAH ALAGAPPA
“Today’s world is becoming smaller in many respects. Whether it is the international economic crisis, or terrorism or climate change – what happens in one part of the world [also affects] other parts. The international economic and political order is changing. … Our foreign policy should be able to cater to India’s interests in these constantly changing circumstances.” --- Prime Minister Manmohan Singh, August 15, 2009
INDIA IS undergoing dramatic political, economic, social, and technological change. Firmly on the path of progress and modernity, India now appears confident it can overcome the many stillformidable challenges and realise its true potential at home and abroad. In addition to mobilising domestic consensus, support, and resources, New Delhi has deemed it important to harness international support and resources for its development.
Beginning with the government of Prime Minister Rajiv Gandhi and with significant initiatives undertaken by the governments of Prime Ministers P V Narasimha Rao, Atal Bihari Vajpayee, and Manmohan Singh, India’s international relations have been undergoing gradual but fundamental change. New Delhi now enjoys good relations with all major powers and Europe, has cultivated strong relations with countries in South-east Asia, Central Asia, West Asia, and the Persian Gulf, is re-invigorating its relations with Africa, and is seeking opportunities in Latin America. With sustained impressive economic growth rates over the last decade and a sophisticated foreign policy, India has emerged as a significant regional and global power with interests in a broadly defined Asia and the world.
International Studies (IS) in India, however, have not kept pace with the changing scope and content of India’s international relations that must now address new challenges, problems, threats, and opportunities in a wide range of domains including economics (trade, investment, finance), climate change, security (traditional and nontraditional), and regional and global governance. Despite a strong beginning in the early decades after independence, there is concern in several quarters in India that International Studies programs and institutions in the country are not fully able to cope with the demands and opportunities facing a modernising and rising India, which is fast integrating itself into a changing, complex, and increasingly knowledge driven world.
In comparative terms, India, which had the more developed International Studies programs and institutions in Asia in the 1950s and 1960s, has since fallen behind East Asian countries, particularly China. This is an unanticipated development in light of India’s many advantages—an open society, freedom of thought and expression, and competence in the English language, among others.
India’s rising profile in global affairs demands that the demand-supply disjuncture and the promise-reality gap should be addressed quickly and substantively with the goals of making the country a leading centre of knowledge, education, and research in international studies. Indian scholarship should contribute to increasing the knowledge base for India’s international interaction and role. Creating world-class teaching and research institutions and programmes is indispensable in achieving these goals.
Creating world-class institutions and programmes in International Studies
Contemporary India is home to leading institutions of learning for students entering the professions of medicine and engineering, and the natural sciences. An open, democratic, and rising India must be home to world-class departments and schools in the social sciences as well. For a number of reasons---cultural, systemic, and institutional---the social sciences have been undervalued in India. This cannot continue. Excellence in the social sciences is not merely “a nice thing to have” but essential for a rising India that seeks regional and global influence. Excellence in International Studies is especially crucial.
Building on existing schools
The logical first step is to build on existing schools of International Studies in India. One or two schools (such as the School of International Studies at Jawaharlal Nehru University or the Department of International Relations at Jadavpur University) should be targeted for restructuring and development (to make them comparable, for example, to the Woodrow Wilson School of International Studies at Princeton University, the Fletcher School of Law and Diplomacy at Tufts University, or the London School of Economics and Politics). Their primary purpose would be to educate students at the master’s level, but they would also have small, rigorous PhD programmes.
Creating new schools
It may be an opportune time to create one or two new schools of International Studies in other regions of the country as well. Preferably, the new schools would focus on areas not well covered by existing ones. Agreement should be reached among existing and new schools to identify subfields in which each would build strength. Although more costly, the setting up of new schools would avoid problems associated with transforming existing institutions. In this connection, space must be available for privately funded institutions. The private sector should be encouraged to start schools of International Studies focused primarily on international economics, international finance, and international business. Through public-private partnerships, the private sector could also invest in linking existing schools and programmes in International Studies with leading business and law schools in the country to develop joint degree programmes.
Strengthening existing PhD programmes
Vibrant International Studies and political science departments in existing central and state universities should be targeted to build strong PhD programmes. Emphasis and specialisation would vary with the strength and interest of faculty and course offerings in specific departments. Not all departments need offer the PhD degree in all subfields. Departments should be encouraged to specialise and build a reputation in select subdisciplines, issue areas, and countries or regions.
A National Defence University
A National Defence University (NDU) should be established soon. The Indian government has accepted a proposal to this effect. Successful implementation could fill a void and provide a muchneeded stimulus to the development of security and strategic studies in India. Its success would hinge to a considerable degree on: institutional autonomy; an administrative structure and an intellectual environment that is conducive to open and free inquiry from different theoretical perspectives; a broad definition of security that goes beyond traditional security and straight strategic studies; and the recruitment of well-trained scholars to fill leadership and staff positions. The NDU should not be solely a teaching institution. It should have strong research centres as well. There are many models of NDUs. Those in China, Japan, United States, and United Kingdom, for example, differ significantly from one another. India should develop a university that meets its specific needs.
Language training centres and programmes
The effort to build strong International Studies schools and programmes should be complemented, as necessary, by the development of relevant language training centres and programmes. To be regarded as a country or region expert, a scholar must be competent in a relevant foreign language.
In light of India’s size, the country should have two or three strong language centres providing basic and advanced training in key foreign languages. Because setting up well-equipped and well-staffed language centres would take time, language training should also be provided through intensive summer programmes in universities with suitable facilities. Intensive summer programmes could be organised more quickly and should be pursued in an earnest manner.
Foreign languages of importance for India include English, Chinese, Japanese, Korean, German, French, Russian, Spanish, Arabic, Bahasa Indonesia, Sinhala, Nepali, Farsi, and Swahili. Clearly some are more important than others and the country’s needs should be prioritised. Where demand for a particular language is limited and providing training in that language is not financially feasible, a small number of scholars could be trained in foreign institutions in countries where the language is spoken. Funding should be available for students and scholars to conduct their research and language training in the countries that are relevant to their studies.
Professional development
Success in building world-class institutions and programs hinges on a strong faculty and a dynamic and empowered student body. National educational authorities, universities, and professional associations should take sustained measures to upgrade the expertise and capability of faculty and students through challenging requirements, incentives, and opportunities.
Creating world-class research institutes and think tanks
Research institutes and think tanks are an integral part of the architecture of International Studies. These may be located in or outside universities. Their primary role is research-based analysis of mid-to long-range policy-relevant issues and problems. The output of research institutes can contribute to academic inquiry and knowledge accumulation as well as inform public opinion and policy formulation. Think tanks have a much shorter time horizon and more explicit public information and policy functions. Through short reports, policy briefs, opinion columns, participation in policy seminars, and public presentations, they seek to inform the populace and policy makers and support or alter specific policies. Although not always possible, a distinction between research institutes and think tanks can help channel resources in desired directions.
By supporting innovative research, research institutes can play a vanguard role in pursuing new ideas, concepts, and strategies, as well as new solutions to old problems. In the 1950s and 1960s, for example, the RAND Corporation in the United States was in the forefront of innovative research in the then new field of nuclear weapons, especially on the theory and strategy of deterrence. Research institutes and think tanks can also play important public information and policy roles in a democratic society such as India.
In their early years, the Centre for Policy Research (CPR) and the Institute for Defence Studies and Analyses (IDSA) in New Delhi built a reputation for providing sound policy advice. IDSA came to be respected by officials and leaders across the political spectrum for its independent thinking. Over time, both the CPR and the IDSA appear to have declined in influence. Effort is now under way to rebuild these institutions under new leadership.
With a few exceptions, the present crop of foreign policy and security research institutes and think tanks are noticeable by their marginal position or near total absence from the information and public policy sphere. Economic research institutes have fared better than those in the foreign and security policy domains. Often government funded and/or staffed by retired diplomats and military officers, the foreign and security policy institutions have by and large followed the government line rather than providing deep analysis of policy alternatives. The interests and priorities of funders appear to have been limiting factors for institutions financed by private sector companies.
Looking forward, it is necessary to strengthen existing institutions and create new ones to discharge their public information and policy roles. In the long run the goal should be to build several prestigious institutions comparable to the U.S.-based Brookings Institution and Carnegie Endowment for International Peace, or the UK-based Institute for International and Strategic Studies (IISS). The intent would not be to replicate Western institutions in India. In fact, the considerable influence of think tanks in the United States may be unique to that country. Nevertheless, as demonstrated by the early experience of CPR and IDSA and the contemporary role of certain economic research institutes (such as the National Council of Applied Economic Research and the Indian Council for Research in International Economic Relations), space is available in India for sound policy-relevant work outside government.
Indian foreign and security policy research institutes and think tanks should capture and expand this space through innovative, high-quality work and interaction with policy-making agencies, the media, and relevant NGOs and international organisations. Their focus should be on developing innovative research agendas, building institutional expertise and capacity, developing strong databases, upgrading publication programmes, and disseminating timely policy analyses to relevant audiences.
Developing research agenda
The choice and development of study programmes in research institutes and think tanks must be driven by contemporary as well as future demands in the market place. Research agendas should anticipate and address critical issues in the security of India and India’s international roles and interactions. Research institutes should focus on topics that lend themselves to deep analysis over time, a luxury that is usually not available to public officials working under time constraints. Research agenda should be subject to periodic review with the goal of remaining current and relevant. Depth should be preferred to breadth in developing research agenda and building capacity.
Building capacity
Many existing foreign and security policy research institutes and think tanks have limited capacity (few full-time research staff) and resources. For several reasons, retired public officials tend to dominate leadership and faculty positions. Although they can provide an important practical perspective, former civil servants, diplomats, and military officers cannot be the mainstay of research institutes or think tanks. Their viewpoint can have unintended skewing and crowding-out effects. A judicious balance must be struck between those with strong policy experience and well-trained scholar-analysts with strong applied theoretical and methodological skills. Research institutes and think tanks should hire trained researchers with advanced degrees. Staff hiring and retention should be given due attention. The goal should be to assemble a critical mass of analysts in select areas. Again, depth should be favoured over breadth. Where local supply is a constraint, Indian institutions should be able to hire foreign scholars on a contract basis or to develop exchange programmes with foreign institutions.
Opportunities must exist for staff of research institutions and think tanks to develop research programmes and projects under their leadership, to collaborate with other institutions in country and abroad, to interact freely with government officials, to join the government for specific periods, to join professional associations, to participate in national and international meetings, and to publish in external peer-reviewed publications. These activities will help build individual expertise and enhance the capacity of the institutions that employ them.
Developing databases
Lack of data is a serious problem for nongovernmental research institutes in the foreign and security policy areas. Government agencies in these areas have a penchant for classifying almost everything. Nevertheless, it is possible to build strong databases through sustained and diligent efforts by dedicated staff. Data can be gathered from declassified government sources, foreign databases, defence publications, professional autobiographies, communications with government officials, and so forth. Many Western research institutions have developed databases equal to, and at times superior to, those of governments. Information is necessary; but even more important is analysis, in which research institutes and think tanks can and should excel.
Upgrading publications
Publications are a key indicator of the vitality and relevance of a research institution. Strong, regular, and timely publications are crucial in building the reputation of an institution. Without a strong publications programme, a research institution will have little or no credibility. Because research institutes and think tanks should be able to communicate with a wide audience, considerations of purpose and target group should differentiate their outputs. Publication in peer-reviewed journals is crucial to sustain and enhance researchers’ standing in a discipline or field. Book-length works and monographs can provide deep, research-based analysis of selected issues and problems. Policy briefs and opinion pieces based on such research are another mode of communicating with and capturing the attention of the policy community in a timely manner. These types of publications as well as participation in seminars and media interviews and debates (on television and radio) must all be encouraged and required. Timely dissemination of analysis and opinion is especially important for think tanks. These institutions and the individuals in them should seek out target groups to communicate their research findings and policy positions.
Collaboration with foreign institutions
If they bring comparative advantage and help in the development of a strong research environment, collaboration with foreign research institutions, and the setting up of research institutes and think tanks in India by foreign foundations and institutions should be welcomed. India’s hesitation in regard to foreign institutions and international collaboration rooted in Cold War era considerations should be adjusted in favour of welcoming collaborative projects and exchanges of staff, as well as the adoption of best practices. This would be in line with the greater openness that has characterised India’s economy and international interaction since 1991.
Broadening the funding base
Government and big business have largely funded the establishment and development of research institutes and think tanks in India. This is likely to continue. However, it is necessary to broaden funding sources to include national and international charitable foundations. In the United States, private foundations are the primary source of funding support for research institutes and think tanks. India should revise its regulations, including its tax policy, to foster charitable giving to research institutes and think tanks, and to encourage public-private partnerships. Government-funded institutions should be allowed to raise private money as long as it does not alter their purpose and role. Over time, some government-funded institutions should be allowed and encouraged to become fully independent of government support. New Delhi should also be more flexible in enabling Indian institutions to accept funds from abroad.
Conclusion
Creating world-class teaching and research institutions and programs are a crucial component of a sustained effort to strengthen international studies in India. That effort must be multifaceted and involve the Government of India, the professional community, and the private sector. Upgrading international studies in India is not simply a resource issue, though funding is a key consideration. Equally important will be a commitment on the part of government agencies, university and research institute administrators, schools and departments, faculty, students, and professional associations to reform and upgrade International Studies in India. Such a commitment would go a long way toward strengthening the field of International Studies in India, enhancing professional development and the knowledge base to support India’s international interaction and role.
Muthiah Alagappa is a Distinguished Senior Fellow at the East-West Center in the United States and the author of the forthcoming report titled Strengthening International Studies in India: Vision and Recommendations published by the Lee Kuan Yew School of Public Policy at the National University of Singapore. The Lee Kuan Yew School and the Centre for Policy Research in New Delhi co-sponsored the project that resulted in the report.
Tuesday, August 25, 2009
H1-B restriction: Silicon Valley to be hurt
H1-B restriction: Silicon Valley to be hurt
Silicon India
By Benny Thomas
Tuesday, 25 August 2009
Bangalore: Several bright minds outside America take that flight to the U.S. seeking better opportunities in places like Silicon Valley, which is often described as the Mecca for entrepreneurs. However, with the hue and cry surrounding the H-1B visas the flow of immigrants into U.S. may get affected, which may also diminish the tech prowess of the most technologically advanced nation in the world.
There was at least one immigrant founder in 25 percent of all engineering and technology companies established in the U.S. between 1995 and 2005, reveals a study by a group of Professors in Duke University and the University of California. These entities generated over $52 billion in 2005 sales, while creating over 450,000 jobs as of 2005. With these contributions by the immigrants in the U.S., any impediments in the issuance H1-B visa can have a huge impact on the American economy.
The U.S. administration under George W Bush had been pushing for immigration reforms, which failed to take shape last year. There are roughly 12 million illegal immigrants in the U.S. and the reforms are aimed at making a way for some of these immigrants to stay in the country legally. Now that Barack Obama has taken charge in the White House, are these reforms on his priority list?
Recently, Obama assured the pro-immigrant activists that the immigration reforms would not lose its importance over the health-care reform and the energy legislation. The President is likely to endorse the views of Senator Charles Schumer, Chairman of the Senate's Immigration Subcommittee, who has said that he will introduce new reform legislation this autumn.
However, there are some challenges that Schumer and team faces in order to make the legislation a reality. Senators Richard Durbin and Charles Grassley are sponsors of a bill to stop the alleged abuse of H-1B visas, which allow companies to employ workers from overseas for limited stays. They have introduced a legislation to restrict the number of H1-B visas to be issued, which was bombarded with criticisms outside U.S. These visas are popular among technology companies like Microsoft, Infosys and Wipro, which bring some of the brightest minds from around the world to work in the U.S.
The current situation can make U.S. less attractive to immigrants, who may eventually contribute to the country's growth. Take the examples of Vikram Pandit, Indra Nooyi or Sanjay Jha, who took that flight to the U.S. and have made it big by heading some of the largest companies on the planet.
Commentators like CNN's Lou Dobbs have often highlighted about a huge reverse brain drain in the U.S. - which has been his dream - that is closer to reality. Immigrants, who have received their education and work experience in U.S., are packing their bags to go back to their homeland. In addition, there is also a decline in the number of foreign students seeking admissions in the U.S. universities, for the first time in five years.
Follow link to read more of the article.
Silicon India
By Benny Thomas
Tuesday, 25 August 2009
Bangalore: Several bright minds outside America take that flight to the U.S. seeking better opportunities in places like Silicon Valley, which is often described as the Mecca for entrepreneurs. However, with the hue and cry surrounding the H-1B visas the flow of immigrants into U.S. may get affected, which may also diminish the tech prowess of the most technologically advanced nation in the world.
There was at least one immigrant founder in 25 percent of all engineering and technology companies established in the U.S. between 1995 and 2005, reveals a study by a group of Professors in Duke University and the University of California. These entities generated over $52 billion in 2005 sales, while creating over 450,000 jobs as of 2005. With these contributions by the immigrants in the U.S., any impediments in the issuance H1-B visa can have a huge impact on the American economy.
The U.S. administration under George W Bush had been pushing for immigration reforms, which failed to take shape last year. There are roughly 12 million illegal immigrants in the U.S. and the reforms are aimed at making a way for some of these immigrants to stay in the country legally. Now that Barack Obama has taken charge in the White House, are these reforms on his priority list?
Recently, Obama assured the pro-immigrant activists that the immigration reforms would not lose its importance over the health-care reform and the energy legislation. The President is likely to endorse the views of Senator Charles Schumer, Chairman of the Senate's Immigration Subcommittee, who has said that he will introduce new reform legislation this autumn.
However, there are some challenges that Schumer and team faces in order to make the legislation a reality. Senators Richard Durbin and Charles Grassley are sponsors of a bill to stop the alleged abuse of H-1B visas, which allow companies to employ workers from overseas for limited stays. They have introduced a legislation to restrict the number of H1-B visas to be issued, which was bombarded with criticisms outside U.S. These visas are popular among technology companies like Microsoft, Infosys and Wipro, which bring some of the brightest minds from around the world to work in the U.S.
The current situation can make U.S. less attractive to immigrants, who may eventually contribute to the country's growth. Take the examples of Vikram Pandit, Indra Nooyi or Sanjay Jha, who took that flight to the U.S. and have made it big by heading some of the largest companies on the planet.
Commentators like CNN's Lou Dobbs have often highlighted about a huge reverse brain drain in the U.S. - which has been his dream - that is closer to reality. Immigrants, who have received their education and work experience in U.S., are packing their bags to go back to their homeland. In addition, there is also a decline in the number of foreign students seeking admissions in the U.S. universities, for the first time in five years.
Follow link to read more of the article.
Monday, August 24, 2009
'Talent deficit' may hit Indian firms
'Talent deficit' may hit Indian firms
By siliconindia news bureau
Sunday,23 August 2009
Bangalore: After showcasing their talents to the world all these years, companies in India could face a huge 'talent deficit' in the coming years, says a report by Deloitte, a global consultancy firm. As per the report, the reason for this scarcity is that the country is not producing enough people equipped with the right skills required for the globalized environment.
The report titled, 'New India Manager' states that new talent management model in companies will have to shift in outlook. The report suggests that paradigm of 'scarcity of jobs' should convert to 'scarcity of talent'. "Unless a fundamental shift occurs in the educational system, it will continue to produce degree holders who will lack skills to operate in a corporate environment," said Manish Agrawal, Vice President (Strategy and Innovation) at Deloitte.
Agrawal has authored a study on the evolution of the Indian manager from the pre-liberalization period till now. The report stated that globalization, has helped Indian managers to develop their competencies and a global outlook that has unleashed a lot of creativity and innovation in the domestic industry. "However not many managers in the country have required soft skills, like communication abilities for operating in a global environment among others. We need to build such skill sets to enhance our talent pools," Agrawal said.
The Deloitte report stated that it remains to be seen as to what extent the country would be able to enhance the competency level of its young population to make them employable. This is also a challenge which the Indian policymakers would have to deal with in the years to come, it added. According to Agrawal, if the shift is made now it will take five to 10 years to generate a good quantity of employable talent.
Other than the upgrade of skills, the challenges which managers have to face going forward include retention of existing talent in the company, support learning and development of employees. Moreover, there is a growing talent gap in the developed world as well, which will continue to target Indian managers. In the years to come U.S., Europe and Japan are going to see an ageing population and a reduction in available talent and workforce. The report revealed that there was already an increasing recognition of the quality of Indian managers and there is every chance of this trend accelerating further.
By siliconindia news bureau
Sunday,23 August 2009
Bangalore: After showcasing their talents to the world all these years, companies in India could face a huge 'talent deficit' in the coming years, says a report by Deloitte, a global consultancy firm. As per the report, the reason for this scarcity is that the country is not producing enough people equipped with the right skills required for the globalized environment.
The report titled, 'New India Manager' states that new talent management model in companies will have to shift in outlook. The report suggests that paradigm of 'scarcity of jobs' should convert to 'scarcity of talent'. "Unless a fundamental shift occurs in the educational system, it will continue to produce degree holders who will lack skills to operate in a corporate environment," said Manish Agrawal, Vice President (Strategy and Innovation) at Deloitte.
Agrawal has authored a study on the evolution of the Indian manager from the pre-liberalization period till now. The report stated that globalization, has helped Indian managers to develop their competencies and a global outlook that has unleashed a lot of creativity and innovation in the domestic industry. "However not many managers in the country have required soft skills, like communication abilities for operating in a global environment among others. We need to build such skill sets to enhance our talent pools," Agrawal said.
The Deloitte report stated that it remains to be seen as to what extent the country would be able to enhance the competency level of its young population to make them employable. This is also a challenge which the Indian policymakers would have to deal with in the years to come, it added. According to Agrawal, if the shift is made now it will take five to 10 years to generate a good quantity of employable talent.
Other than the upgrade of skills, the challenges which managers have to face going forward include retention of existing talent in the company, support learning and development of employees. Moreover, there is a growing talent gap in the developed world as well, which will continue to target Indian managers. In the years to come U.S., Europe and Japan are going to see an ageing population and a reduction in available talent and workforce. The report revealed that there was already an increasing recognition of the quality of Indian managers and there is every chance of this trend accelerating further.
Tuesday, August 04, 2009
IBM Smarter Planet University Jam
Dear IBM Smarter Planet University Jam participant,
Thank you so much for participating in our 2009 Smarter Planet University Jam. The three-day forum held in April brought nearly 2,000 students and faculty together with IBM experts, clients and business partners to discuss ideas for a smarter planet. We truly appreciate all of your outstanding and enthusiastic contributions!
We are pleased to share with you the Jam report entitled "Jamming for a Smarter Planet" which features your thoughtful insights and ideas for innovation on complex global problems including pollution-free, inexpensive energy; the skills students need to compete in the globally integrated economy; environmental protection and water management; and advanced healthcare. In the report we also recognize our top student and faculty contributors from the Jam.
Please visit ibm.com/university/smartplanet_jam to read and download the Jam insights summary report, review the press release, and listen to podcast interviews with the top two faculty contributors and Jai Menon, vice president of technical strategy and university programs, IBM. Thank you again for your participation!
If you have any questions or comments regarding the Jam, please feel free to contact IBM's global University Relations team at univrel@us.ibm.com.
Regards,
IBM University Relations
ibm.com/university
Thank you so much for participating in our 2009 Smarter Planet University Jam. The three-day forum held in April brought nearly 2,000 students and faculty together with IBM experts, clients and business partners to discuss ideas for a smarter planet. We truly appreciate all of your outstanding and enthusiastic contributions!
We are pleased to share with you the Jam report entitled "Jamming for a Smarter Planet" which features your thoughtful insights and ideas for innovation on complex global problems including pollution-free, inexpensive energy; the skills students need to compete in the globally integrated economy; environmental protection and water management; and advanced healthcare. In the report we also recognize our top student and faculty contributors from the Jam.
Please visit ibm.com/university/smartplanet_jam to read and download the Jam insights summary report, review the press release, and listen to podcast interviews with the top two faculty contributors and Jai Menon, vice president of technical strategy and university programs, IBM. Thank you again for your participation!
If you have any questions or comments regarding the Jam, please feel free to contact IBM's global University Relations team at univrel@us.ibm.com.
Regards,
IBM University Relations
ibm.com/university
Monday, July 06, 2009
Interview with Medha Patkar
In March, I had the opportunity to have dinner with Medha Patkar, land rights activist in India. My experience of meeting Medha and talking to her about indigenous education reminded me to continue questioning the status quo definition of progress and efficiency, especially when it comes to education.
Because of my immediate fascination with her and her inspiring struggle, I accompanied my friend and ICA Institute colleague, Viren Mayani, to his interview with her the next day. The following link provides excerpts from Viren's interview.
Be inspired:
Medha Patkar: A formidable dam against the establishment
Because of my immediate fascination with her and her inspiring struggle, I accompanied my friend and ICA Institute colleague, Viren Mayani, to his interview with her the next day. The following link provides excerpts from Viren's interview.
Be inspired:
Medha Patkar: A formidable dam against the establishment
Friday, July 03, 2009
Friday, June 19, 2009
Crowdsourcing
Crowdsourcing - a boon or bane to innovation?
By siliconindia news bureau
Bangalore: With the economic downturn, companies are looking at all options to cut costs and crowdsourcing is the latest entrant. By spending a fraction of the money for designing products, crowdsourcing looks like an attractive option for companies. According to Businessweek, LG crowdsourced a new cell phone design for just $20,000, the same project would have cost them in millions if it was designed by a design firm. But, currently experts are divided on the viability of crowdsourcing in the long run.
Some analysts predict that crowdsourcing is the future of the advertising, marketing and industrial design segments. They expect it to accelerate creativity across a larger network. Others predict that this practice of opening up a task to the public instead of keeping it in-house or using a contractor, will be the end of those businesses, who were earlier involved in similar projects, due to the downward pressure on prices.
The crowdsourcing marketplaces are CrowdSpring, InnoCentive, TopCoder and uTest provide platforms for companies to host their projects. Participants utilize this opportunity to create a design as per the company's requirements. After all the entries are submitted, the best design in the 'Crowd' is selected by the company. The marketplaces reward the winners of the contest with up to $50,000. According to Businessweek, due to crowdsourcing, traditional forms of compensation connecting corporations to creativity are splintering beyond money to include fame and community.
Some companies like Nike, Dell and Starbucks have created their own platforms, which allow customers to help them create new products and messages. Though, it faces many challenges ahead, the growth of crowdsourcing shows no signs of slowing down.
By siliconindia news bureau
Bangalore: With the economic downturn, companies are looking at all options to cut costs and crowdsourcing is the latest entrant. By spending a fraction of the money for designing products, crowdsourcing looks like an attractive option for companies. According to Businessweek, LG crowdsourced a new cell phone design for just $20,000, the same project would have cost them in millions if it was designed by a design firm. But, currently experts are divided on the viability of crowdsourcing in the long run.
Some analysts predict that crowdsourcing is the future of the advertising, marketing and industrial design segments. They expect it to accelerate creativity across a larger network. Others predict that this practice of opening up a task to the public instead of keeping it in-house or using a contractor, will be the end of those businesses, who were earlier involved in similar projects, due to the downward pressure on prices.
The crowdsourcing marketplaces are CrowdSpring, InnoCentive, TopCoder and uTest provide platforms for companies to host their projects. Participants utilize this opportunity to create a design as per the company's requirements. After all the entries are submitted, the best design in the 'Crowd' is selected by the company. The marketplaces reward the winners of the contest with up to $50,000. According to Businessweek, due to crowdsourcing, traditional forms of compensation connecting corporations to creativity are splintering beyond money to include fame and community.
Some companies like Nike, Dell and Starbucks have created their own platforms, which allow customers to help them create new products and messages. Though, it faces many challenges ahead, the growth of crowdsourcing shows no signs of slowing down.
Tuesday, April 14, 2009
OGoBiblios 45
Visscher-Voerman, I. & Gustafson, K.L. (2004). Paradigms in the theory and practice of education and training design. Educational Technology Research and Development 52(2), 69-89.
Visscher-Voerman & Gustafson (2004) do not characterize their research as addressing a problem as much as filling a gap- the gap of empirical research to support claims that instructional design processes are more heterogeneous and diverse than represented by the dominant model of the field, ADDIE (analyze, design, develop, implement and evaluate). The purpose of this study was to reconstruct the actual practices of professional designers in order to “develop insight” into the differences between ADDIE and design practices by asking “What design strategies do professional, high-reputation designers use in practice in various training and education contexts?”
Visscher-Voerman & Gustafson (2004) call this a reconstructive study and use a “development research approach” that includes conducting twenty four case studies on different design projects by collecting data through interviews and document analysis in a two stage process. Between the two stages, they developed a conceptual framework and changed their original focus on activities to a focus on rationale for decision making. Twenty four case studies may not have been enough because they only find support for three out of four of the paradigms they eventually identify, yet they include the assumption that this other type of design paradigm still exists.
The participants are designers from six types of design settings, nominated as “competent, high-reputation professional designers” by experts from each of the six design settings. This purposive sampling strategy seemed valid, but one result of the sampling really stood out, the only designers chosen with formal design education, approximately 50% of the sample, all had their design education at the same university. This homogenous result would seem to point to a flaw in the sampling procedure, but it turns out this is the only university in the country where the study was conducted.
Visscher-Voerman & Gustafson (2004) organize the results of their first phase of analysis by describing the activities observed under each of the phases proposed by ADDIE, focusing on differences. In the results section for the second phase, they offer alternative design paradigms to describe the different rationales designers gave for the activities and align those paradigms with epistemic stances: e.g. Instrumental design paradigm- Modernism; Communicative design paradigm- Critical Theory; Pragmatic Paradigm- Pragmatism; and Artistic design paradigm- Postmodernism. They then relate each paradigm to corresponding ADDIE phases and roles of clients and designers.
I think this study makes an important contribution to advancing knowledge in Instructional Design & Technology. This field has this heavy ADDIE model hanging over it all the time, as almost the definition for the field, and it barely scratches the surface of what needs to understood, explored and morphed in the process of designing learning environments and opportunities. By taking on the task of describing the activities and rationales of designers in several settings and placing these descriptions within a useful framework, these authors offer guidance for practice, teaching and further research.
What I did not like about this study: They include the Artistic paradigm, yet admit none of the case studies reflect this paradigm in their rationales. This highlights what I am most concerned about in this type of research—it seems to just affirm a theory that we would probably all agree on from our experience with instructional design and different types of designer. It seemed they had these alternative paradigms in mind- a useful theory in my opinion. But they want to ground this theory in experience, so they conduct the case studies hoping to find the fit. They’ve chosen a qualitative research approach, which is supposed to be inductive. How do you end up with a paradigm with no evidence that induced it?
I am interested in describing, eventually through several case studies, the instructional design process in cross-border settings and cross-sector settings. This not only provides some guidance in the way of conceptual frameworks, it also highlights the messiness of trying to fit some of these very-close-to-causal (or at least mind-reading about intent) questions into a qualitative framework.
Visscher-Voerman & Gustafson (2004) do not characterize their research as addressing a problem as much as filling a gap- the gap of empirical research to support claims that instructional design processes are more heterogeneous and diverse than represented by the dominant model of the field, ADDIE (analyze, design, develop, implement and evaluate). The purpose of this study was to reconstruct the actual practices of professional designers in order to “develop insight” into the differences between ADDIE and design practices by asking “What design strategies do professional, high-reputation designers use in practice in various training and education contexts?”
Visscher-Voerman & Gustafson (2004) call this a reconstructive study and use a “development research approach” that includes conducting twenty four case studies on different design projects by collecting data through interviews and document analysis in a two stage process. Between the two stages, they developed a conceptual framework and changed their original focus on activities to a focus on rationale for decision making. Twenty four case studies may not have been enough because they only find support for three out of four of the paradigms they eventually identify, yet they include the assumption that this other type of design paradigm still exists.
The participants are designers from six types of design settings, nominated as “competent, high-reputation professional designers” by experts from each of the six design settings. This purposive sampling strategy seemed valid, but one result of the sampling really stood out, the only designers chosen with formal design education, approximately 50% of the sample, all had their design education at the same university. This homogenous result would seem to point to a flaw in the sampling procedure, but it turns out this is the only university in the country where the study was conducted.
Visscher-Voerman & Gustafson (2004) organize the results of their first phase of analysis by describing the activities observed under each of the phases proposed by ADDIE, focusing on differences. In the results section for the second phase, they offer alternative design paradigms to describe the different rationales designers gave for the activities and align those paradigms with epistemic stances: e.g. Instrumental design paradigm- Modernism; Communicative design paradigm- Critical Theory; Pragmatic Paradigm- Pragmatism; and Artistic design paradigm- Postmodernism. They then relate each paradigm to corresponding ADDIE phases and roles of clients and designers.
I think this study makes an important contribution to advancing knowledge in Instructional Design & Technology. This field has this heavy ADDIE model hanging over it all the time, as almost the definition for the field, and it barely scratches the surface of what needs to understood, explored and morphed in the process of designing learning environments and opportunities. By taking on the task of describing the activities and rationales of designers in several settings and placing these descriptions within a useful framework, these authors offer guidance for practice, teaching and further research.
What I did not like about this study: They include the Artistic paradigm, yet admit none of the case studies reflect this paradigm in their rationales. This highlights what I am most concerned about in this type of research—it seems to just affirm a theory that we would probably all agree on from our experience with instructional design and different types of designer. It seemed they had these alternative paradigms in mind- a useful theory in my opinion. But they want to ground this theory in experience, so they conduct the case studies hoping to find the fit. They’ve chosen a qualitative research approach, which is supposed to be inductive. How do you end up with a paradigm with no evidence that induced it?
I am interested in describing, eventually through several case studies, the instructional design process in cross-border settings and cross-sector settings. This not only provides some guidance in the way of conceptual frameworks, it also highlights the messiness of trying to fit some of these very-close-to-causal (or at least mind-reading about intent) questions into a qualitative framework.
Monday, March 30, 2009
For Students in India, the American Dream Is Losing Its Appeal
For Students in India, the American Dream Is Losing Its Appeal
Excerpted from Chronicle of Higher Education News Blog (click on above link to read full story)
In 2007-8 the number of Indian students going to American universities rose 12.8 percent, to 94,563, making India the largest source of foreign students in the United States.
But because of tightening credit markets and a global slowdown in economic growth, Indian students are also finding it harder to secure loans to study abroad, and many are less willing to take on huge amounts of debt.
Excerpted from Chronicle of Higher Education News Blog (click on above link to read full story)
In 2007-8 the number of Indian students going to American universities rose 12.8 percent, to 94,563, making India the largest source of foreign students in the United States.
But because of tightening credit markets and a global slowdown in economic growth, Indian students are also finding it harder to secure loans to study abroad, and many are less willing to take on huge amounts of debt.
Tuesday, March 24, 2009
Ada Lovelace Day Honoree: Patricia Early
I want to honor Patricia Early, Trish, on Ada Lovelace Day because she's a tireless visionary for organic technology integration.
Trish wants to be a farmer when she grows up. But, actually, she already is. She works, almost full time in certain parts of the year, on a farm south of Atlanta with her grandfather. While she's farming, Trish is often envisioning organic ways to integrate technology into language learning.
In her role as coordinator of a language lab, she manages and implements all the typical approaches to language learning through technology... but the real impact of her approach is seen by the students voluntarily watching foreign films and hosting language clubs in the comfortable learning space she designed. This design reflects her feeling about technology integration as both an aesthetic and an adventure in identifying the right technology for the appropriate objective, but a propulsion that is always uniquely human. Her philosophy on technology (particularly in education) is that it is simply a tool and at it's best serves to support strong pedagogical planning and meaningful learning objectives. That being said, it is the Swiss Army Knife of educational tools, being both informative, analytical, creative, multimodal, motivational, and extra-textual, appealing in it's unique affordances to all learning styles and intelligences.
Learn more about Trish on her blogs & say hi:
Personal
Professional
Class
Thursday, March 19, 2009
Building a Professional Network in China
Did you know that most Chinese mobile phone users don't use voicemail?
Members of the Graduates in Instructional Technology Student Association (GrITS) at Georgia State University learned that recently while collaborating with Zoo Atlanta's Academy for Conservation Training (ACT). ACT invited GrITS members to brainstorm technology solutions to help foster the professional network for zoo educators in China and maintain momentum between training programs. Similar to not using voicemail, Chinese online communication habits also seem to favor immediacy through the use of instant messaging, the most popular program is QQ.
Learn more about Chinese Social Networking Habits:
Where's China in Social Networking?
Linked In in China?
Online Social Networks in China
More information about ACT provided by Laurel Askue:
Funded by The UPS Foundation, Zoo Atlanta’s award-winning Academy for Conservation Training (ACT) is the preeminent conservation education training for Chinese zoo educators. The goal of ACT is to work with the Chinese Association of Zoologcial Gardens (the organization that oversees accredited zoos in China) to develop and support a network of professional zoo educators who have the skills, knowledge and tools to support their conservation missions through education. Prior to the launch of ACT in 2006, no professional development training existed for Chinese zoo educators and the majority of zoos in China did not have functioning education departments or trained educators on staff. Since the launch of the program, ACT has conducted five traveling trainings (in Chengdu, Kunming, Beijing, Guanzghou and Shanghai) that graduated a total of 201 educators from the top 45 zoos in China. Evaluation findings indicate that ACT has the potential to make a significant impact towards facilitating the establishment of the zoo education profession in China. Based on this, Zoo Atlanta is currently focusing its efforts on training a core group of ACT graduates who have demonstrated passion and commitment towards furthering the zoo education profession with the long-term goal that they will take ownership of future ACT content and be prepared to lead the ongoing development of the zoo educator profession in China. The next session of ACT is scheduled for June 2009 in Harbin, China. To learn more about ACT, visit www.zooatlanta.org or email laskue@zooatlanta.org.
Members of the Graduates in Instructional Technology Student Association (GrITS) at Georgia State University learned that recently while collaborating with Zoo Atlanta's Academy for Conservation Training (ACT). ACT invited GrITS members to brainstorm technology solutions to help foster the professional network for zoo educators in China and maintain momentum between training programs. Similar to not using voicemail, Chinese online communication habits also seem to favor immediacy through the use of instant messaging, the most popular program is QQ.
Learn more about Chinese Social Networking Habits:
Where's China in Social Networking?
Linked In in China?
Online Social Networks in China
More information about ACT provided by Laurel Askue:
Funded by The UPS Foundation, Zoo Atlanta’s award-winning Academy for Conservation Training (ACT) is the preeminent conservation education training for Chinese zoo educators. The goal of ACT is to work with the Chinese Association of Zoologcial Gardens (the organization that oversees accredited zoos in China) to develop and support a network of professional zoo educators who have the skills, knowledge and tools to support their conservation missions through education. Prior to the launch of ACT in 2006, no professional development training existed for Chinese zoo educators and the majority of zoos in China did not have functioning education departments or trained educators on staff. Since the launch of the program, ACT has conducted five traveling trainings (in Chengdu, Kunming, Beijing, Guanzghou and Shanghai) that graduated a total of 201 educators from the top 45 zoos in China. Evaluation findings indicate that ACT has the potential to make a significant impact towards facilitating the establishment of the zoo education profession in China. Based on this, Zoo Atlanta is currently focusing its efforts on training a core group of ACT graduates who have demonstrated passion and commitment towards furthering the zoo education profession with the long-term goal that they will take ownership of future ACT content and be prepared to lead the ongoing development of the zoo educator profession in China. The next session of ACT is scheduled for June 2009 in Harbin, China. To learn more about ACT, visit www.zooatlanta.org or email laskue@zooatlanta.org.
Thursday, March 12, 2009
Enrollment Ratio in Karnataka
The Times of India
March 2, 2009
Enrollment Ratio in Karnataka
BANGALORE: The enrolment ratio in higher education in Karnataka is 13% close to all India ratio, but the state needs to catch up with Kerala,
Tamil Nadu and Punjab, which have ratios higher than Karnataka, according toUniversity Grants Commission (UGC) chairman Sukhadeo Thorat.
At the release of `Heritage in higher education' on Wednesday, he said all India enrolment ratio in higher education is 14%. "This was based on the 2004 national sample survey. It includes degree, certificate course, diploma and PhDs," he said.
"It remains to be seen how Karnataka catches up with other states. The government and citizens should work towards improving the ratio. Also, there should be expansion of institutes and more allocation to higher education."
According to him, the government and philanthropists play a major role in expanding the scope of higher education in Karnataka.
Disparity in many levels
There is a disparity between urban and rural areas, between the genders and among people from various castes in enrolment for higher education. Thorat said enrolment in rural areas is 7% while in urban areas it is 21%. For women, the ratio is 10% while it is 14% for men. The ratio is less than 1% under the poor category.
"However, under the income slab, the ratio is 57% in the highest income group in Karnataka," he said.
Fee structure is another problem
Apart from poverty and gender issues, the other factor that affects enrolment ratio relates to fee structure. Karnataka has scope for self-financing and private institutes, but enrolment ratio may remain less due to faults in the fee structure. Many are denied access to higher education due to this. "The government is taking corrective measures on this issue," Thorat added.
Governor Rameshwar Thakur said education gives knowledge, skills and attitude to shoulder one's responsibilities in life with confidence. "Education brings you respect. It should be imparted with a view to suit the type of society that we wish to build," he explained.
"People are attracted towards technological education. But it can't go alone without support from humanities. If it did, it tends to become imperfect."
March 2, 2009
Enrollment Ratio in Karnataka
BANGALORE: The enrolment ratio in higher education in Karnataka is 13% close to all India ratio, but the state needs to catch up with Kerala,
At the release of `Heritage in higher education' on Wednesday, he said all India enrolment ratio in higher education is 14%. "This was based on the 2004 national sample survey. It includes degree, certificate course, diploma and PhDs," he said.
"It remains to be seen how Karnataka catches up with other states. The government and citizens should work towards improving the ratio. Also, there should be expansion of institutes and more allocation to higher education."
According to him, the government and philanthropists play a major role in expanding the scope of higher education in Karnataka.
Disparity in many levels
There is a disparity between urban and rural areas, between the genders and among people from various castes in enrolment for higher education. Thorat said enrolment in rural areas is 7% while in urban areas it is 21%. For women, the ratio is 10% while it is 14% for men. The ratio is less than 1% under the poor category.
"However, under the income slab, the ratio is 57% in the highest income group in Karnataka," he said.
Fee structure is another problem
Apart from poverty and gender issues, the other factor that affects enrolment ratio relates to fee structure. Karnataka has scope for self-financing and private institutes, but enrolment ratio may remain less due to faults in the fee structure. Many are denied access to higher education due to this. "The government is taking corrective measures on this issue," Thorat added.
Governor Rameshwar Thakur said education gives knowledge, skills and attitude to shoulder one's responsibilities in life with confidence. "Education brings you respect. It should be imparted with a view to suit the type of society that we wish to build," he explained.
"People are attracted towards technological education. But it can't go alone without support from humanities. If it did, it tends to become imperfect."
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