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.
Monday, October 12, 2009
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
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