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| EDUCATION TRIBUNE |
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Same goal, different methods
Cutting edge research missing
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Same goal, different methods
THE faculty at US institutions works more with attending to students’ individual difficulties. “I care about what happens to my students,” says Lesa Hatley Major, Professor at Indiana University-Bloomington. “I think they know this.” Major has an open-door policy for her students and wants them to tell her if they are having problems. “People lose jobs over missed deadlines,” she says. “I only give a student an extension in extenuating circumstances.” “Looking at the situation is important, you can’t hang the person for missing deadlines,” says Pushpinder Kaur, who taught at Guru Nanak Dev University, Amritsar, for many years. “You can make sure that the students pay attention in class by asking them questions,” she adds. Major tries to incorporate as much practical experience in the classroom as possible. “When I teach skill courses, I have students apply the concepts we learn in class by having them complete assignments and projects that require those concepts,” she says. “I believe students really learn the concepts through practical knowledge,” she adds. Similarly, Kaur encouraged science laboratory sessions that made the students see what exactly they were dealing with. Apart from that, she related everyday concepts to what was taught in order to keep the students from losing interest. “What you have to convey, it has to be conveyed properly,” she says. Kathleen Nazareth, an alumna of IU, believes that professors at most universities in the US prepare their students for life after graduation. “They never forced us to complete or submit assignments,” she says. “We were considered old enough to make decisions for our future.” According to Nazareth, even though the faculty at Indian universities is concerned about the future of its students, the system has more rigid rules for submission probably as a way to be fair. Major encourages critical thinking and guides her students in that direction. “I want them to be able to think for themselves and solve their own problems,” she says. “In the US, a lot of effort is put in to make sure that students develop their own thinking and justify their own claim,” says Anirudh Kapur, a student at the University of South California. “There are so many writing classes that help in the development of critical thinking.” According to Kapur, students in India are made to memorise the entire book for an exam that is probably worth 80 per cent of their grade. He considers education in the country to be bookish. Kapur claims that these students are forced to come to class considering the fact that they are not allowed to take final examinations if they fail to do the same. “In America, you come to class if you want to, otherwise you don’t have to,” he says. “Attendance is determined according to the nature of the course.” “Students in the US are given incentives to attend lectures by testing them on the material discussed in class. So, they would obviously show up if they cared.” Kapur believes in the fact that it is the reputation of an institution that attracts the best faculty in each country, college or university. “It is about both the professors and students coming together to make a good mix,” he says. “Without one being equally good, the other might not function properly either.” According to Nazareth, regulations regarding punctuality that are talked about in the beginning of any class at her university in the US make it easier for professors to maintain the decorum throughout the semester. Moreover, efforts made by the students are always acknowledged which makes them respect their teacher. Major is excited about what she teaches and wants her students to study and learn because they are excited about the material and understand how it will benefit them in the future. She is also aware of the fact that her conduct in the classroom will influence how her students behave during the lecture. “I cannot think of a time when I have had a problem in the classroom,” she says. Akanksha Mahajan, a student at IIT-Roorkee, says her professors respect their students by not interfering in their personal lives. “However, they do make sure to maintain discipline in class by sometimes threatening them about lowering their grade. They do their job and that’s it.” The writer is an undergraduate student of journalism at Indiana University, Bloomington, USA. She did her schooling in
Amritsar.
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Cutting edge research missing INDIAN business schools have poor representation in the 40 peer-reviewed journals according to a study that the Financial Times used to rank research at MBA schools worldwide. Covering two decades to 2009, the study shows just a handful of faculty of a few IIMs and IITs having contributed papers to such journals. The study suggests that while case papers are valuable as pedagogic tools, they do not provide “cutting edge knowledge”. This knowledge comes from academic research that is “double-blind peer reviewed with “high standards of proof”. The emphasis is on “rigour” as against practitioner-oriented research with immediate “relevance” and lower standards of proof. Academic management research is more important than theoretical teachings in the classrooms of management schools because it gives applicability to “real life” solutions in the industry. There are three reasons why such research constitutes the “backbone” that “supports the pedagogical mission”. The first is the introduction into the real world of concepts such as “core competence” that strategists and financiers cannot do without today. The second is the value it contributes to teaching consulting and “writing for practitioners”. And the third, the value it adds to the institution’s efforts at attracting the best faculty. What explains this poor representation of Indian B-schools and technical institutes in the corpus of global management theoretical practice? The more obvious answer is that these institutes are driven by one agenda only —placements. Indian firms do not tire of complaining about the shortage of managerial talent. As if in answer to this oft-stated gap between demand and supply, a rash of management schools has spread, some in the most unlikely places, including regions with few industries such as the north-eastern states that want their own IIMs. To date, there are some 1,600 management schools and while there is no way of finding out if all their graduates get jobs, the lure of a business school binds both the promoter and the student. Landowners and business luminaries turned politicians turn again into founders of business schools, and technical institutes all with one aim: Increasing student enrolment to amass wealth. Employability of engineering graduates for technology services is only 26 per cent. But things seem to be changing on the ground now. For the first time, large companies such as Cognizant and Infosys are acknowledging an improvement in the quality of engineering graduates. Much of this is because of interventions in educational institutions by the industry. B-schools in India are meant to be degree shops; in most rankings and in the popular imagination, “placements” determine quality. As degree shops, they are no different from the general university that has, over the decades, shed its research faculties to become an assembly-line producer of degrees.
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Guidance India (CARING) |
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CCS Haryana Agricultural University, Hisar NITIKA SANDHU, Ph.D scholar, Department of Molecular Biology, Haryana Agricultural University, has been awarded the prestigious Monsanto's Beachell Borlaug International Scholarship-2011. A grant of Rs 32 lakh has been sanctioned for pursuing her doctoral research. She will be working on "molecular and physiological studies to identify traits enhancing rice cultivars adaptation to aerobic conditions for sustainable rice production in water short situations" in collaboration with the International Rice Research Institute, Manila, and CIRAD, France, under the guidance of Dr Rajinder Kumar Jain (HAU), Dr Arvind Kumar (IRRI), and Dr Tanguy Lafarge (CIRAD). The objective of her research is to develop high-yielding water-efficient aerobic India rice for cultivation in water-deficient parts of the world. Nitika Sandhu has been invited to participate in the World Food Prize Ceremony being held at Des Moines, Iowa, USA, in October 2011. Refresher course concludes A three-week refresher course on “Computer Applications” concluded at Haryana Agricultural University recently. Organised by the Academy of Agricultural Research and Education Management (AAREM) of the Directorate of Human Resource Management, the course was attended by 30 participants hailing from Punjab, Himachal Pradesh, U.P., Haryana and Rajasthan. Dr R. K. Kashyap, Director, HRM, gave away certificates to the participants. Highlighting the importance and utility of use of computers in day-to-day operations, Dr Kashyap said due to the Internet, the world had become a global village where the desired data could be accessed at home. Dr D. S. Tonk, Course Director, said the participants were familiarised with the use of computers in teaching, research and extension. 62 students placed As many as 62 students of Haryana Agricultural University have been hired as Agricultural Officers by the Oriental Bank of Commerce during this year’s first placement process. This is the highest number of students of HAU students hired by any bank, said the Director of Students’ Welfare (DSW), Dr Ram Kumar Yadav. Dr Yadav said the Oriental Bank of Commerce had conducted campus interviews in April and a total of 163 students of College of Agriculture at Kaul and Hisar and College of Agricultural Engineering and Technology appeared for interviews. He said out of 62 students placed, 42 were B.Sc (Hons) Agriculture final year students, 16 M.Sc and MBA students and four B.Tech
students. — Contributed by Raman Mohan |
