School of Communication set up by Shiv Nadar University and US university

The Shiv Nadar University (SNU) today announced the launch of the School of Communication (SoC) offering undergraduate, graduate and research level programs in communication. The University also announced a new collaboration with the Annenberg School for Communication at the University of Pennsylvania (ASC) through which ASC will assist SNU in designing the curriculum for its programs along with assisting SNU in identification and training of faculty. The partnership also established both faculty and student exchange programs. Students and faculty from both institutions will have the option of spending up to two semesters at Pennsylvania campus or at the SNU campus at Greater Noida.

Annenberg School for Communication

Nikhil Sinha, Vice Chancellor, Shiv Nadar University said, ‘The growth of communication and media in India has been exponential and India increasingly requires globally relevant research-led programs in communication. Annenberg is a globally renowned institution and stands at the forefront of education, research, and policy studies on the processes, nature, and consequences of existing and emerging media. We believe that this collaboration would help us leverage ASC’s proven track record of five decades in Communication Education and Research to create a world class communication program at the SNU School of Communication.”

Michael Delli Carpini, Dean, Annenberg School for Communication said, "The Annenberg School for Communication has been committed to responding to changes in both the nature of Communication as a social process and in Communication as a discipline. We see our partnership with the Shiv Nadar University as an opportunity help all aspiring communication professionals become better consumers and producers of public information, strengthen their understanding of the role of communication in their personal, professional and civic lives, and prepare them for private and public-sector leadership positions in communication-related and other fields. We look forward to an exciting partnership.”

Academic programs will commence in August 2013. Students completing the programs successfully will obtain a degree issued by Shiv Nadar University.

Shiv Nadar University launches dual degree in engineering with Carnegie Mellon University

The Shiv Nadar University today announced the launch of the  Carnegie Mellon Shiv Nadar Program in Electrical & Computer Engineering and Mechanical Engineering in partnership with Carnegie Mellon University (CMU).

These four-year undergraduate engineering degree programs will award students dual degrees – a Bachelor of Technology from Shiv Nadar University and a Bachelor of Science in Engineering from Carnegie Mellon University. 

Launched as part of the program offerings of  SNU’s School of Engineering and CMU’s College of Engineering, the Shiv Nadar Carnegie Mellon Program will commence in August 2013. Students will spend the first and third year of the Program at the SNU campus in Greater Noida and the second and fourth year at CMU’s Pittsburgh Pennsylvania campus, with opportunities to undertake summer internships in  both the US and India.

The program’s integrated curriculum and the periods in India and the US will expose students to a unique bi-national experience that will prepare them to succeed in an  increasingly globalized working environment.

Shiv Nadar University

Announcing the partnership, Nikhil Sinha, Vice Chancellor of Shiv Nadar University said, “Each year, more than 40,000 Indian students go overseas in search of global exposure and world class educational opportunities. Global education has always been a big dream for Indian students, particularly over the last two decades. This uniquely designed Program, which merges the best of SNU and CMU, is truly global in nature and will provide students an opportunity to acquire a world class education while also gaining unprecedented global experience. We believe that  the Program and our partnership with CMU will be transformational for undergraduate engineering education in India.”

Mark Kamlet, Provost & Executive Vice President, Carnegie Mellon University said, “After a decade long successful partnership with the Shiv Nadar Foundation, we are now pleased to take this relationship to the next level with the undergraduate engineering programs at SNU. Indian students are  among the brightest in the world and this program through its dual campus structure will provide them a great opportunity to learn from some of the best educators at both CMU and SNU. We believe that the Shiv Nadar University and Carnegie Mellon University share the same educational philosophies and objectives and this partnership will offer students the best of the both worlds through global curricula and pedagogy.”

    

Admissions to the program will commence in Spring 2013 (February 2013) and applicants will need to meet both SNU and CMU’s admissions criteria, including taking the SAT and TOEFL. 

Demand for Management Education Up From 2011: GMAC survey

Demand for graduate business and management education around the world shows signs of renewed growth, as 51 percent of programs surveyed by the Graduate Management Admission Council report more applications than last year.

Overall demand — as revealed in the 2012 Application Trends Survey — is spread among a greater variety of program types, including part-time self-paced, flexible, and online distance MBAs, as well as specialized master’s degrees in business, including information technology management. 

“As the global business space continues to become more complex, there is a greater demand that business schools today offer specialized and flexible programs to meet corporate and student needs,” said David Wilson, GMAC president and CEO. “Worldwide, these diverse graduate management programs are drawing different kinds of students.  Technology is a part of the solution to this challenge, but it is not the entire solution.  Flexibility in delivery mode, cadence of the program and the characteristics of the class cohort are now all variables in the graduate education solutions being offered.  The message students and companies are sending is clear; one size does not necessarily fit all.”

The annual survey, which charts year-to-year application changes at the program level, shows that specialized master’s programs in management, finance, and accounting continue to show robust growth, and applications to full-time two-year MBA programs appear to be stabilizing globally, with about half of all full-time two-year MBA programs showing increases or holding steady from last year.  

In open-ended comments, admissions professionals responding to the survey noted that economic conditions continued to play a role in student demand for programs. “[A student’s] reluctance to leave full-time position,” cited one admissions professional from a US full-time two-year MBA program. “The economy is picking up and students are finding full-time jobs or have received promotions and do not want to leave to go back to school for two years,” said another. 

A record 744 programs from 359 business schools in 46 countries participated in the survey this year. They include 527 MBA programs, 24 business doctoral programs (PhD/DBA) and 193 specialized masters programs. This year’s survey report includes, for the first time, results for masters in information technology management and masters of marketing/communications.

Learning the SMART way

SMART Technologies, a leading provider of collaboration solutions has launched the Mumbai chapter of its SMART Professional Development Program for Teachers. The programme focuses on addressing the need to train teachers in the use of interactive educational technology tools. The aim of the programme is to help educators acquire technology skills enabling them to actively integrate digital learning tools in their teaching process for improved learning outcomes. SMART plans to train around 100 teachers from over 50 schools in Hyderabad in the first wave of this programme in the city.

Photo courtesy: Hindu Business Line

Under the SMART Professional Development Program - India, SMART Technologies’ team of Education Consultants will conduct a series of workshops across 15 major cities in India in order to prepare teachers in the use of technology tools including the industry-leading SMART Notebook™ collaborative learning software. Over six million teachers have activated SMART Notebook software to create and deliver engaging lessons for more than 40 million students in 175 countries around the world. The award-winning software enables educators to bring course material alive for learners with the aid of various interactive tools, videos, images and digital activities allowing lessons to be highly engaging and dynamic for students. The training sessions will be offered to teachers at no cost.

Sanjiv Pande, MD India and South Asia, SMART Technologies said, “Well trained teachers are integral for an effective education system and it is critical to equip them with 21st century educational tools as well as offer professional development to optimize the use of such products. Taking a significant step towards addressing the need for training teachers in the use of digital tools, SMART has introduced this training series for the instructors to ensure their optimal use of SMART products and enabling them to make subject lessons more engaging for students.”

60,000 Bogus Students Could Have Entered the UK in 2011

Migration Watch, an UK-based think tank has released a study that indicates that as many as 60,000 bogus students could have entered the UK in 2011 alone.

The study is based on the findings of a Home Office pilot scheme which were published last week. Under the pilot scheme applicants for student visas were interviewed to determine whether they were genuine. This involved two tests – whether they were genuine as students and whether they intended to return home after their studies. The Home Office found that the highest percentage of bogus students came from Burma, where 62% would have been refused a visa on doubts about their credibility. In Bangladesh, India and Nigeria, 59% of students were considered as likely to be bogus. When these proportions were applied to the number of applicants from each country in the pilot, it emerged that the total came to 63,000 potentially bogus students in just one year.

Of those who were potential refusals on credibility grounds, 61% were applying for privately funded colleges, 17% for a publicly funded college and 14% for a university.

Following this pilot, the Home Office has introduced plans to interview 10,000 students a year and has set out the criteria on which they will be judged. But it is now clear that the government has lost its nerve and has dropped the second test (intention to return) from the student interview scheme which comes into force as the end of July.

The Australian authorities – often quoted by the university lobby as a good example of student immigration control – have this very test. Their recent major review considered it to be “The first item of business in assessing a student visa application.”

As for the scale of interviews, 10-14,000 a year have been mentioned but this is only about 10% of the number of applicants from the countries of immigration concern.

Commenting, Sir Andrew Green, Chairman of Migration Watch UK said, “We now have clear evidence of abuse on a major scale. Bogus students come here to work illegally and thus take jobs from British workers. If it is clear from the circumstances that a student is unlikely to go home, the visa should not be granted in the first place. After all, many of the advantages claimed for foreign students depend on their going home after their studies. These half measures simply will not do. The government have bottled out on bogus students. If they are serious about immigration they must face down the self interested demands of the Higher Education sector and pursue the public interest.”

Referring to the letter to the Sunday Times signed by 37 business leaders calling for students to be taken out of net migration, Sir Andrew Green said: “It is, in fact, impossible to take students out of net migration because, unlike the US and Australia, we still have no exit checks so nobody knows how many who came as students have actually left the UK. It seems that business leaders are clueless about immigration policy and will sign whatever is put in front of them.”

Report heralds new chapter in Indo-Australia relations

“The growth of an Indian student presence in Australia has

been messy and tragic. But it heralds an important new chapter in Australia’s

place in its region.” (Robin Jeffrey)

Beyond the Lost Decade, released in Sydney on Tuesday by the Australia-India Institute, throws up some interesting facts about the student crisis and the India-Australia relations.

For instance, according to the report, the first violence against Indian students actually came from Lebanese taxi drivers, migrants from a similar background, who found the new Indian arrivals undercutting them. It was an economic battle between two migrant groups and certainly not a racist attack on Indians. The report also indicated how Indian media magnified it as official policy of racial discrimination.

However, the report stresses on the fact that the student crisis may have done India-Australia relations a good turn. “For Canberra, they have served to emphasise just how important the role and experience of the Indian diaspora can be for a host country in terms of forging ties with Indian government and society.Indian perceptions of other countries are often shaped by the conditions and achievements of the Indian community there.”

The report also ends with many valuable recommendations to improve Indo-Australia relations in higher education such as:

• Undertake as an act of goodwill to extend the visas of Indian students who were in Australia on February 8, 2010, and whose pathways towards permanent residency in Australia were affected by changes to immigration regulations in that year. Such extensions or issuance of alternative categories of visa should be granted for at least 12 months from December 31, 2012.

• Extend the post-study work entitlement currently enjoyed by international students at universities to all TAFE institutes and reputable private colleges offering vocational training.

• Expand the study of contemporary India at Australian universities by providing initial funding for twenty B-level university teaching/research positions for the next five years, after which the universities fund the positions.

India, China to lead with degrees, OECD report

China and India are fast becoming powers to reckon with in the global higher education arena.

According to the recent report from the Organization for Economic Cooperation and Development, the two countries will produce about 40 per cent of post secondary degree-holders by 2020. The United States and some European Union countries will produce about 25 per cent.

The report, part of the organization’s series Education Indicators in Focus, takes into account higher education graduates between the ages of 25 and 34 in OECD and Group of Twenty member countries -- 42 countries in total.

The gap between China and the United States -- the two leading producers of graduates in 2010, with 18 and 14 per cent  -- will be significant by 2020. China is expected to produce 29 per cent of all higher education graduates studied in the report, and the United States is expected to produce 11 per cent of all those graduates. India, which produced 11 per cent of graduates in 2010, is expected to overtake the United States and produce 12 per cent of the share of graduates by the end of this decade.

S P Jain wins international TeamMBA award

After more than 21,000 votes were cast online in May, two business schools ― SP Jain Institute of Management and Research (India) and the College of William and Mary Mason School of Business (United States)―won TeamMBA awards for their community service and social responsibility programs. The winners were announced today by the Graduate Management Admission Council at its Annual Conference, the largest gathering of graduate business school professionals in the world.

A total of 78 service programs from schools around the world were considered for the TeamMBA award. These programs involved nearly 1,500 students who volunteered almost 50,000 hours and raised US$2.6 million.

“In honoring these two great institutions, we  also recognize the tremendous spirit and passion that business school students around the world have for giving back to their community and to their commitment to improving the lives of others,” said Dave Wilson, president and CEO of GMAC. “These are challenging times for many people all over the world and to see the effort that these students are putting in to making a difference is truly remarkable. Today's MBAs and other graduate business students fiercely embrace their obligation to give back and make the world a better place.”

SP Jain won the All School Award, which recognizes a school for its commitment to promoting and supporting social engagement by its students through school-led programs, services, institutional culture and community outreach. Through more than a dozen individual, team and school-wide projects, students at SP Jain worked to improve the lives of women, milk and agricultural growers, disaster victims and rural villagers.

The College of William and Mary Mason School of Business won the All Service Award, which recognizes outstanding projects in categories such as community service, sustainability/greening and consulting, for engaging in a variety of projects, including a mustache auction to raise money to start a microlending account, two blood drives that collected 100 pints of blood, and raising tens of thousands of dollars for local and global charities.

Student route back door to Britain?

The debate over Britain’s immigration policy continues.

Migration Watch, a UK-based think tank, has challenged the call by 70 University Chancellors, in a recent letter to the Prime Minister, for overseas students to be taken out of the migration statistics. This would achieve nothing except to destroy public confidence in the government’s immigration policy while any significant expansion of foreign students could blow the government’s immigration policy seriously off course.

According to the study published by Migration Watch UK:

Britain’s main competitors – the US, Australia and Canada all include students in their net migration figures (while distinguishing them for internal administrative purposes). Unlike Britain, the same countries interview students before a visa is granted to test whether they are genuine and whether they really intend to return home after their course. A major Australian report found recently that these interviews did not deter genuine students. The UK should re-introduce them.

The US and Australia both have checks on the departure of individual students which are still not possible in the UK. Over the past ten years two million non EU and ½ million EU students have been admitted to Britain to study for more than a year but the government has not the slightest idea how many have actually left. Universities UK accept that about 20% of students stay on legally – that amounts to net migration of 50,000 a year.

Some of those from poorer countries are likely to stay on illegally. Migration Watch estimate that they could add a further 25,000 per year bringing the total to 75,000. If the number of foreign students was allowed to increase still further as the universities wish to see, students could eventually add 90 - 100,000 a year to net migration.

A 10% change in the number of foreign students would change the UK’s annual foreign exchange earnings by only about 0.2%.

Commenting, Sir Andrew Green, Chairman Migration Watch UK said “Foreign students are valuable but the present system is far too easily abused. Sadly, the student route has become the back door to Britain and it is wide open. Unlike our main competitors, we do not interview students before they come to confirm that they are genuine and there are no checks on their departure. We cannot have a massive inflow of a quarter of a million students a year without their contributing heavily to immigration. Taking them out of the statistics would achieve nothing. The government must thoroughly tighten up the student system or any attempt to reduce the current mass immigration will be blown seriously off course.

Nicola Dandridge, Chief Executive of Universities UK, said: "In many respects the Migration Watch UK report makes valid and important points. The letter from university Chancellors to the prime minister states that any abuse of the student visa route needs to be tackled. UK universities are fully signed up to that agenda.

"But the Migration Watch report is wrong in calling for international students to be counted within the UK's migration figures. The Chancellors were calling for the government to remove international students from net migration figures in order to make a clear distinction between temporary and permanent migrants for the UK's own internal policy purposes. This would actually increase public confidence in the immigration system. No one is suggesting that international students should not be counted in the immigration system.”

Dual degrees with world's top 500 varsities

In a move to regulate the country's higher education sector,  the University Grants Commission has approved new regulations governing foreign university partnerships, barring entry to all but the top 500 globally-ranked universities. In order to be eligible to offer joint degrees or other twinning programmes, foreign universities must be listed among the top 500 in the Times Higher Education or Shanghai Jiaotong University world rankings, while Indian universities must have received the highest grade from the National Assessmentand Accreditation Council or the National Board of Accreditation. Universities with existing partnerships will be allowed six months to comply with the new regulations, or face penalties.

While the government’s move to regulate partnerships by allowing access to elite institutions should be lauded, there are many non-elite institutions worldwide that offer a diverse range of high-quality programmes. The new regulations would deprive Indian students from accessing those programmes.

Asia is the new destination for MBA abroad

Traditionally, the United States and United Kingdom have always been popular overseas education destinations with Indian students. However, in recent years countries in Asia such as Singapore, Hong Kong and China have emerged as alternative locations for Indian students looking for an overseas education experience.

Take the case of Nishaan Malhotra, who graduated from one of Delhi’s top schools. Nishaan has enrolled in an undergraduate engineering program at Nanyang Technological University in Singapore. Malhotra zeroed in on Singapore after attending an education fair. “Singapore came across as a fun, vibrant city and the university is well reputed. Also, Singapore is not that far from India, just a short flight away so my family is also not too worried about sending me far away.”

There are many others like him who are applying to colleges and universities elsewhere in Asia. According to Kavita Singh, CEO, FutureWorks Consulting, a company that provides admissions guidance to Indian students, the high cutoffs and shortage of places at Indian colleges have forced many bright, talented students to look overseas. “While countries such as the United States and United Kingdom are still the top picks, many students are looking east as well.” Singh has a Bachelor of Arts degree from the UK’s Oxford University and an MBA from Columbia Business School in the US.

Asian colleges and universities score highly on the cost and competitiveness factor. While the quality of education offered by institutions in countries such as Singapore and Hong Kong is very high, the cost of education is often lower than universities in the West in terms of tuition and living expenses. Most of these countries are close to India and with their economies thriving, employment options are also plentiful.

Hong Kong, for instance, has made a name for itself in the education arena. Some of its institutions such as the Chinese University of Hong Kong and City University of Hong Kong are favourably positioned in the annual QS World University Rankings™, and QS Asian University Rankings. All eight of Hong Kong’s government-funded universities use English as the medium of instruction. Courses such as engineering, bio-sciences, art and design are popular with Indian students.

"China and India constitute two of the BRIC countries that are signaling a major shift in global economic power. Tomorrow's world will need leaders who can capitalize on this by understanding both countries and facilitate the rapidly increasing trade between them," says Professor John A Spinks, Senior Advisor to the Vice-Chancellor, at the University of Hong Kong.

"We are fortunate in having a number of factors come together at the same time - the priority accorded to education by students and their parents in Asia resulting in high academic standards, the continued support of Asian governments for universities and the investment they provide, and the ranking of HKU as the best university in Asia,” Spinks continued. “With the economic development in Asia and the availability of jobs after graduation, many students are choosing to stay in Asia for their undergraduate studies rather than going to the more traditional educational destinations of the US, UK and Australia. This is the new Spice Route of the 21st century - exchanging knowledge across Asia".

Singapore, on the other hand, offers global education against the backdrop of a vibrant, bustling, culturally diverse city. Three universities that are known for their high academic standards are the National University of Singapore, Singapore Management University (SMU) and the Nanyang Technological University. These institutions have partnerships with leading universities across the world, and their degrees are globally respected.

Popular courses here include those in the fields of science and technology, medicine, and arts and design. However, the cost of living and tuition fees in Singapore are considerably higher than that in China and Hong Kong.

Along with Singapore and Hong Kong, China is also fast becoming an important educational hotspot. Seven Chinese universities rank among the top 200 in the 2011/12 QS World University Rankings™, with Peking University and Tsinghua University both making the global top 50. Chinese universities are known for their programs in medicine and business among other courses.

Another city that has become popular with Indian students is Dubai. Nearly 20,000 students from over 100 countries are enrolled in courses at the some of the world’s leading universities through branch campuses in Dubai.

Dubai’s education sector has expanded phenomenally in recent years. Leading universities from across the globe have set up branch campuses offering both undergraduate and postgraduate programs. The standard of living in Dubai is known to be high, and a comparatively low cost of living enables students to lead a comfortable life. A short flight away from India, Dubai has become a popular hotspot for Indian students looking for an international education experience at a reasonable cost.

With a range of attractive options closer to home now complementing the more traditional study destinations such as the US, UK and Australia, students from India are spoilt for choice when it comes to international education.

For those interested in the career benefits of an undergraduate education, QS’ series of global management education events comes to India from 12th-18th May. Register for free entry to the event by visiting www.topuniversities.com.

Source: Cool Avenues.com

Microsoft bags cloud order from AICTE

The governing body for technical education in India, All India Council for Technical Education (AICTE) has adopted cloud computing to improve technical education and prepare Indian students for the workforce. Microsoft’s Live@edu service will be deployed in more than 10,000 technical colleges and institutes throughout India over the next three months.

Live@edu is a hosted communication and collaboration service that offers email, Microsoft Office Web Apps, instant messaging and storage to AICTE’s more than 7 million students and nearly 500,000 faculty members, for a total reach of 7.5 million users — roughly double the size of the Los Angeles population — making AICTE Microsoft’s largest cloud customer ever.

AICTE: Technical education in-the-cloud

“Microsoft’s cloud platform will make for a truly progressive ecosystem and contribute to the country’s technical education by providing a better communication and collaboration platform for institutes and students,” explains Dr S S Mantha, chairman of AICTE.

According to Anthony Salcito, vice president of Worldwide Education, the country is witnessing rapid economic activity and growth. Developing India’s youth and their skills is going to play an important role globally in the country’s inclusive growth. “The union budget also laid emphasis on skill development and so does the proposed 12th Five Year Plan with a National Policy on Skill development. The PPP model (public-private partnership) is most essential in running and managing training institutions that provide every opportunity to address the skill gap most efficiently,” adds Salcito.

Sums up Sanket Akerkar, managing director, Microsoft India: “Microsoft has always seen education as a priority area and believes that technology offers possibilities that can help empower not just teachers and students but collectively India as a nation.”

A stamp of approval

Sharon Bamford, Chief Executive of the Association of MBAs (AMBA), was in Delhi recently to speak at a global accreditation conference. The UK-based organisation accredits programmes at 190 business schools in over 70 different countries. Sharon spoke with me about the AMBA accreditation process and global quality standards for Indian business schools.

Debeshi: All of a sudden, leading business schools in India are scrambling for international accreditation. Why, in your opinion, has this happened?

Sharon: India has taken its place at the top table in terms of global politics, global companies and global leaders - it is now important that India's top business schools are recognised for their global standards in research and teaching.

Sharon Bamford: accreditation is key

Accreditation differs from rankings in that it is audited to ensure compliance. Our accreditation in particular, is not about imposing irrelevant foreign standards on a school, but ensuring key quality indicators are benchmarked globally and the programmes we accredit are relevant for the context and the Market, thus, ensuring impact. We regard it as a developmental and consultative process and schools feed back to us that the process was as important as receiving the accreditation itself.

Globalisation requires not only a global mindset, but global knowledge and the skills to operate in a global marketplace. India's top schools already have outstanding international partnerships with schools who hold international accreditations, but to be an equal partner it is important that India's schools also benchmark themselves against these global quality standards.

India has the opportunity to attract international students to its top business schools, but this discerning market will require assurances of standards, not just in the teaching and learning, but in aspects of pastoral care, alumni relations, industry links, to name but a few.

Indian graduates are taking global leadership roles and need to be cognizant of the recognition of their qualifications on the world stage - an international accreditation of their programme is.

Debeshi: When awarding AMBA accreditation, what are the things that are taken into account?

Sharon: A critical element for us is the three years of relevant work experience, which we see as the cornerstone of a quality MBA. In India we accredit the MBA that new graduates sign up for as the equivalent of a Masters in Management, and the Executive and Part Time MBAs as an MBA. We look for international experience, which can be given in a variety of ways that suit the school and its students and we require minimum cohort size of at least 20 and at least 50% of the faculty to have PhD's, thus ensuring the quality and relevance of the learning for the student. The programme should also have been running for a certain number of years.

We originated as an organisation 'by MBAs, for MBAs' so a prospective student signing up for an AMBA accredited MBA can be assured of a qualification that is recognised internationally and is rigorous and relevant.

Debeshi: How does accreditation from an international agency such as yours improve prospects of domestic business schools?

Sharon: Business school graduates are increasingly mobile and even a very good school might not be recognised by employers around the world. An international accreditation articulates that the school meets global quality standards and that the school belongs to an elite 'club'. An employer in Australia may not have heard of an Indian school, but they would understand that if that school had met the same quality standards as Queensland University of Technology, for example, they would be able to set the candidates qualifications in the context of a quality school from their own environment.

We are also an MBA membership organisation and the alumni from all of 190 accredited schools across the world provides an outstanding network.

Debeshi: Which are the Indian b-schools that have been awarded AMBA accreditation?

Sharon: IIM Lucknow, IIM Kozikhode, SP Jain and MDI Gurgaon are the Indian schools with AMBA accreditation.

Debeshi: Any new updates/developments that you would like to share with my readers?

Sharon: I was invited to speak at the first global accreditation conference here in Delhi, but have extended my visit to meet with our schools and also with candidate schools that are going through the accreditation process.

The Indian alumni from our accredited schools that have returned to India are also important to us and we running an MBA Refresher, delivered by international and Indian faculty in August this year. Part of our mission is to maintain the professionalism of the MBA through continuous professional development.

Trinity College Dublin plans big for India

Professor Jane Ohlmeyer, VP of Global Relations at Trinity College Dublin, one of Ireland’s oldest universities was recently in New Delhi as part of the university’s ongoing deepening engagement with India. Apart from being at the cutting edge of research, technology and innovation, Trinity recently has had Bollywood on campus with the filming of Ek Tha Tiger. Jane Ohlmeyer spoke to me at length about the university’s plans for India.

Professor Jane Ohlmeyer with Salman Khan: Bollywood calling

Debeshi: Can you elaborate on why you are visiting New Delhi

Jane: We are visiting to do a number of things: to raise the visibility of Trinity College Dublin, the University of Dublin in India; to nurture high level collaborations with leading Indian universities; and to promote our postgraduate and undergraduate courses to prospective Indian students.

Debeshi: What are Trinity College Dublin's plans for India?

Jane: Trinity has extensive research collaborations in India.  Here are a few examples.

Civil Engineering: A scholarship scheme for the exchange of students of taught Masters courses and research collaboration between consortium members has been developed by the Department of Civil, Structural and Environmental Engineering at Trinity College Dublin, the University of Dublin and a number of Institutes of Technology, National Institutes of Technology and universities in northern India.

Trinity’s Adjunct Professor Ravindra Dhir and Associate Professor Roger West, of TrinityHaus, the Michael McNamara Centre for Construction Innovation and Sustainability at Trinity, have  developed the initiatives:

The Ireland-Indian Initiative in Civil Engineering (I3CE@TCD) sets out to foster links between Trinity and a select number of high level Indian academic institutions to facilitate the exchange of staff and postgraduate students in the delivery of the MSc/MTech taught course programmes. It will allow Indian or Irish students to spend one year in the partner institution with full credit towards their degree.  Indian students from partner institutions who are accepted to attend for an academic year in Trinity will be awarded a scholarship.  Dissertations will be co-supervised with a corresponding academic in the partner institution.

As part of this process, Memoranda of Understanding have just been signed between Trinity College and the Indian Institute of Technology (IIT) Delhi and Thapar University,Patiala. MTech Internship students are currently in Trinity College Dublin researching composite bamboo columns for structural use, in collaboration with Professor Suresh Bhalla of IIT Delhi, supported by the Faculty of Engineering, Mathematics and Science at Trinity.

The Ireland-India Concrete Research Initiative (IICRI), is developing collaborations in research with such partner institutions, including joint funding and supervision of PhD students. There is a significant challenge for both countries in developing more sustainable concrete, essential to infrastructural, commercial and domestic building projects. The use of greener alternative cements in concrete leads to changes in the durability characteristics which have relevance for both life-cycle costings and the carbon footprint associated with infrastructural development. The consortium of Civil Engineering at Trinity and its Indian partners aim to share expertise, knowledge, resources and facilities in order to disseminate the necessary innovations to allow Irish and Indian engineers to take advantage of more sustainable concrete materials with confidence in the future.

Trinity College Dublin’s Professor of Experimental Brain Research, Shane O’Mara recently visited the National Institute for Mental Health and Neuroscience, NIMHANS, in Bangalore, in order to teach in a Department of Science and Technology (India) sponsored school in the Neurobiology of Learning and Memory. A competition was held to bring students from all over India to participate in a special teaching programme involving faculty from all over India, and from the USA and Ireland.

The school was organised jointly by Professor of Neurogenetics, Mani Ramaswami for Trinity College Dublin, the University of Dublin, and Professor B S Shankaranarayana.  Twenty-five students were selected for the programme, coming to Bangalore from as far afield as New Delhi, Bhopal, Calcutta and other locations. Professor O’Mara taught on two topics: a) the functions of the hippocampal formation in learning, memory and amnesia, and b) the neural coding of memories by ensemble activity in the brain.

In addition to his teaching at NIMHANS, Professor O’Mara also visited Professor Shona Chatterji, at the National Centre for Biotechnological Sciences, NCBS with whom he has established a Science Foundation Ireland-funded research programme. A research student will visit Professor O’Mara’s laboratory for six months during the course of 2012 to avail of advanced training in the use of the TCIN 7T magnetic resonance imaging system. An exciting experimental programme has been devised and joint publications between TCIN and NCBS are expected.

Trinity College Dublin, the University of Dublin’s arts and humanities research institute, the Trinity Long Room Hub, has a Memorandum of Understanding with the Jawaharlal Nehru Institute of Advanced Student (JNIAS), Jawaharlal Nehru University (JNU), New Delhi. It facilitates a bilateral exchange programme whereby two fellows from each institution annually spends up to three months in the partner institution.  There they contribute to the research environment of the host, via research presentations and one-on-one meetings, and carry out their own research. Scholars named to the programme for 2012 are Professor Eunan O'Halpin (TCD), Peter Arnds (TCD) and Jyoti Atwal (JNU). 

In the first instance, the programme is focused on the arts and humanities, but scholars outside of these agreements can be facilitated by agreement between the institutions. 

 

Debeshi: How many international students are there on campus? How many of these are from India?

Jane: Today it has a vibrant community of 17,000 students representing 122 nationalities, and a wide range of social backgrounds, age-groups and cultures.  About 10% of our students are from non-EU countries, including India. We have 140 Indian students at Trinity, 45 of whom are undergraduates and the rest are postgraduates.  These students are studying a wide range of subjects: Engineering, English Literature, Economics, Computer Science, Medicine, Business and Medicine.   We are keen to increase the number of Indian students studying at Trinity and in August will advertise scholarships for postgraduate and undergraduate study.

Debeshi: Any other interesting updates you would like to share with our readers.

Jane: The Bollywood film, Ek Ta Tiger, which stars Salman Khan and Katrina Kaif was filmed in Trinity in September 2011 and has a Trinity story line.  The film will be launched on 15 August 2012 and we plan a range of activities in Delhi and other Indian cities around the time of the launch.

Watch this space for more!