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!

MBA on top: GMAC survey

The MBA programme remains top choice for prospective business school students despite the growing popularity of specialised master’s programmes.

A new report from the Graduate Management Admission Council reveals that among all prospective students surveyed, 55 percent indicated that they are only interested in attending an MBA programme (this has remained steady over the last three years), while 18 percent of prospective students are only considering a specialised master’s programme, up from 13 percent in 2009.

The mba.com Prospective Students Survey results for the first time offers insight into the reasons why prospects choose study destinations. Similar to GMAT score sending patterns, the top three preferred destinations were the United States, United Kingdom, and Canada. Reputation of a country’s educational system was the most cited reason for choosing a specific destination. Prospective students intending to study in the US cited better career preparation, whereas improved chances for an international career was cited for non-US destinations. Notably, affordability was cited among respondents selecting Canada, Singapore, and India.

“Prospective students have more information and more options with programme choice than ever before,” said Dave Wilson, president and CEO of GMAC. “But as the dark economic clouds continue to dissipate, the challenge of meeting the financial costs of a graduate management programme is very much on their minds.”

Fewer respondents cited economic reservations as a constraint to pursuing a graduate management degree compared with three years ago. Yet, when choosing a specific program to apply to, financial considerations have become more important. Potential students say they will rely more on personal savings and family support than on loans, grants and other aid.

Better-than-average cloud-related job growth in education: IDC white paper

Cloud computing is being touted as a significant transformation tool the world over.

In a white paper commissioned by Microsoft, IDC estimates that spending on public and private IT cloud services will generate nearly 14 million jobs worldwide by 2015. The paper also reveals that a majority of these jobs will be found in emerging markets because of their immense workforces — 1.2 billion workers in China and India alone.

Cloud Computing: transformation tool?

According to the paper, the education sector, a small vertical but with better-than-average cloud-related job growth, will see IT cloud services as an attractive way to deal with budget constraints. Many are worried about being locked into a single cloud vendor, but in many developed countries, they may find cloud computing is still a good way to face budget cuts. In less financially constrained geographies, IT cloud services will offer standardisation and lower capital costs of expansion.

Dr Elizabeth Sherly

Explains Dr Elizabeth Sherly, Director (In-Charge), Indian Institute of Information Technology and Management-Kerala (IIITM-K): “Kerala’s state education department, for instance, would gain significantly by switching to the cloud platform. There are a number of applications in the education department, handling functions such as common admission counselling and results. These applications register heavy traffic only at certain times, for instance during the time of admission or results. In other periods, the system remains idle.” 


By adopting cloud computing for this sector, the government can create a central pool of shared resources including software and infrastructure. Not to mention, setting off cloud-related job growth.

Students and academic researchers are not permanent migrants: Universities UK

The British government’s immigration policies aimed at preventing student visa abuse at bogus colleges has resulted in decreasing numbers of foreign students, particularly those from countries such as India, Pakistan and China. The country’s higher education sector has been voicing concerns about the long-terms effects of the government’s strict visa regime on a market that is now worth in excess of £5 billion.

Eric Thomas: contentious debate

At a recent debate organized by higher education action group, Universities UK, university chiefs were unanimous about the fact that the image of Britain as a leading international education destination had taken a beating in the light of the government’s visa regulations.

Professor Eric Thomas, President, Universities UK said: “Migration is a significant issue and we are behind the government in stopping student visa abuse. However, there is clearly a conflict between government policy and the higher education sector’s ability to compete in the international market.” Thomas revealed that while UK’s market share in the international education market dropped from 10.8 per cent in 2000 to 9.9 per cent in 2009, biggest competitors have increased their market share. He also added that there have been reductions in student numbers from the Indian subcontinent.

“Students and academic researchers are not permanent migrants,” stated Thomas. “They come here to study and then, by and large, they leave.”

Professor Julia King, Vice-Chancellor, Aston University revealed that the University had witnessed a 39 per cent decline in applications from India. Birmingham’s local economy (food, clothing and entertainment) had also suffered a loss in revenues. King added that with a change in the post-study work visa regulations, graduates in disciplines such as pharmacy, engineering and business had been affected severely.

Glyn Williams, Head of Migration Policy, Home Office defended his government saying that “student migration is here with us and here to stay and no government is going to ignore that.”

“The more we debate, the more the adverse effect of the government policy will reverberate throughout the world,” Williams added.

Keith Vaz: crusader?

Rt.Hon Keith Vaz MP, Chairman of the Home Affairs Select Committee, focused on how public perception of Britain as a popular overseas education destination in important student markets such as India had taken a beating, especially with the recent deaths and Indian media’s attention on these tragic events. Vaz pointed out that Britain was being viewed as an unwelcoming place and many Indian middle-class families, who could afford an overseas education, were choosing to send their children to countries such as the United States instead.

Vaz was openly critical of the UK Border Agency (UKBA), border control agency of the British Government. He appealed to university representatives to lobby with the Foreign Office, the Government’s Business Department and No 10 rather than the Home Office. “These departments understand the benefits that foreign students bring to our economy,” added Vaz, himself a first generation immigrant. Vaz was born in Yemen from parents born in India.