AUPF 2011‐ VIT UNIVERSITY, INDIA Page 2 · AUPF 2011‐ VIT UNIVERSITY, INDIA Page 3 History of the AUPF The Asian University Presidents Forum (AUPF) is a result of the cooperation

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AUPF 2011‐ VIT UNIVERSITY, INDIA Page 2


History of the AUPF

The Asian University Presidents Forum (AUPF) is a result of the cooperation among Asian non-

governmental universities, which initially evolved from the Non-governmental Collaborative Association of

Presidents of Chinese and Thai Institutions of Higher Learning set up at Srinakharinwirot University, Thailand,

in 2002. But later, the Association evolved to include Universities from other Asian countries as well.

The founding members agreed to organize an annual meeting which would serve as a platform for the

Presidents of the member institutions to discuss matters relating to the promotion of international academic

collaborations as well as exchange of information and expertise.

The Asian University Presidents Forum 2003 was hosted by the Guangdong University of Foreign Studies

in Guangdong Province, People's Republic of China from October 10-12, 2003.

Since then, the forum has been organized annually, hosted and chaired by member universities on a rotation

basis. Thus, the host University also serves as the forum’s secretariat for the up-coming event.

The 9th Asian University Presidents Forum 2010 was hosted by Norton University, Cambodia and it was

held at the Intercontinental Hotel, Phnom Penh from December 9-11, 2010.

The 10th Asian University President's Forum 2011 was hosted by VIT University, India, is being organized at

the University premises in Vellore, India from 14- 16 November, 2011.

AUPF 2008 AUPF 2009

AUPF 2010


LIST OF DELEGATES

S.NO NAME INSTITUTION COUNTRY

1 PROF. XU ZHENHUA GUANGDONG UNIVERSITY OF FOREIGN STUDIES CHINA

2 MR. SHANG MINRUI GUANGDONG UNIVERSITY OF FOREIGN STUDIES CHINA

3 MR. ZHOU PENG GUANGDONG UNIVERSITY OF FOREIGN STUDIES CHINA

4 CHEN TE WEI SOUTH CHINA NORMAL UNIVERSITY CHINA

5 MR.ZHUANG MING YING SOUTH CHINA NORMAL UNIVERSITY CHINA

6 PROF. CHENG HUA ANHUI UNIVERSITY CHINA

7 MR. QI JUN ANHUI UNIVERSITY CHINA

8 MIN GAO YANGZHOU UNIVERSITY CHINA

9 PROF.YANQING LIU YANGZHOU UNIVERSITY CHINA

10 PROF.ZHIYANG YUAN YANGZHOU UNIVERSITY CHINA

11 PROF. SHI JIAN SICHUAN UNIVERSITY CHINA

12 PROF. YAN SHIJING, SICHUAN UNIVERSITY CHINA

13 MS. TANG XUEHONG SICHUAN UNIVERSITY CHINA

14 PROF. OGAWA HARUO ASIA UNIVERSITY JAPAN

15 PROF.ISHIKAWA KOICHI ASIA UNIVERSITY JAPAN

16 PROF.KYU OYU ASIA UNIVERSITY JAPAN

17 PROF.MISAWA MASARU ASIA UNIVERSITY JAPAN

18 DR. PANADDA UNYAPHO BANGKOK UNIVERSITY THAILAND

19 DR. MATHANA SANTIWAT BANGKOK UNIVERSITY THAILAND

20 DR. TIPARATANA WONGCHAROEN BANGKOK UNIVERSITY THAILAND

21 DR. NATTHAPHOB NIMPITIWAN BANGKOK UNIVERSITY THAILAND

22 DR DOMINGO S ARANAL NORTON UNIVERSITY CAMBODIA

23 PROF. CHAN SOK KHIENG NORTON UNIVERSITY CAMBODIA

24 DR. CHHUN NOCH CAMBODIAN UNIVERSITY FOR SPECIALTIES CAMBODIA

25 MR.SOEUR YAN CAMBODIAN UNIVERSITY FOR SPECIALTIES CAMBODIA


26 PROF. JEKUK CHANG DONGSEO UNIVERSITY KOREA

27 PROF. CHAN CHUNG DONGSEO UNIVERSITY KOREA

28 DR. STASYS VAITKEVICIUS MYKOLAS ROMERIS UNIVERSITY LITHUANIA

29 PROF. REZA ROOSTAAZAD SHARIF UNIVERSITY OF TECHNOLOGY IRAN

30 PROF. RASOOL JALILI SHARIF UNIVERSITY OF TECHNOLOGY IRAN

31 MR. MD. SABUR KHAN DAFFODIL INTERNATIONAL UNIVERSITY BANGLADESH

32 SANJBEGZTUMUR-OCHIR NATIONAL UNIVERSITY OF MANGOLIA MANGOLIA

33 DR. ROHANA YOUSF UNIVERSITY OF MALAYA MALAYSIA

34 MR.MD. NOR AZIM SIRAT UNIVERSITY OF MALAYA MALAYSIA

35 MR. HIRMAN AWANG UNIVERSITY OF MALAYA MALAYSIA

36 MR. LEAPAI ASOFOU SOO NATIONAL UNIVERSITY OF SAMOA SAMOA

37 DR. ESTHER BATIRI WILLIAM THE UNIVERSITY OF SOUTH PACIFIC FIJI

38 PROF ZHANG LI GUANGDONG UNIVERSITY OF TECHNOLOGY CHINA

39 PROF HE HANWU GUANGDONG UNIVERSITY OF TECHNOLOGY CHINA

40 PROF FANG LINGLING GUANGDONG UNIVERSITY OF TECHNOLOGY CHINA

41 PROF CHENG LIANGLUN GUANGDONG UNIVERSITY OF TECHNOLOGY CHINA

42 PROF ZHANG CHENGKE GUANGDONG UNIVERSITY OF TECHNOLOGY CHINA

43 PROF. TANG XIAOYING GUANGDONG UNIVERSITY OF TECHNOLOGY CHINA

44 PROF.ROBERT.C.CREESE WEST VIRGENIA UNIVERSITY USA

45 PROF.H.E. DR. SABO OJANO INTERNATIONAL UNIVERSITY (SEN SOK IU HOSPITAL) CAMBODIA

46 DR.ANBIN EZHILAN INTERNATIONAL UNIVERSITY (SEN SOK IU HOSPITAL) CAMBODIA

47 MR.KARTHIKEYAN INTERNATIONAL UNIVERSITY (SEN SOK IU HOSPITAL) CAMBODIA

48 MAJOR GENERAL DR. BARUCH LEVY GALILEE INSTITUTE ISREAL

49 DR. JOSEPH SHEVEL GALILEE INSTITUTE ISREAL

50 MS.VIDYA SURESH ESSIGELEC FRANCE

51 ZACK SHENG SINO INDIA EDUCATION AND TECHNOLOGY ALLIANCE CHINA

52 DR.THIRUVASAGAM UNIVERSITY OF MADRAS INDIA

53 DR.JOTHY MURUGAN THIRUVALLUVAR UNIVERSITY INDIA

54 Ms.Kadhambari S.Viswanathan VIT University INDIA


PROGRAM SCHEDULE

Program Schedule – Day 0, Sunday, Nov.13, 2011

Time Activities Venue

Till Evening

Arrival of Guests

07.00-09.30 p.m.

Reception Dinner for International Delegates

Greeno Open Lawn

Dress Code Business Casual

07.00-07.15 p.m.

Guest Arrival

07.15-07.20 p.m.

Welcome by

Dr. V .Raju, Vice Chancellor, VIT University

07.20 -08.00 p.m.

Cultural Programme

08.00- 09.30 p.m.

Dinner


Program Schedule – Day 1, Monday Nov.14, 2011 (Forenoon)


8.00-9.30 a.m. Registration Lobby (Main Building) 9.30-10.30 a.m. Opening Ceremony of AUPF 2011 Dr. Channa Reddy Auditorium

Main Building Dress Code: Formal

10.30- 10.45 a.m. Group Photo Front of Main Building (Portico)

10.45-10.50 a.m. Tree Planting by Chief Guest H.E. Shri. M. M. Rajendran, I.A.S.

(Former Governor)

Front of Main Building (Portico)

10.45-11.00 a.m. Coffee Break CAM Centre , Main Building

11.00 a.m.-12.30 p.m. Session In-charge Dr. S. Narayanan

Pro Vice Chancellor

Challenges in Higher Education in Asia Col.Prof.G.Thiruvasagam

Vice Chancellor University of Madras

Gallery I Technology Tower

01.00—02.00 p.m. Lunch Foodys

(Afternoon)


02.00 - 04.00 p.m.

Sessions with Open Forum

02.00 – 3.00 p.m

Session In-charge

Dr. A. Senthil Kumar Director (SMBS)

Session 1: Global Partnership for teaching and Research 1. How to Promote Student Mobility Between Chinese and

Asian Universities - Dr. Yongming, Director (International Office ) Yangzhou University, China

2. Tapping into India’s Young Talent Pool: How Undergraduate Student Projects in VIT University Steer Global Partnerships in Teaching and Research - Dr. S. Ghosh, Sr. Professor, SMBS, VIT University, India

3. “Current situation of Mongolian Higher Education” - Mr.Tumer Ochir, President, National University of Mangolia


03.00 – 04.00 p.m.

Session In-charge

Dr. S. Margret Anouncia, Director (SCSE)

Session 2: Internationalization of Higher Education 1. Education with International Cooperation: Strategy to

Cope with Globalization – Prof. Yanqing Liu, Deputy Party Secretary of Yangzhou University, China.

2. Globalization and the Internationalization of Higher Education: A Case Study of Dongseo University in South Korea – Dr. Jekuk Chang, President, Dongseo University, Korea

3. Internationalization of Higher Education – The Galilee Experience - Dr. Joseph Shevel, President, Galilee Institute, Israel


04.00-04.30 p.m. Coffee Break 04.30-07.00 p.m. City Tour

07.30- 09.00 pm. Networking Dinner Foodys


Program Schedule – Day 2, Tuesday Nov.15, 2011 (Forenoon)


09.30-10.30 a.m. Session In-charge

Dr. M. Adithan, Director (ASC)

Keynote address on Global Education by Dr. V. Raju, Vice Chancellor,

VIT University, India

Gallery I

Technology Tower

10.30 - 10.45 a.m. Coffee Break

10.45 - 11.45 a.m.

Session In-charge Dr. Radha Saraswathy, Sr. Professor (SBST)

Session 3: Benefits of Research Collaboration 1. Research Collaborations in the Age of Globalization

- Prof. Dr. Amitava Mukherjee , VIT University, India 2. Partnerships in Higher Education

- Dr. Mathana Santiwat Bangkok University, Thailand


11.45 a.m.-12.45 p.m.

Session In-charge Dr. M.Khalid Sr.Prof.SCSE

Session 4: Global Perspective on Science and Technology Education

1. Global Perspective of Science and Technology Education in Bangladesh -Prof. Md. Sabur Khan, Chairman, Board of Trustees, Daffodil International University (DIU), Dhaka, Bangladesh

2. Spiritual Values in Science and Technology Education - Prof. Reza Roostaazad, President, Sharif University of Technology, Tehran, I. R. Iran

3. Global Partnership in Teaching & Research - Dr. Anil Kumar, Director - SBST, VIT University, India


01.00—02.00 p.m. Lunch Foodys

(Afternoon)


02.00-03.00 p.m.

Session In-Charge Dr. G. Anil Kumar Director (SBST)

Session 5: Capacity Building and Inter-Cultural Aspects in Higher Education

1. Capacity Building of Higher Education Institutions for Economic and Social Development and Strategies for Promoting Innovative Culture: A Case Study from India - Dr. Robert C. Creese, West Virginia University, USA.

2. Exploring Effective Cooperation Modes to Promote Cultural Exchange between China and India - Prof. XU Zhenhua, Vice Chairman of University Management Committee, Guandong University of Foreign Studies, China

3. Orginizational Structure in Higher Education - Ms.Kadhambari S.Viswanathan ,VIT University, India


03.15 – 03.30 pm Coffee Break 03.00-05.00 p.m. Presentations of University Profiles - Special Features

07.00 – 08.00 p.m. Cultural Programme Anna Auditorium

08.00-09.00 p.m. Networking Dinner Foodys


Program Schedule – Day 3, Wednesday Nov.16, 2011


09.00-11.00 a.m.

One to One Business Meetings-Networking Session

Foodys

10.30-11.00 a.m.

Press Conference with

AUPF 2011 Host University President and

Upcoming AUPF 2012 Host University President

Board Room Main Building

11.00 a.m. -12.00 p.m.

Closing Ceremony

Dr. Channa Reddy Auditorium,

Main Building

12.15 - 01.00 p.m.

MOU Signing

Dr. Channa Reddy Auditorium,

Main Building

01.00- 02.00 p.m.

Closing Lunch

Foodys


HOW TO PROMOTE STUDENT MOBILITY BETWEEN CHINESE AND ASIAN UNIVERSITIES

Dr. Yongming, Director (International Office )

Yangzhou University, China

A Tentative Discussion

On How to Promote Student Mobility between Chinese and Asian Universities

As the trend of globalization continues to develop, it has become a universal task for all of us to cultivate

the young generation with an international perspective. Apparently the exchange of students between Chinese

and Asian countries can assist our young people in learning how to communicate across cultures and promote

the mutual understanding between the different civilizations, which would lead to collaborations in various

areas in the future. I would like to share with you some experience we have about cooperating with our partner

universities and also my understanding of how to promote the student mobility between Chinese and Asian

universities.

First, to promote human resources training cooperation by utilizing predominant subject resources

Yangzhou University is a hundred-year old large comprehensive university that offers programs in almost

all disciplines. In many agriculture related subjects, like veterinary medicine, animal science, bio-science, plant

protection and many other subjects, we boast a leading position in the country and are influential in the world.

Other subjects like chemistry and engineering also enjoy a very high standard of teaching and researching. To

best utilize these predominant subjects, we developed many successful human resources training programs for

other developing countries.

Second, to foster mutual cultural recognition in the young generation by attracting them with

distinguishing cultures

Mutual cultural understanding would help in fostering popular assent for friendly cooperation and so to

promote exchange of visits. As Yangzhou is a heavily culture loaded city with a history of 2500 years,

Yangzhou University actually has a lot of unique cultural features to attract Arab students, like the jade carving,

lacquerware making, block printing, Yangzhou Opera, Yangzhou Bonsai, and Yangzhou Cuisine, to name only

a few. Meanwhile, Yangzhou still preserves many Arab cultural relics from its long history of communication

with Arab countries. For example, the tomb of Puhaddin, a 16th generation descendant of Muhammad, The

Prophet; the Crane Mosque, one of the four biggest mosques in southeast China at the time when it was built; a

town whose inhabitants are mostly Muslim, which is quite rare to see in east china. All these cultural heritage

helped Yangzhou University develop many Chinese and Muslim culture exploring programs which are

welcomed by Arab students.


Third, to upgrade the number and level of students studying in opposite sides by providing financial

supports.

To provide financial supports for young people who want to study in opposite countries can produce more

highly educated people for the other countries and thus can lay down a solid foundation for future cooperation.

We think that governments of both sides should invest more in this area and also should advocate the

enterprises and NGOs to set up scholarships so that to establish a diverse sourced sustainable system for

supporting students to pursue higher education in the opposite sides. In 2010, Yangzhou University founded a

scholarship for graduate students from developing countries. We received many applications and quite a few of

them have been approved.

In short, the cultural and educational exchange between China and Asian countries would be beneficial for both

sides in the long future and worth our endeavors, and we should work together to create more opportunities for

the students.


TAPPING INTO INDIA’S YOUNG TALENT POOL: HOW UNDERGRADUATE STUDENT PROJECTS IN VIT UNIVERSITY STEER GLOBAL PARTNERSHIPS IN TEACHING AND RESEARCH

Dr. S. Ghosh

Sr. Professor, SMBS, VIT University, India

Abstract

(For presentation at the Asian Universities Presidents Forum, 2011)

The unprecedented media hype about the “New India” emerging from the throes of dereliction and poverty to

an emerging superpower is partly because of its youthful verve and vitality. It is true that technological progress

coupled with a shift in the demographic profile empowers India to productively engage with its astonishingly

large human resources, and become an exemplar in the spirally expanding manufacturing and service sectors.

This, however, requires a thorough overhauling of the higher education sector. It is therefore heartening and

timely that a National Knowledge Commission was set up to examine higher education and give its

recommendations. The Government of India has further increased its funding for higher education recently.

The sheer power of India’s young talent pool is best appreciated from the success stories emerging from its

Engineering Colleges, mainly from the famed Institutes of Technologies. The IITs have a common admission

process for undergraduate admissions. During 2011 it had an acceptance rate of less than 1 in 50 (485,000

candidates and only 9,618 seats). In VIT University, nearly 200000 students sat for about 2000 seats. What sets

these institutions apart? Apart from imparting a good engineering education, these institutions have ignited

some of the best minds of this country to think originally. Especially, their final year projects have led to many

original publications in peer reviewed international journals (once only possible by established researchers) as

well as patented inventions. This has led to many International engagements resulting in memoranda of

understandings and long term research collaborations worldwide. All this was not possible even a decade ago.

In this paper I shall show how carefully selected student projects helped steer Global Partnerships in Teaching

and Research. In addition, I shall focus on how the end results of these projects have led to a technological

break-through in each case.

1. Overview

Although the project method is initially teacher-led, it is a student’s mainstay throughout. The student is

allowed to freely acquire and apply knowledge to solve real-life problems using a process of ‘extended inquiry’.

Projects are always student-centered, following standards, parameters, and milestones clearly identified by

established norms. I have been systematically examining some student projects during GRAVITAS (a

Technological mega festival organized by VIT university) and also during Final Semester presentations. This

examination and scrutiny led me to believe that most projects are actually ‘products of their times’. During the

last 4 years, VIT projects emerging from the SMBS were mainly linked to Renewal Energy Technology,

Environmental Sustainability and Green Technology. They ranged from hybrid vehicles, to better building


fabrics, and many other areas. In each of these projects, students have had control over the planning, refining,

presenting, and execution of the project. I was astonished by their professionalism and enthusiasm.

The project method of teaching started in the 1920s in the United States of America. The movement was led by

John Dewey who sought a release from highly structured and stiff academic learning. Further, he emphasized

that the project should be socially relevant and intellectually engaging. The project method of teaching has also

been important in Russia, Sweden, France and the United Kingdom.

The requirements of a good project have substantially changed with time. Klein (2002) famously said “It is

important to combine technology with real problems and a twist of imagination”. The skills that society values

today have largely changed. Empowering students of today with life-skills would depend largely upon the

project method of teaching.

Projects foster creativity and heighten a student’s sense of accomplishment, pride and self-esteem. It must be

remembered today, as in the past, that an interested student is also a motivated student. Motivated students show

an exemplary earnestness of effort and strive to do the best possible job.

It must be made clear that the project method places learning above teaching. It makes learning a self starting

and self propelling process.

As Convenor of the world ranking committee of VIT University I have had the privilege of engaging with all

the schools of VIT University. The committee members unanimously agreed that VIT’s strongest assets are its

B.Tech students. The multi-culturalism and dynamism that the university experiences are mainly because of the

fact that the university has members from over 16 countries and more than 20 languages are spoken in the

campus. This eclecticism promotes a flowering of talent and creativity. The expectations of today’s youngsters

from education are laudable and at the same time they reflect as ideal to be pursued. It reflects the value of the

modern world not scuttled by narrow perceptions and drab materialism. It throws light on an altogether new

aspect of technical education which deserves intensive analysis, discourse and validation.

2. Case studies

From my engagement with B-Tech Third year and Fourth year students, I was able to carry cutting edge

research in frontier areas of applied mechanical and civil engineering. What started as final semester projects

ended up in full fledged research collaborations with overseas universities. A few projects received international

acclaim leading to best paper awards and to the creation of products that fostered sustainability in an

unprecedented manner. I shall present only those projects that have a wide universal

appeal in this section. Although these are all 2011 projects, they emerge during most other years also.

2.1 Artificial rain simulation for rain starved districts in India.

Peeyush Khare, Tushar Agarwal, S. Ghosh

India is now recognized the world over as an emerging nation with a strong economy. However, it is also

largely an agrarian country where the economic growth is strongly linked to monsoon activity. Past experience


has shown that with a failed monsoon the country as a whole suffers: not just from hunger and deprivation, but

also from a perceptible economic melt-down.. In the recent past, the bad drought years were 1972, 1987, 2002

and 2009. The government of India experimented with artificially inducing rain through cloud seeding but that

proved to be extremely expensive without much success rate.

B. Tech students worked to design a unique apparatus. The design allows for the control over water application

rates particularly when there is a strong cross-wind associated with monsoon activity. Monsoon precipitations

are intense (as compared to milder mid-latitude rates) and raindrops fall through stronger cross winds. Keeping

the above facts in mind, they designed a simulator that yielded the right range of droplet sizes and the showers

were a reasonable proxy to natural rain falling through a gusty boundary layer. The simulator consists of three

units-(i) a water supply unit consisting of a reservoir and a variable speed pump to regulate the flow rate to

achieve the observed rainfall intensities and the correct drop size distributions (ii) a water shower unit

consisting of a three-pronged mounted horizontal plate. The design is flexible and robust allowing horizontal,

vertical and axial maneuverability of the Full Cone spray nozzles mounted on the plate (iii) a variable speed fan

to simulate cross-winds of different velocities. A unique feature of this rain simulator is that this has a greatly

reduced height as well as a near zero starting velocity. This unique design incorporating the combined effects of

monsoon driven rain can have many uses including gauging the erosion potential and runoff dynamics over

vulnerable regions of the subcontinent.

Wider Implications

(i) This project was funded by a Government of India Villgro Fund.

(ii) A patent has been filed for copyrights of this product. (Application number- 3623/CHE/2011).

(iii) Accepted for oral presentation at European Geophysical Union: General Assembly 2011, Vienna,

Austria. Possibly the only undergraduates in the general assembly.

(iv) Slated to appear for an International Journal- International Journal on Sustainable Development.

Overall Outcome

The students are poised to demonstrate the efficacy of artificial rain simulation first in Tamil Nadu and then

elsewhere and thus improve the lives of many hapless farmers who depend on the monsoons for their survival.

2.2 Adjustable Agricultural Sprays in Cross Wind

D. Ghosh , N. Chauhan , S. Ghosh

Spraying of insecticides and pesticides for augmenting agricultural production has been in place for decades. It

is common practice to mount sprayers on a boom attached to a tractor. Apart from posing a health hazard, this

arrangement of spraying can often be a wasteful exercise particularly in strong cross winds. This is because of a

common menace of spray drift (the drifting away of the spray from the intended target foliage due to the action

of strong winds). In this project, the students proposed to quantify, and thence ameliorate spray drift by

fabricating an adjustable spraying system. A simple manual switch operation corresponding to strong, moderate


and weak cross winds is activated to realign the nozzles, thus countering the dissipative action of the cross

wind. The nozzles are fixed onto parallel links, connected through a four-bar mechanism actuated by the

rotation of a low rpm DC Motor, with a torque of 396 N-m, high enough to enable rotation on an array of 20

nozzles. The gadget is provided with preset values of angles to be turned for different ranges of cross wind

speeds. To our knowledge, such a definitive study has not been done before. This project clearly falls within the

ambit of mechanical engineering research focused towards rural development through modest means.

Wider Implications

(i) Chosen amongst the world’s top 30 papers at the Sustainable Innovation 2011

‘State of the Art‘, Sustainable Innovation & Design, Towards Sustainable Product Design: 16th International

Conference. 24 & 25 October 2011. Farnham Castle, Farnham, UK.

(ii) Session chairman requested for a worldwide patent based on the product’s versatility.

Overall Outcome

Once operational, apart from saving the environment from the deleterious effects of toxic pesticides, it will lead

to millions of dollars of savings by minimizing spray drift.

2.3 Establishing the efficacy of the cleansing action of Tropical Evergreens: A modeling analysis of Asia’s

largest lignite based power plant

J. R. Picardo and S. Ghosh

Developing nations of Asia will continue to rely on fossil fuels to meet their energy needs for years to come. In

this context, mitigation of air pollution due to thermal power plant emissions assumes special significance. The

Neyveli Lignite Corporation (NLC)-Asia’s largest Lignite based Thermal Power Plant took a visionary step in

this regard, four decades ago, via a massive afforestation program involving 17 million evergreen trees. These

trees, now fully grown, play an important role in abating air pollution in the NLC town ship which is home to

128,133 people. This first study involving a B. Tech. student quantified the cleansing action of these evergreens

by employing a tailor-made atmospheric dispersion-deposition model which accounts for unique regional

factors- the year round high solar insolation, high temperatures and the convective nature of the atmospheric

boundary layer. Results indicate that considerable amount of pollution is deposited onto the canopy year round.

In addition, active cleansing of the atmosphere takes place over regions not directly in the path of SO2

emissions but nevertheless affected by residual pollution. This is relevant to large areas of NLC due to the wind

pattern which involves a daily wind direction shift in the afternoon as well as several periods of calm. The

present model has been coded to be made portable and can serve as a decision making tool in the screening,

scoping and baseline analyses of Environmental Impact Assessment studies.

Wider Implications

(i) The model is being used for an environmental impact analysis by Asia’s largest Lignite based

power plant.


Outcomes

(i) Received the best paper award in the young researchers category in an international conference in

Thailand sponsored by The University of Kyoto and The University of Liverpool among others.

(ii) The paper was widely publicized in the national media including The Hindu.

(iii) An enlarged version of the paper got published as a book chapter-

Air Pollution New Developments edited by Anca Maria Moldoveanu published by INTECH 2011.

ISBN 978-953-307-527-3

(iv) Published in the international journal Environment Asia Vol. 4, Number 2, July 2011.

2.4 Optimized Bio-Fuel Burning Stove for Monsoon Dominated Countries

Abhinav Sharma, Anuj Sharma, Ruthika Vasudevan, Yashwardhan Agarwal, S Ghosh

The study includes the design and fabrication of a cost effective yet robust cooking stove for rural Indian

domestic households. The design ensured that the stove is among the most fuel-efficient with a minimum of

soot particle emissions. Addition of in-built design features to trap short term climate forces i.e. soot and black

carbon from escaping into the atmosphere. Containment of such particles has been recommended by climate

scientists world over to ameliorate the effects of global warming.

Wider Implications

(i) This project was funded by a Government of India Villgro Fund.

Outcomes

(i) The product will generate carbon credits for the state of Tamil Nadu.

(ii) A large scale application of this product in India, China and Africa will arrest the release of biomass

and suit carbon particles in the atmosphere which are short term climate forces contributing to

aerosols semi-direct effects.

2.5 Modelling short-lived climate forcers over Peninsular India: the Biomass and Black Carbon Story

S. Ghosh , A. Samaddar , C. R. S. Kumar, and A. Rap

Global warming could be slowed down if governments cleaned up black carbon from industry and cooking

fires-this was claimed by 50 of the world's leading atmospheric scientists on June 14 this year in Bonn. These

particles are “short-lived climate forcers” and can contribute to climate change substantially (by even as much

as 25-30 % by some estimates).and if controlled, can also provide health and farming benefits. However,

incorporating black carbon particles derived from biomass burning into long term climate model runs can be

quite complicated. A B. Tech student helped present new research results on the inclusion of Biomass particles

into localized atmospheric models. We have in particular, looked at bio particle emissions from the burning of

cow dung cakes and firewood over Chennai slums. The results from this study can be used for Environmental

Impact Analyses, Regional Pollution Forecasts, and eventually, as inputs to climate models concerned with

direct, indirect as well and semi-direct aerosol effects


Wider Implications

(i) Presented in a plenary session lecture at Asian Climate Change and Variability-Trends and

Policy,20-22 July 2011, I.I.Sc., Bangalore.

(ii) The paper drew the attention of the world’s leading climate scientists.

Outcomes

Large eddy simulation of tropical boundary layers including the effect of biomass is jointly being

undertaken by VIT University and The University of Leeds, United Kingdom.

3. Conclusions

In the beginning I alluded to the fact that VIT’s current student projects have an over arching theme of

renewable energy technology and sustainability. This is far removed from student projects when I was an Under

Graduate. During my school and University days the third world image of India was evidenced in all spheres of

activity. We were greatly excited when new research paved the way for a green revolution and pulled India out

from starvation, famine and poverty. I believe that today’s technical education will usher in an altogether new

breakthrough that will give us limitless power and energy, increased affluence, material prosperity, and longer

and more meaningful lives. This utopian ideal can only be effected through a project based technical education

imparted to our most creative citizens- our B.Tech undergraduate students. In this context it is easy to reiterate

what Aristotle had famously said more than 2000 years ago “Education is an ornament in prosperity and a

refuge in adversity”.

We believe that our students in VIT can help invent new technologies. This can only be possible by unleashing

the genius of our brightest undergraduates. We want this not just for prestige and glamour – we want this to

happen for providing students the very best an educational institution can offer; for providing faculty the most

fertile environments for teaching and research to flourish; for providing reputed visiting professors and

scientists a vibrant and stimulating atmosphere for engaging in path-breaking dialogues with like minded

people; for engaging with society at large to disseminate the fruits of higher education from the most endowed

to the most humble and finally, to raise the profile of not just the areas adjoining VIT university, but also the

entire state. We envision VIT University to be a leading light in the field of higher education, a dynamic

resource centre for procuring all manner of information and allied technology and a centre for imparting

specialised training to raise the quality of teaching and research comparable to the very best anywhere in the

world. The VIT model should be emulated worldwide as an exemplar of what an ideal Private University should

be – a thriving centre for excellence in teaching, research, and innovation nurtured in a vibrant multicultural and

democratic setup.

4. References

Klein, D. (2002). Design projects for the classroom. The Technology Teacher, 61(4), 20-22.


EDUCATION WITH INTERNATIONAL COOPERATION: STRATEGY TO COPE WITH GLOBALIZATION

Prof. Yanqing Liu

Deputy Party Secretary

Yangzhou University, China.

At present, most developing countries have put priority to economic development to up-level life quality of

their people. They want to modernize their country and speed up their progress toward industrialization in short

time. But they are faced with the fact that most developing countries are burdened with over-sized population.

To make it more serious, over-sized population in the developing countries is often accompanied by low

percentage of education and high ignorance of science and technology. More often than not, their efforts have

been waned by such an obstacle.

How can we manage to step over such a dilemma of over-sized population with low quality education? The

World Bank has done a research concerning the role of higher education to the social development in the

developing countries and concluded that higher education in modern world is “basic education”. The term

“basic” means that higher education will decide the destiny of a country as well as an individual. It means that

higher education is fundamental, predetermined and holistic to the development of a nation. Therefore, we must

speed up expansion of education and exercise its due function in the progress to modernization. It is the only

choice to turn the pressure of over-sized population into qualified human resources for the construction of a

country.

Based on this assertion, China has adopted a strategy of giving priority to education when it began to turn its

attention to economic development. Education, especially higher education, in China in the last thirty years has

dramatically expanded and the Chinese government has put more and more its GDP to education. All these

efforts has moved education from elite stage to popular stage and offered educational chance to common

people. The matriculation rate for youngsters to enter college has risen from 10.5% in 1999 to 24.1% in 2009.

In turn, education has contributed more than ever to the development of the country. The economic achievement

and successful progress in China has proved that the improvement on the labor’s quality so as to enhance the

national quality of science and technology by education is the fundamental impetus to the development of

economy. It is one of valuable experiences that education should be first consideration when we want to

develop ourselves.

Since the 1990s, hi-tech marked with information technology in the core has quickly spread all over the

world. The information technology has crashed down the barrier of nations and areas and brought the world

together. In this global village, the world economy has been interwoven together. Economic globalization is a

trend that one can not deny or avoid. Globalization has created opportunities of development as well as

intensified international competition for developing countries. With globalization, the economic development of


a country, or nation, or an area can no longer rely on the cheap labour and high consumption of natural

resources. Instead, the development will be mostly decided by information, patent and innovation. Faced with

this new trend, higher education should reconsider how to play its unique roles in revitalization of a nation. We

hold that the new challenge to higher education is how we should produce more and more innovative people to

meet the need of economic development in globalization.

One of characteristics of globalization is that all the components of production, including man power, has

freely moved and reorganized throughout the world. Globalization has given impact on every aspect of our

social life, including our concept and practice of education. The standard to value the product of education is

world-wide standard instead of national-standard. With that in mind, we should manage our education to

develop students with world view and strength for international communication and international competition.

Such students are highly-qualified future labors, they fully understand their own culture, and also are keenly

aware of across-cultural difference. They are able to share the new progress and discovery of the world, but also

contribute to the development of the world civilization. They will practice well with consideration of their

country’s condition and interest, but also know how to operate well under world-accepted rules. Obviously, we

can not wish to accomplish such a task by education of one nation. Economic globalization calls for educational

globalization. Educational globalization is the only choice to cope with the economic globalization. Thus, the

strategy to cope with economic globalization requires us to strive for international cooperation, open our

education market to the world, make full advantage of international education, and encourage faculties and

students to move internationally so that our education will step into a new stage of internationalized education.

Directed by such an understanding of education, Yangzhou University has spared no efforts to promote and

encourage interactions with our counterparts outside of China. The following fact may indicate our efforts: over

some 200 foreign professors pay academic visits to our campus each year. The percentage of non-Chinese

faculties is rising every year. Over some 300 students have study-abroad experience through various programs

each year. We encourage faculties to strengthen international cooperation in their research and teaching. Each

year, we provide support for over 100 faculties to attend international academic meetings, carry out joint

international research projects and other academic exchanges. We keep active academic relations with some 70

colleges and universities outside China. Through “China-East-Asia Education Forum”, we are now expanding

our academic relations with universities in East-Asia.

As a university leader, I am always ready to encourage and support inter-university academic exchange

activities. At faculty level, my university has been following the strategy to maintain the inter-collegiate

relations by joint research programs and joint graduate programs, that is to say: based on the common interest

and comparative advantage, we try to set up joint research programs and graduate students’ programs to build

up a platform for professors and researchers for collaborative research.


Ladies and Gentlemen: Yangzhou University is located near Shanghai in Yangtse delta area. This area is the

most developed area and most economic booming area in China. The city of Yangzhou is a very modern but

very quite and beautiful small city. Unlike many other cities in China which have given their way to

industrialization and commercialization, Yangzhou still keeps its tradition with a history of 2500 years. The

whole city is really a Chinese garden. Walking in the street, you will smell the Chinese culture. Because of its

well-kept tradition, the city has won the United Nations’ Habitat Scroll of Honour Award in 2006 for

conservation of the old city and improving the residential environment. Such a nice city will offer a very good

university for study and research. I would like, on behalf of the university, to invite you to visit the city, visit

our campus and discuss about the cooperation and exchange programs. Let us work together to promote

internationalization of our education to build our Asia’s beautiful tomorrow.


GLOBALIZATION AND THE INTERNATIONALIZATION OF HIGHER EDUCATION: A CASE STUDY OF DONGSEO UNIVERSITY IN SOUTH KOREA

Dr. Jekuk Chang

President, Dongseo University, Korea

Abstract

“Global education” has become a catch phrase among institutions of higher education. In an obvious sense,

most of the principles taught at such institutions are universalandtimeless, as opposed to parochial andfleeting.

However, it is not in these senses that “global” is intended; rather, it is meant to signify a connectedness of

standards and practices. Achieving global education in this latter sense has become increasingly possible as a

result of globalization, which provides a technical infrastructure enabling the rapid transmission of knowledge

and persons. Whereas much attention has been paid to the nature and effects of globalization and of the

internationalization of higher education, relatively little attention has been devoted to outlining concrete

strategies through which a university may pursue internationalization to the mutual benefit of itself and its

affiliates. Through a case study of Dongseo University in Busan,South Korea, this paper suggests such a model.

Moreover, it examines how a university can take action to alleviate some of the damaging effects of

globalization, such as the eradication of differences and the splitting-off of the least developed countries.

Introduction

Since its foundation in 1992, Dongseo University (DSU) has striven to connect local and international

communities within academia and industry.1Currently, DSU collaborates with 95 universities in 27 countries

and has over 100 global industry affiliates. Through the establishment of these connections, DSU has created

diverseopportunities for its body of over 10,000 students and has become a leader in the internationalization of

higher education (IHE).

A general consideration of IHE suggests it comprises at least the following aspects:

• mobility of students, faculty, programs, ideas and projects across national borders (Knight 2006:19);

• strategic alliances and the harmonization of standards between universities in different countries

(Schröder 2010: 3); and

• broadened conceptions of what constitutes a “home” campus.

To address these aspects requires implementing global strategies, and although there has been considerable

discussion of IHE in the literature, focus has predominantly been on its nature and scope, with little emphasis

given to its practical management. Through an examination of cases involving Dongseo University, this paper

suggests strategies for establishing an internationalized intellectual community, and thereby fills a perceived

gap in the current literature on IHE.

1 DSU school video available at: http://www.dongseo.ac.kr/flash/movie3.html


The paper begins by briefly outlining the interconnection of globalization and internationalization. It then

examines strategies of IHE utilized by DSU together with examples. Finally, it illustrates how the concept of

global service can be incorporated into the process of internationalization. These examinations show that by

bridging local and international interests, all parties involved in IHE may mutually benefit. Thus,IHE presents a

viable model for the development of higher education in the twenty first century.

Globalization and the Internationalization of Higher Education

That there is a connection between globalization and IHE is evident; however, specifying in what it consists

presents difficulties. This is partly because, as Sharma explains, globalization has many faces (Sharma, 2008).

Indeed, in 2008 more than 3000 definitions of globalization were published (Zajda et al. 2008: xvii).Moreover,

academics disagree not only over what precisely globalization is, but also over when it began. Proposed dates of

origination include the post-1989 era; the eras of industrialization and post-industrialization; the modern eras of

Europe, North-America and Australia; the sixteenth century, in which trade routes opened in Eurasia, the

Americas and Africa; and some argue that globalization covers the entire human history (Steger 2003:

18f.).Furthermore, globalization is sometimes praised for creating new opportunities and sometimes criticized

for eradicating important differences (cp. Teichler 2003:20).

Despite these controversies, we may accept at least the general characterization of globalization as a “process

through which an ever-expanding free flow of goods, services, capital, peoples and social customs leads to the

further integration of economies and societies worldwide” (Sharma, 2008:1). When it began is of little

consequence here, though we may note that the unique quality of globalization today “became possible only

recently because of the technological infrastructure” which makes human beings as well as knowledge highly

portable (Carnoy 2005:2). Finally, we may assume that the homogenizing effects of globalization are by no

means a foregone conclusion and can be mitigated by numerous factors. As Knight notes, “[The consequences

of globalization depend] on a nation’s individual history, traditions, culture, priorities, and resources” (2011:

17).

In relation to IHE, which we may define as “the process of integrating an international, intercultural or global

dimension into the purpose, functions or delivery of higher education” (Knight, 2004: 9), this suggests that

understanding the context in which a university develops and operates is crucial for understanding how it will

be affected by globalization. In considering Dongseo University, it is thus important also to consider the broader

perspective of South Korea’s growth in its post-war, post-colonial period.The economic and political

transformation that has taken place in South Korea over the past five decades has created an environment for

higher education that demands a linkage of past and future. On the one hand, there is a broad demand for

education aimed at enhancing the professional opportunities of social groups that would previously have found

higher education inaccessible. On the other hand, there is also a broad demand for education meeting the

rigorous standards of a rapidly globalizing society.


Throughout its process of increasing internationalization, Dongseo University has focused on the following key

elements. First, DSU has sought to cultivate belief in the inherent value of adopting a global perspective, for it

assumes that learning consists not only is the accumulation of knowledge but also in the expansion of horizons.

Its multiple study abroad programs have helped to achieve this end, for through them it provides students with

the opportunity to gain first-hand experience of life in another country. Also relevant in this regard is DSU’s

Honor Program, which is specifically devoted to developing global leadership skills. Second, DSU has

variously integrated a global perspective into its curriculums to foster intercultural understanding, which it

believes should be developedover the entire educational period. The innovative curriculums taught at DSU offer

students a means by which to incorporate multi-cultural learning into their studies, and the strategic alliances

formed by DSU enable the exportation of Korean advanced education abroad. Third, DSU has tried to instill in

its students the awareness that we all exist as members of a global community and that as such we have a duty

to share our strengths and resources. Through diverse outreach programs, students of DSU are able to become

involved in providing services in areas of need both at home and abroad.The first two of these elements are

considered in greater detail together with examples in the following section, while the third is examined in

connection with the social effects of globalization

Global Strategies for IHE

The discovery of knowledge beyond a nation’s borders is by no means exclusively a contemporary

phenomenon. At countless points throughout history, explorers have set sail and returned with newfound

intellectual gains. Their faith in the possibilities which lay in the unknown and their ultimate choice to navigate

unchartered waters haveresulted in an entirely new conception of the world, one no longer containing only

isolated locationsbut rather a vast a network of interconnected peoples and ideas.

Modern circumstances have created a similar situation for educatorsas that of the early pioneers, and like them

DongseoUniversity has embarked on an ambitious program of growth and expansion. Central to this is its

process of internationalization, which has been conducted through various strategies and programs, including

those of the following examples.

Example 1: Study Abroad Programs

Originally, the internationalization of higher education involved mobilizing students to allow them

opportunities to acquired foreign languages in an indigenous cultural environment (Schröder 2010: 2ff.). This

aim of internationalization continues to be of central importance, and to achieve it DSU provides study abroad

programs (SAP) in the USA and in China. These programsenable students to benefit from advanced educational

opportunities and to deepen their understanding of other cultures.

SAP-USA involves 100 students annually, who study at the DSU branch campus at Hope International

University in America for an entire year. The students have English classes in the morning and online major-

related classes in the afternoon. DSU fully or partially supports their tuition fees, dormitory fees, meal expenses


and round-trip airfares, thereby eliminating much of the heavy economic burden they would otherwise face by

studying abroad. Selected students typically have a very high GPA and good English skills, though special

opportunities are also provided for students who are highly motivated but lack economic resources, academic

achievements, or English proficiency.

SAP-China involves over 100 students annually, who study at the DSU branch campus at Zhongnan University

of Economics and Law andat Shandong University in China for one semester. In a similar manner as with SAP-

USA, students have intensive language and culture classes in the morning and major-related classes in the

afternoon. They are also variously supported by DSU to reduce the economic burden of studying abroad. The

opportunity for participation in either program is open to students of any major during their sophomore or junior

year.

Example 2: Building Global Leadership and Excellence

The Dongseo Honor Society Program was established in 2009. It is designed to cultivate global leadership and

to educate Dongseo's finest students as persons of integrity who are guided by correct principles, who possess

strong communication skills, who esteem cultural difference and diversity, who think creatively and critically,

and who provide mentorship and confidence to future honor society members. The participants of the first

program will graduate in 2012 and will be competitive on a global level.

Example3: The Internationalization of Curricula

As part of the internationalization of the home campus in Busan,Dongseo also provides intensive training in

English,which is not limited to the development only of students’ linguistic skills but in fact permeates the

entire curriculum. One representative example involves the Dongseo Global English Program, in which all

classes are taught by English native-speaking professors. Participation in the program lasts one year during

which time students learn global thinking and manners while at the same time improving their English skills.

Another example involves the Dongseo Global Division, which comprises four departments (Film & Video,

International Studies, Biotechnology, and Computer Engineering) and two programs (Global English Program

and Global Liberal Arts Program). Courses in the Global Division are all taught entirely in English,and students

can earn a bachelor’s degree by studying only in English. Moreover, the Biotechnology curriculum taught is

identical to that of the Technical University of Berlin, with which DSU shares a joint degree program at the

undergraduate level.

Indeed, through its multi-faceted joint degree programs, DSU has established a modern, global educational

system enabling a great deal of academic collaboration. It shares joint degree programs in biotechnology at both

the undergraduate and graduate levels withthe Technical University of Berlin and with Friedrich-Alexander

University of Erlangen in Germany. Other joint degree programs include those with the University of Oulu in

Finland and with the Nagaoka Institute of Design as well as Kansai Gaidai University, both in Japan.


Based on its achievements regarding joint degree programs, DSU has recently been selected as a

universitycapable of implementingthe Campus Asia Program. This program represents a consortium similar to

the ERASMUS Project in the European Union and is jointly supported by the governments of Korea, China and

Japan. DSU has also proposed to implement a project labeled “Korea-China-Japan Joint Triangle Campus:

Fostering Next-Generation Humanities Leaders in East Asia”along with Ritsumeikan University in Japan and

Guangdong University of Foreign Studies in China.Through this project, students from one university can study

at the other two universitiesfor two years and earn their credits. The project also provides students with

internship opportunities in their preferred countries during their senior year.

One of Dongseo University’s areas of specialization is that of Design, and its programs have also undergone a

process of internationalization. DSU runsa joint Multimedia Design Degree Program for Chinese students with

Shanghai University of Engineering and Science, for which it provides the curriculum and faculty members.

Students study for three years at SUES and for one year at DSU. In addition, DSU has a design graduate school

branch office at the Beijing Institute of Technology, where students study for the first six months of their degree

program and spend the remaining two years at DSU, after which they are eligible to receivea master’s degree in

Design.

Finally, DSU runs a global internship program in which it sends approximately 70 students abroad every year to

the US, Greece, Turkey, Japan, China, UAE, Vietnam, Indonesia, and other countries. Students can earn up to

18 credits while abroad and many choose to accept a permanent job in their selected country after completing

the internship. The associated training, airfares, and partial living expenses are jointly supported by the Busan

City government and DSU. Both South Korea and the countries abroad benefit from these specific co-

operations. They are realized through credit sharing programs, distance-learning lectures, student exchange

programs, and joint practical training.

Example 4: Strategic Alliance

The Korea-China Institute of International Education was recently established on the campus of Zhongnan

University of Economics and Law in the central Chinese city of Wuhan. Classified as a special institution of

higher education by the Chinese Ministry of Education, only students who receive first grade ratings on the

Chinese College Scholastic Ability Test can be accepted into the program. DSU is not only the first university

in Korea, but also the first university in Asia which has received ratification for a branch campus in China.

Approval was awarded due to DSU’s specialized curriculum in the Digital Contents area, which includes the

departments of game, animation, and visual communication. The alliance also fits into the Chinese

government’s cluster policies to develop a center of digital contents excellence in the city of Wuhan. This

serves not only to extend Dongseo’s global reach, but also brings benefits both to China and South Korea

through the internationalization of DSU’s high-tech education.


These examples show that the internationalization of higher education encompasses academic contents and

institutions as well as the management, administration and services provided by universities. To be sure, IHE

serves rather more to increase the quality of higher education (and research) and to improve a university's

reputation than to access new sources of financial capital (Altbach and Knight 2007: 292 f.).

Globalization, Social Inequality, and Higher Education

According to Zajda et al., globalization sharpens social inequality (2008b: 5). Closer scrutiny reveals that this

claim does not adequately illuminatethe problem, since the developing world has shrunken. Many countries

have now eluded brutal poverty, including South Korea. Over the last 40 years,roughly four billion inhabitants

of what was previously considered as the “Third World” have seen sufficient improvements in living conditions

to now be classified as belonging to the “Industrialized World”(Collier 2007). Thischange of ratio, however, has

a downside, forit is accompanied by a deep splitting-off point. Below this point live the poorest 880 million

inhabitants of the 48 least developed countries (LDC),2nearly all of which are in states of declineor collapse.

It is fair to state that globalization does not spur IHEin these countries since it serves instead to annihilate their

infrastructure, of which academia is part. Moreover, migration statistics regarding the emigrants of the LDC do

not warrant the common assumption that mainly those with so called low 'human capital' choose to emigrate

due to economic hardship. Instead, since qualified and well-trained individuals have greater opportunities to

earn money abroad than in their home countries, they are choosing to emigrate in proportionately larger

numbers (Dumont et al. 2010). Accordingly, LCDs are experiencing a drain of talented individuals, thereby

further exacerbating their difficulties.

Globalization has eliminated the “Third World,” but it has also created the deepest divide between the least

developed countries and the newly-industrialized and industrialized countries. The effects of globalization

within South Korea have not seriously affected social inequality, since conditions in South Korea have been

swiftly improving and since it has been extremely well integrated intothe global economy and society.

Fortunately, South Korea has never fallen into one or more of the four fatal traps which are characterized by

Collier (2008): the 'conflict trap', the 'natural resources trap', the 'landlock trap' and the ‘trap of bad governance

in a small country'. South Korea’s Gross Domestic Product (GDP) per capita in 1950 was less than that of

Ghana. However, in 2010 the GDP per capita had increased in Ghana by only 7.9%, whereas it saw an increase

of 2269.5% in South Korea over the same period (cp. Kalu 2011: 119; Thomas 2006, quoted in Sutoko 2010:

21).

Moreover, as a result of its intransigent investment into the educational infrastructure, South Korea reached the

top ranks in two out of three categories (reading literacy, mathematics literacy, and science literacy) in the

Program for International Student Assessment (PISA), which evaluated 65 countries3 in 2009. The rapid

2 A definition and a current list ofLDC is available at http://www.unohrlls.org/en/ldc/25/, last access on 2011/09/20 3 All OECD countries plus several others.


emergence of higher education in South Korea has allowed more students than ever to experience its benefits.

Also, a decline in the birth rate has created a decrease in the number of Korean applicants to higher education,

which has and will continue to enable colleges and universities in South Korea to accommodate more students

from overseas.

The causes of inequality thus cannot alone be traced back to the fact of poverty (cp. Kalu 2011: 135). South

Korea received developmental aid for approximately 35 years until the late 1980’s. The local and foreign

resources were deployed efficiently and the expenditures were strictly policy guided. Among other

achievements, South Korea’s governments built “an excellent educational infrastructure, which included

bringing higher education to the rural areas” (ibid 129). Due to the relicts of poverty from post-war years, not

all students who enter DSU are among the most privileged. Nevertheless, 61.9% of DSU graduates get a

standard employment contract. According to the job placement ranking announced by the Korean Ministry of

Education, Science and Technology, DSU ranked first in the South-Eastern area of Korea, which

includesBusan, Ulsan and Gyungnam Province; it ranked fourth nationwide. DSU also received top-four

rankings in "Development Strategy and View" (2004) and in "University Innovation and Competitiveness"

(2005). In October 2008, DSU was selected as the university with the best global campus by the University

News Network.

It is widely known that education can create or limita person’s chances of success and that the quality of

education provided is likely to substantially differ between nations (Zajda et al. 2008: 3). Indirectly,

globalization spurs social inequality or even social injustice related to higher education, since “The relationship

between socio-economic background and student achievement is well documented and indicates that students

from more advantaged backgrounds perform better at school” (OECD 2011: 14). Obviously,wealthy countries

can provide a better educational infrastructure than undeveloped countries, and “inequalities in education of the

magnitude observed in many countries are unacceptable” (UNESCO 2008: 6).

Being aware of the global injustice, DSU mobilizes students and faculty members, programs, knowledge, ideas,

projects and services beyond its national borders. This is an aspect of the third key element of its

internationalization alluded to above; namely, the attemptto instill in its students aglobal awareness of

interconnectedness, which requires the sharing of resources.

Example 5: Volunteer Outreach Programs

DSU has established outreach programs to provide support in both national and international areas of need.

Locally, DSU runs free-of-charge English education programs for local elementary schools by dispatching

about 20 native English-speaking instructors to run customized English programs at schools in its area.

Internationally, over the past fifteen years DSU has been sending about 30 students annually to remote areas in

Indonesia, where they volunteer for one month during the summer vacation. This volunteer group is called the

International Tech Corps. DSU supports their living expenses and provides all of the materials required for their


community services, which include infrastructure building projects such as the installation of solar energy street

lighting andthe construction of bridges and public bath places. The volunteers also teach science, math, Korean

language and culture, and Taekwondo, among other subjects.

Example 6: Creating International Social Equality

As part of its commitment to internationalization, DSU reaches out to some LDC in order to equalize

opportunity overseas. It invites African and Asian students from LDC like Ethiopia, Burundi, Bangladesh and

Cambodia. Together with the support of Korean NGO's and governmental funding,DSU helps to cover

expenses for airfare, tuition, dormitory residency, and meal allowances.

Furthermore, DSU pays tribute to those Korean emigrants who live in Sakhalin, Russia. Most of the ancestors

of the third Korean-Russian generation were forced against their will to develop the land in Sakhalin during the

Japanese occupation of Korea from 1910 to 1945. In Sakhalin, Korean-Russians have had a painful history.

DSU is committed to improving the region's conditions by carrying out the Sakhalin Youth Support Program.

This project provides opportunities for study at DSU to third and fourth generation Russian-Koreans in the

Sakhalin region. Following graduation, they become valuable assets for local development. DSU provides all

tuition fees, accommodations, and supporting stipends through funding raised in Korea, Japan, and the USA.

Conclusion: Globalization and the DSU model of IHE

As illustrated above, globalization and internationalization can be effectively managed to mutually benefit a

university, the country in which it is located, and those institutions and countries with which it is affiliated.

Through a strategic process of internationalization, DSU has become a global stakeholder at home and overseas,

providing world-class education through advanced curriculums. Moreover, the process of internationalization

helps prepare students to successfully enter the workforce, for in a period of rapid globalization, talented

individuals who are creative and passionate about their pursuits are most needed. DSU strives to meet the

demand of providing access to higher education for those might not otherwise have access. This is encapsulated

in its motto of “Before Dongseo, After Dongseo,” which suggests that regardless of students’ backgrounds, they

may enter Dongseo University and change their lives for the better. DSU also strives to meet the demand of

providing education meeting the rigorous standards of a rapidly globalizing society. Its home and branch

campuses provide optimal learning environments, and its innovative curriculums have been variously praised

and awarded. Through focusing on the key elements of valuing global perspectives, integrating global

understanding into its curriculums, and instilling a sense of cooperative togetherness, DSU has met with success

in its pursuit of internationalization.

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SUTOKO, MAME (2010): Strategic Perspective on Indonesian Higher Education: Facing Local and Global

Challenges. In: Asian University Presidents Forum 2010. AUPF 2010, Norton University Phnom Penh, Phnom

Penh, pp. 21–30.


TEICHLER, ULRICH (2003): Europeanization, Internationalization, Globalization. Quo vadis Academia?

[Orig.: Europäisierung, Internationalisierung, Globalisierung. Quo vadis, Hochschule?]. In: Die Hochschule, 1:

pp. 19–30.

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http://unesdoc.unesco.org/images/0017/001776/177683e.pdf

ZAJDA, JOSEPH; BIRAIMAH, KAREN &GAUDELLI , WILLIAM (eds.) (2008a): Education and social

inequality in the global culture. 1. Springer.

ZAJDA, JOSEPH; DAVIES, LYNN & MAJHANOVICH, SUZANNE (eds.) (2008b): Comparative and Global

Pedagogies. Equity, Access and Democracy in Education. 2. Springer.


RESEARCH COLLABORATIONS IN THE AGE OF GLOBALIZATION

Prof. Dr. Amitava Mukherjee





GLOBAL PERSPECTIVE OF SCIENCE AND TECHNOLOGY EDUCATION IN BANGLADESH

Prof. Md. Sabur Khan

Chairman, Board of Trustees

Daffodil International University (DIU)

Dhaka, Bangladesh

Abstract

Science and technology education in developing countries like Bangladesh has remained a problem. In addition

to teaching and learning methodologies, language skills and access to technology have remained barriers. In

this paper I would like to share the use of a Web 2.0 tool, particularly a course blog, which if access can be

given, poses a powerful educational tool.

Keywords: Science & technology education, higher education, globalization, ICT, Bangladesh

Introduction:

Over the past 20 years private university education in Bangladesh has shown phenomenal growth. As one of the

private universities, Daffodil International University (DIU) has joined this growth in the last 10 years. Along

with the slogan of “Digital Bangladesh” popularized by Prime Minister Sheikh Hasina DIU has the vision of

becoming a “Digital University”! To achieve this goal, DIU has done many things. However, the problems of a

developing country remain. In terms of the teaching of science and technology in Bangladesh these are:

• Poor study skills – habituated rote learners

• Poor communication skills – both in Bangla and in English

• Culturally shy as students – do not voice opinions on subject topic in class

• Limited or no access to technology

• Traditional “information” lecture delivery – with little no student engagement

Given these limitations, DIU has been trying to find ways to make a dent in the situation. Today I would like to

share with you one of the things that we are trying to do in science and technology education. I would like to

show you a snapshot of this from the point-of-view of how I see it.

For the snapshot, let us look at comments in a course blog used by a teacher at DIU teaching a technology

subject: CSE111 – Computer Fundamentals. After mid-term exams, in which most students had done poorly,

the teacher required each student to make TWO posts in the course blog. The first was problems that each

personally faced in the Mid-Term exam; the second post was explaining to others something they themselves

understood well. Each post carried marks. Sample posts are given in Figures 1 and 2.


Figure 1. Comparison of Two Blog Comments: a. Own Problems; b. Peer Teaching

Figure 2. Comparison of Two Blog Comments: a. Own Problems; b. Peer Teaching

24 words – own problems

190 words – peer teaching


Compare the number of words used for post 1 in both cases with the number of words used for post 2. While post 1 has between 25 – 35 words, post 2 has 190 – 210 words. What is interesting to note is that these are shy students who lack basic communication skills in English. However, when they found themselves teaching in a Web 2.0 tool, “ownership” and sincerity took over! Let us compare what is happening in the blog with the various levels given in the “Learning Pyramid” shown in Figure 3.

Figure 3. Average Retention Rates by Students As can be seen in the bottom level of the Learning Pyramid, by teaching others a student would retain 90% of

what he/she has learned. In the case of the blog question, Web 2.0 technology has enabled such peer teaching to

take place. The blog has also permitted flexibility in time and location of doing the work provided the student

has access to a computer and Internet.

I find how Web 2.0 tools can help the cause of education very exciting. I have therefore instructed all my

teachers – all 250 of them – to open a blog for the courses they conduct. This they can do from the DIU website

(http://www.daffodilvarsity.edu.bd) – the blog system is called “Learning Feedback System” or Social Web. If

all teachers start using this system, it would force the students to be more authentic in their language use and

become independent learners in their subject. However, as our teachers currently practice only the top 3 to 4

levels of the Learning Pyramid, they find it difficult to adapt themselves to creating interactive questions in the

Social Web. We are looking into ways on how we can solve this problem.


Conclusion

Web 2.0 is a global tool and such peer teaching practices need not be limited to one university or one country.

Students world over or students in Asian countries can share their learning through such a tool. They can also

use such networking tools to overcome cultural barriers, language barriers and find solutions to persistent

problems that plague developing countries. We have to together find ways to enable our students to build

sharing and learning communities not only throughout Asia, but throughout the world. India has made great

strides in technology teaching and has become a leader in many areas. Let us now help our students get together

to build a better world.


SPIRITUAL VALUES IN SCIENCE AND TECHNOLOGY EDUCATION

Prof. Reza Roostaazad

President, Sharif University of Technology

Tehran, I. R. Iran

Abstract

Nowadays, science and technology play a vital role in the development of countries; therefore all nations are striving for education and advancement in various fields of science and technology. On the one hand, this rightful demand is sometimes impeded by some countries’ desire for monopolization. This in turn contributes largely to expanding the gap between developed and undeveloped countries. On the other hand, science and technology education is sometimes focused solely on memorization of books and doing some experiments, regardless of the ultimate objective of science and technology which is the excellence of humanity. Addressing these two issues, this speech focuses on the role of spiritual values in science and technology education.


CAPACITY BUILDING OF HIGHER EDUCATION INSTITUTIONS FOR

ECONOMIC AND SOCIAL DEVELOPMENT AND STRATEGIES FOR PROMOTING

INNOVATIVE CULTURE: A CASE STUDY FROM INDIA

-Dr. Robert C. Creese

West Virginia University, USA.

Abstract

Education creates “Human Capital” and “Social Capital”. Higher Education Institutions, Colleges and

Universities have played a significant role in the economic and social development of nations and will continue

to do so. Expansion in higher education in developing countries should be accepted and recognized as part of

the national policy by the Government and supported by the various government agencies, industries, trades,

commerce, and society. The role of higher education institutions will become increasingly significant in view of

the internationalization and globalization of higher education. Higher education is no longer a luxury, but it is

essential for survival.

Higher education typically passes through three distinct stages of development based on the gross enrollment

ratio where less than 15 percent represents education of the elite, 15-50 percent represents mass enrollment, and

greater than 50 percent represents universal access to higher education. The world average is approximately

27 percent, but India is at 11-12 percent and higher education expansion is needed. The paper focuses five

issues for higher education expansion: Strategies and Performance Indicators for Expansion; Economic and

Social Development; Financing Higher Education; Research and Innovation in Higher Education; and

Promoting a Culture of Innovation and Developing Innovation Leadership.

Economic and social development calls for a holistic and comprehensive approach. A significant factor

contributing to the economic and social development of any nation is the education system and the philosophy

that it is the right of everyone to have an education. Higher education is the most important phase of education

for economic growth in the developed countries. An example of social development is illustrated by

VIT University faculty and students service to the community and society by providing

various community development programs.

Introduction

Higher education is increasingly seen as a priority in the policies of developing nations. Higher education is

today’s basic education as technology has rapidly advanced, but many countries are falling behind (1,2). Two

World Bank studies(3,4) indicate that universities are a key driver for societal development. Higher education is

essential for survival in a technological advanced world, it is no longer a luxury. Expansion of higher education

in developing countries should be accepted as a part of the national policy of government and be supported by

government agencies, industry, and trade and commerce groups to improve society. The world’s economy is


changing as knowledge supplants physical capital as a source of present and future wealth. As knowledge

becomes more important, so does higher education. Therefore the quality of knowledge generated through

higher education institutions and its availability to the wider economy is increasingly critical to national

competitiveness. Urgent action must be initiated to expand higher education enrollments and improve

the quality. The strengths of all players, public and private, must be used, with the international community at

last emerging to provide strong and coordinated support and leadership in this critical area. Expansion of higher

education, especially in developing countries, is a complex phenomenon.[5] It is an on-going process that

must be based on a national priority and its contribution to social, economic and political development must be

well understood recognized and articulated. There are five action areas that will be considered in the expansion

of higher education in developing nations.

1. Strategies and Performance Measures

To ensure that meaningful rates of graduation as well as to enhance the number of students entering the system,

the following strategies are recommended at three levels:

Institutional Level - Carryout educational planning systematically, establish good linkages with secondary

education (feeder institutions) and tertiary education.,developing need based and innovative programmes and

improve the curricula of the programs offered, both in terms of their relevance to modern technological needs of

industry and providing for job opportunities, flexibility in study plans and sustained support for research,

development and innovation, interaction with industries, trade,commerce and society.

Faculty level: The Faculty must be continuously trained and developed in new and innovative pedagogical

skills; and motivated to carryout research, development and innovation integrating suitably with Teaching-

Learning process:

External level: - Expanding job opportunities, developing physical infrastructural facilities, recognizing

expansion in higher education as a national priority, better governance and providing conducive atmosphere for

industrial growth and development by Government and by private participation. Some of the performance

metrics used to measure the expansion of HEI’s in any country are:

� Number of higher learning institutions established in the country.

� Number, type, range, and diversity of programs offered in the higher education institutions.

� Total number of students graduating from HEI’s.

� Proportion of funds allocated for HEI’s as a percent of GDP (In India, the public spending of general

education as a percent of GDP in 2005 was 3.7% and only 0.6% was for higher education. It is now

approaching 6%)

� The increase in the percent of students from secondary educational systems entering tertiary education,

including colleges, universities and HEI’s on a year-to-year basis.)

� The earning capacity of graduates coming out of HEI’s at entry level.


� Number of Patents and Intellectual Property Rights registered by colleges,/universities and HEI’s.

� Number of Papers published in national and international journals.

� Gross Enrollment Ratio

Gross Enrollment Ratio

According to the theory proposed by the American Sociologist Prof. Martin Trow in 1973, higher education in

any country passes through 3 distinct stages of development: elite, mass and universal student access,

espectively corresponding to GER (Gross Enrollment Ratio) of less than 15% (representing elite), between

15%-50% (representing mass enrollment) and above 50% (Universal access)[6] . At present India’s Gross

Enrollment Ratio in higher education is abysmally low at 11-12%, compared to the world average at

approximately 27%. It may be interesting to note that higher education in India is accessible and generally

restricted to the “elite” only, whereas China is moving fast towards “mass higher education” and the USA has

“universal access”. At the same time, aspects like affordability, accessibility, inclusiveness, quality and equity

must also be considered in establishing new institutions of higher learning.

2. Economic and Social Development

A significant factor contributing to the economic and social development of any nation is the educational

system, founded on the philosophy that it is the right of everyone to have an education. Only a few countries,

such as India, have enacted and passed a Right to Education Bill [7]. The right to education leads to the

development of an education system that will provide opportunities for all to pursue their education, develop

certain professional skills, secure a gainful employment, and become part of a nation building activity.

Education creates “Human Capital”. Reforms on education are accurate signals of individual productivity. A

comprehensive review of the literature suggests that there is compelling evidence that education increases

productivity, and moreover higher education is the most important phase of education for economic growth in

developed countries. Increase in investment in higher education is found to be positively and significantly

related to per capita income growth. The review also found that education is highly likely to give rise to further

indirect effects on growth by stimulating more effective use of resources and more physical capital investment

and technology adoption.

Higher education is indeed important for economic and social development of any country. Today’s universities

have wide missions; they educate and train a broad setoff professionals, they participate in the development of

knowledge, and both the knowledge created and the experts educated are relevant in meeting the needs of the

society. Universities and higher education institutions are agents of both economic and social transformation.

The higher education system, especially technical and professional education, is capable of producing the

greatest number of engineers, scientist, technologists, computer programmers, software and other professionals

possessing the necessary knowledge and skills that are in demand by industry and the world of work.


The most common measure of economic development is the country’s national income(GNP), total value of its

production of goods and services; the real national income per head, i.e. per capita income. Economic

development results in increase in the real income and consumption by the populace across all the countries in

the world as awhole.Social development refers to safety, health and welfare of the people across all strata of

society leading to the elimination of pollution and the degradation of environment and resulting in sustainable

development at a reasonable standard of living. Economic and social development calls for an holistic and

comprehensive approach.

It should include:

� Sustained development in living standards

� Access to quality education at an affordable cost

� Equality of opportunity for all

� Access to affordable medical and health care

� Economic and social mobility for all sections of society

� Social empowerment and social security

� Industrial and economic development while maintaining environmental and ecological balance

� Respect and protection of individual freedom and dignity.

In addition to Teaching and Research, a third area of faculty output is valuable to an Institution’s reputation, is

Community Service.[11] Community service should become an integral part of HEI’s and students encouraged

to engage themselves in community services. Higher Educational Institutions need to have multi-dimensional

faculty who can teach, research, create, innovate and engage in community service. Heads of Institutions will

have to think about their Institutions and faculty in multi-dimensional ways and allocate resources for faculty

for community service. An Higher Educational Institution can’t survive in the long run, if it is not serving its

community.VIT University students and faculty are constantly encouraged to be compassionate members of the

community. Activities that foster a lifelong commitment to community service form part of VIT’s outreach

program. VIT has established a “Centre for Sustainable Rural Development and Research Studies” which

acts as a nodal centre for providing community service to the society in the region around. The Centre aims to

improve the quality of life of the rural folk through participative planning and implementation. A few of the

various community development programs organized are:

• Special Orientation program for Headmasters and teachers of primary, high and higher secondary schools in

the Vellore district.

• Honoring Schools and teachers for 100% pass record in School-leaving Government Examinations (10th

standard).

• Organizing periodical science meets and exhibitions.

• Organizing career counseling programs in partnership with leading newspapers.


• Providing special training on computer skills and use of Internet.

• Organizing free sports coaching camps and swimming practice camps during summer vacation

• Instituting Endowment Awards / Scholarships to encourage meritorious performance among students in rural

schools.

• Conducting socio-economic surveys of the community for need assessment and to identify skill development

programs to be offered by University staff.

• Organizing various training programs for women self-help groups (SHG) on Bio-Mass plant, compost and

culture, and handicrafts

• Organizing periodical medical camps and health check-ups

• Organizing vocational training programs and placement in the industries.

3. Financing of Higher Education

Capacity building (expansion) of higher education will require considerable financing. Sustainable financing

will require financial arrangements that maximize access and opportunity for all. Financial support for

improved primary and secondary education is equally important to increase the access to higher education.

Ensuring

higher educational achievements without dropouts in primary and secondary education will raise the

participation by the poor and the disadvantaged and will also promote the development of rural areas of the

region. Private participation in providing for higher education is as important and as desirable as that of

investment by government. Universities already established, public and private, should be given generous

financial support and total autonomy freeing them from the shackles of Governmental control. Economic and

social development is possible only with high investment in education, infrastructure development, creating

modern production and manufacturing facilities ensuring that workers become more productive. Government

need to tax and spend wisely and improve its performance; and as education meets the needs of modern

economy and society and then Universities can emerge as innovation hot spots. [8]

4. Research and Innovation in Higher Education Institutions

A University is a place where new ideas are germinated and need to be nurtured. Universities participate in the

innovation process in many ways. They are the primary link for imparting new technology through their

Teaching-Learning process. They are the fundamental source of new knowledge and technology through their

research and development. Universities facilitate technology transfer to industries and employer organizations

through their Conferences, Publications and collaboration with industries and scientific organizations.

In India 76% of the R&D activities are sponsored by Central (and state) Government research Laboratories,

private sector 20%, and only 4% is spent by higher educator sector. [9] This situation is in contrast with the

developed countries where a larger proportion of R&D is performed by Universities having strong linkages with


the industrial/corporate world. This stresses the argument that Universities and HEI’s should concentrate on

R&D in addition to their excellence in teaching.

Research activities in an academic institution promote excellence in teaching. Each faculty member should

adopt a balanced mix of teaching and research activities, but this mix may be different for individual as all

faculty members are not equal in their research and teaching abilities. Cutting edge research brings in both

talented students and faculty, encourages innovation and new ideas and keeps the academic atmosphere

enthusiastic and lively. At the same time, academic research should attain relevance and quality through

creating core Centers of Excellence, establishing effective linkages with industries and partnership between

institutions and R&D organizations. Innovation is the key to progress. The Centres of Excellence are expected

to serve as Centres of Innovation and should offer unique programmes and courses which are specialized in

nature which may be beyond the reach and capability of traditional universities. Universities should be

enterprising and focusing their attention on R & D and innovation, patenting and IPR (Intellectual Property

Rights) related issues which make engineering and professional education more practical, relevant and

competitive by world standards. These practices will enable students to learn skills of innovation and apply new

technologies to solve current problems and future problems, so essential to succeed in a competitive world. It is

important that universities create enabling mechanisms that facilitate faculty research, development and

innovation. Teachers who promote meaningful, engaged learning through authentic uses of technology are

providing students with opportunities

to interact with a wealth of resources, materials, equipment and data sets.

5. Promoting a Culture of Innovation and Developing Innovation Leadership

As students grow more sophisticated in HEI’s they will undoubtedly demand moremulti-faceted learning

experiences. Innovation is not restricted only to research, but also required in teaching and service. Use of

student centered and project oriented approaches in Teaching-Learning process will encourage innovation

among the student community. Faculty also must adopt new, alternative and innovative learning approaches in

their class rooms and laboratories. How well institutions of higher learning meet students’ demand for fresh

approaches often comes down to two factors,(1) the faculty’s time, and (2) the Department’s/School’s budget.

Faculty and Professors who believe they don’t have time to integrate innovative concepts into their courses and

curriculum should look at innovation in a different way, and in a positive way. Even if they can’t innovate, they

can illustrate innovations of others. The difficulty with innovation in HEI’s is that there is always a point of

time where faculty’s research idea or proposal must be approved to proceed further based on whether there’s

money for it in the budget. HEI’s must reserve funding for innovation, and or get funding from industries,

government agencies and foundations. Innovation Centres for development of new ideas can be established and

set targets for their faculty for innovation. Creativity Clubs can also be established which encourage students to

experiment with their creative ideas. Setting up of TBI (Technology Business Incubator) for promoting


innovative and entrepreneurial ideas by faculty and students will also go a long way in nurturing student’s

creative ideas. [10, 11]

Microsoft Corporation India has recently launched a “Microsoft Innovation Framework” to foster innovation.

The Innovation involves a number of investments designed to increase the innovations, “for India, from India”,

bringing institutions together to promote innovation in the country. Business models for Innovation need to

be developed. University community should be well aware of the concepts of Venture Capital, Intellectual

Property Rights and Copyright issues to promote innovation. Microsoft Innovation Framework consists of skills

in educational institutions and intellectual capital development, industry-academic partnerships and facilitation

ofincubation of new projects and services. HEI’s are in for growing competition for faculty expertise. Good

faculty andprofessors with practical experience are often highly sought after by industry, which can offer them

higher perks and salaries. To keep their best and most passionate faculty and professors, the Institutions must

keep them interested, engaged and rewarded. What keeps many professors in the HEI’s is their passion for

education and training of young professionals and students. An Institution that doesn’t reward innovative

faculty with competitive salaries and other benefits will lose some of its best professors and faculty to industry

and business.

Institutions that really want their teachers to become well-known for innovations will have to allow faculty to

fail sometimes. Many institutions don’t do that so well. If people aren’t in environments that tolerate some level

of failure, if they are not encouraged to innovate, they are simply not going to do it. The benefit to

Institutions/Universities comes in the form of “Reputational Capital”. The more the public perceives an

Institution/University to have innovative faculty, the more students will be attracted to its programmes and the

more visible an Institution’s faculty in the community, the stronger its reputation will become. Keep the core

curriculum, relevant and up-to-date that is the key. Beyond that, develop leadership skills, not only as an

intellectual conceptualization, but as applied skills. Many faculty see their traditional teaching roles expand to

include mentoring of students, facilitating consultancy, taking up creative and innovative projects and

developing new approaches to curriculum and instruction. These faculty view their class room as environments

for interaction, creativity, innovation, exploration and reflection. More important these faculty, view themselves

as innovators with their Departments and Schools as their biggest supporters and their students as their greatest

motivation.

It is the University’s and HEI’s responsibility to develop innovative faculty leadership. It is most important for

students to know certain basics before they assume leadership roles in their organization: A business is only as

good as the people who lead it. You can never have enough leadership in an organization, at all levels,

especially one that is growing. You have to build a team that is committed and focused on the same objectives,

with no divisiveness or politics. It is much easier for them to talk about market and financial strategies, even

though the people side of it is really where success is determined. Team building and team management


concepts should be effectively incorporated and focused in the curriculum of programmes offered in HEI’s

since Universities and HEI’s alone are capable of producing tomorrow’s innovative leaders. Courses on

Entrepreneurship, Creativity and Innovation and Live Case Studies encourage faculty and students to become

more innovative. It encourages them to try new approaches to teaching and research. Innovation adds spark and

relevance to astudent’s learning experiences and enhances institution’s reputation for excellent education. More

important, it helps students to adopt a more innovative and creative mindset, which is just what many of today’s

employers are looking for.

Many IT and Software Companies have established their own R&D Centres in Universities in India to foster

innovation and to develop new and exciting products and services involving students and faculty in the

Universities.

Summary and Conclusions

Higher education, and HEI’s in particular, will be the key in the advancement of India becoming a developed

nation. There is a strong and urgent need that faculty and students in the institutions of higher learning to be

trained to innovate and to develop innovation leadership. The Governments must increase funding for higher

education to match those levels of other nations, and industry must work with and support the HEI’s

in the development of new products and processes. The synergistic and symbiotic relationship between

Industry, Academia, Government and Society is necessary to ensure the development of tomorrow’s

innovative leaders whose innovative products will lead to the improvement in the standard of living for the

citizens of India.

References:

[1] “The Future of Higher Education”, The Higher Education White Paper, Norwich,U.K, 2003.

[2] William Locke, Reconnecting the Research-Policy-Practice Nexus in Higher Education: “Evidence-Based

Policy in Practice in National and International Contexts, Higher Education Policy, UNESCO, Paris, France,

Vol. 22, No. 2, June 2009, pp119-140.

[3] Higher Education in Developing Countries – Perils and Promises, The Task Forceon Higher Education and

Society, World Bank, Washington, U.S.A., 2000.

[4] Project Appraisal Document, Higher Education Project, World Bank, Washington, U.S.A., 2002.

[5] Stig Enemark, Research on a Global Scale, UNESCO, International Workshop, Copenhagen, 17-18 May,

2005. pp 1-12.

[6] Shen Changyu, Giving Full Play to the Supporting Functions of Institutions of Higher Learning in Science

and Technology and Promoting Regional Economic Development, Proceedings of Asian University Presidents

Forum, Nov 12-14, 2010,Guangzhou, China, pp.225-236.

[7] Rights of Children Between the Age of 6-14 Years to Free and Compulsory Education Act, 2009.


[8] M. Adithan, Collaborate to Create Tomorrow’s Innovative Leaders, Journal of Engineering and Technology

Education, Vol. 3, No. 1, Jan-June 2009, pp.6-10.

[9] Department of Science and Technology, R&D Statistics 2004-2005, Govt. of India,New Delhi, 2006, pp. 3-

8.

[10] G. Viswanathan, Challenges and Prospects in Institutionalization of HigherEducation Institutions (HEI’s),

Proceedings of 9th Asian University Presidents’ Forum (AUPF), Phnom Penh, Cambodia, December 16-18,

2010.

[11] Tricia Bisoux, Teaching Outside the Box, Journal BizEd, Florida, U.S.A.,

July-Aug, 2007, pp. 22-30.


EXPLORING EFFECTIVE COOPERATION MODES TO PROMOTE

CULTURAL EXCHANGE BETWEEN CHINA AND INDIA

Prof. XU Zhenhua

Vice Chairman of University Management Committee

Guandong University of Foreign Studies, China

Abstract:

Education internationalization has become an important strategy for higher institutions worldwide with the

development of economic globalization. The previous years have witnessed much cultural cooperation between

China and India including that in the field of education. However, more exchanges are needed to develop a

better understanding between the two countries. According to the education international experience of

GDUFS, the newest education policy of Chinese government and the current situation of cooperation, the

author here proposes effective cooperation modes to promote the cultural exchange between China and India

including strengthening academic cooperation, promoting joint programs, promoting student programs,

encouraging overseas study and developing the cooperation in Chinese education.

Key words: higher education, education internationalization, cooperation, exchange, cooperation modes

Introduction

The internationalization of higher education is the process of integrating an international and intercultural

dimension into the teaching, research and service functions of the institution. With economic globalization,

political pluralism, and information technology development, higher education witnesses increasing

communication, cooperation and aids among different countries, nationalities and cultures in different parts of

the world. The internationalization of higher education is an inevitable choice for the development of higher

education itself, as well as the requirement of economic and social development. From the development of

higher education in the world, the trend of internationalization of higher education is more and more obvious,

and it has been given great attention by international organizations, governments, and higher education sector.

I. The Current Situation of the Internationalization of Higher Education in China

The Chinese government has explored the internationalization of education for a long time and made some

achievements in overseas student education, cooperation in scientific research, joint training, cooperative

education and establishing Confucius Institutes.

In recent years, with the social and political stability, rapid economic development and improvement in

comprehensive national strength and international status, there are more and more overseas students coming to

China and more and more Chinese students studying abroad. The annual growth rate of foreign students is over

30%, covering major countries in the world. In 2010, a total number of 260 thousand overseas students came to

China from 194 countries and regions, in which more than 3000 were from Britain. In the mean time, the


number of Chinese students studying overseas has also increased rapidly. China now is the largest country that

sends students studying abroad, accounting for one seventh of the total overseas students in the world. The total

number is up to 1.9054 million from 1978 to 2010. In the year of 2010 alone, the number of overseas Chinese

students stood at 284.7 thousand. Britain is the country with largest number of Chinese overseas students in

Europe. According to rough statistics, now there are about 90 thousand Chinese overseas students in Britain.

China’s cooperation with universities in other countries around the world has developed from general

academic exchanges to substantial cooperation, including scientific research and high-level talents training.

China signed agreements with the United States and the European Union on scientific research cooperation and

high-level joint training programs. To summarize, after 20 years’ development, China’s education cooperation

with other countries is larger in scale, higher in standards, and more diversified in forms. Now, about 26

provinces in China set up education cooperation with their counterparts in other countries, with about 1000

cooperative educational organizations and programs having been approved by the Chinese authorities

concerned. The “China-UK Scholarship for Excellence”, for example, is co-founded by China’s Ministry of

Education and the Department of Education of UK, representing the achievements of our cooperation to a

higher level.

Besides, with the rise of China and its increasing interaction with other countries, more people have got

interested in learning Chinese. To cater for their need to know more about the Chinese language and culture,

China began to set up Confucius Institutes overseas. The recent years have seen a rapid development of

Confucius Institutes, serving as a bridge between China and other countries. With the common efforts of the

Chinese government and its counterparts abroad, by the end of 2010, 322 Confucius Institutes and 369

Confucius Classrooms in 96 countries and regions have been set up.

II. GDUFS’ exploration to education internationalization

Founded in 1965 and located in the economically advanced Guangdong Province, Guangdong University

of Foreign Studies (GDUFS) is a teaching and research oriented institution featured with internationalization for

the training of internationalized personnel and research of foreign languages and international trade. At present,

the university has 20 faculties with 56 undergraduate programs in 8 disciplines: literature, economics,

management, law, technology, natural science, education and art. The university also offers 7 PhD programs, 24

Master’s programs, and 5 Professional Master’s Programs. We have 1177 full-time teachers, 80 visiting

professors, and 60 foreign teachers. The total number of students amounts to 41,000, including full- and part-

time students and international students.

The University holds the motto of "Strive for Moral Integrity, Noble Conduct and Conversance with

Cross-cultural Learning" and endeavors to promote the integration of foreign language teaching and specialty

studies. Our graduates have high ethnic standards and professional expertise. They are good at both cross-


cultural communication and IT technology with broad vision and a sense of innovation, capable in the

cooperation and competition on the global stage.

1. GDUFS’ international exchange and cooperation

Adopting the strategy of education internationalization, the university emphasizes the importance of the

internationalization of faculty, students, research, and management. Until now, we’ve established exchange and

cooperation relationships with 190 universities and academic institutions overseas, including the United States,

Great Britain, France, Germany, Spain, Italy, Canada, Australia, Japan, Russia, India and so forth.

In recent years, the university has set up an exchange platform to further its internationalization by

providing more chances to its faculty to do research and advanced learning in our sister universities abroad.

Language courses are also provided for helping improve their English proficiency. On the other hand, the

university recruits more foreign experts and teachings from aboard, making the current total number of 57

foreign experts from 14 countries and regions.

In its efforts to internationalize our students, the university has, by far, student programs with 63

universities in 23 countries, and launched 16 joint programs for our undergraduate and postgraduate students.

We have close ties with 24 universities in UK, Australia, USA, Canada, France and South Korea where we’ve

already sent 5000 students for articulation programs.. On the other hand, we started to recruit international

students since 1987 and their number is on the rise. In 2010, we have 1060 international students on campus.

Among them, 65 are working for “Master of Teaching Chinese to Speakers of Other Languages” (MTCSOL)

under the scholarship sponsored by the China’s National Office for Teaching Chinese as a Foreign Language

(Han Ban).

In 2009, in order to contribute to the Plan of Pearl River Delta’s Development, and improve our

university’s international research level, we established the Research Institute International Service Outsourcing

and Guangdong International Strategies Institute. The former helps to train the personnel for the international

service outsourcing industry. The latter provides strategy consultation and decision-making services to

Guangdong Province, serving as a “think bank” for Guangdong’s development of opening economy.

Since 2006, with the support of the China’s National Office for Teaching Chinese as a Foreign Language

(Han Ban), we have set up three Confucius Institutes abroad. They are Confucius Institute at Sapporo

University in Japan, Confucius Institute at Catholic University of Santa Maria in Peru, and Confucius Institute

at Ural University in Russia. We will make continuous efforts to improve the teaching quality, to set up more

Chinese courses at different levels, and to hold more cultural and economical lectures, summer camps in our

Confucius Institutes.

2. The Cooperation and Exchanges between GDUFS and India

GDUFS started its cooperation with institutions of India in 2009. Till now, the MBA Education Center of

GDUFS has dispatched several groups of students to Xavier Institute of Management & Entrepreneurship to


have short-term exchange. GDUFS is now the member of Association of BRICS Business Schools which acts a

great platform for higher institutions of Brazil, Russia, India, China and South Africa. In this May, we have

signed agreement with TATA Group indicating that 200-300 students from our university can conduct their

internship in TATA in the future.

Besides the cooperation in the fields of Business and Computer science, we can also have cooperation in

language education. Our university now has 14 foreign languages including English, French, German, Russian,

Spanish, Italian, Portuguese, Japanese, Korean, Thai, Arabic, Indonesian, Vietnamese and Hindi, the newest

language. In the future, GDUFS hopes to have cooperation in Hindi language and culture teaching, student

program, faculty program and joint research.

III. Modes for education cooperation and exchange between China and India

1. Current education cooperation and exchange between China and India

The exchange between China and India can be dated back to Qin Dynasty and cultural exchange is the

cornerstone. During the past 2000 years, the Buddhism, music, dance, astronomy and calendrical calculation,

literature and language, architecture and sugar refining were introduced to China, which left a great influence to

China. Meanwhile, Chinese papermaking technology, silk, porcelain, tea and music also enriched the Indian

culture. After the liberation and independence of China and India, cultural exchange between the two countries

became more dynamic. As cultural exchange is the foundation to consolidate the friendship, the two

governments paid much attention to it. In 1988, Prime Minister Rajiv Gandhi signed the “Agreement on

Cultural Cooperation” during his visit to China. In 2003, Prime Minister Atal Bihari Vajpayee signed the

“Agreement on Cultural Cooperation between China and India: Executive Plan from 2003 to 2005” and after

that, the two government signed the “Executive Plan from 2006 to 2008”. All these agreements and plans

forged the cooperation between the two countries towards institutionalization.

In 2006, China and India issued a joint declaration and signed the agreement concerning the education

exchange, which further develop the education exchanges. In 2010, about 7000 Indian students came to study in

China and more than 1600 Chinese students went to India. Concerning the Chinese language education, we

dispatched Chinese language teachers, Chinese volunteers and presented books to India and now have

established two Confucius Institutes with Vellore Institute of Technology and Jawaharlal Nehru University.

2. Modes for education cooperation and exchange

In order to improve the overall education quality of its population, boost its scientific development,

accelerate its modernization, and build up its human resources, China initiated “The National Outline for

Medium and Long Term Educational Reform and Development” in 2010.

In future development of Chinese higher education, priority will be put in comprehensively increasing the

education quality. More attention will be paid to enhance the quality of teaching and scientific research, and

enlarge the capacity of social services. Higher education institutions are required to optimize their educational


structure and forge their own characteristic. It is clear that the expansion of enrolment will no long be the

priority in higher education before 2020. The development of higher education in China is ascending to a new

phase focusing on strategic transition in concept and quality. As for the internationalization of higher education,

the Outline has made it clear to further the open-up of China’s educational sectors in order to tackle the existing

problems, such as lack of overall planning and insufficient cooperation. Great endeavor shall also be made to

enhance the level of internationalization of higher education and cultivate more internationalized talents, to set

up several examples in Chinese-foreign joint schools and universities. Foreign high-quality education resources

will be introduced in various ways. Joint programs relating to exchange teachers, exchange students, mutual

recognition of credit and joint conferment of degree will be put into the list of priority. Higher education

institutions will be encouraged to conduct joint-programs abroad. On the other hand, the teaching quality and

standards will be raised in the overseas Confucius Institutes. And the number of international university

students shall be increased.

The New Initiatives of China’s Education Reform and International Cooperation will be in five

dimensions: strengthening high-level academic exchanges, developing more cooperative education and training

programs, encouraging more Chinese students to study abroad, attracting more foreign students to study in

China, and enhancing the education quality of Confucius Institutes overseas.

2.1 Strengthening high-level academic exchange and achieve high-level research results

Science knows no bounds. Academic research is, after all, shared by all members of mankind. Neither

nationality nor country can master advanced science and technology in all aspects merely on its own. Only

through mutual exchange and cooperation can we keep pace with the world’s overall technological

development. It is important for colleges and universities to conduct international academic exchange and

cooperation, through which we can learn world advanced science and technologies, managerial expertise so as

to improve the qualities of education and scientific research, and to promote disciplinary construction and

development. There are many approaches to strengthening world academic exchange: attending international

academic conference, conducting academic joint research, arranging visits for academic exchange, and sharing

research achievements.

2.2 Introducing quality educational resources and promoting international cooperative education

Joint schooling is a most convenient and effective way to introducing quality world educational resources.

Every country has its own advantages in education resources, such as financial support, teaching staff and

student quality. Colleges and universities in China will improve their operational mechanism in order to

broaden the scale for international cooperation. China will attract more sources from prestigious universities,

enterprises, educational and research institutions for joint programs in various areas. Excellent teachers,

research groups, and textbooks overseas will be introduced in a systematic way. On the other hand, talent

Chinese overseas scholars will also be welcome to come back and serve their motherland.


2.3 Promoting mutual recognition of credits and degrees, and facilitating exchanges of students

It is a significant step to recognize overseas credits and degrees in the opening-up of tertiary education

market. Due to different education systems, curriculum designs and standards in different countries, educational

degrees, certificates and academic credits are not mutually recognized in different countries, which greatly

hinder the opening-up of the education market. It is also a great obstacle for the further cooperation and

exchange of international students.

The Chinese government calls for wider mutual recognition of school records and academic degrees

among all countries, and gives its support to exchange of students, mutual conferment or joint conferment of

degrees among Chinese and foreign universities. It also calls for promotion of education for international

understanding, enhancement of teachers’ and students’ understanding of different nations and cultures.

2.4 Improving overseas studying mechanism and supporting Chinese talents to study abroad

In order to comprehensively push forward the globalization of higher education, China needs a stronger

team of teaching and management staff. In the near future, China will improve the mechanisms of funding

Chinese students to study abroad at the government’s expense, enabling more teachers and students to study in

top overseas universities and research institutions. Meanwhile, China will give greater rewards to those

outstanding Chinese students who study overseas on their on funding to come back to work for their

motherland.

2.5 Enhancing the teaching quality of Chinese language teaching and enlarge the scale of international

students in China

Efforts should be devoted to increase the number of government scholarships and to optimize of the

structure of the international students in China. Meanwhile, it is significant to, targeting the overseas students,

provide preparatory courses, increase the number of content courses taught in English, and upgrade the teaching

quality. For further international communication and cooperation, international student education and its

teaching quality have now been major concerns for those Chinese universities who want to conduct more

academic exchanges with the outside world. On the other hand, the Confucius Institutes will be of vital

importance for teaching the Chinese language and culture. It also plays the role as a bridge to boost China’s

cultural exchanges with other countries. The principal mission for the Institutes is to strengthen the world’s

understanding of Chinese language and culture, to establish friendly ties with other nations, to facilitate the

development of multi-cultures, and to contribute its due share to fulfill a harmonious world.

IV. Concluding Remarks:

Against the background of economic globalization, China’s international exchange and cooperation among

higher education institutions includes an all-round opening of China’s education market, including educational

exchanges, resources sharing, and education system innovation. In recent years, with the development of co-


operations and exchanges in education between China and the rest of the world, an all-dimensional, multi-

layered opening pattern of education has been formed.

China and India are conducting closer cooperation in many fields such as politics, economy, science and

technology and culture. And the exchanges and cooperation of higher education will be an important support to

our all-round cooperation. I sincerely hope that both countries could set up new models, design new routes, and

build new structures in higher education internalization. Let’s work together to open a new era in mutual

exchange and cooperation in higher education.


INTERNATIONALIZATION OF HIGHER EDUCATION – THE GALILEE EXPERIENCE

Dr. Joseph Shevel

President, Galilee Institute, Israel














GLOBAL PARTNERSHIP IN TEACHING & RESEARCH

Dr. Anil Kumar

Director - SBST, VIT University, India


ORGINIZATIONAL STRUCTURE IN HIGHER EDUCATION

Ms.Kadhambari S.Viswanathan




CONTACT DETAILS OF THE DELEGATES

S.NO Country Participant Details 1.

India

Dr. G. Viswanathan Chancellor

VIT University Vellore - 632 014 Tamilnadu, India

Tel: 91-416-2243091 / 93 Fax: 91-416-2243092 91-416-2240411

[email protected] [email protected]

2. Col. Dr. G. Thiruvasagam Vice Chancellor

Chepauk, Chennai - 600005 Phone : 2536 1074, 2539 9403

Email: [email protected] Web: http://www.unom.ac.in/index.html

3.

Bangladesh

Mr. Md. Sabur Khan Chairman, Board of Trustees

Daffodil International University 102, Shukrabad, Dhanmondi, Mirpur Road, Dhaka-1207

Bangladesh Tel: 0088-02-9138234-5 Fax: 0088-02-9131947

Email: [email protected] web: http://www.daffodilvarsity.edu.bd/

4.

Cambodia

Dr.Domingo Aranel Director,

International Relations Norton University

Cambodia Tel:0085 23 982 166 Ext. 106

Mobile:008511 317 284 Fax:0085 23 211 273

Email:[email protected] 5. Prof.Sok Khieng

Rector Norton University

Cambodia Tel:0085- 23 982 166 Ext. 333

Mobile:008512 824 546 Fax:0085 23 211 273

Email:[email protected]

6. Dr. CHHUN Noch, Vice-Rector

Cambodian University for Specialties, Cambodia

Tel: +855-98-927-777 Fax: +855-78-777-383

E-mail: [email protected] [email protected]


7.

Cambodia

H.E. Dr. Sabo Ojano., President

International University (Sen Sok IU Hospital) Cambodia

www.iu.edu.kh www.sensokiuh.com

Mobile: 0085517926969 Tel:0085523881623

Email:[email protected] 8. Dr. Anbin Ezhilan., Ph.D

Director of International Relations Head of Department of Biochemistry

SSIUH & IU Phnom Penh

Cambodia Mobile : +855 92 52 66 47

9. Prof. Karthikeyan

International University & Sen Sok IU Hospital Cambodia

www.iu.edu.kh www.sensokiuh.com

10.

China

Prof. XU Zhenhua, Deputy Chairman of University Management Committee,

Guangdong University of Foreign Studies No.2, Bai Yun Da Dao Bei, Guangzhou,

China, 510420 Tel:0855—36207201 Fax:0855-36209184

Mobile:0855-13416396177 Email: [email protected]

11. Mr. SHANG Minrui, Deputy Director, Division of Academic Affairs

Guangdong University of Foreign Studies No.2, Bai Yun Da Dao Bei, Guangzhou, China, 510420

Tel:0855-36207201 Fax:0855-36209184


12. Mr. ZHOU Peng, Project Manager, International Office

Guangdong University of Foreign Studies No.2, Bai Yun Da Dao Bei, Guangzhou, China, 510420

Tel:0855-36207201 Fax:0855-36209184


13. Mr.Chen Te Wei, Vice President - ChaoShan College

South China Normal University GuangZhou 510631 GuangDong P. R. China Tel:0855-22238952 Fax:0855-36209184



14.

China

Prof.Zhuang Ming Ying, Honorary president -ChaoShan College

South China Normal University GuangZhou 510631 GuangDong P. R. China Tel:0855-13143367633

Fax:0855-36209184 Mobile:0855-13143367633 Email: [email protected]

15. Prof. Cheng Hua President

Anhui University Hefei,Anhui Province

People’s Republic of China – 230601 Tel(fax)0086-551-3861610


16. Mr. Qi Jun

Director Office of International Cooperation & Exchange

Anhui University Tel(fax)+86-551-3861610 Mobile:0086-13721024976

Email: [email protected] 17. Mr.Tommy (Yongming) TANG

Director International Office Yangzhou University

88 University Ave.(S), Yangzhou Jiangsu 225009, China

Tel: 00-86-514-87971870 Fax: 00-86-514-87352262 Email: [email protected]

[email protected] 18. Prof. Chen Chun Yang

President Southwest Jiaotong University

sichuan, Chengdu China

Tel:0086-28-66366341 Fax:0086-28-66366346 Email:[email protected]

19. Prof. SHI Jian,

Vice President Sichuan University

China Tel: 0086-28-85407455 Fax:0086-28-85403260 Email:[email protected]

20. Prof. YAN Shijing, Pro-Vice President, Sichuan University

China Tel: 0086-28-85407455 Fax:0086-28-85403260]

Email:[email protected]


21.

China

Ms. Tang Xuehong, Director

Division of Cooperation and Exchanges International Office Sichuan University

TEL: 0086-28-85407455 FAX: 0086-28-85403260

E-MAIL: [email protected] 22. Prof Zhang Li,

Vice President Guangdong University of Technology

China Tel:0086-20-39322766 Fax: 0086-20-39322767

Email: 23. Prof He Hanwu,

Director of Academic Program Office Guangdong University of Technology

China Tel:0086-20-39322766 Fax: 0086-20-39322767

Email: 24. Prof Fang Lingling

Director of Foreign Affairs Office Guangdong University of Technology

China Tel:0086-20-39322766 Fax: 0086-20-39322767

Email: [email protected] 25. Prof Cheng Lianglun,

Dean of Faculty of Computer Guangdong University of Technology

China Tel:0086-20-39322766 Fax: 0086-20-39322767

Email: 26. Prof Zhang Chengke,

Dean of Economics and Commerce Guangdong University of Technology

China Tel:0086-20-39322766 Fax: 0086-20-39322767

Email: 27. Assoc. Prof Tang Xiaoying,

Vice Dean of Department of Animation Guangdong University of Technology

China Tel:0086-20-39322766 Fax: 0086-20-39322767

Email: 28. Prof Zhang Li

Guangdong University of Technology, No. 100 Waihuan Xi Road,

Guangzhou Higher Education Mega Center,

Panyu District, Guangzhou, P.R China


29. Prof He Hanwu




Tel: +86-20-39322760

Fax: +86-20-39322767

Email: [email protected]

30. Prof Fang Lingling




Tel: +86-20-39322760

Fax: +86-20-39322767


31. Prof Cheng Lianglun




Tel: +86-20-39322760

Fax: +86-20-39322767


32. Prof Zhang Chengke




Tel: +86-20-39322760

Fax: +86-20-39322767


33. Prof. Tang Xiaoying Guangdong University of Technology,

No. 100 Waihuan Xi Road, Guangzhou Higher

Education Mega Center, Panyu District,

Guangzhou, P.R China

Tel: +86-20-39322760


34. CHINA ZACK SHENG

SINO INDIA EDUCATION AND TECHNOLOGY ALLIANCE Changsha,Hunan-410005

86-731-84450571 86-15084753777

35.

Japan

Prof. Ogawa President

Asia University Japan

Email:[email protected] 36.

Israel

Dr. Baruch Levy, Chairman

Galilee Institute, Isreal Tel: +972 4 6428888 Fax: +972 4 6514811

Email: [email protected] 37. Dr. Joseph Shevel

Rector Galilee Institute, Israel Tel: +972 4 6428888 Fax: +972 4 6514811

Email: [email protected] 38.

Thailand

Panadda Unyapho, Ph.D. Director

International Affairs Office Bangkok University Rama 4, Klong-Toey

Bangkok, 10110, Thailand Tel: (662) 3503500 Ext. 1547

Fax:00662-240-1926 Email:[email protected]

39. Dr. Mathana Santiwat President

Bangkok University Thaliand

Tel: (662) 3503500 Ext. 1547 Fax:00662-240-1926

Email:[email protected], [email protected]

40. Assoc. Prof. Dr. Tiparatana Wongcharoen, Vice President for Academic Affairs

Bangkok University Rama 4, Klong-Toey

Bangkok, 10110, Thailand Tel: 00662 3503500 Ext. 1547

Fax:00662-240-1926 Email:[email protected]. [email protected]


41. Asst. Prof. Dr. Natthaphob Nimpitiwan, Dean, School of Engineering


Bangkok, 10110, Thailand Tel: 00662 3503500 Ext. 1547

Fax:00662-240-1926 Email:[email protected], [email protected]

42. Dr. Thirapon Wongsaardsakul, Associate Dean, School of Science and Technology


Bangkok, 10110, Thailand Tel: 00662- 3503500 Ext. 1547

Fax:00662-240-1926 Email:[email protected]. [email protected]

43. Mr. Josef G. Schedler,

Assistant President for Internationalization, Rangsit University Bangkokhailand

TeL; Fax:

Email: 44.

Mexico

Mr.Armando García Yáñez Director- Programas Internacionales

Universidad Popular Autónoma del Estado de Puebla, A.C. 21 sur 1103, Colonia Santiago

C.P. 72410 Tel: 0052 (222) 229 94 00 ext. 7832

Fax:0052 222 2299400 Email: [email protected]

45. Mr.Eugenio Yarce Vice President

Universidad Popular Autónoma del Estado de Puebla, A.C. 21 sur 1103, Colonia Santiago

C.P. 72410 Tel: 0052 (222) 229 94 00 ext. 7832

Fax:0052 222 2299400 Email:[email protected]

46.

Korea

Prof. Jekuk Chang President

Dongseo University Jurye-2-Dong Sasang-Gu , Busan 617-716

South Korea Phone: 0082-51-320-1508

Fax: 0082-51-320-1654 Email:[email protected]


47. Prof. Chan Chung Dean, International Cooperation Office

Professor, English Department Dongseo University

Jurye-2-Dong Sasang-Gu , Busan 617-716 South Korea

Phone: 0082-51-320-1508 Fax: 0082-51-320-1654

Email: [email protected] 48. Mr. Leo Choi

Officer, International Office Dongseo University

Jurye-2-Dong Sasang-Gu , Busan 617-716 South Korea

Phone: 0082-51-320-1508 Fax: 0082-51-320-1654

49.

Lithuania

Dr. Stasys Vaitkevicius, Vice-Rector for Development and International Relations

Mykolas Romeris University Ateities 20, LT-08303 Vilnius, Lithuania

www.mruni.eu Tel: +370 5 2714 667 Fax: 0037052714522

Email: [email protected] www.mruni.eu

50.

Iran

Prof. Reza RoostaAzad, President,

Sharif University of Technology Tehran, I.R. IRAN

Tel:0098 21 6600 5210 Mobile:0098 21 6600 5210

Fax:0098 21 6600 5310 Email:[email protected]

51. Prof. Rasool Jalili, Dean, International & Scientific Cooperation, Sharif University of Technology

Tel:0098 21 6616 4023 Mobile:0098 21 6616 4023

Fax:0098 21 6616 4022 Email:[email protected]

Documents

AUPF 2011‐ VIT UNIVERSITY, INDIA Page 2 · AUPF 2011‐ VIT UNIVERSITY, INDIA Page 3 History of the AUPF The Asian University Presidents Forum (AUPF) is a result of the cooperation